<<

Present for the Future Organisational Strategic Plan 2015-2019 ChildrenC:60% M:30% in Y:68% Crossfire K:8% was founded for most, would be a debilitating in 1996 in , trauma. Richard set up Children byC:32% Dr RichardM:84% Y:68% K:28% Moore. In 1972, in Crossfire with the intention

at theC:0% M:69% age Y:100% of 10K:0% years, Richard of responding to the rights and was blinded by a rubber bullet needs of young children caught firedC:91% M:57%by a Y:44% British K:24% soldier at point in the crossfire of global poverty blank range. Amazingly from and injustice. The organisation’s childhood to the present day, he ‘spirit of ’ is one of has accepted his sight loss without its key strengths as it works in any feelings of resentment. “I partnership with others to find learned to see life in a different and implement the best possible way…I may have solutions to poverty. lost my sight, but I have vision”, is how he describes his remarkable acceptance of what,

Abbreviations

CADA Coalition of Aid and Development Agencies CPD Continuing Professional Development DE Development Education ECD Early Childhood Development CEO Dr Richard Moore talks to Meron Tesfaye and Wondosen Defar ECE Early Childhood Education at Addis Hiwot Pre-School, Ethiopia EFA Education for All MDGs Millennium Development Goals RBM Results Based Management SDGs Sustainable Development Goals UNCRC Convention on the Rights of the Child UN United Nations UNICEF United Nations Children’s Fund UNESCO United Nations Educational, Scientific and Cultural Organisation

2 UNDP United Nations Development Programme 3 In particular, ‘A Promise for the Future’, saw in initial teacher education and in-service Preface us develop strategically in Tanzania and teacher training, and have had significant Ethiopia within the area of Early Childhood success in advancing Development Education Development (ECD), making considerable into formal education. We have established I am delighted to present this progress in relation to Early Childhood ourselves as a high quality and reputable Strategic Plan for the period Education (ECE) interventions which improved Continuing Professional Development (CPD) 2015-2019. It builds on the the School Readiness of thousands of young teacher training service provider, and have achievements, results and lessons children. As you read through this new built strategic partnerships with Education learned during the previous plan strategic plan, you will see how we intend Authorities and with Development Education to build on these successes by focusing more organisations across the island of Ireland. entitled ‘A Promise for the Future’ specifically on improvingSchool Readiness Through this strategic plan we will build on during 2011-2015. in our target countries. We will ensure that this success, and work to expand the extent to children enter school with the necessary social which Development Education is embedded and cognitive competencies to achieve, whilst as a core element of teaching and learning also ensuring schools, families, communities in schools. and governments are providing the necessary learning environment so that young children Finally, whether we are working overseas or Message from Children in Crossfire’s Patron His have the best possible chance to benefit from here in the island of Ireland, we are driven Holiness the 14th Dalai of the schooling opportunities available to them. by our vision rooted in compassion for others, which is often so gracefully articulated by our ‘A Promise for the Future’ also committed us Patron, His Holiness the 14th of to engaging the public across the island of Tibet. Underpinning our results-focused and Ireland in Development Education. We see sustainable approach to development, we A Promise Development Education as an integral element view Compassion as the core value that drives of our overall work, in order for people to better us to take actions for a better world for every understand the structural causes of poverty child we encounter. and injustice, global interdependence, and for the Future the impact that personal choices and actions have upon people in developing countries. Dr Richard Moore, Chief Executive Officer, In particular we have demonstrated impact Children in Crossfire • increase the quality of early childhood saw us: education centres and increase enrolment rates to these centres;

• improve the nutritional status of young children;

• and create community structures to improve access to essential services for young children.

Eyosyas Gezahagn studying hard at Addis Sadiki Amani Selemani a teacher at Hiwot Pre-School with his class-mates Mhonze School, Tanzania

4 5 Since 2008, Children in Crossfire has TIGRAY established a country office inTanzania, working with 5 strategic implementing partners. The organisation has become AFAR a reputable and active stakeholder in the ECD sector. Interventions in targeted AMHARA districts deliver capacity to ECD services BENISHANGUL-GU- Contents MUZ and vulnerable families that enable us DIRE DAWA ADDIS to demonstrate the benefits that come ABABA from investments in young children. HARARI

At the national level, Children in GAMBELLA Crossfire has influenced policy and 08 Vision, Mission and Values SOMALI helped increase the understanding of the importance of investing in ECD SNN&PR programmes amongst key decision 10 Stragetic Direction makers OROMRYA

16 Stragetic Focus

Wolisso (St Luke’s Hospital) Nutrition therapeutic feeding Community nutrition educa- tion Safe Water Development Addis Ababa (Addis Hiwot): Integrated ECD programme 22 Working for Results Housing and Livelihoods

Ilemela District: Integrated ECD 26 Annex Talk to Your Baby

MARA Moshi Rural District: Integrated ECD Talk to Your Baby KAGERA Children in Crossfire has been supportng MWANZA ARUSHA projects in Ethiopia since 2006. In recent KILIMANJARO Dar es Salaam: SHINYANGA years, we have aligned our activities to National Advocacy Paediatric Oncology focus on Early Childhood Development. KIGOMA MANYARA Working through local partners, our

TABORA PREMBA NORTH targeted interventions with the most TANGA PREMBA SOUTH vulnerable families in Wolisso and SINGIDA ZANZIBAR NORTH DODOMA ZANZIBAR URBAN/WEST Addis Hiwot have resulted in sustained ZANZIBAR SOUTH changes in the lives of thousands of RUKWA young children. Building on this strong MOROGORO IRINGA foundation, Children in Crossfire will PWANI adopt a programmatic approach in MBEYA Mvomero District Integrated ECD Ethiopia, and work with new and Talk to Your Baby existing partners to ensure young LINDI children have access to high quality learning experiences ECD Capacity Building RUWUMA MTWARA

6 7 Vision A compassionate 1 world where every child can reach his or her potential Mission To work with others to tackle the injustices of poverty affecting children Vision, We Value Accountability Compassion Using our resources effectively Mission a core concern for the well-being and efficiently to build openness of others leading to actions for a and trust with our supporters, fairer world partners and the communities where we work Partnership working together to bring about Equality &Values Where everyone is treated fairly sustainable change and respected, and where rights are protected

8 9 For Children in Crossfire, sustainable We are focused specifically on the Change can only be fully realised through implementation of Sustainable Development Strategic a Programmatic approach to our work. Goal No 4 This means that our interventions work towards agreed outcomes which are linked to ensure inclusive and equitable quality education and 2 to national and international identified promote life-long learning opportunities for all Direction initiatives, specifically the proposed Sustainable Development Goals (SDGs) for and on achieving results and lasting impact post 2015. We integrate our activities in order within Target 4.2 to promote collaboration between Vulnerable Families, Communities, Civil Society and By 2030 ensure that all girls and boys have access to Government, towards meeting agreed needs. quality early childhood development, care and pre-primary education so that they are ready for primary education 1. “Until the great mass of the people shall be filled with the sense of responsibility for each other’s welfare, social justice

can never be attained” Eyosyas Gezahagn studying hard at Addis Hiwot (Helen Keller) Pre-School with his class-mates

Change is dependent on Working for Change through our people, communities, services International Programmes and governments all working Global inequality and poverty impacts together to ensure that the right negatively upon children, and prevents social and political conditions are them from reaching their full potential. It limits the extent to which governments in place so that every child has and communities can invest in important the best possible chance to reach services for the development, protection and his or her full potential. Children education of its children. Children in Crossfire in Crossfire seeks partnerships works to bring positive and sustainable both locally and globally in Change to the lives of children who are caught up in the Crossfire of Poverty. working towards this goal.

Children at Playtime at Mhonze Primary School, Tanzania

Young Children in Crossfire Supporters take 10 Specially designed ECD tools for Pre-school education Tanzania 11 Action for Change 1 The UN General Assembly Open Working Group (OWG) on Sustainable Development Goals (SDGS) 13 Session at UN HQ, New York, 16 July 2014. Dr Richard Moore with His Holiness the Dalai Lama

Working for Change through our UK Children in Crossfire works within the context and Ireland Programme of a number of international agreements and conventions developed to protect and promote For Children in Crossfire, long term the rights of young children: sustainable Change requires more than work on key issues within our target countries. Rather, it requires us to promote a United Nations Convention on the Rights more active role for people across the island of the Child (UNCRC), The African Charter of Ireland so that they are fully engaged with international development, understand on the Rights and Welfare of the Child, The the causes of poverty, understand the World Declaration on Education for All (EFA), context of aid, and are mobilised to take Millennium Development Goals 1, 2 and 4 actions for a fairer world overall. This is important because we believe that long (MDGs 1, 2 and 4) and Post 15 Sustainable term support for development will depend Development Goals, with links to Goal 4 on a well-informed public who are active participants in global development issues and issues of global justice.

Thus, as well as ensuring that the public understand the context of aid and our international work in line with Target 4.2 above, this strategy will see our Development Education work, through its focus on formal education, make a significant contribution toTarget 4.7:

by 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable Students at Thornhill College celebrate becoming a Fair Aware School lifestyles, , , promotion of a culture of peace and , global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

12 13 Supporting Parents The Communities Where We Work Supporting Parents The Communities Where We Work

The Communities Where We Work THETHE CHALLENGES CHALLENGES Supporting Parents When communities and pre-school services are supported When parents apply good early years practice, then their to build a high quality learning environment, children will children will be better prepared to learn at school Whenhave communities increased oppo andrt unitiespre-school to achi serviceseve at school are supported When parents apply good early years practice, then their to build a high quality learning environment, children will children will be better prepared to learn at school have increased opportunities to achieve at school 100% THE CHALLENGES

100% When communities and pre-school services are supported When parents applyThe good eaGlobalrly years practice, then their Theto build Countries a high quality learning Where environment We, children Work will 0% children will be better prepared to learn at school have increased opportunities to achieve at school Ireland The Global The Countries Where We Work 0% 100% Ethiopia Ireland

Despite more children The quality of pre-school Awareness amongst The Global The Countries WhereTanzaniaEthiopia We Work go0%ing to school, learning programmes remain low parents and communities outcomes remain poor about the child’s early Ireland Despite more children The quality of pre-school Awarenessdevelopment amongst needs remain Tanzania When formal education is supported to cultivate global citizenship across When governments and decision makers areEthiopia lobbied to make better going to school, learning programmes remain low parents and communitieslow curriculum and practice, then young people are more likely to have the decisions for young children, then the maximum amount of children outcomes remain poor about the child’s early necessary skills and values to engage as active global citizens will benefit positively from school Despite more children The quality of pre-school Awareness amongst Tanzania development needs remain When formal education is supported to cultivate global citizenship across When governments and decision makers are lobbied to make better going to school, learning programmes remain low parentslow and communities curriculum and practice, then young people are more likely to have the decisions for young children, then the maximum amount of children outcomes remain poor about the child’s early necessary skills and values to engage as active global citizens will benefit positively from school development needs remain When formal education is supported to cultivate global citizenship across When governments and decision makers are lobbied to make better low curriculum and practice, then young people are more likely to have the decisions for young children, then the maximum amount of children necessary skills and values to engage as active global citizens will benefit positively from school

Large class sizes, a Laws and Policies Poor health, nutrition and shortage of trained affecting young disease compromise a OUR VISION teachers and learning children remain weak child’s physical and materials are hindering and under resourced cognitive development Large class sizeschildren, a succeeding Laws and Policies Poor health, nutrition and shortage of trained affecting young disease compromise a OUR VISION teachers and learningLarge class sizes, a children remainLaws weak and Policies child’s physicalPoor health, and nutr ition and Change: Change: shortage of trained disease compromise a OUR VISION materials are hindering and under resourcedaffecting young cognitive development Children accessing quality Children who are socially, child’s physical and children succeedingteachers and learning children remain weak early childhood education cognitively and physically cognitive development A materials are hindering and under resourced maximise their opportunities developed excel through children succeeding Change:through school Compassionate educationChange: and life Children accessingChange: quality World where ChildChange:ren who are socially, early Childchildhoodren accessing education quality every childA can Childcognitreniv whelyo areand sociall physicallyy, Vulnerable families do not There is a lack of public Teachers and schools are maximiseearly their childhood opport educationunities A cognitdeveivlopedely and excel physically through get the same opportunities engagement with global under-supported to maximisethrough theirschool opportunities Compassionatereach his or her developededucation excel andthro ughlife for their children to injustice issues develop young people as thChange:rough school Compassionate educationChange: and li fe develop fully global citizens Children living under strong Worldpotential where ECD laws and policies grow and World where Citizens engaged in Global thrive in safe, well-resourced every child can Issues will take action for a Vulnerable families do not There is a lack of public Teachers and schools are every child can more just world Vulnerable families do not There is a lack of public Teachers and schools are communities get the same opportunities engagement with global under-supported to get the same opportunities engagement with global under-supported to Change: reachreach his his oror her for their childrenfo tor their children to injustice issuesinjustice issues develop yodeungvelop people young as people as Change: Change:Change: develop fully develop fully global citizens Children living under strong global citizens Children living under strong potentialpotential Citizens engaged in Global ECD lawsECD andlaws policies and policies grow gr andow and Citizens engaged in Global Issues will take action for a thriveth inri vesafe in, sawefell-resou, well-resourcedrc ed Issues will take action for a communitiescommunities momore rejust just wo rlwod rld

14 15 families who are prepared for primary school, from a holistic perspective, perform better, Strategic The early years of life are crucial. When well nurtured both academically and socially. Also, schools and cared for in their earliest years, children are more which are Ready for Children are better 3 placed to help children succeed and learn as likely to survive, to grow in a healthy way, to have they transition through their overall schooling Focus less disease and fewer illnesses, and to fully develop experience. thinking, language, emotional and social skills…and Getting children fully Ready for School is complex, and involves multiple factors that later in life, they have a greater chance of becoming impact upon their social, emotional, cognitive, creative and productive members of society and physical development of children. For example, child health is a critical factor in UNICEF learning. Undernourished and stunted children Meron Tadesse, Addis Hiwot Preschool, Ethiopia often under-perform in school. Children who are caretakers for siblings lack adequate rest Internationally: We Focus on or suffer other risk factors that deny them the School Readiness benefits of the school environment. Lack of antenatal care, poor nurition, low birth-weight Over the past 15 years the Millennium and lack of routine immunisations have all Development Goals (MDGs) have resulted been linked with poor school outcomes and in more children than ever before attending performance 2. formal education, which is a great achievement. However, despite this progress, However, Children in Crossfire recognises that the support and resources were not available it cannot address all of the aspects that affect to facilitate children’s learning and therefore a child’s development and determine whether they were dropping out of school. Further, or not she or he is fully Ready for School. What primary school results have remained at a poor we can do, however, is focus our efforts on standard. Due to this trend, the area of School a School Ready approach, which primarily Readiness has been gaining a foothold as a impacts positively on the social and cognitive means to address this problem. Children and development of young children.

Children learning at Pre-school in Bugogwa Ward, Mwanza

2 School Readiness and Transitions: A Companion to the Child Friendly Schools Manual, UNECEF, 2012 16 17 Our School Readiness Approach Who is targeted? Our School Readiness Model of Intervention

In both Tanzania and Ethiopia, Children • Parents in the most vulnerable families We believe that only when a society is fully aware of, in Crossfire will attend to young girls and with Most Vulnerable Children (MVC) 3 and practicing high quality early learning experiences, boys aged 0-6 years to help them reach aged 0-3 years can each child be fully ready to achieve at school5 their development potential. We will focus on quality ECE programmes, which include • Children 3-5 years in ECD centres Stimulation in the home; age appropriate (Pre-Schools, Kindergartens and Education in ECD Centres, and Pre-Primary Day Care Centres) Ready Children Ready Families Ready Schools School. In Tanzania, we have already built • Children aged 5-6 years in a strong Programatic Approach in this area. Government Pre-Primary classes Children Ensuring children have Ensuring parents/ Ensuring schools implement We intend to extend this approach to Ethiopia. access to and attend high caregivers are fully structured transition Overall, in both countries, we will focus on: • Parents/Primary Caregivers in the home quality ECE services involved in their child’s programmes to assist the early learning and child’s progression into formal Ensuring children are eager transition to school education • Frontline Professionals in ECD centres to learn and are cognitively • Ready Children: supporting children and socially ready to enter to develop the necessary social and • Pre-primary School teachers in public school cognitive skills and confidence to do schools Parents Ensuring parents/caregivers Ensuring parents engage Ensuring schools liaise with are demonstrating good with local ECE services local ECE services well at School; Stimulation Practice towards • Wider Community children aged 0-3 Communities Ensuring community Communities assist with Ensuring schools are • Ready Families: supporting families to • National and local Government mechanisms support ECE ensuring our Stimulation accountable to their play their role in relation to: Authorities services, and create safe Practice programme is communities for creating ‘Stimulation’ environments for inclusive and accessible a high quality learning children to nurture learning for families with the Most environment for children, Ready Children and supporting families through play Vulnerable Children aged including care and protection 0-3 to help their children make Smooth • According to the UN, 77% Ensuring frontline Ensuring frontline Ensuring schools have fully Transitions from home to pre-school Frontline of young children in Ethiopia, professionals have full professionals are fully qualified teachers, adequate and into formal school; Professionals awareness of the needs of equipped to support resources, and the necessary and 57% in Tanzania respectively young children parents towards good learning materials have no access to pre-school practice • Ready Schools: supporting schools to Local Government Ensuring local government understand the needs of young Ensuring the implementation build the optimal learning environment • The Lancet 2011 Series on children in relation to ECD, and the importance of investing of legal minimum standards resources in young children from both a human rights for pre-school and teaching practice for ECD calculated that an investment perspective for the child and the long term importance for of $10.6 billion in all low-middle building human capital for economic development Ensuring improved qualified young children, and encouraging teacher/pupil ratios in pre- community involvement income countries would increase schools preschool enrolment by 25%, while Ensuring resourcing of pre- We will collaborate with appropriate partners $33.7 billion would bring enrolment primary education in line with and stakeholders to ensure a coordinated to 50%; and result in benefit to government policy approach so we can work towards improved cost ratio of 6/4 to 17.6 National Engaging with key decision makers to improve Advocating for relevant laws for every child we encounter. understanding of the importance of investments in young and policies affecting young School Readiness Government children as a contributing factor in national development children Further, we will work with these partners and • Exposure to at least one year of Engaging with education ministries and key stakeholders stakeholders to advocate for relevant laws and high quality pre-primary education on the importance of investing in pre-school programmes policies applicable to School Readiness. has proven positive effects on children’s development, and is directly linked to their completion of post-primary education4

5 All Stakeholders are included in the School Readiness Model of Intervention. For a more detailed stakeholder analysis see Annex 1 3 those whose safety, well-being and development are, for various reasons, threatened. Of the many factors that accentuate children’s vulnerabilities, the most important are lack of care and affection, adequate shelter, education, nutrition, and psychological support. While children exposed to many facets of deprivation and poverty are vulnerable, children who lost their parents may be particularly vulnerable because they do not have the emotional and physical maturity to adequately address and bear the psychological trauma associated with parental loss (World Bank, 2004) 4 A Transformative Solution: Reducing Poverty and Inequality through post 2015 ECD Goal 18 19 Students from Lumen Christi College engage in Development Education

The Island of Ireland: Development Children in Crossfire also considers it essential to Education and Supporter ensure that our supporters better understand the Engagement context of our international work, the successes of our specific projects and the wider significance Development Education works to help of aid programmes. We further believe this is people to better understand the causes of vital to help challenge dominant perceptions poverty, inequality and injustice, global and stereotypes of people, communities and interdependence, and the impact that governments living in developing countries. personal choices and actions have upon Working alongside Dóchas, Coalition of Aid and people in developing countries. It engages Development Agencies (CADA) and relevant participants beyond simple understanding and organisations, we will build upon our supporter knowledge to a process of thinking critically, communications by showcasing results and and acquiring the necessary skills and values partner voice, whilst raising public awareness for taking informed actions for change. of the importance of engaging in development issues7. Over the next 5 years our Development Education programme will focus solely within the formal education sector to achieve depth of impact in relation to preparing students fully for active Global Citizenship6.

We believe that when the formal education sector takes action to adequately implement Development Education, this leads to young people and communities engaging with the issues, developing a sense of global solidarity through an appreciation of self and others, and ultimately taking relevant actions for a fairer world.

Who is targeted?

• The Formal Education Sector and its Curricula

• Teachers of Girls and Boys aged 8-15

• Girls and Boys aged 8-15 Students from Lumen Christi College taking part in development education activities • Initial Teacher Education Colleges

• Students attending Teacher Education Colleges

6 The UN Secretary-General’s Global Initiative on Education calls for a priority focus on fostering global citizenship. In its call, it states that the world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write and count. Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century. Through the implementation of its development education work, Children in Crossfire will cultivate such Global Citizenship in line with recommended indicators proposed by the Sustainable Development Solutions Network. This indicator measures the percentage of children who acquire skills and values needed for them to be productive global citizens, recognising that beyond basic academic work, there are values and skills that enable children to grow up to become socially responsible, emotionally mature, and productive members of society.

7 Children in Crossfire currently lack the resources to commit to this as a strategic objective, but we feel it is an important aspect to embed in the organisation public communications and engagement with supporters overall 20 21 Linking Outcomes to Actions

Strategic Actions Strategic Outcomes Objectives

Increase awareness and improve practice of parents To increase access of Working and care givers in the most vulnerable families for the young girls and boys (0-6 development of young children aged 0-3 years) to high quality early childhood education 4 Strengthen the capacity of frontline professionals to services (both Community improve early learning experiences for young children Based and Government Provision) for Results Improve the quality and enrolment levels of pre-schools and transitions to primary school

Educate communities to better understand children’s needs at different stages of development and support them to Increased establish mechanisms that promote and protect young School children To increase knowledge of decision makers and key Readiness for Partner with other civil society organisations to advocate stakeholders with respect young children for the strengthening and implementation of laws affecting to the needs and rights of in Children in young children, and increase knowledge of key decision young children (0-8years) Crossfire target Children in Crossfire expects the Strategic Objectives countries following outcomes by the end of 2019 makers of the importance of investing in young children, leading to strong resourced • To increase access of young girls especially in relation to understanding the links with ‘school laws and policies readiness’ and long term learning outcomes • Increased School Readiness for young and boys (0-6 years) to high quality children in Children in Crossfire target early childhood education services countries (both Community Based and Implement high quality Development Education teacher Government Provision) training and Continuing Professional Development • Increased cultivation of Global programmes so teachers have the capacity to support Citizenship fostered within the formal • To increase knowledge of decision young people develop the necessary knowledge, skills and values for global citizenship education sector across the island of makers and key stakeholders Ireland with respect to the needs and rights of Develop new and innovative resources and an interactive website as curricula tools and learning materials young children (0-8years) leading to Increased • Implementing partners in Children strong resourced laws and policies Develop new and creative methods to help nurture cultivation in Crossfire Target countries have important skills and values such as compassion as we of Global Citizenship increased capacity and resources to • To increase public knowledge of support educators, young people and communities on their To increase public journey as active global citizens fostered within achieve results development issues, and increase the knowledge of development the formal issues and increase the skills and values needed for global Increase, in partnership with others, the coherence between education skills and values needed citizenship Development Education, curriculum and a range of sector across for global citizenship education practices and policies, ensuring Development the island of • Implementing partners in Children in Education and an adequate focus on values and skills Ireland Crossfire Target Countries have strong for global citizenship becomes more integrated as a core component into the formal sector accross the island of governance, management systems Ireland and technical capacity leading to effective performance and improved Conduct thorough partner assessments to ensure they have sustainability capacity to implement programmes effectively Strengthen governance, management and finance systems with partners, through developing organisational capacity building plans

Increase the technical competencies of partners to implement their programmes through the development of To strengthen governance Increased Human Resource programmes and management systems capacity and of partners leading to resources Hold annual partner forums for sharing results, learning effective performance and among and sharing lessons and agreeing plans for the future improved sustainability implementing partners in Improve partner sustainability by supporting them to Children in develop new donor relationships and diverse income Crossfire target streams countries

Pupils at Mhonze Primary School, Tanzania

22 23 Results Based Management Risk Management and Internal Policies Children in Crossfire acknowledges that in order to successfully implement this strategy Children in Crossfire operates a comprehensive and deliver on our strategic objectives, there risk management programme, overseen by is a need for strong organisational structures the Finance and General Purposes Committee in relation to governance and financial (a sub-group of our Board of Directors). management, including sufficient funding Throughout the implementation of this strategy, streams, human resource management we will continue to monitor, evaluate and and results based management (RBM). Our implement mitigating actions to manage approach to RBM is essentially to keep all risks in the areas of governance, operational, resources, both financial and human focused, child protection, financial and regulatory on the expected changes and results in the matters. Overall, we will review existing international and development education policies on financial and risk management and programmes on a day to day basis. child safeguarding and protection to ensure coherence with the strategic priorities of this The delivery of the strategy and associated plan. objectives will be tracked over the life cycle of the plan using an RBM system which ensures that all programmes, projects and support Compliance and Codes of Conduct activities will have measurable baseline data, Children in Crossfire is an active member of a outcome indicators and annual targets. This number of relevant sector networks including information will be used to track and measure Institute of Fundraising (IoF), Coalition of Aid results using key tools including:- and Development Agencies (CADA), Irish • RBM Calendar Development Education Association (IDEA), and the Irish Association of Non-Governmental • Board and Sub Committee Meetings Development Organisations (Dóchas). Children in Crossfire collaborates with these networks to • Monthly Programme Meetings both self-regulate activities, and develop and • Annual Work plan benchmark our governance activities against peer organisations. Children in Crossfire is also • Annual Strategic Review a signatory to the Dóchas code of conduct on images and messages. The Dóchas Code • Regular Financial Monitoring offers a set of guiding principles that can assist • Integrated Monitoring and organisations in their decision-making about Evaluation (M&E) and Learning which images and messages to choose in their Plan (IMEP) communication while maintaining full respect for human dignity. The programmes will be reviewed annually with all stakeholders; with an externally facilitated mid-term review planned for 2017; and an external end of term evaluation in 2019.

24 25 Children learning at Pre-school in Bugogwa Ward, Mwanza Annex 1 Annex 2

Development of the Stragety Stakeholders Level of Power in Role and Interest Capacity Analysis Decision Making This strategy was developed by Children Key Documents in Crossfire with support from an external Children 0-6 years • Primary stakeholders or beneficiaries High Low • Education for All Global Monitoring consultant. It was informed by various Report, UNESCO 2007 • Right to ECD strategic planning workshops, reports and key Parents • Secondary Duty Bearers Meduim High documents including: • UN Secretary General Report and Frontline • Duty Bearers Medium Meduim Workshops and Internal Reports Resolution on Implementing Rights in Professionals • Right to training Early Childhood 2010 • Children in Crossfire Kick Off- Strategic Local Government • Primary Duty Bearers for Children’s well- Medium Medium Planning Workshop and Report with • Lancet Early Childhood Development Officials being and social welfare Board and Management, May 2014 Series 2011 • Provision of policy, programme, procedures, standards and tools • Children in Crossfire Strategic Planning • Early Childhood Development Index • Oversight of services to children Workshop and Report with Staff, June (ECDI), UNICEF, updated 2012 •Primary Duty Bearer High High National 2014 • Education First: An Initiative of the UN Government • Provision of policies and Guidelines • Children in Crossfire Strategic Planning Secretary General, 2012 • Setting Standards Workshop and Report, Dar es Salaam, • The Future of our Children: Lifelong, • M&E + Learning July 2014 Multi- generational learning for • Provision of human resources, training and Sustainable Development, Chavan, M. supervision • Tanzania Partner Forum, December 2014 and Yoshikawa, H, et al, 2013 UN Agiencies: • Provide Financial and technical assistance High Medium UNICEF, UNESCO, • Share best international practice • Programming Options Paper for • Republic of Tanzania Child UNDP Development Strategy, draft February • Provide a human rights framework Ethiopia 2014 – 2016 (Prepared by 2014 • Oversight of progress towards SDGs Independent Consultant Ceire Sadlier Updated 7th January • Primary Duty Bearer Medium High • Draft Sustainable Development Goals, Government 2014 by Cathy Doran, Development Institutions and Indicators, (SDGs) July 2014 • Policy Development and Implementation/ Specialist) Adherence to Standards • Technical Group on ECD, Sustainable Civil Society • Networking and Advocacy Medium Medium • Mid Term Review of Irish Aid supported Development Goals- Post 2015 Organisations • Information Sharing CIC International Programme in (internal e.g. Save Tanzania 2012-15 (Cathy Doran, • ECD Indicators and Multiple Indicator • Watchdog the Children, AKM) External Consultant, Updated 2014) Cluster Surveys (MICS) Media • Raise awareness on human rights Low-Medium Medium • Report of Monitoring Mission to Children • Watchdog in Crossfire in Tanzania May 2013 (Irish Private Sector • Provision of financial Resources High Medium Aid) •Awareness creation • Donors e.g. Irish • Provide financial and technical support High High Aid, Dubai Cares, • Support capacity development and UNICEF, ELMA organisational strengthening foundation • Monitoring and evaluation Secondary Duty Bearers

26 27 Contact Us

If you would like to find out more about Children in Crossfire, you can contact us: 2 St Joseph’s Avenue, Derry/Londonderry, BT48 6TH T +0044 (0)28 7126 9898 www.childrenincrossfire.org

C:60% M:30% Y:68% K:8%

C:32% M:84% Y:68% K:28%

C:0% M:69% Y:100% K:0%

C:91% M:57% Y:44% K:24%