Tool

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 inter-agency CPHA competencies are primarily intended for use by child protection staff in humanitarian contexts. However, they are also relevant at the global level or in development settings in support of planning and emergency preparedness. The CPHA Competency Framework aligns with the CPMS and complements the existing general Core Humanitarian Competency Framework. It is therefore transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and seniorlevel professional development

The Alliance for Child Protection in Humanitarian Action

2019

This Guide is designed to assist national policy- and decision-makers and education officials to develop an informed teacher policy as an integrated component of national education sector plans or policies, aligned to national development plans and strategies.
More specifically, the Guide is a tool designed to contribute to the elaboration of an evidence-informed national teacher policy, specific to each national context and drawing on the evidence of good practices from a wide range of countries and organizations.1
Based on the best available evidence on teacher policy and the teaching profession, the Guide aims to:

• Present an overview of teacher-related policy dimensions and issues that need to be considered when elaborating a national teacher policy and how they are interrelated;
• Outline policy responses that need to be considered; and
• Suggeststepstoelaborateandimplementanational teacher policy.

UNESCO, International Taskforce on Teachers for Education 2030

2019

Little research attention has been paid to documenting and analyzing attempts of education systems moving quickly and at scale to provide online learning when all or many schools are closed. Related 'good practices' are considered rare, and on the whole, activities and initiatives of these sorts are poorly documented, especially when it comes to the needs of learners and education systems across the so called 'developing world'.

This brief extrapolates from the existing knowledge base about the use of educational technologies in general over past decades, as well as from consensus expert and practitioner wisdom and experience, to offer high-level guidance and 'rules of thumb' for policymakers forced to make related decisions in fast moving, very challenging circumstances with little guidance or relevant experience.

World Bank

2020

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 goal of this guide is to develop the basic professional competencies of child protection actors, particularly social workers and para-social workers. This guide will also help trainers develop training content and ensure that child protection actors acquire the required information (knowledge), know-how (skills) and interpersonal skills (attitudes). The first part of the guide is intended for those who train child protection actors and is based on a child protection competency matrix. The second part of the guide includes sessions on themes specific to Terre des hommes.

Terre des Hommes / Didier Sevet, Claudie Ouedraogo, Saïdou Chojnowicz, Gaele Bertrand, Sara Lim

2018

Our objective during the explorations was to provide guidelines for those working with parents and other caregivers about how to communicate with parents about learning through play. Caregivers and especially parents have a great role to play in their children’s well-being and brain development. This makes it more important to communicate with parents about the benefits of their role, for the sake of the child’s development.

The co-created outcomes from this Exploration are the following guidelines for communicating with parents and caregivers about their role in engaging children in playful activities.

Alejandra Zaragoza Scherman, Eszter Salamon, Rosemarie Truglio, Tim Jay

The LEGO Foundation

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 communication on child protection risks, needs and responses.

The Alliance for Child Protection in Humanitarian Action

2019

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.

The Guidelines include a mix of insights from research and i.e. practitioners’ reflections, as well as practical tools that coaches, mentors and facilitators can use to guide and support ECEC practitioners to reflect on their practice. They are meant to be an inspiration for ECEC pedagogical coaches, mentors and trainers who want to invest in reflecting on practice with teams or groups of practitioners, in order to support the socio-emotional well-being of children.

Margaret Kernan, Giulia Cortellesi, Nima Sharmahd and Chris de Kimpe

2019

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.

Center for the Study of Child Care Employment Institute for Research on Labor and Employment University of California, Berkeley

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.

Center for the Study of Child Care Employment Institute for Research on Labor and Employment University of California, Berkeley

2013

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. Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems (the Blueprint) provides a common framework that can help advocates and policy-makers take stock of existing workforce policies.
The planning guide provides five steps and guiding questions to help conduct an environmental scan of state early childhood workforce system policies and to begin planning action steps:
Step 1. Gather and Describe: What are your current state workforce system policies?
Step 2. Analyze: Do the policies apply or meet the policy-making principles?
Step 3. Determine: What are your goals?
Step 4. Discuss and Consider: What are your opportunities?
Step 5. Plan: What are your priorities?

NAEYC - National Association for the Education of Young Children

2008