Introduction:
In the world of social work, there exists a multitude of resources aimed at protecting and caring for Children on the Move (COTM). However, amidst this wealth of materials, a gap remains – the lack of a comprehensive AND adaptable training modules that can be tailored specifically for social workers and frontline workers with different levels of experience and formal training and for different populations of children moving between very different contexts, for a variety of reasons.
Purpose:
Through collaborative efforts with UNICEF, UNHCR, and other key stakeholders, we embarked on a mission to fill this void. Our aim? To develop a generic training package that equips social and para social workers with the necessary skills to recognize and address the unique challenges faced by COTM within the framework of national and international child protection measures.
Key Points:
Our approach involved designing a training module that can be seamlessly integrated into existing social work curriculum or delivered as in-service training. This module prioritizes practical knowledge and skills-while providing additional resources for further learning. Moreover, recognizing the diverse geopolitical contexts and regional displacement and migration trends, we developed a contextualization guide to ensure the material’s adaptability.
Methods:
Our journey began with a collaborative effort involving the International Social Service (ISS), the University of Cape Town Refugee Rights Unit, and the University of Belgrade Faculty of Political Science, UNICEF and UNHCR. Drawing upon existing expertise and resources, we curated a 50-hour module that underwent rigorous testing and refinement through a pilot program in Cape Town. Feedback from participants and stakeholders guided the iterative development process, resulting in a robust, contextualizable training package.
Lessons Learned:
The pilot program underscored the importance of tailored content delivery, emphasizing practical casework and group discussions over traditional lecture formats to help learnings reflect and apply the learning to their work. Additionally, it highlighted the value of fostering collaboration among training teams and participants, facilitating an exchange of knowledge and resources beyond the classroom.
Results:
Armed with insights from the pilot program, we now stand ready to expand the reach of our training package. Our goals include engaging with targeted regions and countries, delivering the curriculum both as pre-service and in-service training, and collecting feedback to further refine our approach and the contextualization guide. Over time, we aim to establish sustainable partnerships and integrate the curriculum into national training programs, academic institutions and in other training venues to ensure its widespread adoption and impact.
Conclusion:
In conclusion, our journey to develop a generic training package for social and para social workers working with Children on the Move represents a significant step towards enhancing the capacity of social workers and para social workers worldwide to be prepared to meet the increasing needs of Children on the Move. By empowering these professionals with the necessary and relevant knowledge and skills, we not only improve the quality of care for COTM but also advocate for their rights and well-being on a global scale. Over time, we can continue to expand the readiness and capacity of the social workforce to both anticipate and meet the needs of children on the move, as we continue to see record numbers of families impacted by climate change, conflicts and war, persecution, economic migration, and natural disasters in every corner of the world.
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