Mega Map on Child Welfare in Low and

Middle Income Countries Draft Report-v4

8/28/2017

1

Contents List of Figures and Tables .............................................................................................................................. 2

Abbreviations and Acronyms ........................................................................................................................ 3

Report Structure ........................................................................................................................................... 4

Summary ....................................................................................................................................................... 5

1. Background ........................................................................................................................................... 5

2. Objectives.............................................................................................................................................. 8

3. Scope of Map of Map ............................................................................................................................ 8

3.1. Population ..................................................................................................................................... 8

3.2. Geographical focus........................................................................................................................ 9

3.3. Intervention .................................................................................................................................. 9

3.4. Outcome ..................................................................................................................................... 15

3.5. Study types .................................................................................................................................. 17

3.6. Other inclusion criteria’s ............................................................................................................. 17

4. Findings ............................................................................................................................................... 17

4.1 Screening-Volume of evidence ................................................................................................... 18

4.2 Characteristic of evidence base ........................................................................................................ 19

4.2.1 Distribution of Systematic reviews across intervention sectors ......................................... 20

4.2.2 Distribution of Evidence and Gap Maps (EGM) across intervention sectors .......................... 21

4.2.3 Distribution of systematic reviews across outcome sectors ................................................... 22

4.2.4 Distribution of EGMs across outcome sector ......................................................................... 22

5. Gaps in evidence ................................................................................................................................. 23

6. Appendix ............................................................................................................................................. 25

5.1 Search strategy ........................................................................................................................... 25

5.2 Screening and data extraction process ....................................................................................... 26

5.3 Intervention categories ............................................................................................................... 27

5.4 Outcome categories .................................................................................................................... 34

2

List of Figures and Tables Figure 1: Search result……………………………………………………………………………………………………………………………15

Figure 2: Systematic reviews by Intervention sectors…………………………………………………………………………….19

Figure 3: Evidence and Gap Maps by Intervention sectors…………………………………………………………………….20

Figure 4: Systematic reviews by outcome sector……………………………………………………………………………………21

Figure 5: Evidence and Gap Maps by outcome sectors………………………………………………………………………….22

Table 1: Intervention Categories………………………………………………………………………………………………………………7 Table 2: Outcome Categories…………………………………………………………………………………………………………………11

3

Abbreviations and Acronyms

AIDS Acquired Immunodeficiency Syndrome

ANC Antenatal Care

CAPTA Child Abuse Prevention and Treatment Act (CAPTA)

CPS Child Protective Services

CSMP Condom Social Marking Programme

ECD Early Childhood Development

ECE Early Childhood Education

EGMs Evidence and Gap Maps

EPI Expanded Programme on Immunization

FCAS Fragile and Conflict-Afflicted States

FGM/C Female genital mutilation/cutting

GBVP Gender Based Violence Programme

HIV Human Immunodeficiency Virus

IEP Individualized Education Programme

ITNs Insecticide Treated Bed Nets

L&MICs Low- and middle-income countries

MDG Millennium Development Goal

NGO Non-Governmental Organisation

PMTCT Prevention of Mother-To-Child Transmission

PNC Post Natal Care

SBA Skilled Birth Attendants

SBM School Based Management

SFPs School Feeding Programmes

TBA Traditional Birth Attendants

UN United Nation

UNESCO United Nations Education, Scientific and Cultural Organization

UNICEF United Nations Children’s Fund

WHO World Health Organization

3Ie International Initiative for Impact Evaluation

4

Report Structure In section 1 and 2 of this report we present a brief introduction on the background and objectives. In

section 3 of this report, we discuss the scope of the Child welfare EGM. In section 4 we present the

findings, which include the search and screening results and an analysis of the characteristics of the

evidence base. Section 5 discusses gaps in evidence, and section 6 appendix.

5

Summary What is an evidence and gap map? An evidence and gap map (EGM) is a graphical representation of the available evidence for a particular issue. An EGM shows where there is plenty of evidence and where there are evidence gaps. The main uses for an evidence and gap map are to guide policy makers and practitioners to evidence to support decision-making, and to inform research priorities in order to fill evidence gaps. An evidence and gap map is shown as a matrix in which the rows are intervention categories and sub-categories and the column outcome domains and sub-domains. Each cell lists the studies for that intervention for those outcomes, with links to the available studies. An evidence and gap map informs us what evidence is available. It does not summarize what the evidence says. What is the child welfare mega-map? This mega-map is a very broadly defined evidence and gap map covering child welfare and low- and middle-income countries. The mega-map includes systematic reviews and evidence and gap maps. It does not include primary studies. Gaps show gaps in evidence synthesis. There may be primary studies in a cell for which there are no primary studies. Conversely, the presence of evidence synthesis does not mean there are necessarily primary studies in that area. The primary purpose of the mega-map is to determine priority areas for new EGMs and systematic reviews. Why are we producing this mega-map of child welfare in low and middle-income countries? Women and children’s health are concern in the Sustainable Development Goals (SDGs), including targets to end preventable newborn, child and maternal deaths by 2030, to ensure universal access to reproductive health-care services, education, and to protect, promote and support early child development and adolescents’ health. SDG Goal 17, focused on implementing the SDGs, includes an explicit target on supporting an increase the availability of high-quality, timely and disaggregated data. Evidence and gap maps (EGMs) can contribute to achieving SDG 17 by supporting the prioritization of global evidence synthesis needs and primary data collection. Main Findings We found 99 systematic reviews as identified from 3ie database and 16 evidence maps which present evidence on child welfare in low- and middle-income countries. The largest concentration of evidence for health and ECD interventions and for health-related outcomes. Intervention categories for which there is little evidence are synthesis social welfare and social work (including child protection), governance and environment and WASH. The most common outcomes

6

measured are those related to health, healthy development and learning and development. Few studies measured effects on risk factor reduction. There were very few studies on measuring safety and few studies include economic analysis.

7

1. Background Child welfare interventions have been in use for decades, however, evidence for the effectiveness of child

welfare interventions are often scattered, their value is possibly underestimated and their inclusion in

national strategies and programmes is rare. Up to 200 million children fail to reach their developmental

potential in low-income and middle-income countries (L&MICs).i Failure to effectively implement

evidence-informed interventions represents a key obstacle in the progress of child-welfare system in

many low- and middle-income countries (L&MICs) toward achieving the United Nations Millennium

Development Goals (MDG).ii This is partly due to a weak evidence base that does not give policy makers

and programme managers the information needed to make decisions..

Evidence-based research and multi-country experiences make a strong rationale for investing in child

welfare programmes, especially for children at risk of developmental delay or with a disability. With the

increasing importance to evidence based policy making, many agencies commission systematic reviews

to inform policy but due to lack of a central repository, these systematic reviews are often duplicated and

lack in quality to clearly and correctly inform policy and practice.

Evidence and gap maps (EGMs) are an important step in ongoing efforts to prioritize global evidence

synthesis needs and global research priorities for child welfare interventions, and contributes to

constructing answers to what works and under what conditions

Overview of the Mega-Map of Child Welfare in Low- and Middle-Income Countries

This Mega-Map will to provide an overview of evidence of what works to reduce child deaths and improve

child welfare in low and middle income countries and draw conclusions from those learnings.

The mega-map will identify evidence and gap maps and systematic reviews which synthesize evidence of

the effectiveness of child welfare interventions in improving child welfare. Primary studies may be

included in a subsequent version, dependent upon resources, or mapped in specific sub-areas of the

mega-map which are identified as priorities.

The map is presented in two dimensions: the rows list interventions categories and sub-categories, and

the columns the outcome domains and sub-domains. Each cell shows studies which contain evidence on

8

that combination of intervention and outcome. Included studies are coded for additional characteristics

which can be used in filters, such as country, region and child categories.

2. Objectives The mega-map provides an overview of the existing evidence synthesis on the key outcome domains and

interventions aimed at improving child welfare in low- and middle-income countries using intervention-

outcome framework. It will identify areas in which there is a need to strengthen and/or scale up evidence

generation.

The specific objectives are:

1. To build a systematic mapping of the evidence base to provide a visual overview of the

distribution of evidence (both what is known and where there is little or no evidence) on

the effectiveness of child welfare interventions aimed at improving child welfare services

in low and middle income countries in one or more key outcome areas (safety, health

and learning and development)

2. Strategically identify key gaps in evidence synthesis and so identify priority research

questions in consultation with stakeholders to undertaking priority EGMs and

systematic reviews.

3. Scope of the Mega-Map EGMs typically involve the construction of a framework of interventions and outcomes based on a review

of the literature and consultation with stakeholders. The overall scope of the Mega-Map is to cover all

systematic reviews and evidence maps of child welfare interventions in low- and middle-income countries.

3.1. Population The primary population of interest for this map of map is children under the age of 18 years as per the

definition by United Nation Convention.iii

9

3.2. Geographical focus

The evidence gap map will present evidence for low- and middle-income countries as defined by the

World Bank.iv Upper middle-income countries will be included. High-income countries will be excluded.

Systematic reviews that have a global focus will be excluded if their focus is predominantly on high-income

countries. Those which contain information on high-, middle- or low-income countries, but where the

findings are clearly disaggregated by region or country and where the findings for low- or middle-income

regions or countries are presented separately will also be included.

3.3. Intervention

Table 1 presents the intervention categories for each group, the corresponding code in the evidence

gap map and a brief description.

Table 1: Intervention categories

Early Childhood Development (ECD)

ECD1 Early childhood health intervention This includes initiatives in health care, including

health service provision, disease prevention,

and health promotion to provide the

continuum of maternal and child pre- and

postnatal care.

ECD2 Early childhood nutritional intervention This includes initiatives to ensure that pregnant

women, breastfeeding mothers, and young

children are adequately nourished

ECD3 Early childhood education This includes interventions that provide

opportunities for children to interact with

responsive adults and actively learn with peers

to prepare for primary school entry

ECD4 Maternal education and empowerment Interventions working with the mothers and

families to change parents’ or caregivers’

knowledge, attitudes and behaviours or to

10

encourage dialogue on health care services and

decision making by women.

Education Interventions (EI)

EI1 School voucher/reduced fee Programmes providing allowances to cover all

or some of the costs associated with education,

including school fees, uniforms and books.

EI2 Decentralization and local community

participation

Interventions improving participation of

community in effectively promoting education

EI3 School feeding program and mid-day

meal

School feeding program, and other school-

based nutrition and health programs, can also

motivate parents to enroll their children in

school and to see that they attend regularly.

EI4 School based health interventions School health and nutrition programs that help

children complete their education and develop

health knowledge and lifelong positive

behaviors

EI5 Systemic renewal Systemic Renewal is “about continuous, critical

inquiry into current practices, identifying

innovations that might improve education,

removing organizational barriers to that

improvement, and providing a system

structure that supports change

EI6 Alternative schooling Type of education setting to accommodate

educational, behavior and medical needs of

children apart from traditional school setting

EI7 School sanitation and hygiene program Interventions to ensure child friendly water

supply, toilet and hand washing facilities in the

schools and promote behavioral change by

hygiene education

11

EI8 Teacher incentives Seek to improve the working conditions in

schools so that teachers are motivated to come

to work and improve their performance.

EI9 Teacher training Interventions to improve the quality of

instruction and offer more targeted tuition for

children that are falling behind.

EI10 Remedial education Also known as developmental education, basic

skills education, compensatory education,

preparatory education, and academic

upgrading) is assigned to assist students in

order to achieve expected competencies in

core academic skills such as literacy and

numeracy.

EI11 Pedagogical approaches Includes how the teacher interacts with

students and the social and intellectual

environment the teacher seeks to establish

Health and Nutrition (HN)

HN1 ANC/PNC These interventions support and encourage

women to adopt maternal health practices

HN2 Childhood Immunization Promote and provide routine

immunization/vaccination in infants/children

HN3 Agricultural intervention/Biofortification Process to increase the density of vitamins and

minerals in a crop through plant breeding,

transgenic techniques, or agronomic practices.

HN4 Nutritional supplementation program Interventions to promote supplementation of

nutrients

HN5 Management of severe acute

malnutrition

Acutely malnourished children lack growth

nutrients that are required to build new

tissues. These nutrients aid weight gain after

illness, repair damaged tissues and help

replace the rapid turn-over of cells (intestine

12

and immune cells). Correct replenishment of

nutrients like essential amino acids (protein),

potassium, magnesium and zinc (among other

minerals) is essential for recovery from

malnutrition.

HN6 Community health interventions (CHWs) Interventions in which communities direct the

planning and implementation of intervention

delivery

HN7 Deworming Periodic treatment with anthelminthic

(deworming) medicines, without previous

individual diagnosis to preschool- and school-

aged children living in endemic areas.

HN8 Intervention for prevention and

treatment of HIV/AIDS

Intervention related to HIV and other STIs

among adolescents, including testing,

incidence and prevalence.

HN9 Prevention and management of

childhood malaria

Providing health and/or counselling services

specific to childhood malaria in a community

setting

HN10 Mass media campaign on health

education

Interventions employing mass media (for

example, radio and television) to deliver health

focused messages

HN11 mHealth intervention for health Interventions employing mHealth services or

ICT approaches. Examples include using

particular websites such as Facebook or SMS

messages to provide health information. In

some cases, the intervention itself is delivered

on the internet.

HN12 Maternal aid Intervention that aim to provide subsidies that

affect maternal and child health outcomes

HN13 Mental health program Interventions to improve mental health of

mother and child outcome

13

Social work and social welfare (SW)

SW1 Birth registration

SW2 Child trafficking prevention Educational, legislative and community

interventions to prevent child trafficking.

SW3 Child abuse prevention Interventions protecting children from risk of

child abuse and strengthening families.

SW4 Gender base violence program

SW5 Substance abuse prevention

Social Protection (SP)

SP1 Child protection services Intervention preventing and responding to

violence, exploitation and abuse against

children – including commercial sexual

exploitation, trafficking, child labour and

harmful traditional practices, such as child

marriage.

SP2 Social insurance schemes Microfinance, employability training,

vocational training and savings programmes

that aim to affect child welfare outcomes

SP3 Labour market insurance Interventions covering work-related injuries of

employees, broadly affecting household

income generation and child health.

SP4 Social assistance intervention Unconditional or conditional cash transfer

programmes that aim to affect child welfare

outcomes.

Environmental health including WASH (EH)

EH1 Sanitation and clean water Includes the provision of an improved water

supply, water safety planning, household

water treatment and safe storage, improved

sanitation facilities, and hygiene education.

Improved water supplies refer to technologies

such as piped household water connections,

14

public taps, standpipes, or protected dug

wells, springs or rainwater collection

EH2 Hygiene education Hygiene education can address a number of

practices, including hand washing practices.

EH3 Prevention of outdoor and indoor air

pollution

Interventions can be classified according to

the level at which they are effective: a)

interventions on the source of pollution, b)

interventions to the living environment, and c)

interventions to user behaviour.

EH4 Prevention of exposure to toxins such as

lead mercury and pesticide

Include the active and passive strategies that

can be used to promote chemical safety,

outline the planning process and describing

how to communicate safety and poisons

prevention messages effectively.

EH5 Safe places to play Protecting children by providing safe places

and supervised activities

EH6 Traffic calming Physical design and other measures to

improve safety for motorists, pedestrians and

children. It aims to encourage safer, more

responsible driving and potentially

reduce traffic flow.

Governance (G)

G1 Child rights Human rights of children with particular

attention to the rights of special protection

and care afforded to minors

G2 Legislative reforms Includes reforms such as child safety bills,

strengthening screening of staff working with

children, effective sharing of data between

agencies working on child welfare etc.

G3 Child protection regulation Include the set of laws, policies,

regulations and services needed across all

15

social sectors – especially social welfare,

education, health, security and justice – to

support prevention and response

to protection-related risks.

3.4. Outcomes

Table 2 lists the outcome categories that form the columns of the EGM, along with their corresponding

code.

Table 2: Outcome categories

Health Impacts (HI)

HI1 Mortality

HI2 Morbidity

HI3 Disability and childhood illness

HI4 Immunization

HI5 Mental health and psychosocial improvement

HI6 Nutrition

Healthy development (HD)

HD1 Knowledge and skill development (ANC/PNC)

including breast-feeding awareness

HD2 Cognitive development

HD3 Anthropometric indicators

16

HD4 Utilization of health services

HD5 Gender roles/decision making

HD6 Hand washing

HD7 Diet and physical activity

HD8 Parent reported behaviour change

HD9 Child marriage

Learning and Development (LD)

LD1 Enrolment

LD2 Attendance

LD3 Dropouts and Truancy

LD4 Learning and achievement

LD5 Social skill development

Risk Factor Reduction (RF)

RF1 Maternal smoking

RF2 Contraceptive use

RF3 Substance abuse reduction

RF4 FGM prevalence

Safety (S)

S1 Childhood injuries

S2 Child abuse and neglect

S3 Homelessness

S4 Sexual and physical violence in children

S5 Child labour

Economic Analysis (EA)

HI1 Cost-benefit

HI2 Cost-effectiveness

17

HI3 Formal savings

3.5. Study types

We included completed and on-going EGMS found from different databases and systematic reviews form 3ie database only for phase 1. Phase 2 will include reviews from our own comprehensive search.

3.6. Other inclusion criteria’s Studies published from 2000 onwards and we conducted search in English language only.

4. Findings Figure 1 presents the search results. The search and screening resulted in following number of systematic

reviews and EGMs.

➢ 99 systematic reviews were identified from 3ie database.

➢ 16 Evidence and Gap maps were identified for EGM databases.

Appendix A discusses the methods in detail and presents the table of resources searched the detailed

search strategy and the screening protocol.

We present a picture of the EGM in Excel format for systematic reviews and Evidence and Gap Map (EGM)

in Figures A2–A4, respectively. The shaded cells represent those with Evidence and Gap Maps (EGM).

When all the studies are populated together in the map, they produce 1,524 occurrences of evidence. An

occurrence is each cell in which a study appears. For example, if a study looks at a programme that

includes a cash transfer programme and a school health intervention at school, and estimates programme

effects of both (separately or together) on outcomes measured with indicators belonging to three

different categories, then there are six occurrences of the study and it therefore appears in six different

cells of the evidence gap map. The large number of occurrences relative to the number of included studies

reflects both that many programmes comprise different types of interventions and that many systematic

18

reviews measure multiple types of outcomes. For example, a study by Van Lonkhuijzen L, 2009 measured

effects falling into 5 different outcome categories of the map.

4.1 Screening-Volume of evidence Figure 1: Search results

19

The figure 1 provides an overview of the screening process used to identify studies included in the mega

map. We identified 2040 records from 3ie and academic databases.

We searched 3ie database for systematic reviews and EGMs on child welfare interventions in LMIC but

our interest in searching other academic databases was only in identifying and mapping completed or

ongoing ‘evidence maps’. Evidence maps first emerged in the 1990s (Bates et al. 2007) and since then

researchers have adopted a range of different approaches to mapping and describing the evidence base.

These approaches have been variously described as ‘systematic maps’ (Haddaway et al., 2016), ‘evidence

maps’ (Bragge et al., 2011; Miake-Lye et al. 2016) and ‘evidence gap maps’ (Snilstveit et al., 2013;

Sightsavers, 2017).

After removing duplicates, we screened a total of 1956 records at title and abstract. The most common

reasons for exclusion at this stage were topic relevance and study methodology. We downloaded and

screened the full-texts of the remaining 450 studies. 115 studies were included in the map, 99 of which

are systematic reviews and 16 of which are Evidence and Gap Maps.

4.2 Characteristic of evidence base Overall, the distribution of maps across intervention sectors is relatively uneven, with health & nutrition

and education the sector with the highest number of systematic reviews and evidence maps. We found

little or no evidence synthesis in the areas of child rights, childhood safety, and risk factor reduction.

SDG 3 on health and SDG 4 on education are the most frequently covered. However, no studies report on

targets associated with SDG 17 – Global Partnership, while there are several further SDGs where relatively

few evidence maps are available including WASH (SDG 6).

Out of 16 EGMS, 8 EGMs focus on education intervention and its effect on learning and development and

had similar distribution for health and nutrition sector. 2 EGMs were found on environmental and WASH

with child welfare outcomes. There were few or no EGMs in Social welfare and social protection sector.

20

4.2.1 Distribution of Systematic reviews across intervention sectors Figure 2: Systematic reviews by Intervention sectors

Figure 2 shows the number of included systematic reviews, disaggregated by the 7 different sectors

covered by the mega map.

Health, nutrition and population is the sector with the highest number of systematic reviews (38%, n=38),

followed by Early Childhood Development (ECD) (27%, n=26), education (16%, n=16) and social protection

(16%, n=16). We did very little evidence synthesis concerning social work and welfare (n=3) and only seven

studies on environment and WASH.

26

16

38

3

16

7

4

0 5 10 15 20 25 30 35 40

Early childhood development

Education

Health and Nutrition

Social welfare and social work

Social protection

Enviornmental and WASH

Governance

Number of Systematic reviews

21

Most sectors in the framework cover a very broad range of interventions, so although there are a relatively

high numbers of maps for some sectors, this should not be interpreted as indicating that they have been

mapped comprehensively. For example, education is heavily occupied, but focused on traditional

education outcomes, and less so on systems/ process issues. There is a lack of evidence on pedagogical

approaches. Similarly, in the framework, health is heavily occupied but there is no evidence on mental

health issues.

4.2.2 Distribution of Evidence and Gap Maps (EGM) across intervention sectors Figure 3: EGMs across intervention sector

Figure 3 shows the number of included EGMs, disaggregated by the 7 different sectors covered by the mega map. Education is the sector with the highest number of EGMs, followed by Health and Nutrition. We found

little evidence on social work and welfare (n=3) and only 3 EGMs on social protection and environment

and WASH. No evidence maps were found in the governance sector.

2

10

6

1

3

2

0 2 4 6 8 10 12

Early Childhood Development

Education

Health and Nutrition

Social Work and Social Wlefare

Social Protection

Enviornment and WASH

Governance

Number of EGMs

22

4.2.3 Distribution of systematic reviews across outcome sectors Figure 4: Systematic reviews across outcome sectors

Figure 4 shows the number of included systematic reviews, disaggregated by the 6 different sectors covered by the mega map. Health is the sector with the highest number of systematic reviews (57%, n=57), followed by Healthy

development (30%, n=30) and learning and development (27%, n=27). We found little evidence on risk

factor reduction, economic analysis and safety.

4.2.4 Distribution of EGMs across outcome sector Figure 5: Number of EGMs across outcome sector

57

30

27

10

4

5

0 10 20 30 40 50 60

Health

Healthy development

Learning and development

Risk factor reduction

Heaterogenous impact

Safety

Number of systematic reviews

23

Figure 5 shows the number of included Evidence Gap Maps, disaggregated by the 6 different sectors covered by the mega map. Learning and development is the sector with the highest number of EGMs (87%, n=14), followed by health

(62%, n=10) and Healthy development (56%, n=9). We found little evidence on risk factor reduction,

economic analysis and safety.

5. Gaps in evidence Figure 6 shows an overview of the mega-map by the top-level intervention and outcome categories.

As already discussed, the highest concentrations of evidence are for health interventions and ECD and for

health related-outcomes. There is moderate coverage of education, but with some notable gaps at the

sub-category level, such as pedagogical approaches.

10

9

14

4

2

4

0 2 4 6 8 10 12 14 16

Health

Healthy development

Learning and development

Risk factor reduction

Heterogenous impact

Safety

Number of EGMs

24

Figure 6 Overview of mega-map showing availability of evidence (no. of reviews / no. of EGMs)

Health impacts

Healthy development

Learning and development

Risk factor reduction

Economic analysis

Safety

Early child development 19 / 2 19 / 3 3 / 3 0/1 1/0 1/0

Education 7/0 6 / 1 7 / 7 0/2 1/0 0/1 Health and nutrition 34/4 25/ 3 2 / 1 2/ 1 2/ 0 0/ 0 Social work and welfare inc. child protection 2/0 1 / 1 1 / 0 0/ 0 0/ 0 2/ 0

Social protection 10 / 3 7 / 3 5 / 6 1 / 1 0 / 3 2/ 3

Environmental health including WASH 6 / 2 3/ 2 0/ 1 1/ 0 0/ 0 0/ 0

High level of evidence synthesis

Medium level of evidence synthesis

Low level of evidence synthesis

There are key gaps in evidence in the areas of mental health both as systematic reviews and Evidence and

Gap Maps.

There is little or no evidence synthesis on the impact of school-feeding programs, school based health

interventions and school sanitation and WASH on the health outcomes of child.

Areas that remain unexplored are in the sub-sector of nutritional supplementation interventions and

biorfortication and its corresponding impact on cognitive development and learning outcomes. Limited

evidence synthesis on management of severe acute malnutrition and its health and learning outcomes,

though SDG4.

In terms of SDGs, the most commonly targeted SDGs include SDG 4: education and learning, SDG 6: WASH.

25

There are very notable gaps in evidence synthesis on the impact of social welfare programs like birth

registration, and child protection programmes such as the prevention of child trafficking and gender based

violence program and its respective outcomes on health, safety and risk factor reduction.

6. Appendix

5.1 Search strategy Firstly, search was drawn on the map of maps being by 3ie to identify EGMs, and the systematic review

database of 3ie, to identify systematic reviews. Since the latter does not include on-going reviews, it

wasn’t included. Maps that will not conceivably fit within one of our intervention sectors or will not

provide any evidence relating to one or more of the SDGs were excluded.

As next steps for identifying EGMs on child welfare, since many systematic maps/EGMs do not appear in

academic databases, the search strategy focussed on a search of topical website databases, the contacting

of map authors and commissioning organisations, and checking references.

We undertook a systematic search of a limited number of academic databases. The full search strategy

for academic databases is outlined in Appendix D. It combines the following terms: ’evidence map’ OR

‘evidence maps’ OR ‘evidence mapping’ OR ‘evaluation map’ OR ‘evaluation maps’ OR ‘evaluation

mapping’ OR ‘systematic map*’ We applied variants of this search string to topical website databases.

Academic databases searched: Discovery, Esco, Social Science Index and Scopus.

Web-based search engines searched: We screened through the first few hundred hits on Google and

Google Scholar.

Website-based databases searched included the following:

Database or Organisation Web URL

International Rescue Committee www.rescue.org

DFID https://www.gov.uk/dfid-research-outputs

UNICEF https://www.unicef.org

SBU http://www.sbu.se/en/

26

5.2 Screening and data extraction process Screening

Title and abstract screening and the evidence classification was be undertaken by two independent

reviewers, and any discrepancies was reviewed by a third reviewer. Since evidence and gap map is fairly

a rapid process, all choices and decisions was only made at abstract-level against the predefined selection

criteria.

Data extraction

We used a standardised data extraction form to extract descriptive data from all studies meeting our

inclusion criteria. Data extracted from each study included bibliographic details, intervention sectors and

outcomes covered, regions covered.

Data extraction Form:

Reference Study country

Data Type

Child categories

Interventions Outcome

Author

Title

Date of

(Name of

(Qualitativ

(By age)

Category

Description of

Category

Category

Category

Unit of

Collaboration for Environmental

Evidence (CEE)

http://www.environmentalevidence.org/

Evidence for Policy and Practice

Information and Co-ordinating

Centre (EPPI-Centre)

http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=56

Social Care Institute for Excellence

(SCIE)

https://www.scie.org.uk/

3ie www.3ieimpact.org

Oxfam Humanitarian Evidence

Programme

http://policy-practice.oxfam.org.uk/our-

work/humanitarian/humanitarian-evidence-programme

Department: Planning, Monitoring

and Evaluation (DPME)

http://www.dpme.gov.za/Pages/default.aspx

USAID http://eccnetwork.net/resources/evidence-gap-maps/

27

publication

country)

e / Quantitative)

Sub-category

the intervention

code of intervention from the list

Sub-category

code of outcome from the list

analysis

(Lead author: Last Name, Initials.)

(Full title, sentence case)

(Month, Year)

5.3 Intervention categories

Sub-categories

Early childhood

development

Early childhood health interventions

o Health screening for pregnant women

o Maternal Immunisation

o Birth spacing

o Cessation of smoking and substance misuse

o Detection of genetic conditions

o Prevention of environmental toxins

o Support of mental health

o New born screening

o Skilled attendants at birth

o Childhood immunization

o Prevention and integrated management of childhood illness

o Well-child visits.

28

Early childhood nutrition interventions

o Promotion of adequate maternal nutrition

o Breast feeding promotion

o Supplementary feeding

o Dietary diversity

o Salt iodization

o Micro-nutrient supplementation

Early Childhood Education (ECE)

o Pre-schools/Pre-primary/Kindergarten

o Day care/crèche

o Health based-mother and child interventions

o Parenting education/programme

o Care institutions

o Child-to-child programmes

Maternal education and empowerment

o Participatory action groups on Gender norms

o Campaigns on maternal health education and girl child education

o Couples interventions

o Counselling (FP, ANC) for men and women, encourage men support

o Vocational training/life skill education

o Women support group on financial and gender issues

Development Disability Detection

o Early identification through observation on child’s behaviour

o Screening of vision and hearing to rule out sensory impairment as a

cause of the delay

29

o Observation of parent-child interaction

o Screening tests

o Identification and detection of risk factors, e.g. toxin exposure in utero,

asphyxia, prematurity etc.

o Developmental milestone detection

o Early intervention services

Education

Pedagogical approaches

o Open-ended instructions

o Curriculum reforms

o Computer assisted learning

o Inter-disciplinary learning

o Discovery learning

o Co-operative learning

o Peer teaching

o Case studies

Decentralization and local community participation interventions

o school-based management

o community monitoring

School feeding/Mid day meals

School-based health interventions

o Micro-nutrient supplementation programmes

o Physical education and examination

o School-based deworming programmes

o Zero tolerance policy- Enforcement of code of practice for teacher

behaviour

30

o skills-based education, including life skills, that addresses health,

nutrition, HIV/AIDS prevention, and hygiene issues and that promotes

positive behaviour

Interventions for Drop outs and truancy

o Alternative schooling

o systemic renewal

o school community collaboration

o safe learning environment

o family engagement

o reporting and accountability mechanism in schools

o psychosocial support/therapy in school

o student advocacy and sensitization.

o After-school programme experience

o Service learning

o Peer tutoring

Education for children with special need

o inclusive education

o integrated education

o Awareness raising

o Guarantee rights to non-discrimination

o Individualized education programme

Scholarships

Fees/reduced fees

Teacher incentives

Teacher training

New schools and infrastructure

School materials

Remedial education

Extending school hours

31

Health and

nutrition

Antenatal care

o receipt of HIV testing and PMTCT services

o ART adherence

o TT and intake of iron/folate supplements

o use ITNs

o Counselling on adequate nutrition and rest

o Awareness on exclusive breast-feeding

o Family planning services

Nutritional supplementation programme

o Vitamin A supplementation from 6 months of age in Vitamin A deficient

population

o Iron and folic acid supplementation

o Therapeutic zinc supplementation in children

o Iodization of salt/Iodine supplementation

Childhood Immunization

Community health programmes-Interventions

o Observation of special days as Universal Children day on November 20

o Health education classes for all sectors

o Participative sessions

o IEC through trained health workers/educational leaders/priests

o One-time event-delivery of key messages during youth days, school

days, sports days etc.

Biofortification

32

HIV/AIDs interventions include

o Prevention of mother-to-child transmission (PMTCT) of HIV/AIDS,

o Paediatric HIV care,

o Nutritional Counselling,

o Free Integrated basic package of HIV care at all health facilities,

o Protection of human rights,

o Targeted interventions,

o HIV education and awareness,

o Condom social marketing program (CSMP) etc.

Prevention and management of childhood malaria

o Provision and promotion of use of insecticide treated nets (ITNs) for

children

o Malarial prophylaxis in children

Mass media campaigns on health education

o Provide awareness on maternal and child health and increase demand

of interventions

Mental health programmes

mHealth interventions for child health

Social

protection

Child Protection Services

Social Insurance schemes

o Micro-credit

o Health finanacing

Labour Market Insurance

o unemployment insurance,

33

o income support

o changes in labor legislation

o placement assistance

o job matching

o labor exchanges,

o Direct employment generation

Social Assistance Interventions

o Cash or In-kind transfers such as food stamps and family allowances

o Voucher schemes

o User-fee removal policy

o Temporary subsidies such as house subsidy in time of crisis

Social work and

social welfare

Birth Registration

Maternity and paternity leave

Intervention to prevent child-trafficking and sex work

o Strengthening police and judicial systems

o child law enforcement

o Registration of high risk groups

o Stringent laws on donations to beggars

o Awareness campaign

o Ensuring universal primary and secondary education

programs

34

Intervention to reduce Child abuse

o Home visitation programs for victims

o Reduction of unintended pregnancies (ANC/PNC services)

o Reducing alcohol availability in high-risk population

o Women Empowerment and Gender-mainstreaming

o Changing cultural and social norms on violence against women

o Translating the convention on the rights of the Child into national

GBV programmes

Intervention to reduce Substance abuse:

o Youth clubs

o School Based support groups

o Family support programs

Environmental

health inc.

WASH

Clean water

Improved sanitation

Hygiene education

Prevention of outdoor and indoor air pollution

Prevention of eposure to toxins such as lead, mercury and pesticides

Safe places to play

Traffic calming

5.4 Outcome categories

Health

Under-five Mortality (breakdown by age)

Disability

Morbidity (ARI, Diarrheoa)

35

Mental Health measures

Immunization status

Access to clean water

Skilled attendant at delivery

Healthy development

Breast feeding

Coagnitive development

Child well being/Happiness measures

Diet and physical activity

Hand washing

Anthropometric indicators including obesity

Anti-natal care

Learning and development

Gross School enrolment ratio

Net school enrolment ration

Net primary School attendance

Dropouts

Out-of-school-children

Truancy

Homework

Learning outcomes

Literacy and numeracy

Social skills/development

Risk factors

Substance abuse

Contraceptive prevalence

Birth Registration

Age at first birth

36

Age at marriage

Sex work prevalence

FGM prevalence

Smoking in pregnancy

Birthweight

Families and communities

Family economic situation

Children in non-parental care

Parental health status

Family cohesion methods

Neighbourhood safety

Safety

Injuries

Child abuse and neglect

Children as victim of violence

Homelessness

Children and crime

School relationship/Bullying

Child labour

Children orphaned by AIDS

37

5.5 EGM Framework snapshots Snapshot 1 (Showing SRs and EGMs on ECD interventions and Health and healthy development impacts)

38

Snapshot 2 (showing SRs and EGMs on education intervention and learning and development outcomes)

39

Snapshot 3 (SRs and EGMs on health and nutritional intervention and impact on health outcomes)

40

Snapshot 4 (SRs and EGMs focusing on social welfare and social protection)

i Grantham-McGregor S, Cheung YB, Cueto S, et al. Developmental potential in the first 5 years for children in developing countries. Lancet 2007;369:60–70 doi:10.1016/S0140-6736(07)60032-4

• ii U. Panisset, T. Pérez Koehlmoos, A.H. Alkhatib, T. Pantoja, P. Singh, J. Kengey-Kayondo, et al. Implementation research evidence uptake and use for policy-making Health Res Policy Syst, 10 (2012), p. 20

iii https://www.unicef.org/crc/files/Guiding_Principles.pdf iv See http://data.worldbank.org/country/ for country classifications.