Live Session 4

Evaluation. In this final session, participants reflected on and practiced how to strategically advocate for CPHA priorities. During the self-study and live session, participants outlined talking points for mobilising resources in support of CP and brainstorm advocacy targets. To close out the session, participants developed a work plan for their first month of deployment and reflected on their personal progress in strengthening job behaviours and competencies needed for deployment as SBPs with UNICEF/UNHCR.

List of Session Resources

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Powerpoint presentation⁠

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Handout [

word version⁠

]

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Still Unprotected: Humanitarian Funding for Child protection⁠

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Session Schedule

Learning Objectives

Identify the current priorities of UNICEF and UNHCR in their target locations (if applicable).

Identify potential openings for addressing priority CPHA risk and protective factors within current priorities in target locations. Prepare a rationale, supported by evidence, for addressing CPHA risk and protective factors.

Demonstrate how to advocate for CPHA priorities as SBP deployees to UNICEF and UNHCR

Plan and implement a self-care plan as part of their capacity building plan

Amidst limited resource availability and stiff competition for resources, knowing how to strategically advocate for CPHA priorities to UNICEF and UNCHR is an important skill for SBP deployees.

Primary advocacy targets are persons and/or institutional bodies that themselves have decision-making authority.

Secondary advocacy targets are persons and institutional bodies that can influence the decision makers.

Session Notes

We started the last live session of the course with an update from participants on their self-care plan. You were asked to reflect on how the training affected you and what you did to make sure you were not overburdened by the tasks at hand. One participant shared having used the self-hugging method and reported that it helped. Another participation practiced the visualisation exercise. You were advised that we need to continue their progress and keep in mind the ABCs of self-care. You remembered that the A stands for awareness; the B for balance; and the C for connection.

The advocacy activity was presented by facilitators from UNHCR and UNICEF. They asked participants to give advocacy examples. One example shared was on an advocacy initiative to increase the social workforce. Showing the positive examples motivated Government officials. The advocacy for the demobilization of children led to the decrease of recruitment of children by armed groups. The advocacy for additional funding for Child Protection led to the deployment of further CP capacity.

Key talking points included:

Children and young people should be encouraged to participate in advocacy efforts. Their views should always be taken into considerations.

Additionally it is important to build and work in partnership for more effective advocacy initiatives. Reflecting on successes and challenges can help identify the methods that work and those which do not.

It was discussed what type of argument would work better with our targeted audience: economic, reputational, right-based, cultural, etc. Understanding people’s beliefs can help build arguments that talk to them. We can show them how they can benefit from making the change which we are advocating for. It should always be frame in a positive way.

We can work on the sphere of influences of our target audience. Our arguments can also be accompanied with data that show and clarify the situation. We can also use testimonies and personal stories.

We should set clear and achievable objectives when planning advocacy.

We should also understand that advocacy is not a one-off activity. Advocacy is a process.

We also reviewed the key steps to take when working on advocacy.

During our review of the evaluation of the training, participants were asked to plan for their future deployment. Many of them did include their self-care plan. Other tasks included:

taking care of logistics and administrative matters;

introduction to supervisor and colleagues;

assessing and mapping the CP situations,

including resources, gaps and risks, including desk review;

meeting with CP actors;

preparing field visits;

meeting with implementing partners;

connecting and/or establishing a CP coordination mechanism;

meeting with CP State actors;

reviewing national CP policies;

understanding the cultural context;

planning for fundraising and mainstreaming; and

planning training sessions; etc.

Then we concluded the last live session of the course. Participants were asked to complete the final evaluation and finish any incomplete course work.

Great job! Good luck!

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