The Child Protection Trainee Scheme (CPTS) Final Evaluation

This final evaluation of the Child Protection Trainee Scheme (CPTS) was conducted based on a review of key background documents, analysis of raw data collected by the scheme’s managers during the course of the scheme and, most importantly, an empirical exercise consisting of an online survey, semi-structured interviews with key stakeholders and focus group discussions with trainees from different intakes. In total, responses were received from 60 individuals, most of whom completed the online survey and many of whom additionally participated in interviews or focus group discussions.

Overall, the CPTS has been very successful in strengthening organisational capacity, improving interagency collaboration, ensuring major humanitarian responses have a child protection component and in increasing speed of deployment. CPTS graduates, most of whom have gone on to work in the sector of child protection in emergencies and did not take long to find a job, are seen as reliable resources. In other words, with very few exceptions, CPTS graduates are seen as excellent child protection professionals.  However, trainees’ coaching experiences have been very diverse and, while in most cases providing good opportunities for learning no matter what the experience, a number of CPTS graduates feel that better coaching would have improved their experience overall. 

It is therefore recommended that the CPTS, in a slightly refined and streamlined format, is continued and linked with a second scheme, such as the Advanced Diploma, which may be developed jointly with an academic institution and target mid-level child protection workers, particularly from non-Western countries. Since sustainability is key, refined ways of working will be important, including more comprehensive interagency collaboration; a slightly revised financing model; and a stronger focus on facilitating participation in all aspects of the recruitment and selection process by individuals from developing countries.