This guide has been designed to strengthen the competencies of child protection actors. The term "child protection actors" covers three categories of actors: social workers, para-social workers and community actors.
The purpose of the Child Protection in Humanitarian Action Competency Framework is to ensure a quality, harmonised, inter-agency set of competencies, indicators, and core values. This framework is intended to inform staff recruitment, learning and development, performance management, planning, and organisational design. It is hoped that this sector-wide guidance will advance the accountability, effectiveness, and predictability of humanitarian responses to affected populations.
The Minimum standards for child protection in humanitarian action have been developed to support child protection work in humanitarian settings by: Establishing common principles between those working in child protection; Strengthening coordination between humanitarian actors; Improving the quality of child protection programming and its impact on children; Improving the accountability of child protection programming; Defining the professional field of child protection in humanitarian action; Providing a synthesis of good practice and learning to date; and Strengthening advocacy and communi
ECWI recently developed and piloted a needs assessment tool to support policymakers responsible for policy planning and personnel management of ECD programs around the early childhood workforce. The tool focuses particularly on personnel supporting home visiting programs delivered across sectors for pregnant mothers and caregivers with children under 3.
If you are interested in accessing the full version or using the Tool, please send an email expressing your interest to Vidya Putcha (vputcha[at]r4d[dot]org).
Download an excerpt of the Tool below.
These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.
This book describes the ways in which the mentoring terrain in early care and education has changed over the last two decades, and the multiple contexts in which mentoring now occurs. It offers mentors, coaches, and/or technical assistance providers an effective, activity-based way to reflect on, practice, and sharpen skills for working with early childhood practitioners, and it can be adapted to a wide variety of early care and education settings.
This report details the findings of the Early Childhood Higher Education Inventory: Principal Certification Programs [Principal Inventory] (CSCCE, 2016) conducted in the state of New Jersey in 2016. The Principal Inventory is a research tool used to assess the inclusion of course content and field experiences related to early education in preparation programs for educational professionals seeking to become principals. The report outlines an approach to reconceptualizing and strengthening preparation and support for principal candidates and current school leaders.
Public policy work is often incremental. Sometimes successes are realized by steady movement along the same path. Sometimes great strides are made by starting over and doing something bold. There is not one single right way to approach policy work. But before any plans are made and actions are taken, it is crucial that all stakeholders are aware of the current policies and contexts.
The National Association of Social Workers, has developed the Practice Standards & Guidelines which provide benchmarks that describe the services that social workers should provide; that employers should support and that consumers should expect. Standards/guidelines reflect current and emerging best practice trends and are a critical component of the professional social worker's toolkit. They are useful for both new and experienced practitioners, and can be effective advocacy tools.