Findings from a three-year inter-agency initiative ... EiE pres _CIES2016.pdf · Child Friendly...

9 March 2016, CIES Vancouver

Findings from a three-year

inter-agency initiative

evaluating the impact of

Child Friendly Spaces in

humanitarian emergencies .

Kevin Savage

World Vision International

Case Studies

• 2012-2014: 6 Case Studies in 5

different countries completed

• Different settings: IDP camp, refugee

camp, urban host communities

• Currently: Phase 2 CFS Research: Nepal after 2015 earthquake - Multi-agency

impact evaluation of CFS

Partners:

• Research Report – 3 years of impact evaluations of

Child Friendly Spaces in Humanitarian Emergencies

Child Friendly Spaces - Publications

• Summary of the Findings

• Tools and Guidance for Monitoring and Evaluating CFS

o Systematic review identified only ten CFS impact evaluations

meeting selection criteria

The majority of these provided only weak evidence given their

design

EXISTING EVIDENCE-BASE

o CFS interventions widely utilized (e.g. 100+ programmes involving

CFS reported on ReliefWeb in 2012 alone)

o Systematic review identified only ten CFS impact evaluations

meeting selection criteria

o The majority of these provided only weak evidence given their

design

CFS THEORY OF CHANGE

Safe, secure, physical environment

+ Trained, supervised, local animators

+ Structured activities

▼

Protection

+ Psychosocial well-being

+ Mobilization of community

resources

METHODOLOGY

o Baseline and Endline (Pre- vs

Post-) Design

o Comparison Between CFS

Attenders and Non-Attenders

o Random Selection of Evaluation

Participants

o Locally-validated Quantitative

Measures

o Participatory Discussions with

Children & Caregivers

Reporting of Stresses of Caregivers of Somali Girls and

Boys (6-12) Attending and Not Attending CFSs in Ethiopia

Targeted

Impact

The Importance of Pre-Post Designs and

Comparison Groups for Valid Appraisal of Impact

Targeted

Impact

Psychosocial well-being for Congolese Girls and Boys

(6-12) Attending and Not Attending CFSs in Uganda

The Importance of Pre-Post Designs and

Comparison Groups for Valid Appraisal of Impact

CASE STUDY 1: BURAMINO REFUGEE CAMP, ETHIOPIA

Setting: Camp

Emergency Classification: Natural Disaster (Horn of

Africa Drought), Conflict

Evaluation Period: January–May 2012

Programme Focus: Emphasis on functional literacy

and numeracy skills; other activities include

psychosocial activities and supplementary feeding

Metzler, J., Savage, K., Vojta, M., Yamano, M., Schafer, A., & Ager, A .

(2013). Evaluation of Child Friendly Spaces: Ethiopia Field Study

Summary Report. World Vision International & Columbia University

Mailman School of Public Health.

“CFS appears to have been particularly

effective in reducing the psychosocial

difficulties faced by younger boys.”

CASE STUDY 2: RWAMWANJA RESETTLEMENT CENTER, UGANDA

Setting: Camp

Emergency Classification: Conflict

Evaluation Period: October 2012–March 2013

Programme Focus: Traditional song and dance, art,

storytelling, organised sports, unstructured free play,

some literacy and numeracy; peer-to-peer supported

group discussions

Metzler, J., Kaijuka, R., Vojta, M., Savage, K., Yamano, M., Schafer, A., Yu, G.,

Ebulu, G., & Ager, A. (2013). Evaluation of Child Friendly Spaces: Uganda

Field Study Summary Report. World Vision International & Columbia

University Mailman School of Public Health.

“CFS assessed to meet higher quality

standards had greater impact on promoting

children’s developmental assets and

protecting psychosocial well-being than CFS

assessed to meet lower standards.”

CASE STUDY 3: DOMIZ REFUGEE CAMP, IRAQ (I)

Setting: Camp


Evaluation Period: August–October 2013

Programme Focus: Singing, dancing, drawing, unstructured

free play, life skills, hygiene, child rights, mine awareness

and vocational skills for older children; awareness raising

of MoLSA-established Child Protection Units for screening

and early detection of child rights violations and facilitated

counselling and referral mechanisms to respond to cases

requiring immediate protection assistance

Metzler, J., Atrooshi, A., Khudeda, E., Ali, D., & Ager, A. (2014). Evaluation of

Child Friendly Spaces: Iraq Field Study Report: A MoLSA-Implemented CFS in

Domiz Refugee Camp. World Vision, UNICEF & Columbia University Mailman

School of Public Health.

“Impact on community awareness of child protection

mechanisms was indicated by the widespread

awareness of the Child Protection Unit, established

by MoLSA in tandem with CFS programming.”

CASE STUDY 4: DOMIZ REFUGEE CAMP, IRAQ (II)

Setting: Camp


Evaluation Period: September 2013–March 2014

Programme Focus: Music, sports, drawing, storytelling

and folklore, drama, English sessions, dance,

‘knowledge and competition’ sessions and health

awareness

Lilley, S., Atrooshi, A., Metzler, J., & Ager, A. (2015). Evaluation of Child

Friendly Spaces: Iraq Field Study Report - A Save the Children

Implemented CFS in Domiz Refugee Camp: World Vision International,

Save the Children, & Columbia University Mailman School of Public Health.

“Caregivers reported more gains in

developmental assets for children attending

the CFS compared to those not attending.”

CASE STUDY 5: GOMA IDP CAMPS, DRC

Setting: Camps

Emergency Classification: Internal displacement due

to conflict

Evaluation Period: February–March 2014

Programme Focus:music, dance, crafts, health and

protection awareness, vocational training

Eyber, C., Bermudez K., Vojta M., Savage K., Bengehya G. (2014)

Evaluating the Effectiveness of Child Friendly Spaces in IDP Camps

in Eastern DRC: Goma Field Study Summary Report. World Vision

& Queen Margaret University, Edinburgh.

“Older children talked about the CFS not

only in terms of safety but also as a

resource for problem solving, citing the

opportunities to talk to the CFS staff as

an important form of psychosocial

support to them”

CASE STUDY 6: ZARQA, JORDAN

Setting: Urban


Evaluation Period: February–August 2014

Programme Focus: Drawing, handicrafts, puzzles,

games, storytelling, singing, drama, informational

videos, life skills, hygiene and community mapping

Metzler, J., Ishaq, M., Hermosilla, S., Mumba, E. and Ager, A. (2015).

Jordan Field Study Report: A CFS Implemented by World Vision and

Partners in Zarqa, Jordan. World Vision and Columbia University

Mailman School of Public Health.

“CFS appeared to play a role in

supporting and promoting the

psychosocial well-being of younger

children. Among older children the CFS

did not appear to be effective in

promoting resilience…beyond what was

found among children not attending the

programme.”

OVERALL FINDINGS

-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0

Average weighted effect

size for most rigorous

indicators of impact

0.22

Ethiopia

Uganda

Iraq I

Iraq II

Average effect size

Jordan

Impact on Psychosocial

Well-being

Effects of CFS quality on psychosocial wellbeing

Psychosocial well-being for Congolese Girls and Boys (6-12)

Attending Higher and Lower Quality CFSs in Uganda

-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5

Ethiopia

Uganda

Iraq I

Iraq II

Jordan




Average effect size

0.08

Impact on Protection

-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5

Impact on Community

Capacities

Uganda

Iraq I

Iraq II

Jordan

0.07




Average effect size

CONCLUSIONS & IMPLICATIONS

CFS Can Benefit

Children

But the Extent

That They Do So

Varies Widely

Key Influences on Impact

1 Age

2 Gender

3 Setting

4 Quality

Key Issues

1 Programme Coverage

2 Community Linkages

3 Links to Education

4 Longer-term Trajectories

of Children

Key Influences on Impact

1 Age

2 Gender

3 Setting

4 Quality

Key Issues

1 Programme Coverage

2 Community Linkages

3 Links to Education

4 Longer-term Trajectories

of Children

http://www.wvi.org/disaster-

management/humanitarian-research-

child-friendly-spaces

Equipping children for life-long learning.

Let us learn

Emergency education and protection for displaced

children in camp and non-camp settings in

Dohuk Governorate


Project objective

The project aims to

deliver education and

child protection

interventions that

contribute to the

learning continuity,

psychosocial wellbeing

and increased

resilience of children

affected by displace.


Core outcomes

The project was designed

around two core outcomes:

1. Children have equitable

access to quality basic

education and

psychosocial support

2. Communities strengthen

their involvement,

ownership and capacity to

promote education and

safeguard their children


Areas of focus

These outcomes are

addressed through:

■ Non-formal education

■ Resilience and life skills

■ Literacy

■ Child protection

activities


Context


Let Us Learn org. chart


Non Formal Education:

Challenges

■ Lacking a unified agreements

■ Lacking an endorsed curricula from Ministry of

Education

■ The constant changes and adaptation in

programme activities based on the community and

children’s needs

■ Staff capacity needs

■ Few female teachers in the camp

■ Delivering curriculum activities that respect a

diverse group of children and teachers


■ When implementing NFE curricula, ensure final

approval from MoE

■ Weekly presence in the field of project management

and specialists, increased communication and field input

■ Keep donor informed about the continuous changes

to increase understanding and flexibility

■ Promoting the enrolment of all children in formal

education

■ Use of games and sports helps to decrease the

gender differentiations

Non Formal Education: Learning


Mobile Library


Life Skills and Resilience

Challenges:

■ Belief that resilience is necessary only for 12-18 years old.

■ Lack of Life Skills and Resilience modules adapted for KRI region

Learning:

■ Investing seriously with formal and semi-formal training for staff

■ Contextualising and adapting the LS&R modules/topics


Sports and recreational

activities

Challenges:

■ Sports activities were widely

requested from the children

■ Creating budget and constructing a

child friendly sports within the

existing facilities

Learning:

■ Importance of having a flexible

donor

■ Sports helps boys and girls play and

learn together

■ Recreational activities has been a

great PSS tool for children

(including those with disability)


Teacher needs and training

Challenges:

■ Promoting the Hiring of IDP teachers/facilitators

■ Certified male teachers/staff dominate versus female staff

Learning:

■ Designing formal and non-formal training on topics identified together

■ Creating space for teacher’s psychological support through circles of support and sports activities

■ Involving teachers in monitoring the child’s development as per set project’s indicators


Recommendations

■ Contextualise every

intervention

■ Keep flexibility within the

projects logframe and

budget

■ Introduce new interventions

and innovations

■ Invest in the staff capacity

■ Establish accountability

mechanisms for children

and adults


And have fun!


Contact

For more information about Let Us Learn, contact

Ridiona Stana, Project Manager

[email protected]

mailto:[email protected]

BRINGING WASH AND EDUCATION TO SOUTH SUDANESE REFUGEES IN KULE CAMP, GAMBELLA

PROMOTING IMPROVED LITERACY OUTCOMES FOR SOUTH SUDANESE REFUGEES AND CONTEXTUALIZATION OF AN EARLY GRADE READING PROGRAM IN ETHIOPIA

Literacy Boost session

POLITICS OF LANGUAGE [OF INSTRUCTION]

• Host-country policy on medium of instruction

• Backlash against mother tongue instruction

• Implications for ‘do no harm’, lack of cohesion across the diaspora

TENSIONS

• Who gets to be a teacher?

– The effects of host-country policy, gender inequality, and compensation on teaching and learning

Temporary learning spaces in Kule camp

Children outside of literacy center

SUSTAINABILITY

• Commodification of participation

• Inorganic environment Challenges community ownership and maintenance of assets

• Short funding-cycles

• Fragility

Kule camp in dry season

Indicators Girls and boys

Enrollment (%)

# of students per Facilitator

# of students per Class room / LS

Pre-primary education (3-6)

9,355

14%

43

116

Primary Education (7-14 years)

13,319

103%

92

193

Secondary education (15-18 years)

3,990

11%

- -

KULE CAMP EDUCATION INDICATORS

KULE REFUGEE CAMP

Image source: http://eo4humen.sus4.eu/

Literacy Boost center constructed using local materials

Literacy Boost session

Literacy Boost teacher training

Literacy Boost parenting education session

LESSONS LEARNED AND FUTURE DIRECTIONS

Improving the teaching and learning process

– Regular in-service training – Opportunities to observe and

be mentored – Significant logistical challenges

Elevating the status of mother-tongue

– Promoting Nuer reading fluency

– Attitudes towards mother-tongue

LESSONS LEARNED AND FUTURE DIRECTIONS

Integration of mental-health and psycho-social well-being programming

– High needs among program facilitators, and community at large

– Will have to rely on community based approaches

Community engagement – Promoting community ownership – Efficacy of current structures vs

sustainability of new structures – Identifying and leveraging

strengths

Children attending literacy center

ANOTHER LOST GENERATION

• Prior to the conflict:

– only 10% of children completed primary education1

– 59% of teachers were untrained2

• Today, over half (51%) of children in South Sudan are not accessing and education3. Over 400,000 children have been forced out of school4

• Nearly one in every three schools has been destroyed, damaged, occupied or closed as a result of the conflict5

Crowd of around 100 children, some as young as 6 or 7 years of age, who have gathered outside the chicken-wire fence of the school compound in Kule refugee camp demand to be allowed onto

the school’s premise. 23 June 2014 1. UNICEF, 2014 2. Save the Children, 2015

3. UNICEF, 2016 4. OCHA, 2016

5. Ibid

CONTACT

For more information about this project, please contact:

Tineka Levy

Program Manager,

Humanitarian and Emergency Affairs

World Vision Canada

Email: [email protected]

mailto:[email protected]

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