A Practical Guide To Developing Child Friendly Spaces - UNICEF PDF
A Practical Guide To Developing Child Friendly Spaces - UNICEF PDF
A Practical Guide To Developing Child Friendly Spaces - UNICEF PDF
Developing Child
Friendly Spaces
1
Table of Contents
Terminology........................................................................................ 8
Principle 1: CFS are secure and safe environments for children ........9
2
PRACTICAL GUIDANCE FOR ESTABLISHING A CHILD FRIENDLY SPACE
Identifying the Needs of Children and the Gaps in Service Provision .......... 26
Selecting Partners.............................................................................. 27
Toolbox ............................................................................................ 28
o General Checklist for the Assessment Stage.
o UNICEFs Rapid Child Assessment Form
o A Step-By-Step Guide on drawing and mapping exercises with children
o Guidance on Assessing and Selecting Partners
Key Resources 47
Toolbox 48
o Checklist for Programme activities and Services
o Sample Schedule for Programme Activities
o Suggestions for Recreation Kits
o Suggested Activities for the Different Age Groups
Key Resources.66
4
Toolbox66
o Checklist for Facilities
o Suggested Materials and Supplies
o Sample Plan for the CFS Structure
Community Mobilization.72
o Textbox: Developing a Mobilization
Strategy..73
Organizational Structure.75
Administration.76
o CFS Coordinator.76
o Management.76
o Focal Points76
o Staff and volunteers77
o Textbox: Staff Retention.77
o Caregivers77
o Other key staff members78
Participation Revisited..79
o Textbox: Field Examples of Successful Participation..80
Key resources.81
Toolbox.82
o Checklist for Human Resources
o Community Mobilization Guide: Afghanistan
o Guidance for Recruiting Volunteers
o Code of Conduct for Staff & Volunteers
5
Defining Relevant Indicators.96
Textbox: CCF Field Example: Timor Leste Objectives, Activities and Output
Indicators..97
Key resources100
Toolbox101
o Checklist for Monitoring Evaluation
o Sample Monthly Monitoring Report
o Sample of Save the Children Monitoring Sheet for Parents & Caregivers
o Sample Monitoring Plan
REFERENCES108
6
Introduction
This guide is designed to assist UNICEF staff and partners, in establishing and
operating Child Friendly Spaces (CFS) in an emergency. It attempts to provide
readers with the main principles of a CFS and the processes on how to establish
one.
The overall aim is to improve the standards and capacity of field staff, by providing
the required knowledge to support the design and operations of child friendly
spaces.
In order to apply the compilation of policy-level guidelines and materials for CFS,
this guide has been designed in a simple format. There are two main sections: The
first provides more of a theoretical and conceptual overview, including an outline of
the main principles of CFS, background information on emergencies and an
historical overview of child friendly spaces. The second section presents practical
guidance on establishing and operating a CFS. An action sheet for each component
of the programming cycle has been prepared (i.e. assessments, design, operations,
capacity building and monitoring and evaluation). Each action sheet includes a
toolbox to facilitate the application of the guidance material.
Many resources on Child Friendly Spaces have been developed over the past
decade by UNICEF and partners. Yet there is still minimal guidance available for
field staff, covering basic guiding principles and the detailed steps for establishing
and operating these spaces.
This guide is as a practical tool for UNICEF field staff and partners. It covers all
aspects of developing and operating a CFS and presents design approaches that
may be adapted in various contexts.
Target audience
This guide is designed to assist field staff and partners in planning, establishing
and/or implementing the structural, programmatic, managerial and organisational
aspects of child friendly spaces. It will also be useful for policy makers and
supervisors in understanding and promoting the concept of CFS.
Methodology
Several consultations have been conducted with field staff from UNICEF and other
agencies to gather information about best practices and lessons learned for CFS.
In addition, this guide has drawn on the extensive material available on CFS from
UNICEF and other agencies
It reports and reflects on the valuable experiences of various experts who have
worked on child friendly spaces over the past decade.
Terminology
The term Child Friendly Spaces is used throughout this document to refer to the
concept as a whole. It is noteworthy, however, that child friendly spaces are not
always referred to by the same name by some of the partner agencies. This
document provides examples and approaches from partners and therefore uses
their respective term for CFS. For example, Christian Childrens Fund refers to
Child Centred Spaces (CCS); Save the Children often uses the term Safe Spaces;
the International Committee of the Red Cross uses the term Safe Play Areas.
8
The use of the term has occasionally created confusion in the field. First, the
acronym CFS can be easily confused with "Child Friendly Schools", which is a widely
applied concept, often used within the same communities as Child Friendly
Spaces. Second, the term underscores the physical qualities of the concept
space rather than the programmatic aspect, thus creating the impression that
the development or implementation is only addressing the creation of an actual
space, rather than, the delivery of important programmes.
Child Friendly Spaces are a child rights programming approach that supports
childrens well-being in the midst of emergencies. Used widely since 1999, CFS
protect children by providing a safe space with supervised activities, by raising
awareness of the risks to children, and mobilizing communities to begin the process
of creating a Protective Environment.
CFS can be defined as places designed and operated in a participatory manner,
where children affected by natural disasters or armed conflict can be provided with
a safe environment, where integrated programming including play, recreation,
education, health, and psychosocial support can be delivered and/or information
about services/supports provided.
Generally CFS refer to a relatively short to medium term programme response, and
are very often operated from tents and/or temporary structures (i.e. in schools,
under a tree or a vacant building). They are usually operated by NGOs or
governments. UNICEF is involved in establishment and coordination, in addition to
setting minimum standards for them.
CFS provide a safe and supportive system for children and families during a time of
crisis. A safe environment has always been a focus of CFS. As such, safety must
be factored into the design of a physical space and operations of the CFS. CFS
should be part of the original design of camps. Field staff can support safety efforts
9
by providing information and sharing knowledge with parents and children and
encouraging their active participation in the process developing a safe environment
for children.
! Provide a quick and efficient support system and response for the safety of
children after emergencies
! Create an environment for children to protect them from violence, exploitation
and abuse;
! Protective capacity
! Place to identify high-risk children
Key Resource:
1. IASC Guidelines on Gender-Based Violence Interventions in
Humanitarian Settings
http://www.humanitarianinfo.org/iasc/content/subsidi/tf_gende
r/gbv.asp
In an emergency, children need to feel that they have structure in their lives. As
such, it is important to have a well-structured programme in CFS. Children should
have the freedom to choose activities, and decide which activities to participate in.
The physical structure is also important in order to carry out a range of diverse
activities. Availability of appropriate materials, tools, and play objects are
essential. Also, if there is a shortage of these materials, there are risks that there
would be competition, fights, and frustration among the children.
Child and community participation in the selection of activities will enhance the
supportive nature of the CFS. Staff should be aware of and practice a child-centred
active learning approach. Children should be allowed to establish bonds and
interact socially as much as possible.
Stimulating and supportive environments for children are beneficial because they:
! Provide a healing environment for children and families in an emergency
10
context;
! Promote certain useful life skills;
! Reduce the impact of the emergency, by offering and encouraging structured
play and recreation activities;
! Support childrens resilience and return to normalcy, bringing a sense of order
and routine back into the lives of children by establishing predictable routines;
! Incorporate psychosocial supports, facilitated by trained staff to reduce the
psychological and social impact of the emergency on children;
! Support positive socialisation of children with peers.
In developing a CFS there must be an understanding of the lives of the families and
children in the community. Understanding the lives of children and families is
essential for any child-centred design and programme. Where possible, it is
important to build both government and civil society capacities p. 11. MHPSS.
Key Resources:
1. Core Commitments #1 Guiding Principles: The emergency response will
build on existing activities and partnerships developed through the country
programme of cooperation (p.2).
Principle 4: CFS use a fully participatory approach for the design and
implementation
11
the community at the initial stages has been documented. The most effective and
sustainable approach for promoting psychosocial well-being and recovery is to
strengthen the ability of families and communities to support one another. The
benefits of involving families and children are multi-fold:
Key Resources:
1. (INEE minimum standards) minimum Standards common to all
categories: Community Participation Standard 1: Participation
(Emergency affected community members actively participate in
assessing, planning, implementing, monitoring and evaluating p. 2
2. Core Principles MHPSS . p. 9
3. (See: Basic Principle of psychosocial Work, Child , family and
community participation and empowerment. - Psychosocial
Module CD-Training
Depending on the context of the emergency, one of these sectors may already have
strongly developed activities in a given sectoral area. Alternatively the
specialisation of the operating NGO may determine the type of predominate
activities/services supported or offered at the CFS.
12
! Provision for an integrated set of mutually reinforcing basic package of services
for children and their families (ie. support to mothers and babies, recreation,
and counseling for parents);
! Holistic integrated services and supports;
! Provision of basic services, using a rights-based approach to ensure the rights to
survival, development, participation and protection.
! Coordinated referral systems/mechanisms to ensure children have access to
relevant basic services, such as clean water, nutritional food, sanitary cleaning
facilities, latrines, immunisation, care and treatment for HIV and AIDS, etc;
Additionally, provide information about different sectors, sending messages
about hygiene, nutrition, and health, and how to gain access to various services;
! Integrated programming that addresses the needs and gaps in services, building
on local capacities.
Key Resources:
1. IASC Guidelines on Mental Health and Psychosocial Support in Emergency
Settings. 2007. (See: Core Principles, Integrated Support Systems)
In many cases, however, the most vulnerable groups, including children at risk are
unable to access the services and programmes of the CFS. There are many
reasons for this:
!Activities in the CFS may conflict with the daily lives and livelihood requirements of
the most affected groups;
!Usually caregivers bring children to CFS on a voluntary basis. At times, the most
vulnerable families may not understand the value of CFS for their children;
!CFS activities may be inappropriate or may conflict with the cultural beliefs of
groups within the community;
!The most severely affected and vulnerable families are less likely to participate in
community processes for planning and operations;
!Gender equity are upheld and the differences of class, caste, religion are accepted;
!Accessible to everyone, including pregnant girls and women and children with
disabilities.
Key Resources:
Approximately 77 million children under the age of 15 have their lives severely
disrupted every year due to natural disasters or armed conflict. Each year,
approximately 115,000 children are killed as a result of these events. Children are
one of the most vulnerable groups in these emergencies.
Children who have experienced armed conflict and natural disasters and their
aftermath face multiple risks, such as fleeing for their lives, abandoning threatened
homes and communities or struggling to survive in post conflict contexts. In these
conditions, government structures are often weakened and families are forced to
cope with destroyed livelihoods, separation, security concerns. Thus the care and
protection of children are crucial.
During an emergency, childrens sense of well being is jeopardized. They may be
exposed to a sudden loss, to disruption in their routines, to frightening experiences.
These circumstances require a significant amount of time for children to recover
and for psychological wounds to heal. Often, with the ample and effective support
and care children eventually will recover overtime. Many factors play into the
recovery process. Personality, culture, spiritual beliefs, support systems, coping
mechanisms, economic status and past experience all play a role.
Adversity can present children with experiences that affect their emotional,
cognitive, material and physical lives. The impact of emergencies on children and
their development can have tremendous consequences for their adult lives if they
are not provided with appropriate support measures
After a disaster or in an armed conflict, the violations of childrens rights often
increase dramatically. These include, among others, rights for survival, protection,
development, and participation.
The established social protection networks fall apart, and parents and relatives
may not be able to care for and protect their children anymore. Furthermore,
14
children are not always in a position to exercise their rights or draw attention to any
the violation of their rights.
Creating a social environment where children can interact with their peers, using
interesting and stimulating props, such as toys and art supplies, is equally
important. After a disaster or armed conflict, children no longer have play and/or
social settings. In these cases, CFS can be used to provide an alternative setting.
The fulfilment of childrens rights is essential for reducing childrens vulnerability,
strengthening their resilience, and ending the poverty, oppression, social exclusion,
injustice, war and abuses that rob children of their dignity, childhood and well-being
(Source: CCF Manual; 8).
15
A Brief History and Overview of Child Friendly Spaces
CFS were initially established as a response to the necessity for integrated supports
for children in emergencies, particularly in contexts where many supports were
weakened or absent. They provided an appropriate, community-based mechanism
that would be useful on a broad scale. They offered the most coherent operational
strategy to meet the core commitments for children in emergencies and their
aftermath.
UNICEF first created a CFS in April1999, in Kosovo, as a response to the crisis and
has since supported numerous other organizations in establishing safe spaces. In
Kosovo these initiatives proved to be an effective means of providing large numbers
of Kosovar refugee children and women with basic social services.
Subsequently, CFS were used as a response to the 1999 earthquake in Turkey.
They were established in the camps for survivors. There was a growing acceptance
of CFS in interventions. CFS then became a more common part of a response to
emergencies and were created in Angola, Chad, Colombia, East Timor, El Salvador,
Gujarat - India, Bam - Iran, Lebanon, Liberia, Northern Caucasus - Russia,
Occupied Palestinian Territories, Pakistan, Somalia, and Syria. In 2004, after the
Tsunami, many humanitarian organisations, including UNICEF, established CFS.
Hundreds of CFS have been established in Aceh, Indonesia, Sri Lanka, and
Southern India. These have been short-term CFS in camps or near temporary
shelters, or more community-based CFS.
The Case of Uganda
The Christian Childrens Fund organized an emergency safe centre for children 3-6
years in an IDP camp in Northern Uganda. Communities determined the relevant
activities and identified and selected adult volunteers. The volunteers organized
learning sessions and recreational activities, in addition to disseminating key
messages about basic hygiene, nutrition and protection.
A comparative study of two camps, one with a CFS and the other without, was
conducted. Some of the results showed that children who had participated in the
CFS seemed more prepared to return to school and less violent with other
children.
Research from various CFS around the globe has shown numerous benefits of the
concept. The strengths of CFS include flexibility, rapid start-up, scalability, low
costs, adaptability to different contexts, and utility in mobilizing communities. As
the case of Uganda illustrates (see textbox above), CFS may be adapted to support
young children even though they had initially been designed to support 7-13-year
old children. Also, CFS can support adolescents, who are often neglected in
16
emergencies. If a CFS is well-designed, it has the potential of complementing other
mechanisms needed to protect children in dangerous circumstances.
An advantage of CFS is their ability to provide many functions and benefits not in a
prescriptive way, but through involvement of the parents and children. CFS can
provide this flexibility. Instead of being presented as a formula or a
predetermined solution, they can be introduced as a general idea that can be
shaped and finalised with full participation of the various players. Parents can
assist in determining which programmes are most critical and should be initiated.
Children can select toys, make decisions about colour and design, and decide on
activities of interest. Local NGOs can contribute suggestions about location should
to ensure access to programmes and services by children and communities. For all
of these reasons, no two CFS can be exactly the same. Ideally they evolve
naturally, through the close collaboration of UNICEF, the community, local partners,
and the government.
If the CFS is a newly created physical space, it can provide a safe, clean
environment for children, even within poor settings, such as internally displaced
persons camps. Furthermore, in a CFS setting, the basic needs of children can be
addressed through provision of clean drinking water, sanitary toilets, and washing
facilities. Most importantly, at least during the periods when children are at great
risk of violence and sexual abuse and exploitation, through the CFS, children
receive more protection and care.
Please note that concrete examples and guidance for successful models and
approaches of CFS are provided in the second part of this manual.
CFS can be quite challenging to initiate and operate. Some of main challenges that
have been identified over the past decade are:
17
specific sectors have had difficulties in adjusting to integrated programming.
Please note that the above description of the challenges is intended to introduce
some of the main obstacles. Part two of this manual presents guidance to overcome
and/or prevent some of these challenges.
18
CFS MANUAL
Practical Guidance for Establishing a CFS
Phase: Early
A. Purpose
To identify situations that increase risks for children and to obtain knowledge for
effective planning and operations
CFS use a fully participatory approach for the design and implementation
B. Key actions
A situational analysis specifically related to the CFS can also be conducted with the
participation of the above actors and the local community members (i.e. children,
20
youth, local formal education leaders, teachers, local non-formal education
providers, faith based organizations, teachers unions, Parent Teacher Associations)
to determine specific areas and general types of responses for the CFS.
The following outlines and provides the general steps for the assessment process:
! The assessment considers the needs of children, site locations, implementing
partners, suitability of programme activities
! The assessment team is interdisciplinary, and includes children and other
members of the affected and host communities
! Children are included in the assessment and are given a substantive
opportunity to share their concerns regarding issues of personal security and
general well-being
! A variety of assessment methods used to retrieve data and facilitate
community participation is required
! Key informants for the assessment interviews are: children, formal and non-
formal education leaders, teachers, student teachers, members of parent
/teacher associations, teachers unions, early childhood and after school
programme providers, faith-based organization leaders, children/youth
focused NGO providers, local service providers to children with disabilities
and members of local childcare councils
(Guidance has been taken from the Draft INEE Good Practices Guide on
Emergency Spaces for Children: Page 5 and modified for the purposes of this
manual).
The assessment for CFS specific information should address the following issues to
retrieve relevant information:
! Existing protection and psychosocial threats to children
! Childrens education needs
! Emergency education material that exist and information that provides life
saving information to children
! Types of community-based and cultural mechanisms for teaching, learning
and protecting children from physical and psychosocial harm
! Designated/alternative safe places for childrens play and learning.
! Number of children affected (information should be disaggregated by age
and sex)
! Existing belief and attitudes towards education and play
! Identify the threats faced by disabled, poor, ethnic and language minority
and other vulnerable groups; determine ways to address threats through the
CFS
! Gender roles impact the access to ESC programming
! Services provided to vulnerable groups prior to the emergency
(Source: guidance has been taken from the Draft INEE Good Practice Guide on Emergency
Spaces for Children. N.d: 5 and modified for the purposes of this manual).
21
Specific Activities:
! Information should be obtained from visits and meetings with the government,
UN partners and NGO to s. (For further guidance details on establishing
coordination (also page 6 from the Core commitments for an outline on
coordination in a humanitarian response) and conducting assessments please
refer to the IASC Guidelines on Mental Health and Psychosocial Support in
Emergency Settings; p. 33 and 37- Action Sheet 2.1).
! Discuss the CFS strategy and coordinate activities with government and other
local actors. For detailed guidance on establishing coordination (also page 6
from the Core commitments for an outline on coordination in a humanitarian
response) and conducting assessments please refer to the IASC Guidelines on
Mental Health and Psychosocial Support in Emergency Settings; Action Sheet
2.1: p. 33 and 37).
! Conduct the preliminary assessment for the CFS initiative. (Refer to the tool #2
for the UNICEFs Rapid Child Protection Assessment Form and to the Key
Resources section for links to further guidance on assessments.
Specific Activities:
! Meet with the coordinating groups in the child protection and education sectors.
! Identify national, local and community stakeholders to consult with.
-Emphasize the value of the CFS by providing examples of other emergencies
and showing the links to the current situation.
-Present a matrix of roles and responsibilities and indicate certain gaps in
service delivery.
! Ensure that the CFS is part of the Humanitarian Action Plan or Emergency
Response Plan.
! Discuss the importance of a strong referral system with the government and
other basic service providers; demonstrate how it could be integrated into the
CFS.
Diagram Outlining the Steps of an Assessment
23
TIP: In order to mitigate the impact of the emergency on children and to
reach as many children as possible, it is important that the CFS
programmes start as quickly as possible. The minimum standards and
procedures are to be established and agreed upon by
implementing/coordinating groups.
(Source: Modified from the INEE Good Practice Guide on Emergency Spaces for Children.
N.d.: 2)
There are instances when CFS have not been effective because the programmes did
not account for daily practices and behaviours of children and families. Without
considering the daily routines the programme is likely to further complicate daily
chores, disrupt social support networks, upset residents, and introduce new
constraints on the type of care and protection that children receive.
Understanding the daily lives of children and families can be achieved through
participant-observation sessions, group discussions with family members, as well as
visits to the community, settlement, or camp. Knowledge about the daily chores,
economic activities, cultural behaviours, and very importantly key childcare
mechanisms and ways in which they are delivered is required in this process.
Maps are often an effective technique for getting an overview of the daily activities
of families and children. Maps can indicate the places where people spend their
time and the types of activities in each location. Note that the activities of
caregivers who work with different age groups are likely to be very different.
Therefore, it is useful to develop separate maps for each of the age groups. (Refer
tool #3 in the toolbox for a Step-by-Step Guide of a drawing exercise with
children).
Specific Activities:
! Use various methods to get information about the daily routines of children and
their families (i.e. maps, diagrams, drawings, site visits, etc).
24
Box 2 Daily activity matrix for the child
The daily activity matrix (illustrated above) is a simple tool used to identify a childs
typical day. The time of day is represented by the positioning of the sun, from
sunrise to sunset. The participants are asked what the child does throughout the
day and which adult is responsible for the child during that activity. A separate
column fore each caregiver can be created in the matrix. These simple images and
diagrams can be used to work with illiterate groups as well.
Principle Two addressed in the previous section of this manual noted that CFS
should be built on existing resources in the community. In order to achieve this, the
documentation and analysis of available community resources, such as schools,
local business, and religious organizations are required. The following types of
community resources should be accounted for:
! Material resources (i.e. Tents, vacant buildings, storage facilities, toys and
games)
! Human resources (i.e. professionals willing to provide voluntary services,
community leaders)
! Media tools or facilities (i.e. newspapers, radio stations)
One technique for mapping resources is to develop an inventory list or chart. This
type of document outlines, in detail, the staff, material resources, and
organisational resources in the community. An effective approach to drafting such a
25
document is to conduct a community forum or council with diverse representation
and participation from the various sectors, including community-based
organisations, NGOs, and community representatives. If this is not possible, the
second option would be for the Manager/Programme Officer to visit different
stakeholders in order to gradually develop an inventory.
Specific activities:
! Develop a resource inventory list or chart. The inventory document
should ultimately indicate all resources available in the community.
! Review information about the existing organisations offering services
and programmes (Note: This information can be retrieved from the
matrix described above in Key Action: One).
Site visits in the community and focus groups with adults and children who are
familiar with the community are useful methodologies for identifying the gaps in
services and the needs of children.
Key Action 7: Verifying Findings through Child and Community
Participation
There are a couple of recommended techniques that can be used to verify findings
and to make decisions about launching a CFS initiative. These activities include:
separate meetings or focus groups with men, women and children and a large
stakeholders meeting in the community. (Refer to Visit the Community in the CCF
Manual. 2008: 18-20 for a discussion on various protocol for contacting, meeting
and discussing childrens issues with the community).
During these meeting, the findings and possible plans should be presented to the
participants. Ideally the facilitator is a community member who has worked closely
with a CFS initiative.
The following provides a brief overview for conducting visits with the community in
the earlier phase of the initiative:
" Meet with the local leaders
" Explain the CFS strategy
26
" Ensure that leaders support the CFS in their community
" Talk with groups of women, youth and men about a CFS and potential
animators.
" Discuss qualified and willing animators in the area.
" Make sure there are no imminent protection threats that make it unsafe to
establish the CFS.
(Source: Starting Up Child Centered Spaces in Emergencies: A Field Manual. CCF. 2008:
20. The list has been modified for the purpose of this manual).
The participants should then be given an opportunity to comment on the findings
presented to them. This stakeholder meeting can be used not only for the
verification of the information collected, but also to reach a consensus on whether
or not to initiate the CFS.
Very importantly, at this stage in the process the results of the research
and analysis from the assessments may reveal that a CFS is not an
appropriate response in a given context. UNICEF staff should be
prepared for this possibility. If a CFS is not an appropriate response for
a given context, it does not mean that regular programmes, such as child
protection, psychosocial, health, education should not be carried out in
the community as part of the humanitarian response.
Two main criteria should guide the selection process. The first is the overall
capacity and ability of the partner to operate the CFS. The second is the suitability
of the partner for the activities to be carried out. Most NGOs specialise in sectoral
or thematic areas. It may be necessary for more than one organisation to share
the responsibilities in order to provide integrated services.
Specific Activities:
! Identify and assess all potential partners
! Identify the strengths and weaknesses of select potential partners
27
Tip: In many countries, UNICEF has the advantage of having a
longstanding presence and established networks. Often, the
organization is able to work with invaluable local partners to develop a
CFS. The initiative can be built on effective, relevant and constructive
programmes that are already in place.
C. Key Resources
! Child Protection-CD ROM (assessments)
! Core commitments for Children in Emergencies. UNICEF.
(http://www.unicef.org/emerg/files/CCC_EMERG_E_revised7.pdf)
! Emergency Field Handbook: A Guide for UNICEF Staff. UNICEF. 2005.
(http://www.unicef.org/publications/files/UNICEF_EFH.2005.pdf)
! INEE (refer to page 30 for specific information on Situation Analysis)
! INEE. Assessing and Analyzing Community Non-Formal Educational Needs
(http://www.ineesite.org/page.asp?pid=1130)
! Sphere, Humanitarian Charter and Minimum Standards in Disaster
Responses. 2004; revised edition.
(http://www.sphereproject.org/component/option,
com_docman/task,cat_view/gid, 17/Itemid,203/lang,English/)
! MHPSS IASC (on how to coordinate an assessment/details of the
assessment)
! Partner Assessment and Selection (INEE Guidnace)
(http://www.ineeserver.org/page.asp?pid=1131
! The Participation of Children and Young People in Emergencies: A Guide for
Relief Agencies (based largely on experience in the Asian Tsunami
Response). UNICEF: October 2007.
! Safe Spaces Assessments, Save the Children Training.
D. Toolbox
1) General Checklist for the Assessment Stage.
2) UNICEFs Rapid Child Assessment Form
3) A Step-By-Step Guide on drawing and mapping exercises with
children
4) Guidance on Assessing and Selecting Partners
28
Tool 1: General Checklist for the Assessment Stage
29
Tool 2: UNICEFs Rapid Child Protection Assessment Form
YOUR JUDGMENT IN COMPLETING THIS FORM. DO NOT TRY TO FILL IN EVERY
BOX. YOUR INFORMANTS MAY NOT FEEL SECURE OR COMFORTABLE GIVING
INFORMATION ABOUT SOCIALLY OR POLITICALLY SENSITIVE ISSUES. ONLY SEEK
INFORMATION ABOUT SENSITIVE ISSUES IF YOU FEEL YOUR INFORMANTS ARE
COMFORTABLE AND SAFE, YOU SEE VISIBLE SIGNS NEEDING EXPLANATION, OR
INFORMANTS SHOW SIGNS OF WANTING TO RAISE ISSUES THEMSELVES.
For the purposes of this assessment, a child means any person under the age of 18.
Make this clear to informants.
3. Separated/Missing Children
(Separated children are those without both parents or without their previous legal
or customary primary caregiver, but not necessarily separated from other relatives.
They may therefore include children accompanied by other adult family members.)
UNICEF Rapid Child Protection Assessment Form
78
Are there any reported cases of
separated children? _ None _ Some _ Many
families missing children? _ None _ Some _ Many
children sent away to safe places? _ None _ Some _ Many
Have there been large population movements? _ Yes _ No
Have families generally moved together as a group? _ Yes _ No
Are there groups of children living together without adults? _ Yes _ No
Do they include children less than 5 years of age? _ Yes _ No
3 Are there individual adults who have assumed care responsibility for a large
group of children? _ Yes _ No
Give details
....................................................................................................................
........
List any organizations taking care of separated children
....................................................................................................................
.............................
32
Tool 3: A Step-By-Step Guide on Drawing and Mapping
Exercises with Children
The drawing exercise is simple, requiring nothing more than paper and pencils and
a social workers skills. The steps are described as follows:
1. After establishing a rapport with the child, explain that you would like to
learn more about him or her to help trace family and relatives. Explain that
one way to do this is to draw pictures (maps) of where the child lived before
the separation. You can show other childrens maps or present your own
drawing as an example.
2. Provide the child a piece of paper and a pencil or coloured pencils (with an
eraser). Draw a small house in the middle of the paper. (The house can be
drawn by the child or by the social worker.) Explain that this represents the
his or her house. Now ask the child to draw all the places around the house
that he or she used to go to. (Depending on a childs age and level of
understanding at the time this exercise is being carried out, it may be better
to ask a child to draw a picture rather than a map because the latter may
be an unfamiliar concept. The picture becomes a map in essence.)
3. After you have verified that the child understands the exercise, allow him
or her time to draw without interruption. Be patient and encouraging. This
exercise can take up to an hour, depending on the level of detail in the
drawing.
4. Once the child finishes, ask about all the places on the map. If the child is
literate, ask him or her to label each place; if the child is not literate, label
the places for him or her. Now ask if the child has forgotten any place or
person. (Use probing questions such as Did you ever visit a neighbouring
town? Where did you play with friends? Where did your father go to
work? Ask the child to add each place and person to the map as they are
mentioned. (At any time in the exercise, a child may mention a place not
originally drawn on the map. Always allow the child time to add each new
place or person. This activity should not be rushed.)
5. Once the drawing is finished, ask the child to mark all the places that he
or she liked best with a particular colour of pencil or sticker.
7. It is now time to interview. Begin by explaining to the child that you would
like to learn more about his or her drawing and that you would like to ask
some questions. Ask if it is alright for you to write down what the child says.
33
8. Begin with the best-liked places that the child listed. Following is a short,
recommended discussion guide:
(Note: In conducting an interview, the interviewer can follow the above guide but
should not be restricted by it. Follow-up questions are encouraged. The point is to
help the child talk about any information that may be useful for either radio tracing,
which can require the smallest clues, or active field tracing.)
10. When the interview has been completed, review with the child what you
have learned from the map and explain how this information might be used
for tracing. Thank the child for his or her time.
11. When possible, make a copy of the map for the child. Maps can be
revisited several times, and the child can be re-interviewed if the social
worker feels that more information can be obtained.
(Source: Extracted from Mobility Mapping and Flow Diagrams: Tools for Family Tracing and
Social Reintegration Work with Separated Children. Brigette De Lay. Please note that the
mobility mapping is usually employed for tracing and reunification efforts to provide details
about a childs family or to identify foster families for adolescents. However, it is a valuable
tool for understanding the daily lives of children for the purposes of developing a CFS).
34
Tool 4: Guidance on Selecting and Assessing Partners
Service Delivery
" Does the organization believe in inclusion?
" Does the potential partner have experience implementing emergency
programs? Local Expertise? Local language and training capacity?
" What is the organizations background in implementing programs?
" Have the beneficiaries been satisfied with the results of the projects?
" Have donors been satisfied with the projects?
" What is the background of the people in the organization? What training have
they had? Is there a clear assignment of responsibilities and tasks within the
organization?
" Do they have the management capacity to expand? Can they take on more
responsibility?
Personnel/Administrative Matters
" How is staff recruited?
" Are there job classifications and salaries set? How are promotions and salary
increases handled?
" Number of people hired? How are they paid? Number of volunteers?
" Do employees have contracts? If so what do these contracts include?
" Does each member have a job description?
" What types of staff meetings are held?
(Source: Extracted from the Partner Assessment and Selection INEE Good Practice Guides >
Assessment, Monitoring & Evaluation > Inter-agency Network for Education in
Emergencies http://www.ineeserver.org/page.asp?pid=1131. The information has been
modified for the purposes of this document.)
35
Action Sheet 2: Planning and Design of Programmes
Phase: Early
A. Purpose
B. Key actions
The benefits of holistic integrated services have been documented extensively. This
type of programming has been described as:
Programmes that take into consideration a childs need for a healthy body and the
need for psychological and social support. The provide a variety of activities that
stimulate the development of cognitive skills, imagination, and creativity, and
provide opportunities for children to take responsibility for themselves and their
learning within the context of a social-cultural environment. Source: UNICEF, An Early
Childhood Care and Development (ECCD) briefing note.
The integrated approach has the potential to produce impactful and cost effective
responses that would otherwise be unavailable to shorter-term, more traditional
sector-based responses.
36
Box 3 Field Examples of Integrated Services
! In Albania, integrated services were facilitated in a CFS with strong
coordination with a significant number of child-focused NGOs.
This model suggests that a diversity of programmes will be provided from a well-
designed space. This type of space can be set up in locations such as camps and
situated in areas within close proximity to other programmes/activities/services.
It is likely that some of the identified needs may not be addressed within the CFS
and children may require specialized services. Therefore, a strong outreach
component for other services can be incorporated into this type of programme
design. The strategy may include a strong referral mechanism to link children or
their caregivers at the CFS:
! To an established government-based programme,
such as health, social welfare, etc;
! To other community-based programmes, such as
mental health services, skills development, community
recovery programmes, etc;
! To legal and economic services
! To the other CFS, operated by other NGOs, in the
community;
37
! To Child Friendly Schools (refer to textbox below).
Option 3: CFS as a hub for programmes
With this model, CFS are operated as a hub and provide strong links to all of the
other programmes and services in the community. The space focuses on referring
and networking efforts to link other programmes (using a similar strategy to option
#2 above). The activities conducted in the space can be quite limited. This is
usually a more suitable approach for a community-based setting (opposed to a
camp environment).
! Limited capacity of the main partner who is responsible for operating the
CFS;
! Lack of collaboration among various NGOs or community based
organizations;
! Lack of understanding of holistic services by partner;
! Donor driven services (i.e. some services seen as more essential);
38
! Limited understanding about the purpose of a CFS. Not all services need to
be delivered at a single CFS.
Specific Activities:
The following outlines specific activities for determining an approach to integrated
programming and services:
The relationship between Child Friendly Spaces and Temporary Child Friendly
Schools is critical but often overlooked. Temporary child friendly learning
spaces, provided with schools in a box and other basic educational materials
are part of a larger UNICEF-supported initiative to ensure schooling during
emergencies. To help children recover from traumatic experiences and continue
their education, the spaces provide physical and emotional protection, along with
a sense of normalcy (Source: Child Friendly Schools: UNICEF, Nov. 2006 1)
Both Child Friendly Schools and Spaces have the intention of creating a safe,
secure and protective environment for children. The parallels between the two
models provide a great opportunity for initiating complimentary activities,
building partnerships between schools, centers and the community and
establishing integrated programming, especially for the protection and education
sectors. As a result, not only are Child Friendly Schools an important educational
resource for CFS, but also, families are hopefully able to access services from
both initiatives. For example, a child may be referred to a Child Friendly School
at a Child Friendly Space. (For further details about Child Friendly Schools refer to
UNICEFs Child Friendly Schools information sheet at
www.unicef.org/girlseducation/files/CFS1Web.pdf)
39
the operating costs are likely to be more expensive than the start-up costs,
especially for CFS offering multiple services and programmes.
Specific activities:
40
KEY ACTION 3.0: Development of Programme Curricula
41
Keep in mind that even if the CFS is an actual physical space, not all
activities will take place in its actual structure. Many activities, such as
sports, can be carried out in other locations within the community, however
organized and managed through the CFS (as described in the integrated
programming approaches above in Key Action #1). Similarly, many
services/supports can be organised through referrals with other organisations
or in other places. As a result, the CFS is not required to have expertise in all
programming areas.
Conditions are likely to evolve as the emergency changes overtime. Schools
will re-open, health services will be established, and safety measures will be
prioritized. The original programme gaps identified for a CFS may no longer
be applicable. Therefore, it is important to establish a structure in which
activities can adapt to the changing environment and to the needs of children
and the community and to monitor the developments of external conditions
in a systematic way and to adjust the programme goals and outcomes
accordingly. (Refer to the Action Sheet 5 for guidance on monitoring).
Specific Programming activities for CFS
Organised play Formal education Food Psycho- Peer HIV and AIDS
in lieu of schools programmes social education supports
activities
42
KEY ACTION 3.1: Age appropriate programming*
One of the strengths of a CFS is its capacity to serve children of all ages. In
general, four age groups have been accommodated: Babies/toddlers, pre-
school children (under six years), school-aged children (ages 6 to 12), and
adolescents (ages 13 to 18). The needs and activities of each of these age
groups are different. The requirements and set-up for the physical
structure/lay-out are also different for each age group (Note: the facility
layout and structural design is discussed extensively in the next Action
Sheet).
It is recommended that the different age groups have contact and/or interact
in certain activities. The strongest programmes are the ones that allow
children of different age groups to support one another. For example,
adolescents are a great resource for organising and implementing activities
for younger children. Additionally, encouraging children of different age
groups to interact is relevant to many cultural contexts.
While assessing the needs of the children and how the CFS will address these
needs, it is important to consider the particular needs of each respective age
group. (Refer to the Key Resources for links to suggested programming
activities based on various age group; and to Tool #3 for the required
supplies/equipment for activities).
Babies are dependent on adults for all their needs. This dependence is a
major feature of the first five years of life. Young children need adults to
provide food and shelter, protect them and make them feel safe
(Psychosocial Support of Children in Emergencies-Review version: 34).
In the CFS, safety and security are of great importance for these children.
Babies and toddlers are likely to carry out most of the activities with their
caregivers; and therefore, it is critical to create private and comfortable
spaces for mothers so they can nurse and play with their children.
Caregivers can also use these spaces to support one another and to
communicate with each other.
Other age groups can contribute to activities for children under six years.
For example, older children can organise events or grandmothers and other
members of the community can play music or tell stories.
43
Middle Childhood (six to twelve years)
Note: refer to Tool #3 in the toolbox for further details on supplies for
programmes, including a description and the recommended quantities of
items.
44
depending on circumstances and cultural expectations. (Psychosocial Support
of Children in Emergencies-Edit Revision: 35).
Within certain contexts, this age group may be the hardest to reach. In
certain contexts, it may not be possible to reach adolescents through
schools, for example. In other cases, families may be reluctant to let
adolescents participate in CFS activities because of their household
responsibilities.
Because you youth may have limited education, relevant activities include
literacy courses and life skills workshops about communication, cooperation
and non-violent conflict resolution. (CCF manual; 2008:100).
*Groups have been categorized based on stage in Child Growth and Development
in UNICEF Psychosocial Support for Children in Emergencies. For further details
pertaining to each stage, refer to pp. 34-36). For guidance on implementing
programme activities based on developmental stages, refer to: Starting Up Child
Centered Spaces in Emergencies: A Field Manual. CCF. 2008: 44-49).
Conflict, natural disasters and other emergencies affect men, women, boys
and girls differently as a result of their differing roles in society. Gender roles
are the socially constructed differences between males and females. As these
45
roles are shaped by social, economic and cultural forces, they vary between
cultures and social groups. (Gender and Development, Psychosocial
Support for Children in Emergencies; Field Version. UNICEF; 2007: 36-37).
Gender roles and their expectations can make gender a more significant
determinant of risk or protection than the fact of being a child. (Ibid: 36).
Understanding the influence of gender roles is important in conceptualizing
protection and risk factors. Psychosocial support, (education and protection)
programmes must take a gendered perspective in building on individual,
family and community strengths in order to mitigate the impacts of
emergencies (Ibid: 36).
CFS are inclusive places for all children, where girls and boys can play,
convene and express their opinions freely; they are places that upholds
gender equity at all times. The needs and preferences of boys and girls
should be accounted for during the programming design, implementation and
monitoring and evaluation phases. Appropriate activities and services for
both girls and boys are required. This may require segregated activities,
depending on the cultural background and customs of the children.
In Bam, Iran it is culturally acceptable for young boys and girls to play
together, (prior to a school age). As children grow older, they are required
to play in separate spaces. CFS were designed to account for this cultural
norm. An effective solution was to create a schedule that enabled boys to
attend the CSF on certain days and girls on the other days.
CFS should ensure that all children with disabilities have a full experience in
conditions that ensure dignity, promote self-reliance and facilitate their active
participation in the community.
46
Culturally Appropriate and Relevant Programming
Specific Activities:
The following outlines specific activities for determining preparing and
developing the programme
C. Key Resources
47
equipment, weekly activities, volunteer information/maintenance of
the area/security/monitoring).
D. Content of Toolbox
48
Programmes are gender sensitive
Programmes are culturally appropriate
49
Tool 2: Save the Children Sample Schedule for
Programme Activities
50
Tool 3: Suggestions for Recreation Kits
Cultural and age appropriate Toy Kits
(for 20 Children; under 6 years)
Required Supplies Description # of items
White Board Large size (not for individual use) 1
with non-toxic pens and eraser (
and an extra box of markers)
Ground Mat Polyester, stuffing, and bright 4
colours, if possible
Toys Soft plastic, make sounds 10
Stand with rings of for very young children 5
different colours & sizes
Building Blocks Big pieces, suitable for very young 5 Pails
children
Cushion Balls Soft small balls of different colours 10
for very young children
Hand puppets Puppets which you put your hand in 10
and animate; different types
51
Art Kits (For 100 Children; different age groups)
Required Supplies Description # of items
Pencil Case Simple pencil case 50 cases
Pencils good quality, if possible 250
Erasers Practical shapes 50
Sharpener Small, simple, good quality 50
Pencil Colours A set with at least 12 colours 50
Drawing Pad Plain white paper; Approx. 100 100
papers, size 14-28 cms
Coloured Paper sets Different coloured paper sheets 100
Scotch Tape 25
Glue Stick Washable, non-toxic, big size 25
Modelling Clay Box of different colours, non- 100
toxic.
Scissor Must cut paper easily, straight 25
line; child friendly.
Water Colours 10 big bottles with non-toxic 10 bottles 0r
paint. 25 boxes
OR 25 boxes of 12 tubes of
different colours.
Colouring Brushes 3 different sizes (size difference 25 of each size
must be significant- ex. size 1, 5
& 10)
Crayon Buckets Bucket of 64 colours of Crayons 2
Note concerning the packaging of kits:
-Kits should be packaged in few boxes as possible.
-Names of kits should be printed on boxes.
-Boxes should be labelled and their contents displayed on them. Add in text
above
52
Action Sheet 3: Structural Design and CFS
Implementation
A. Purpose
B. Key actions
Site selection
Site selection is one of the most critical decisions to make while setting up a
CFS. If the CFS is an actual structure, in a community or camp, it should be
set-up in an accessible location.
Site selection should correlate to the daily routines of the families and
children (Action Sheet #1: Assessments on key activities for understanding
the daily lives of children and their families). Attendance of children to a CFS
is voluntary and the decision is made by the caregivers most of the time,
therefore accessibility and convenience should be key variables in selecting a
site. Another consideration in selecting a site is to ensure that basic services
such as transportation, electricity, water, and sanitation are readily available.
In order to find an appropriate site, visits to various locations with
community members and partners, mapping the area, and meetings with
relevant specialists in the municipality are required.
53
Box 8 Key Elements to Consider for Site Selection
Structural Design
54
and then eventually moved into more solid structures, such as wooden
structures.
Once the objectives of the CFS are clearly stated, the core planning group
can begin developing a space plan. This plan will indicate the type of
spaces that will be used (i.e. a tent, a wooden structure, or an outdoor
location) and the specifications, such as the geographic placement, the size,
other physical characteristics, layout, and construction materials.
The information required at this time also addresses the operational aspects,
such as the functions that the space serves. This will contribute to a more
practical design. Questions to pose at this stage in the process are:
! What activities will take place in this space?
! Who will use this space? What are the hours for activities? Will the space
55
be used for other programmes (outside of the CFS scope)?
56
Sample Layout of a Community-based CFS
57
Involving Children and Other Community Members in the Design
The design phase of the CFS is another opportunity for community and child
participation. Not only can children and their families provide valuable input
on how to arrange the tents in a given area, for example but once the
design is complete, hopefully they can feel empowered, respected and
included in their recovery
TIP: Simple techniques can be used to efforts. (Action Sheet #4
involve children and families in the provides details on
design of the CFS. community mobilization).
Communities can play a key role in this stage. Their involvement can range
from manual labour to quality control of materials and supplies. It is
important to ensure that participation is voluntary and not forced.
Eq
Box 9 Field Examples of Community Involvement ui
p
In Afghanistan, CCS* were started during the cold of winter and required
m
heat and more secure shelter. CCF worked with UNICEF which provided
en
tents and supplies for CCS in camps for displaced people. The
t
community assisted in designating the sites for the tents, setting them
up and providing 24-hour security for the teachers and school supplies.
CCSs were also organized in the courtyard and on the porches of En
mosques in Afghan villages. In some areas, rooms destroyed by sur
bombing were repaired to provide an indoor space for child activities. ing
Source: Starting Up Child Centered Spaces in Emergencies: A Field the
Manual; 2008: 26)
58
CFS is furnished with the appropriate type of equipment is important. At this
stage, the planning team will need to discuss the type of materials and
equipment required and the ways in which these materials will be procured.
For example, some of the key items to consider are ensuring age appropriate
furniture and purchasing/receiving local products from local manufactures.
(Refer to Tool #2 for suggested supplies related to hygiene, safety, security
and administration). Children and parents should be involved in the selection
of equipment (i.e. possibly in a participatory workshop including also input on
the weekly activities). For monitoring equipment and supplies, see Action
Sheet #5: Monitoring and Evaluation; Tool # 2- a monitoring form.
59
There have been attempts to develop minimum standards for CFS. While
these standards are important to ensure quality, safety and effectiveness,
they should not limit further efforts or creative approaches in planning and
constructing facilities. These minimum standards should be clearly
understood by all persons involved with the CFS and displayed in the facility.
The following presents key standards and guidance notes for some of the
main areas in CFS, such as recreation spaces, medical areas and toilet
facilities (if applicable). Note that these standards are intrinsically linked to
the main principles of child friendly spaces.
Recreation Facilities*
Each CFS should have recreational facilities and activities on-site that are
tailored to the different needs of children. Such activities contribute to the
development of the children, physically, socially, and intellectually.
! The indoor play areas should promote all areas of child development
(social, physical, intellectual, creative and emotional), and should,
subject to availability, including areas that accommodate dramatic
play, interactive play and education, art activities, gross motor skills
activities and a quiet area. The equipment and materials in the play
areas should be changed periodically. (Refer to the sub-section on
equipment for further details). The indoor play areas should be
organized so that children can choose and access play materials with
minimal assistance (i.e. low shelves, open bins, etc).
! The CFS should have as large an outdoor play area as space permits,
which allows sufficient space for team sport and other recreation
activities.
! The CFS should ensure that the indoor and outdoor play areas and
equipment are of sufficient quantity and variety for the number and
60
ages of the children at the CFS and the equipment therein is safe and
maintained in good repair.
Medical Facilities*
Children need to have environments that are safe at all times; thus, it is
imperative that no child is able to gain access to medications by him or
herself.
Illness and infection can rapidly spread in these settings if there are poor
standards of hygiene.
! Each CFS should have access to a space for the treatment of any
injury or minor illness that may occur to children while under the care
of the CFS staff. This space should be adequate to deal with the
different needs of children.
! There should be well equipped first aid box/kit available within the CFS.
The CFS should assist in promoting the health and life skills that are
age appropriate for the children using its services. This could include,
but is not limited to the promotion of, immunization and screening,
nutrition and diet, exercise and rest, personal hygiene, child rights and
where appropriate and culturally acceptable how to make positive
choices surrounding: sexual health, the effects of alcohol, smoking and
other substances, as well as information about HIV/AIDS and other
diseases.
! The CFS must ensure that all medication kept on the premises, except
medication that may be needed in an emergency, is stored in a locked
container that is inaccessible to children; medication that may be
61
needed in an emergency should be stored in a place that is
inaccessible to children. There should also be a written policy for
storing, disposing and administering medication.
*(These standards are from the Minimum Standards for Child Friendly Spaces
and Childrens Centers. Darfur State; UNICEF. 2007. They have been
adapted for the purposes of this manual).
Toilet Facilities*
Toilets should be situated and designed to take account of the childrens
needs for privacy, dignity, safety and any disability.
! Wherever possible, the CFS should have toilet/latrine facilities that are
conveniently located and easily accessible to the children. (Alberta
Best Practices, Part 2, Section 6(a). There should either be separate
facilities for boys or girls, or a mechanism to ensure that girls and boys
do not use the toilets at the same time. If it is not possible for the
CFS to have its own toilets, then accessible toilets that are nearby
should be identified, and a mechanism put in place to
monitor/accompany the childrens use of them.
! If possible, CFS should try to ensure that the toilet facilities can be
locked/fixed/secured from the inside and that only staff members are
able to open the doors to bathrooms, showers and toilets from the
outside in case of an emergency. This ensures that the childrens right
to privacy is respected. It also guards against the potential for abuse
or inappropriate behaviour. (Source: Quality Child Care Indicators, Save
the Children (UK), 2004, Art. 2.4. and Childrens Homes National Minimum
62
Standards: Childrens Homes Regulations, Std. 25.6, Department of Health,
United Kingdom (Her Majestys Stationery Office: 2002).
*(These standards are from the Darfur-UNICEF. Minimum Standards. 2007. They
have been adapted for the purposes of this manual)
1. The CFS should have a total area of 1,700 square meters for a population
of 2,500 refugees; it should be clearly identified, separated and easily
distinguished from other living and service areas in the camps and collective
centers.
2. In a total refugee population of 2,500, it is estimated that 750 children
will be of school age. The CFS should include 4 tents (70 to 75 sq m each)
for pre-school and primary school grades 1-4. An additional 3 tents should
be allocated to primary grades 5-8 - preferably inside the CFS but outside if
space is too limited.
3. The Well-Baby Centre should be organized in a separate tent of
approximately 50 sq m., including a kitchen area. This area, especially
designed for mothers, babies and young children will serve approximately
150-200 children daily.
4. The Adult Area should be devoted to mothers and children attending the
Well-Baby Centre. The area should be an open space provided with tarpaulin
of 50 sq m.
5. The playground should be on a level site of at least 50 sq m close to the
Adult Area. The CFS/E should also include a water point close to the Well-
Baby Centre and a bulletin board next to the water point.
6. There should be a Human Rights Information and Referral Centre on-site
63
Around the globe, CFS activities have continued, stopped or evolved as
communities have shifted into more stable post-emergency phases (CCF.
2008:61). For instance, in Albania community based services provided
through the CFS were later integrated into a national policy for community
based services for children in the country.
64
Box 13 Field Example of a Transition from a CFS to a
Sustainable Programme in Afghanistan
65
child friendly environment is debatable and very much depends on the
context. Unless there is strong community support, local capacity and an
available infrastructure, it is not recommended to pursue a long-term
community-based child friendly space or environment.
Specific Activities:
The following outlines specific activities for the structural design and
implementation of the space:
! Select site
! Design the structure (based on the size, the needs of children
and the types of activities)
! Prepare a space plan (see Tool #3 for a plan template)
! Involve children and community in the design (note: keep in
mind that participation is an on-going process)
! Build/create the space.
! Selecting materials and equipment (refer to Tool # 2 for
suggestions for stocking the space)
! Review the minimum standards for facilities; ensure standards
have been met and are accessible for
caregivers/facilitators/project officers.
! Discuss and develop an exit strategy/transition plan, in
collaboration with the community. (note: the transition plan will
most likely require modifications following an
assessment/evaluation of the facility)
C. Key Resources
D. Contents of Toolbox
66
2. Suggested Materials and Supplies
3. Sample Plan for the CFS Structure
67
Tool 1: Checklist for Facilities
Facilities Yes No Action/Comment
The CFS is enclosed on all sides and have a specific
entrance through which people can enter and exit
Latrines and hand washing facilities are accessible. If
facilities are some distance away a mechanism is in
place to monitor/accompany childrens use of them
Drinking water is available
The environment is safe, free from hazards, clean and
tidy
There is a room for staff, parents and other visitors
separate from those used by children.
There is access to a space for the treatment of any
injury or minor illness
Proper facilities for waste disposal (rubbish/trash bins
are provided)
All measures have been taken to ensure accessibility
for children with disabilities
There is enough indoor and outdoor space for the
children and activities
There is a separate outdoor play area for infants and
toddlers
The indoor play areas have proper ventilation/air
circulation
There is a shaded area available
There are no sharp edges on equipment
(Source: extracted and adapted from the Darfur document)
68
Tool #2: Suggested Materials and Supplies
Hygiene supplies
! Garbage cans and bags
! Toilet paper
! Hand sanitizer
! Hygiene wipes
! Soap
! Sponges
! Mop/bucket
! Hand towels
Administration supplies
! Clipboards
! Monitoring and referral forms
! Disposable plastic ID bracelets and/or Polaroid
camera and film (for child check-in/check-out)
! Permanent markers
! Electric tape
! Glue
! Save the Children T-shirts
! Scissors
! Name tag (for children and volunteers)
! Stapler and staples
! Pens
(Source: Save the Children- Design and Set Up: Materials, Design and Set-Up)
69
Tool # 3: Sample Plan for the CFS Structure
70
Action Sheet 4: Operations and Capacity Building
A. Purpose
To ensure the provision of structured activities that address the protection,
educational and psychosocial needs of children and adolescents.
CFS are usually operated by partners (i.e. government, INGO, or CBO) and
include the active involvement of communities. In many cases, the
programme activities are supported by a range of partnerships (i.e. with
mothers associations, youth committees, or community leaders).
Often if one organization is responsible for operating the CFS, other
NGOs/CBOs can provide programme supplements. As discussed in the
section above, CFS can also operate exclusively as a referral centre for
services delivered by the government or other organizations.
71
! Cost-effectiveness
The capacities of the local partner will vary depending on experiences and
the organizational structure. Operating the CFS through partners raises a
number of challenges. Some constraints that may be faced are:
! Limited financial and administrative expertise;
! Limited institutional capacity/ organizational
structure;
! A gap between the mission statement/indicators
and results;
! Limited analytical skills;
! Lack of inter-organisational communication or
coordination;
! Limited capacity for large-scale interventions.
72
Box 14 Developing a mobilization strategy
Start small and work up. Community mobilization efforts often fail
because the planners attempt to accomplish too much at once. To stay
motivated, community members need to make discernible progress,
accomplishing smaller goals before taking on the larger goals. In
practice, it is valuable to take a phased approach in which groups first
achieve smaller, attainable goals, increasing their motivation to take on
larger goals.
73
" The community needs to be involved in understanding the impact of
the situation on their children and in determining the approaches that
will benefit them. Local knowledge, beliefs and practices can support
childrens recovery from stressful events if they are appropriate and in
the best interest of the child.
(Note: If possible, adults from outside the community should not have
unsupervised access to children; at least, until they have gained the
confidence of their peers and the community).
74
community members.
Note: Educational background should not be the sole criteria; communication
skills and personality are important. (Refer to Tool #2 in the Toolbox for
specific interview questions for recruiting volunteers).
Volunteers working in the CFS are often parents, teachers, social workers,,
youth, Childrens Municipal Councils members and any other trusted member
of the community. They are frequently involved in a series of different
activities. The criteria for selecting volunteers are the same as those of the
local staff.
Very often, volunteers are compensated for their efforts. In most cases, they
receive a stipend or a small incentive. Careful attention needs to be paid to
the arrangements of other organizations; in addition an understanding of the
local market is important.
The issue of compensation for animators has varied depending on the local
situation. There should always be a quick, though careful, analysis of the
location situation, coordination with what other NGOS in the area are
doing. Problems have resulted when CCF has provided stipends or
incentives for its volunteers when other NGOs have not. Paying
animators is also problematic in terms of creating a dependency and
breaking the spirit of volunteerism. Conversely, problem shave also arisen
when individuals feel that they have provided time and effort when they
could have been doing something else. If payment is given, CCFs policy is
that is should be in the form of a stipend, and not as a full salary. In some
instances, food or other materials have been given to animators. In other
instances, incentives or stipends have been attached to particular
competencies (for example, teachers). In yet other situation, intermittent
reinforcement, like gloves or notebooks, have been given as a way to
enhance animators status. The position of donors on incentives will need
to be considered.
75
Children should be supervised at all times to ensure their development,
safety and well being. These suggested ratios exclude the staff performing
other duties, such as cleaning and cooking; while they are conducting such
activities, they are not eligible to supervise.
Administration
The staff, volunteers and parents in the CFS should have a designated time
to conduct financial and administrative duties. If possible, a space, which is
separate from children, should be allocated to enable privacy for official
tasks, i.e. interviews, meetings, etc.). Refer to the previous Action Sheet for
guidance on designing the structural space of the CFS.
CFS Coordinator
If there are several CFS established in one area, there should be an
appointed coordinator, supervised by the child protection officer/education
officer. He/she is responsible for the different CFS; a recommended
structure is 10-15 spaces within a 2-hour radius. Follow-up visits should be
conducted the coordinators on a weekly basis to:
- Provide ongoing support
- Problem solving
- Observe children and the activities
- Ensure referral systems are functioning effectively
Management
There should be a leader/manager responsible for the daily administration
and supervision of staff members, volunteers, other care givers, and parents.
Focal Points
There may already be a range of formal and informally organised recreational
and play activities set up in the area. Focal points can be appointed to promote
76
and enhance the recreational activities on behalf of the CFS. These individuals
can help to organize/link other programmes.
All volunteers, staff and partners working for/in collaboration with the CFS
should understand and agree upon discipline measures and behavioural
management. The policy should be displayed for all staff and volunteers in
the CFS. Children and parents should be consulted in the development
process of these measures.
Caregivers
Caregivers should improve the survival, growth and development of children.
They provide affection, nurture and interactive care as well as ensure good
health, hygiene and nutrition. (Programming Experience in Early Child
Development. UNICEF. 2006:4).
These individuals are responsible for dealing directly with children. They
should meet a minimum set of established criteria, such as education,
professional experience, and a demonstrated commitment to child protection
and care. There should be a gender balance. And, caregivers should be at
least eighteen years of age or older. (Source: Extracted from and modified
Minimum Standards for Child Friendly Spaces and Childrens Centers, Darfur
States, UNICEF. October 2007).
77
developing or modifying standards of care accordingly.
(Source: standards have been extracted and modified from the Minimum Standards
for Child Friendly Spaces and Childrens Centres, Darfur States. 2007: 9-11).
78
collaboration with children to ensure understanding and a level of
comfort with the process.
" Conduct staff reviews on a regular basis.
" Ensure senior staff person in the CFS on a permanent basis.
" During activities, ensure one staff member or an individual from
community or health services trained in first aid is on duty.
" Designate a focal point to address issues and concerns of beneficiaries
and to provide referrals to services.
" Designate a staff member who will be responsible for creating and
maintaining confidential records and documentation of each child in
the CFS. The information should document: place of origin, age,
purpose of coming to the CFS, family history and special needs. The
records should be updated on a regular basis, especially as new
circumstances arise. Records should be retained for the duration of the
childs stay in the CFS and for two months following his/her departure
" Conduct follow up visits to the CFS to observe and support staff
(source: Extracted from and modified Minimum Standards for Child Friendly
Spaces and Childrens Centers, Darfur States, UNICEF. October 2007).
Tip: Well maintained records are effective in helping both the staff and children
record their development throughout their duration spent at the CFS. It is useful
to describe a childs activities at the CFS and in turn, to determine the CFS efforts
in meeting the childs needs. (Source: Extracted from and modified Minimum
Standards for Child Friendly Spaces and Childrens Centers, Darfur States,
UNICEF. October 2007).
Participation Revisited
79
To maximize meaningful child participation efforts ensure the following:
" Children know to whom to report if they have any problem with CFS staff
" Children participate in the choice of activities and are not forced to
participate in an activity
(This list has been extracted from the Protecting Children in Emergencies: Checklist
for Child Friendly Spaces/Centers in Darfur, Minimum Standards for Child Friendly
Spaces and Childrens Centers, Darfur States. UNICEF. 2007 and modified for the
purposes of this manual).
80
Comprehensive, participatory training and capacity-building are still required
for the CFS. The topics covered should be adapted, depending on the
location, level of expertise and the specific needs of the community.
C. Key Resources
81
October 2007.
D. Contents of Toolbox
82
Friendly Spaces/Centers in Darfur, Minimum Standards for Child Friendly
Spaces and Childrens Centers. Darfur State; UNICEF. 2007. October 2007).
83
mobilization occurs. To see why, one needs to think carefully about what a
community is. The term community suggests that there is some unified
thinga communitythat consists of very similar members or people who
share a common purpose, vision, or history. In fact, a community may be a
village that consists of different ethnic groups with a history of conflict. Also,
a community that looks to an outsider as one unified group may in fact
consist of sub-groups such as womens groups, youth groups, a shura (local
religious leader) or other groups. Since a community consists of different
sub-groups, which may have different ideas, priorities and agendas, it is not
useful to think of community mobilization as activating everyone at the same
time. Instead, it is valuable to think in terms of activating and empowering
numerous sub-groups using different tools and approaches. Over time, new
groups form and old groups may change. This means that community
mobilization is not something that is done only once. Mobilization is an
ongoing process, and it may require new strategies as the community
changes over time.
84
CFA can also provide another perspective regarding the work of a particular
village, helping the villagers assess the impact of their methods and activities
on childrens protection and well-being. CFAs role is not to create CFA
programs but to encourage and enable villagers to design and implement
effective child protection programs with CFA support. In this process, CFA
works with various sub-groups over time, adapting strategies to fit the sub-
group and changes in the local context. In summary, CFAs role is to:
For this reason, it is essential to identify the various sub-groups within the
community and also to analyze who holds the power. It is also important to
see through the reasons given as to why others are not included. For
example, some Afghan people say that the poorest of the poor cannot
participate in meetings because they have no time and are occupied with
feeding their families. But poor families frequently tell a different story and
say they want to participate. Gender equalityincluding women and girls as
well as men and boysis also a major challenge. Community mobilization is
a flawed process if it includes only men or mainly men. CFA has addressed
this problem by forming separate mens and womens child well-being
committees (CWBCs). Although this is an acceptable strategy, its
implementation requires constant monitoring to ensure that womens voices
are not less important than mens or that the womens projects are not
marginalized. Ensuring childrens full participation is a third significant
challenge. In Afghanistan, as in most countries, adults typically say they
know what childrens main needs are and try to guide children to respond in
the correct manner. As a result, childrens voices may not be heard. This
violates childrens rights to participate and is unacceptable since children
make up nearly half the people in Afghan villages. Even when children
85
participate, there is a tendency for older children to speak up and to have
more influence than younger children. CFA staff needs to monitor these
problems on a continuing basis and take steps, when necessary,
to increase both girls and boys participation. Ultimately, each of these
issues connects with problems of power. The process of bringing
marginalized groups forward into the dialogues tilts the balance of
power, which can increase conflict or provoke backlash at the village level.
This is no reason to give up on including everyone in the mobilization
process, but it suggests the need to manage potential conflict throughout the
process.
Also, the time frames can help people reflect on whether they are moving in
the right direction or have forgotten their traditions and former vision of how
communities should be. These time frames can each be explored in the
context of a timeline that also identifies major events in the wider political
and social arena. How far back to go is a matter of judgment. In Afghanistan,
it would be useful to explore at least one time period prior to the Soviet
invasion. For each time period, identify who made up the community, asking
how many families there are/were, what were the percentages of different
ethnic groups, the percentage of women and children, etc. Regarding
organizations, ask whether the community had various committees,
structures, or sub-groups, and invite people to describe how these operated.
Regarding leadership, it is useful to ask who were the village leaders, how
they came to be leaders (e.g., were they elected, selected by someone,
etc.), and how respected they are/were by different community members.
The latter is best judged by discussions with different sub-groups within the
community, as discussed below.
86
shura members) but also the people in the community who are influential or
who are change agents. These may be people who wield influence in different
domainseducation, religion, security, health, etc. Also, for each sub-group,
there tend to be particular leaders, either informal or formal. For example,
womens groups and youth groups tend to have identifiable leaders or
members who are seen as spokespeople for their sub-group.
Men
Women
Ethnic
Sub-
group 1
87
Ethnic
Sub-
group2
Teenage
boys
Teenage
girls
Each cell of the matrix is filled in by asking men, for example, who are the
important religious leaders in the community? Or to whom do you go for
spiritual or religious advice and guidance? Similarly, in regard to women and
education, one can ask, which women are most influential in education? Or
if the village were going to plan a new school, which women in the village
would you want to participate in the planning? Or who would you go to for
advice and guidance regarding education? Typically, particular names
appear repeatedly in regard to a particular cell. These names are then
entered, and the process is repeated over time until the matrix is filled out.
The matrix can be large and detailed or smaller and more general, depending
on ones purpose. At the end of the process, one has a map of the key people
who have to be activated or who need to become champions of projects,
such as child protection, in order to mobilize particular sub-groups.
88
dialogue between marginalized people and community leaders. However, it is
important to recognize that such meetings can spark conflict, and that it is
necessary to manage any potential conflict that might arise. Typically, such
meetings require careful preparation, such as getting the various participants
to take a problem-solving approach and to avoid blaming and name calling.
If obvious tensions exist, and the risks seem too high, it is probably best to
postpone this kind of meeting until conditions are more favourable.
89
particular project goal is to influence behaviour of a particular group such as
mothers or teachers, then it is particularly important to activate the sub-
groups who are most relevant (for example, women and education leaders).
Start small and work up. Community mobilization efforts often fail
because the planners attempt to accomplish too much at once. To stay
motivated, local people need to make discernible progress, accomplishing
smaller goals before taking on the larger goals. In practice, it is valuable to
take a phased approach in which groups first achieve smaller, attainable
goals, increasing their motivation to take on larger goals. Otherwise, people
tend to become frustrated and give up.
90
Tool #3: CCF: Guidance for Recruiting Volunteers
91
Tool #4: Code of Conduct for Staff & Volunteers
All volunteers and staff working in the CFS should understand and agree
upon certain rules and regulations. The list below may be used as guidelines
for developing or modifying a code of conduct accordingly.
92
13.Never use race, ethnicity, religion or family relations as criteria for
inclusion or exclusion in activities.
Signature__________________ ______
Date___________________
(Source: modified from original version and extracted from the III. Tools for Starting
CCSs; Section A. Code of Conduct for CCF Staff & Volunteers)
93
Action Sheet 5: Monitoring Evaluation
Phase: M &E Plan during the early phase; M&E activities throughout initiative
A. Purpose
B. Key actions
This section provides a general overview of a monitoring and evaluation
framework and an outline of the monitoring procedures and offers several
useful tools and links to resources for the monitoring and evaluation efforts.
Monitoring the progress of the programme and/or the space involves the
collection and analysis of information to determine whether the objectives
have been met and outcomes have been achieved. Monitoring efforts inform
decision making about existing programming or the potential of new
initiatives and provides accountability to stakeholders.
94
It is always recommended to develop a monitoring and evaluation plan or
framework before the implementation of the CFS. The plan generally involves
the monitoring activities, time period, assumptions, potential risk and key
stakeholders (See Box 19 for a glossary of terms and Tool #3 in the toolbox
for a template of a M&E plan).
Potential risks are those factors that may disrupt monitoring activities.
(Source: Save the Children-Safe Spaces Training Kit- Monitoring Plan Activity)
95
KEY ACTION 2: Defining Relevant Indicators
The activities and objectives for the CFS were most likely established, in the
early stages of the planning processes. Any monitoring or evaluation exercise
is more accurate if measures have been established beforehand. Refer back
to the findings and analyses of the situation analyses/assessments, which will
provide a useful baseline in which the progress can be assessed or
comparisons made (See Action Sheet #1 for guidance on assessments).
Outputs- refer to the products or services that result from the programme,
such as the number of CFS established/operating, number of children
attending, the number of animators trained and the number of youth
participating in community projects (CCF Manual 2008: 57).
The types of tools that can be used to measure the outputs are registration
or attendance sheets, activity schedules. Key Action #3 provides samples
and further instructions of these tools.
Refer to Box #20 for a sample of objective, activities and output indicators
for programming in Afghanistan. For further information about developing
indicators, refer to Examples of Output and Outcome Indicators in Starting
Up Child Centered Spaces in Emergencies: A Field Manual. CCF. 2008: 58.
96
Box 20 CCF Field Example: Timor Leste Objectives, Activities and
Output Indicators
Mothers /Infants
Objective: Ensure psychosocial well-being of mothers and infants.
Early Childhood
Objective: Ensure the well-being of young children (ages 2-5).
School-aged children
Objective: Ensure the well-being of school-age children (ages 6-11).
Youth
Objective: Ensure the well-being of young people from ages 12 - 17.
97
KEY ACTION 3: Monitoring and Evaluating the Programmes, Activities
and Objectives
Quantitative Methods
! Focus groups
! Key Informant interviews
! Mapping Tools
! Free Listing
! Creative Self Expression (i.e. timeline, lifeline).
Qualitative Methods
! Questionnaire
! Interview guide
! Existing measures from standardized assessments
98
All monitoring efforts benefit from using tools to review the quality of
established facilities and policies (refers to a sample monitoring sheet in the
toolbox; Tool #2). These tools can be adapted for various contexts.
The following outlines some useful monitoring activities and tools that can be
used by various individuals involved at the CFS:
Parent Surveys
! The parent monitoring survey may be administered to the
parents of the same sample of children, as they come to the
center, or through a visit to their homes.
Supervisor Reports
! The supervisory report is for general observation of center
volunteers/staff and activity and are to be used by supervisor
during a visit during the monitoring cycle
Specific Activities:
! Develop a monitoring plan or framework (refer to Tool# 4 for a sample)
! Integrate the plan into the agreement with operating partners
! Develop indicators based on information from the assessments (i.e.
baseline studies and impact/objectives/goals)
! Determine priority issues to monitor, within the community, in
collaboration with partners and community members
! Choose/develop/adapt monitoring tools to measure outputs: (i.e.
registration sheets, attendance sheets, activity schedules and monthly
reports. Refer to Tool #2 and #3 )
! Conduct bi-monthly monitoring sessions or visits to the space
! Sharing findings and writing reports
C. Key Resources
100
area/security/monitoring
! Save the Children (Admin/Monitoring/Evaluation
document) Safe Spaces Policies. Monitoring and reporting
(power point)
! Reach Out Protection training Children, Women, Refugee
-(icva.ch/doc00001528.html)
D. Contents of Toolbox
101
Tool #2: Sample Monthly Monitoring Report
Name/location of the CFS: Date and time:
Name of Manager/Monitor:
Type of facility:
Tent ! Pre-fabricated ! Permanent building ! Other!
Staff Information:
Position
Manager
Trainer
Guard
Cleaning staff
Other
Please specify:________________
Person/organization responsible for staff selection:
UNICEF! CFS Manager ! Relevant Ministry ! Other !
102
Girls.. Boys.
103
Quantity delivered Follow-up
Item Condition
Reported Actual action/comments
1 2 3 4 5 6
1 2 3 4 5 6
1. Used 2. Not used 3. Training required 4. Stored or removed from the
CFS 5. Damaged or out of order 6. Required
" Suggestions/comments:
104
Tool #3: Sample of Save the Children Monitoring
Sheet for Parents & Caregivers
SafeSafe
Spaces Parent
Space Parent
Monitoring Survey
Interview Date: ______________________
Child/Childrens Ages: _
Safe Space Location (Shelter, Camp, other):
_____________________________________________________________________________
Location (city/state):
_____________________________________________________________________________
Name of Safe Space Coordinator:
______________________________________________________________________________
Circle Childs Gender: Boy Girl
Since the start of the current
monitoring cycle (say how many No large
Decrease=1 Small
weeks) have you noticed any changes Change=2 Increase
Increase=3
in your children with respect to:
Write corresponding childrens roll number in these
cells
1. Cooperative behavior with siblings
or other children (i.e. has at least 1-2
friends and plays well with them)
2. Self esteem and confidence (how
they feel about themselves and their
ability to overcome challenges)
3. Concentration (i.e. increase in ability
to focus on tasks, decrease in
distractibility)
4. Promoting a sense of consistency,
predictability, and that things are
getting back to normal
5. Knowledge of existing threats and
ways to reduce their vulnerability to these
threats
Please comment on any other changes you observed in your child/children as well as
any thoughts you have about the program
THANK YOU!
(Source: Save the Children-Safe Spaces Training Support)
105
Tool #4: Sample Monitoring Plan
Priority Indicators:
1. Number of children participating in the program
2. Number of at-risk children identified and referred
3. Number of children demonstrating knowledge of life skills
4. Number of children demonstrating healthy psychosocial behavior
Priority
Indicator:_____________________________________________________
_____________________________
Monitoring plan format
Monitoring activities Time Assumptions Potential Key
period made Risks stakeholders,
including
non-
education
stakeholders
106
General Toolbox
Crisp J., Talbot C. and Cipollone D. (eds.) (2001). Learning for a Future: Refugee
Education in Developing Countries, Geneva: UNHCR.
http://www.unhcr.org/pubs/epau/learningfuture/prelims.pdf
International Save the Children Alliance (1996). Promoting INEE Good Practice
Guides Educational Content and Methodology.
CCF (Final Starting UP-Child Centered Spaces in Emergencies: A Field Manual. May
2008. Kathleen Kostelny.
UNICEF. Minimum Standards for Child Friendly Spaces and Childrens Centres
Darfur States- FINAL. October 2007. Review and incorporate for UNICEF
approaches, etc.
Child Protection Working Group. Supporting Children and Families in IDP Camps-
Timor Lest. 2006
108