| Indicator ID | R&E14 |
|---|---|
| Indicator full statement | # of interventions that support development and strengthening of appropriate pre-service education and in-service training systems for social services workforce (formal and non-formal). |
Purpose
| Importance | This indicator aims to measure the number of interventions implemented directly by Tdh or through its partners that support the education and the continued training of social services workforce in line with the system strengthening approach of Tdh programs and expertise. |
|---|---|
| Related services | Tdh interventions include the provision of technical support, mobilisation of resources and networking and advocacy at local, regional and international levels around the institutionalisation of social service workforces’ education and training systems. This includes: curriculum development/review for pre-service education and in-service training programmes, setting up of in-service training programmes, training of professors/trainers, e-learning platforms, learning exchange programmes, revision of standards for in-service training, formulation of policies that lead to endorsement of social workforce training programmes and advocacy events, including roundtables and conferences. |
Definition
Interventions are activities. They can be one-off activities (ex., one technical workshop to identify gaps in the public professional education system for social services workforce) or a series of combined activities (ex., development of a training system for professional social services workforce that includes sub activities such as: drafting the curricula, training of trainers on the curricula, endorsement and roll-out of the training, etc).
Pre-service education refers to the education and training that occurs prior to a practitioner obtaining a college degree and entering the workforce. It usually refers to a university programme, accredited course, specialization degree, etc. It should be officially certified and recognized by national education authorities, and/or it can be recognized by international educational institutions as well.
In-service training refers to any professional training for staff development that occurs in the course of an employment. These can take the form of one-off or a series of training events that are provided to enhance the competencies of workers related to their specific job. These are training courses that are usually endorsed, supported and adopted by the national and local authorities based on a standard curriculum.
Social Services Workforce definition: The Global Social Services Workforce Alliance (GSSWA) defines the social service workforce as: paid and unpaid, governmental and non-governmental, professionals and para-professionals, working to ensure the healthy development and well-being of children and families. The social service workforce focuses on preventative, responsive and promotive programmes that support families and children in communities by alleviating poverty, reducing discrimination, facilitating access to services, promoting social justice and preventing and responding to violence, abuse, exploitation, neglect and family separation.
Note that the Social Services Workforce is broader than Social Work. Social workers are part of the social services workforce, but they are not the only ones. Social Services Workforce includes also para-social workers, community counselors, community development workers, community health workers, and so on: Note: country specific legislation also apply to what professions are part of the social services workforce.
How to collect & analyse the data
| What do we count? | Tdh counts interventions. |
|---|---|
| How to calculate the indicator's value | Sum the total number of interventions aimed at supporting the education and the continued training of social services workforce supported by Tdh (either implemented directly or through its partners). |
| Data sources | Activity reports from Tdh and its partners. |
| Data collection methods and tools | Track progress periodically as part of the monitoring of activities as planned in the M&E plan. |
Limitations and precautions
It is an output indicator which does not give indication about the eeffectiveness and impact of these programmes in improving the quality of social services.
This indicator should not be confused with the indicators: R&E 15 and R&E 17 which respectively capture the “safeguarding and child rights remediation systems” and “institutionalized child protection SOP frameworks”.
What further analysis are we interested in?
Trends over time in the establishment of standardized and quality social service workforce training programmes.
Distribution of these programmes across the pre-service and in-service divide.
Effectiveness and impact of these programmes in improving the quality of social services to be looked by project evaluators.
Comparison of programmes establishment rates across different regions or countries.