1. Child Protection Hub for South East Europe Researcher: Bree Akesson Social Service Workforce – Regional Overview

2. CHILD PROTECTION HUB Main findings and recommendations Identified training needs In-country processes for developing training Next Steps About the research

3. . Purpose of the study: 1. To provide a basic overview of the education and training context in which child protection practices are delivered in the region 2. To identify needs and opportunities for further professional development, training, and/or capacity building to strengthen the child protection workforce in the region Methodology: Phase 1: Literature review of curriculum, available research, policy documents, practice guidane related to the social service workforce and/or child protection in each country Phase 2: fieldwork and data collection (including focus group discussions)

4. Topic Areas Covered by the Research: Social Service Worker Panorama (perceptions, understanding, role in child protection, legal mandates, job descriptions, Licensing, regulation, quality assurance) Education and Human Resources Management (requirements to become a sw, institutes responsible for ssw training, typical career path, working conditions, recruitment and retention) Skills, Knowledge and Interests in CP Practice (curriculum and theory, research, policy, practice, skills, knowledge and training) Our current focus: continuous development (per country) 1. 119 accredited training programs are available 2. only ad-hoc trainings offered by CBOs at local level 3. one accredited in-service training is available at the University of Tirana 4. 160 Centers of Vocational Training provide professional education 5. NGOs provide different, highly specialised trainings 6. there is a system of accredited trainings, but only 21% of social workers attend any continuiung education. Professional development is seen as an expensive non-necessity

5. Our current focus: continuous development Albania: one accredited in-service training is available at the University of Tirana BiH: NGOs provide different, highly specialised trainings Bulgaria: 160 Centers of Vocational Training provide professional education Kosovo: only ad-hoc trainings offered by CBOs at local level Romania: there is a system of accredited trainings, but only 21% of social workers attend any continuiung education. Professional development is seen as an expensive non-necessity Serbia: 119 accredited training programs are available

6. Curriculum review of academic programs Improving how practicums are organised, supervised, evaluated Recognise social service workers through national frameworks Need for accreditation, licensing and quality assurance systems for practicing social workers and their development Improve working conditions Physical infrastructure Equipment Incentives system Support supervisory relationships Make current research, policy, and practice accessible „Journal Watch” ChildHub Encourage exchange among social service workers Common research or teaching projects Work placements (exchange) A way to pass along knowledge of older generation social workers Regional Recommendations

7. Training Needs. General topics: children’s rights and participation Organisaitonal Issues: avoiding burnout, dealing with stress and vicarious trauma, well-being, and self-care; organizational skills (e.g., time management) legal skills (e.g., new laws, policymaking competencies, influencing policymakers and government institutions, putting policy into practice) training supervisors so they can recognize, appreciate, and reward staff performance program evaluation Professional issues: skills to work with vulnerable groups of children (e.g., sexual violence, domestic violence, children at-risk ) family preservation and family reunification skills and practice culturally competent social work practice with children and families communication skills (e.g., with different populations, with colleagues in different institutes) social action and community organizing Does any of these surprise you? Is any skill missing?

8. Responsibilities of Resource Persons Trained Do you know what the expectation from ToT participants are? Find opportunities to share your acquired knowledge among the other RP’s Make plans on how you could use the skills, experience in your day- job(including during training) Develop, organise and deliver local ChildHub trainings

9. Process for in-country training development Review the in-country baseline study Define the topic of training – use the list provided by the research Define target group: who will you invite, from what geographic coverage, what professional background (only state or NGOs?) Develop content: distribute roles and responsibilities among those that want to be involved Associate to assist in organising venue, schedule, invitations, logistics

10. Some Principles to Keep in Mind Do you want to do a needs assessment before the training? Who should come to the training, and how will you invite them? Keep it practical, build skills Share your training plan with ChildHub and its members Plan the three trainings ahead of time to possibly build on or connect with each other Make use of online resources during the training (for specific tasks during or after training, participation in forums, listening to a past webinar, etc.) Connect trainees to ChildHub community Do evaluations afterthe training, keep participants in database for future reference and network building Report back to ChildHub (with photos and short summary)

11. Timing When is it realistic to have the first training? The second? Workplan Who will work on a workplan and by what deadline can you come up with one? Resources needed What support do you need from ChildHub? What questions do you have?

12. Child Protection Hub for South East Europe www.childhub.org Nurturing a safe environment for children