MISSIONBUILD (AUSTRALIA) PTY LTD
Child Protection Policy
This Policy provides MISSIONBUILD (AUSTRALIA) PTY LTD (herein as MISSIONBUILD) and partner organisations with guidance on how to address the protection and wellbeing needs of children and young people in education programming.
It is every child’s right to access a quality education. Educational facilities (schools, early childhood centres, research and learning centres) should be places of discovery, learning, nurture, respect and acceptance. Most of all, they should be safe. Unfortunately for too many girls and boys throughout Asia and the Pacific, this is not the case.
Too often, educational facilities are a place of violence, discrimination, exploitation and fear from peers and the adults (teachers, administration and support staff) who have the duty of care to protect students. For example, in Indonesia a study found that 84 percent of children (90 percent of boys and 79 percent of girls) report experiencing some form of violence in school. As well, because educational facilities can reflect traditional and cultural attitudes and practices, it can be more difficult to challenge abusive behaviour. Being in an unsafe environment affects children’s ability to learn, their health, development and emotional wellbeing.
When implementing an education program, most development organisations need to work within an existing community and government education system. While some education facilities have robust child protection mechanisms in place, for those without, there is an opportunity to influence for positive change through child-centred development programming. Teachers can (and often already do) play a key role in keeping children safe by being positive role models, interacting safely with children, and providing them with a safe environment. A focus on child rights and protection in teacher training can have a significant impact on children’s safety and welfare at school.
Remember that while child protection risks exist in all educational settings, the risk is often heightened when: schools are residential settings that provide overnight accommodation; education processes and environments operate outside the government system; there is reduced transparency and supervision of staff and other adults; and there is reduced supervision of students. Remember too that children who are inadequately supervised can abuse other children.
Please read this guidance note in conjunction with:
· MISSIONBUILD’S Child Protection Policies
· MISSIONBUILD’S Establishing Child Protection Risk Context Policy
· MISSIONBUILD’S Aid Programming Guide
This table outlines some common child protection risks within education programs and provides some practical ways to incorporate child protection standards into education programming. You can implement these practical measures with and within schools. You’ll also find other activities that can influence change in policy, systems and processes, by working with communities as well as local and national government.
Consider child protection during the design of an education program
· Undertake a child protection analysis and risk assessment during design phase that includes: stakeholder analysis; types of abuse faced or perpetrated by children (remembering that boys and girls behave differently); cultural attitudes and influences; gender stereotypes; attitudes to disability and inclusion; other forms of discrimination and vulnerable groups; existing child protection structures and systems (national, local, school based).
· Investigate local attitudes and cultural norms about gender (including gender-based violence), inclusion and discrimination.
· Include strategies to address these in education programming.
· Develop a transition to school program that bridges Early Childhood Care and Development (ECCD) centres and schools, and include a specific focus on child protection.
Ensure child-safe building design to prevent injury and abuse
· Have open spaces where activities can be easily and clearly viewed by others.
· Provide safe, hygienic and inclusive child-only water and sanitation facilities, located close to classrooms, and separated by gender.
· Ensure store rooms and teacher toilets are located across from administration so they can be clearly seen.
· Ensure: adequate lighting in buildings; no hidden spaces; the playground can be seen from school buildings; adequate and safe boundaries (fencing); entry to school only through administration/reception; adequate shelter outdoors; designs that cater for those with a disability.
· Ensure play equipment and furniture are safe, to prevent injury.
Ensure adequate child protection policies and procedures are developed and implemented
· Comply with, and build on, the minimum standards in MISSIONBUILD’S Child Protection Policy.
· Undertake a mapping and analysis of local support services and authorities. Be aware of national and local legislation and government department guidelines to do with child protection.
· Work with school communities to identify a counsellor or child protection focal point, who is then adequately trained.
· Work with school communities to develop and raise awareness of a school-based child protection code of conduct and safe reporting mechanism. It should:
– be based on zero tolerance to violence and child abuse
– have a dedicated child protection focal point to report to
– ensure a quick and professional response to disclosures or suspicions of harm to a child
– have clear and specific sanctions for breaches (based on the best interest of the child)
– have a referral and support process; and
– include clauses prohibiting:
» tutorial/extra help outside formal school processes
» child care/babysitting; and
» getting students to undertake obligatory chores in their homes.
· Ensure that there are systems in place that monitor the implementation of the code of conduct and other child protection standards. Ensure staff sign onto these.
· Work with school communities to identify strengths in child protection and existing protective factors, and build on those.
Consult and communicate with children, parents and communities
· Work with children and adults to map safe and unsafe spaces.
· Work with the school to establish a student council who are encouraged and supported to safely promote and talk freely about child rights and protection, and who can be a voice for their peers.
· Consult with students and the school community to help identify what makes a school child friendly.
· Work with the school and parents to establish open communication between teachers and parents. Establish a parent teacher association, a school based parent volunteer program or other mechanisms that provide spaces for parents’ involvement in the education setting, including decision making and monitoring of child protection.
· Link education programs and partners with community-based service providers community, authorities, government education departments, and teacher associations. Ensure these entities have robust community-based child protection mechanisms (CBCPM).