What this means We work with children to understand their experiences. We align what we learn from children with best practice We incorporate children’s own evaluation of their progress in our definition of success The area of excellence provides an important framework or way of thinking, that has and will influence our planning and actions in the future. Provide a few examples: Program, advocacy, communications HAND OFF TO ANNE GODDARD
Life Path Narrative by Martin
Area of Excellence: Where we must excel to achieve these results Area of Excellence Placing children’s experience of deprivation, exclusion and vulnerability at the center of our policy and practice.
Core Program Principles <ul><li>Principle #1: Deprived, excluded and vulnerable children are the primary focus of CCF programs. We seek to understand their experience of deprivation, exclusion, and vulnerability, and implement programs that are designed to support their development from infancy through young adulthood. </li></ul><ul><li>Principle #2: CCF builds holistically on the natural stages of child development, defining three core program areas which represent our consistent program offerings: Early Childhood Care & Development, Quality Learning Opportunities, and Leadership & Livelihood Skills for Youth. </li></ul>
Core Program Principles continued <ul><li>Principle #3: CCF supports programs that are evidence based, and consistently demonstrate an effective, judicious use of resources. </li></ul><ul><li>Principle #4: CCF builds authentic partnerships with communities, to enhance the capabilities and power of children, their families, and their organizations. </li></ul>
Healthy and Secure Infants Educated and Confident Children Skilled and Involved Youth Integrated Management of Childhood Illnesses Safe Motherhood and Neonatal Health Early Childhood Development and Protection Promotion of Child Friendly Schools Participatory school governance Alternative basic education Livelihood education and preparation Youth friendly reproductive health services and education Leadership and social engagement CCF’s Core Program – The Life Cycle
Healthy and Secure Infants Safe Motherhood and Neonatal Health Early Childhood Development and Protection Under-weight prevalence: % of boys and girls, 0 – 23 months old, who are less than 2 standard deviations below the median weight for age. Skilled assisted delivery coverage: % of women, 15 – 49 years old, who delivered their last child while being assisted by skilled and trained personnel. Infant security: % of boys and girls prior to entry into primary school who are cared for regularly (i.e., daily, or several times a week) by at least one adult (may be a parent) whom they express pleasure at seeing or distress at leaving. 0 - 60 months Measurement Windows 0 – 23 month 0 - 60 Months 15 – 49 year old women Outcome Indicators – Infants Healthy Start To Life? Integrated Management of Childhood Illnesses
Educated and Confident Children Promotion of child friendly schools Participatory school governance Alternative basic education 6 – 14 years Primary school completion rate: % 12 – 16 year old boys and girls who have completed basic education. Learning skills acquisition: % of 8 – 10 year old boys and girls who perform at or above defined standards in reading tests (third grade, preferably, or fourth grade if so practiced in countries). Children’s confidence: % 6 – 14 year boys and girls who report feeling a a strong sense of positive self-esteem. Measurement Windows 12 – 16 year old boys and girls 8 - 10 year old boys and girls 6 – 14 year old boys and girls Outcome Indicators – Children Basic Education Attained?
Skilled and Involved Youth Livelihood education and preparation Youth friendly reproductive health services and education Leadership and social engagement 15 – 24 years Measurement Windows 15 - 24 year old young men and women 15 – 24 year old young women Outcome Indicators – Youth Youth engaged in non-exploitative employment: % of young men and women, 15 – 24 years old, who are not in school that report being currently employed. Early pregnancy: % of women, aged 15 – 24 years old, who report having been pregnant before the ages of 15 and 18. Youth sense of belonging and hopefulness: % of young men and women, aged 15 – 24 years old, who report feeling a sense of belonging and positive outlook for their future. Productive Transition to Adulthood?
CCF’s Core Program – The Enabling Environment 0 – 15 Years Measured In Every Baseline Coverage of services for vulnerable children and families: % of vulnerable children and families with access to services provided by local government, community-based organizations, and/or other service providers with affiliations to CCF. Partnerships of area federations and associations: % of local organizations, children and youth groups, that have functioning partnerships to support the development and protection of children. Outcome Indicators
Life Path Narrative Framework At the start of our work, perhaps 40% of kids are on the optimal path, and 40% are at risk. Over time, this changes. Perhaps we establish a standard to aspire toward — 70% are on optimal path and 10% are on a risky path. The shifting prevalence is what we ’ d like to attribute to the difference the Federation and CCF Partnership makes over a 12 – 15 year period. Infants/Very Young Children : Malnutrition, Unstable caregiving, Not healthy Infants/Very Young Children : Primary caregiver, Normal nutrition, Healthy Children : In education, Learning foundations, Positive self-esteem Youth: Literate, Employed/employable, Engaged with community, Healthy lifestyle Children : Not in education Lack basic literacy/numeracy skills, Lack self-esteem Youth : Underemployed, Disconnected, Poor life skills Optimal Life Path At-Risk Life Path
Obstacles to Successful Life-Cycle Transition <ul><li>Inadequate supervision/ care </li></ul><ul><li>Child trafficking </li></ul><ul><li>Harmful traditional practices </li></ul><ul><li>Sexual abuse and exploitation in home/ community </li></ul><ul><li>Low school enrolment of girls and disabled children </li></ul><ul><li>Unsafe schools </li></ul><ul><li>Exploitative labor </li></ul><ul><li>Recruitment </li></ul><ul><li>Unsafe programs (designs, implementation methods, staff) </li></ul>
Healthy and secure infants <ul><li>ECD – addressing the psychosocial support needs of single mothers through social support. Developing good parenting skills including alternatives to corporal punishment. Providing young children with self-protection skills and information. </li></ul><ul><li>Child Survival – Collection of data disaggregated by gender of child, age and marital status of parents, ethnicity, etc. to investigate the root causes of the problem. </li></ul>
Educated and Confident Children <ul><li>Education: Consulting children on design of facilities, instituting codes of conduct for teachers, organizing child rights clubs in schools and developing abuse reporting mechanisms, working with parents and community leaders to ensure school access to girls and disabled children. </li></ul><ul><li>Alternative Education: Involving working children in design of the curriculum and schedules, including life-skills that build children’s resilience and abilities to protect themselves. </li></ul>
Skilled and Involved Youth <ul><li>Livelihoods: Targeting girl mothers and children involved in exploitative labor. </li></ul><ul><li>Reproductive health: targeting high risk groups of children and youth </li></ul><ul><li>Leadership: Promoting the skills and involvement of marginalized groups of children (marginalized because of their gender, ethnicity, disability, etc.) in decision-making. </li></ul>
Family networks/ community <ul><li>CBO capacity building: Establishing or supporting existing CBOs to include the promotion of children’s protection rights, establishing child monitoring mechanisms, establishing referral mechanisms to assist with children’s access to government protection services. </li></ul><ul><li>Advocacy: Assisting national offices and affiliated partners to advocate for child rights and protection laws and policies, assisting partners to demand protection services from government, assist governmental institutions to improve quality of child protection services. </li></ul>