UNFPA Independent Evaluation Office’s Post

CID Weekly - Children in the Pacific Face Increasing Levels of Violence - https://lnkd.in/ef-FjtZJ Subscribe to our newsletter for updates on the global development community, including jobs, events, reports, trends in development effectiveness, and links to top tools, resources, and online training. https://lnkd.in/gRu_rTT9 #cidnz #newsletter

Before I went on annual leave, I had the privilege to present at the University of Central Lancashire Connect Centre conference alongside our Lived Experience Panel (LEP), a core component of our evaluation of the Domestic Abuse Duty. The theme of this year’s conference was ‘Children and Families Experiencing Harm and Abuse: Research for Change’ and our presentation was part of the ‘Participatory Insights’ session. It was great to present with so many of the LEP and share the impact that our approach to co-production has had on the evaluation. To date it has influenced our approach to interviewing adult and child victim-survivors, developed understanding of what value means to victim-survivors in developing our value for money approach and developing a list of preferred terminology. The list of preferred terminology struck a chord with many in the audience - understanding what terms to use and not use and the impact of these. For example, ‘complex needs’ is seen as negative because it is othering, whereas ‘additional needs’ is more neutral. I learnt so much from the other participatory insights in our session from Camille Warrington Claire Houghton, Almas SafeLives. I will be delving into their toolkits and reports this week to apply the learning to our work Ipsos UK A huge thank you to Kelly Bracewell who has supported us through the lifetime of the project and helped make the day a massive success. Is this something you’d be keen to learn from? I would love to hear if others have developed anything similar to make communication with and about victim-survivors more centred around them rather than sticking with commonly used terms across the sector! #CoProduction #DomesticAbuse #Evaluation #LivedExperience

Five things that might have skipped you by in the news this week... 🗞 Sharp rise in numbers of young people accessing A&E Recent research reveals significant disparities in mental health support for young people. Almost 150,000 youths aged 11 to 25 visited A&E for mental health issues in the past year, a 20% increase over six years 🗞 National provider withdraws from NPQ delivery The Teacher Development Trust has announced its withdrawal from the government’s National Professional Qualification (NPQ) scheme, suggesting that reliance on government funding has limited its ability to provide unbiased support to schools. 🗞No delay to add VAT to private school fees The The Labour Party has rejected calls to delay implementing VAT on private school fees, emphasising the need for immediate funds to support the government's educational ambitions for all state schools. 🗞 School starters born during pandemic lack communication skills Primary schools are having to teach infants how to communicate, as they struggle to make friends or cope with lessons because of speech and language difficulties, according to a new report by Ofsted 🗞Teesside women use £1 million project to tackle poverty In Middlesbrough’s Newport ward, a £1 million, three-year programme led by local women is making a difference in the fight against gendered and child poverty To get access to the latest news, research and insights via me and the team at Tees Valley Education just sign up below for #FREE 🔗 https://lnkd.in/eAz94rPe #MentalHealth #Teenagers #YoungPeople #Children #EYFS #PreSchool #Oracy #Ofsted #EarlyYears #Primary #Teesside #PowerOfWomen #WomenEd #CPD #NPQs #VAT #PrivateSchools #Education #News #Trending #ThatPovertyGuy #People #Learning #CommunityEngagement #DfE

KIX call for concept notes: Knowledge and innovation for education in emergencies and fragile, conflict and violence-affected contexts https://lnkd.in/dftZn2Aj

GRIDD PRO – Social Diagnostics aims to professionalise the processes of disengagement, deradicalisation and resocialisation counselling for radicalised individuals. The Social Diagnostics Tool was created through collaboration between practitioners and academics. To support professionals in tertiary prevention, we will provide training sessions designed to educate practitioners on effectively using our tool. Find out more: https://lnkd.in/dc2EfNmV

Central Kids has strengthened it’s processes around child protection over the last few years. Across our 51 kindergartens, we have completed 39 reports of concern so far in 2024. We also self fund a team of social workers and navigators through Matauranga Ake, who provide wrap around support alongside our kaiako. This shows how central protection of tamariki is to our mahi. There is a massively important role for early childhood education in child protection that is currently not recognised at the systems level. And kindergarten, with their central community role in small town Aotearoa, in the most deprived communities, should be at the heart of this. The reform in progress in early childhood right now, is a current opportunity to change the settings and recognise the role of ECE in keeping children safe. A cross agency focus is needed, where information is shared, indicators of risk are understood, and we take a proactive, wrap around support role, for whānau in need. We have an influential role for whānau, we are trusted and multiple generations return to us to care for their tamariki. Imagine what we could do together with the right investment and system settings. ⤵️let’s feed into the submission below and be part of creating this future. Jane Searle, New Zealand Kindergartens, Ministry of Education, Ministry for Regulation.

Multi-stakeholder involvement is a must when it comes to designing and evaluating media literacy and digital skills interventions. In this blog post our REMEDIS team from UK shares their experiences of bringing together practitioners, policymakers and industry working on digital literacy initiatives to tackle urgent challenges in the media literacy and digital skills space. https://lnkd.in/e3x2M5-i

With advising caseloads of 250–350 per advisor, proactively identifying students needing additional support can be challenging. Without predictive analytics to identify struggling students and inform outreach efforts, NSU advisors may only see... Read more, https://bit.ly/3uyS3ud

Honored to be included in the first and now second volume of A Call for Social Work Educators to Confront and Dismantle Systemic Racism WITHIN Social Work Programs "Students and field instructors need to experience guided and supported challenge and cultural safety in order to create similarly transformative experiences for their clients and participants. Students engaged in a critical and community-engaged research process can then develop the capacity or elasticity to accept feedback and revise their research and practices accordingly, which are essential skills when working with BIPOC communities (Berg & Seeber, 2016; Jacobson, 2012; Tuhiwai Smith, 2008). Similarly, diverse students often need the social supports of mentors and peers to name their experiences, receive guidance in navigating institutional structures, and work towards developing culturally grounded interventions focused on wellness and healing (Brayboy & Deyhle, 2000; hooks, 1994; Marsh et al., 2016)." "Students who build support systems with a sense of belonging and responsibility are more likely to engage in ongoing efforts to co-create just, equitable, healthy, and whole communities wherever they work (Berg & Seeber, 2016; Hill Collins, 2013; Netting et al., 2004). My best mentoring relationships are reciprocal; students, faculty, and community partners in good elastic relationships can work together to create more socially just and healed communities." Link to open access (free!) article here: https://lnkd.in/gwpJmf2e

Image Text: Community Based Participatory Research CBPR Principles Explained Principle 3 CBPR builds on strengths and resources within the community. Strengths and resources encompass various aspects: the abilities and possessions of individuals and families, the supportive networks of social connections, and the intermediary structures like faith-based organizations and community-based organizations. These elements empower community members to collaborate in enhancing health and quality of life. Community-Based Participatory Research Principles | Detroit Urban Research Center. (n.d.-b). https://lnkd.in/gNy9Mbdp #UntilJusticeDataPartners #UJDP #SocialJustice #CommunityBasedParticipatoryResearch #CBPR