Postgraduate Diploma in Child Protection in Emergencies

Purpose

This cutting-edge trans-disciplinary qualification will provide a mixed mode (distance based learning, with a residential component and service learning placement) curriculum for the specialised development of qualification officers and humanitarian aid workers in child protection in emergencies. The purpose of this qualification is to create opportunities for participants to undertake advanced reflection and to ethically and effectively respond to humanitarian emergencies particularly in relation to child protection.

In this way the qualification will strengthen the capacity of national child protection staff in the government and the civil society, to strengthen and deepen their knowledge in Child Protection in Emergencies. Their competences, skills and qualifications in the CPIE field will enable staff already working for international child protection organisations to upgrade their skills and qualifications.

Rationale

The Child Protection Working Group (CPWG, a cluster under the Inter Agency Standing Committee of the United Nations on Emergencies) put out an international call in 2011 to develop Postgraduate educational qualifications in the field of Child Protection in Emergencies (CPIE). The School of Built Environment and Development Studies, UKZN was the successful bidder. The School of Built Environment included a variety of disciplines that could directly relate to their field. This innovative trans-disciplinary qualification requires input from academics across various disciplines.

Despite 30 years of capacity building initiatives in this humanitarian sector, there are visible gaps in contextual, historical and theoretical knowledge in the field of Child Protection, and no clear pathways and progression routes into the sector. It is widely agreed among those involved that there is a pressing need for specialist knowledge in Child Protection to be delivered to build the capacity of those agency staff who are working in areas affected by disasters and emergency situations. Clearly, there are numerous areas which require research within this field.

Access to the Qualification

Admission to this qualification is open to learners with

• An Appropriate Bachelor's Degree or an appropriate Advanced Diploma.

All modules are compulsory at NQF Level 8, totalling 128 Credits

• Principles of CPIE, 16 Credits.
• Theoretical Foundations of CPIE, 32 Credits.
• Research Methods in CPIE, 16 Credits.
• Project Planning, Implementation, Monitoring and Evaluation for CPIE, 16 Credits.
• Management and Coordination in CPIE, 16 Credits.
• Independent Study in Child Protection in Emergencies (CPIE), 32 Credits.

1. Analyse case studies using the principles of international normative protocols in relation to child protection.
2. Apply the core theories of child development and child protection in emergencies.
3. Produce a Child Protection Rapid Assessment (CPRA) plan using data collection and data analysis tools.
4. Prepare a project cycle plan to manage either a human-made or natural emergency.
5. Develop an inter-agency response plan and map the co-ordination mechanisms.
6. Develop research skills and conduct research in the field of child protection in emergency.
7. Create a portfolio of critical reflections based on a placement in a CPIE context.

The associated assessment criteria are applied across the range of Exit Level Outcomes in an integrated way

• Knowledge of the normative frameworks of humanitarian responses is strengthened and deepened.
• Critical understanding of childhood, child protection and child protection in emergencies is developed.
• Critical application of core theories of child development and child protection in emergencies is demonstrated.
• Reflective practice in both the personal and professional humanitarian arenas is applied.
• The nature and cause of specific problems of child protection in emergencies are critically analysed.
• Appropriate prevention and programmatic responses are applied in relation to specific technical areas.
• The competence and sensitivity to manage a quality project cycle to support prevention and programmatic responses in different phases of emergency is demonstrated.
• A plan to manage child protection during emergencies is developed according to the guidelines.
• Research needs and opportunities are identified.
• Research project in the field of child protection techniques or technologies are implemented.
• Methods of evaluating research findings and implementing them are assessed.
• Information collected about child protection in energy is used to develop preventive plans and methods.
• National policies as applicable in the field of child protection in emergency are correctly identified and explained.
• Evaluation of children is competently performed using appropriate techniques and strategies.
• The practices of management, communication and coordination and advocacy within an inter-sectorial framework are critically evaluated.
• Reflective and critical practitioners, the ability to navigate a new emergency-related environment are demonstrated.
• Child protection issues are ethically and effectively prevented and responded to.
• Specialist, evidence-based knowledge and skills in child protection in emergency are applied.

Integrated Assessment

The Qualification is based on continuous assessment using tests, assignments, projects and case studies.

All six modules use participation as one area of assessment, counting for 20%, except in the case of the placement module (No.6) where it counts for 10%.

Formative assessment counts for 30% in all modules, and generally comprises one assignment. The placement module formative assessment (20%) requires the learners to write a reflective journal tracking their learning process. All modules have summative assessments in the form of assignments, including case studies, or tests which count for 50% of the course mark.

With the experiential learning process in the work placement module, the focus for the assessment is on the learners' ability to apply and reflect on what they have learnt. It relies on the learners' ability to conduct themselves in a professional manner and to reflect on their practice. Assessment for the service learning module is based on four components: participation in on-line discussions (10%); a placement report (50%); a reflective journal (20%); and a supervisor's report (20%). The placement report comprises three submissions: an initial report (10%), a mid-term review (10%), and the formal placement report (30%).