• What is it & why is it important?
  
• What does it mean for diversion & alternatives?
  
  • Key issues
    
  • Tips for planning and implementation
    
• How does this link to the other elements of the Protective Environment Framework and the 3 principles?

What is it & why is it important?

Capacity building involves the strengthening or improvement of people's ability to work with children. This includes, amongst other things: awareness-raising; sensitisation; training (initial, in-service and refresher training - on general child rights / child protection issues as well as detailed, technical, job-specific training); provision of adequate human, material and financial resources; provision of supportive management and supervision structures; and opportunities for networking and professional development. It is essential for those who are implementing diversion and alternatives, but it needs to be carried out as part of a comprehensive reform strategy, not in isolation.

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What does it mean for diversion & alternatives?

Key issues :

1. Who are those currently in contact with children in conflict with the law?
2. Will these individuals and groups remain the same following the introduction or strengthening of diversion and alternatives?
3. What is their existing capacity: do they know how and when to use diversion & alternatives (head), do they have the right attitude (heart) and are they correctly implementing procedures in practice (hands)?
4. Have those in contact with children received training (initial and refresher) relevant to their roles (e.g. basic training on child development and psychology, child rights, information on legal provisions and procedures, communication skills, child protection obligations and restorative justice)?
5. How can you conduct a needs assessment to identify specific priorities for capacity building?
6. Is training well targeted, well delivered, well evaluated and part of a sustained, comprehensive capacity building plan (not an isolated one-off, activity – i.e. how can you avoid falling into the 'training trap' where 'training' - in isolation - is seen as the answer to all problems)?
7. Is training sustainable?
8. Is there a good balance between in-service and initial training?
9. What is the broader context of professional qualifications available / required for certain professions?
10. Is there a need for new / improved tertiary education courses and/or improved screening and recruitment of personnel?
11. What are the other 'capacity' needs of stakeholders, apart from training (e.g. ongoing management support, adequate human, material and financial resources, adequate remuneration, professional respect, good morale, and ongoing opportunities for professional development)?
12. Are those in contact with children given opportunities to input into data collection, programme design, implementation, monitoring and evaluation of diversion and alternatives programmes?  Are regular opportunities for feedback available?
13. Is there adequate networking and collaboration between those working with children?
14. How can children themselves be involved in inputting into curriculum development and capacity building plans?

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• Advice in relation to training: The document here on police training is in two parts - lessons learned and sample / model manual. Although it is aimed at the police, the lessons learned and many of the training exercises are relevant for a wide range of stakeholders. The 'lessons learned' part includes sections on: training as part of a broader strategy; components of an overall strategy; how to conduct a situation analysis; different approaches to training; planning training (capacity, funding, identifying participants and trainers, logistics, training needs assessment, planning sessions, monitoring and evaluation, methodology and direct contact with children); obstacles and lessons learned in general.
  'Police Training on Child Rights & Child Protection: Lessons Learned and Manual', Marie Wernham, with Savina Geerinckx and Elanor Jackson, 2005 [Pdf 3.9Mb]

• See also the UNICEF / PRI Juvenile Justice Training Manual 2006: Comprehensive overview of information on children in conflict with the law. The manual consists of straightforward training 'modules' with accompanying powerpoint slides, a series of annexes and additional materials regarding trainng and workshops in general. The full manual is in numerous parts and can be downloaded from the 'resources' section of the toolkit ('General - overviews, manuals & training resources' / 'Training and 'how to' manuals').

• Other sections of this toolkit can also be drawn on as resources for capacity building as necessary - powerpoint slides, definitions of diversion and alternatives, 'resources' per category and per profession etc.

• See also the section on 'overcoming common obstacles' for additional tips relevant to this topic.

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How does this link to the other elements of the Protective Environment Framework and the 3 principles?

A. Child rights-based approach: The capacity building of personnel is essential to the 'arch of human rights' (supporting duty-bearers to fulfill children's rights). Capacity building should take into consideration the 'umbrella rights' of the CRC: the right to life, survival and development (Art. 6); non-discrimination (Art. 2); the best interests of the child (Art. 3); the right to be heard (Art. 12); and implementation to the 'maximum extent of available resources' (Art. 4).

B. Systemic approach: It is possible that other initiatives already exist in relation to capacity building of personnel - e.g. through child protection programmes and/or rule of law reforms more broadly - which can be capitalised on for diversion and alternatives more specifically. See below for more detail on each of the 8 PEF elements. Capacity building (especially in the form of training) is one of the areas which is most often taken in isloation in an attempt to solve a variety of problems which actually require a much more systemic approach. Particular must be taken to avoid this common mistake.

C. Restorative justice approach: Where possible and appropriate, capacity building should include information and skills on restorative justice.

Other elements of the PEF:

#1. Government commitment to fulfilling protection rights: Government commitment needs to filter down to the capacity building of frontline staff and it is often a pre-requisite for capacity building efforts to be embedded in national systems which are sustainable and 'officially endorsed'.

#2. Legislation & enforcement: Those in contact with children need to benefit from capacity building in order to fulfill their roles and responsibilities relating to diversion and alternatives which are set out in legislation and guidelines.

#3. Attitudes, traditions, customs, behaviour & practices: Capacity building needs to take into account the 'starting point' of people in contact with children. Their attitudes and practice will be shaped in part by traditions and customs. If these attitudes and practices are negative towards diversion and alternatives, then capacity building efforts will need to address this, in addition to the transfer of technical skills and resources.

#4. Open discussion, including with civil society & the media: Civil society and media support for diversion and alternatives programmes is important so that those in contact with children can operate in a supportive context where their increased capacity is maximised.

#5. Children's life skills, knowledge & participation: Capacity building may need to include components which prepare professionals and others for 'new' ways of working with children (which are based on children's empowerment and participation).

#7. Basic & targeted services: Services for diversion and alternatives are dependent on the capacity of those working with children to be able to fulfill their roles and responsibilities. Without capacity building, services cannot function effectively.

#8. Monitoring & oversight: Capacity building needs to be monitored for relevance, efficiency, effectiveness, impact and sustainability.

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