different needs -- equal opportunities

DIFFERENT NEEDS – EQUAL OPPORTUNITIES Printable Version

DIFFERENT NEEDS – EQUAL OPPORTUNITIES:

INCREASING EFFECTIVENESS OF HUMANITARIAN ACTION FOR WOMEN, GIRLS, BOYS AND MEN

Printable Version

Table of Contents:

Part 1: Introduction.………………………………………………………………………2

Part 2: Analysis and Application of Gender Equality……………………………..18

Part 3: Next Steps……………………………………………………………………….95

1


PART 1 – INTRODUCTION Gender Equality Dossier

Segment 1/9 Welcome to the course Different Needs – Equal Opportunities.

Segment 2/9 Narrator: Welcome to Different Needs – Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys and Men. "Effective humanitarian response… means understanding how conflicts and disasters affect women, men, boys and girls differently and basing programming on their differential needs and capacities." John Holmes, Emergency Relief Coordinator "In prioritizing programmes by age and gender, our programs have lasting, positive impacts on communities and even change societal norms and practices, as well as improve legal protection for the most vulnerable." Anne Lynam Goddard, President and CEO, ChildFund International "From the needs assessment through programme monitoring and evaluation, it is critical to disaggregate data and analyze population needs and capacities based on age, culture and gender." Thoraya Obaid, UNFPA Executive Director

Segment 3/9 - Course Introduction Narrator: In this interactive learning experience, you will receive an assignment to travel to the fictional country of Hatuk. Torrential storms have recently killed or displaced thousands of people. Your terms of reference are to conduct an assessment and design a response for gender-sensitive humanitarian programming that meets the needs of women, girls, boys and men. This experience is designed to help prepare you to conduct gender-sensitive responses when you deploy to an actual emergency situation.

Segment 4/9 - Navigation Tour Narrator: Let us begin with a brief tour of the buttons you will use to control your movement through the course. The buttons allow you to move forward and back in the course, pause, replay, set the course to advance automatically, turn audio on and off and turn captions on and off. Roll over each button for a pop-up reminder of its function. Tabs identify what page you are on but are not clickable. As you proceed through the training, you will also encounter blue instruction boxes that provide additional guidance. Click the ‘X’ to close this box or the ‘?’ to open it. And be sure to click any ‘Alerts’ you come across as they contain vital messages to help you on assignment.

Segment 5/9 - Navigation Tour Narrator: Once you are on location in Hatuk, you will have access to the Main Menu, where you will select areas of work or clusters to discuss with members of the community. Once you have finished a section in the course, a check mark will appear on the Main Menu. After you complete your investigation in the community, you will proceed to programme planning for that area. There you will work with other humanitarian workers at the Humanitarian Coordination Office to plan programmes using the information you have gathered, along with actual case studies that are available in the Resources section of this course.

2


Segment 6/9 - Resources Section Narrator: You may access the Resources section at any time as you proceed through the course. In addition to case studies, the Resources section contains a wealth of other important information, including links to relevant websites, course-specific resources such as a fictional Situation Report for Hatuk and a glossary of terms. You will also find resources specific to each cluster or area of work, such as gender checklists, links to important publications and gender-based violence (GBV) action sheets.

Segment 7/9 - Resources Section Narrator: Finally, the Resources section includes a downloadable, printable version of all the spoken and onscreen text for the entire course. Click the button onscreen to access the printable version now. As you proceed through this online course, you will notice many such links to the downloadable documents in the Resources section. You may wish to print and retain some of these documents for future reference, rather than reading them all at once. If you are taking the course with audio, ensure that your computer's audio is turned on, use headphones if available and go to a quiet place. The course will take up to three hours to complete. If you are logged into LINGOS, you can leave the course at any time and return to it later – the course will resume where you left off.

Segment 8/9 - IASC Introduction Narrator: This training is a basic-level course and is meant to supplement the Inter-Agency Standing Committee (IASC) Gender Handbook and related IASC guidelines, including the Guidelines for Gender-based Violence Interventions in Humanitarian Settings and others. The IASC consists of 21 humanitarian organizations and is the primary humanitarian forum for facilitating coordination, policy development and decision-making in response to complex emergencies and natural disasters. The Resources section provides web links to all IASC agencies. Full Members Food and Agriculture Organization (FAO) United Nations Office for Coordination of Humanitarian Affairs (OCHA) United Nations Development Programme (UNDP) United Nations Population Fund (UNFPA) United Nations Human Settlements Programme (UNHABITAT) United Nations High Commissioner for Refugees (UNHCR) United Nations Children's Fund (UNICEF) World Food Programme (WFP) World Health Organization (WHO) Standing Invitees International Committee of the Red Cross (ICRC) International Council of Voluntary Agencies (ICVA) International Federation of Red Cross and Red Crescent Societies (IFRC) American Council for Voluntary Action (InterAction) International Organization for Migration (IOM) Office of the High Commissioner for Human Rights (OHCHR) Representative of the Secretary-General on the Human Rights of Internally Displaced Persons Steering Committee for Humanitarian Response (SCHR) World Bank There are three additional NGOs (rotating), in addition to the three consortia above (ICVA, SCHR and InterAction).

Segment 9/9 - Sign-in Form Narrator: Before we begin, please provide your first and last name. This is how your name will appear on the completion certificate you receive at the end of the course. (Note: to receive a completion certificate, you must complete every section of this course.) Click ‘Submit’ to continue.

3


Receive Your Assignment

Segment 1/5 - Your Assignment Narrator: You have had a telephone job interview and are aware of the situation in Hatuk. Shortly after the call, you receive a letter with your assignment. Please read the description of the situation in the letter. Then select and review the UN Secretary-General’s Bulletin on preventing and responding to sexual exploitation and abuse (SEA). When you are ready, click ‘I Accept’ to both accept the assignment and to pledge to uphold the high standard of ethical conduct expected of you while on assignment. ‘For the last six weeks, the country of Hatuk has received excessive rainfall and extreme flooding. A large number of families have lost their houses and have been displaced. Humanitarian assistance is needed to aid victims of this disaster. The total number of newly displaced persons in Hatuk is estimated at approximately 235,000 persons. Numerous agencies are responding to the internally-displaced persons crisis in Hatuk. As a programme manager responding to humanitarian crises, you have been assigned to go to Capital City, Hatuk, to work with the internally displaced community in the affected areas. You will facilitate the response based on the needs identified by the community. Although you may normally specialize in one type of work (such as health care), in this case, you will collect and assess gender-related information to plan and implement humanitarian programmes that meet the needs of women, girls, boys and men in multiple areas of work. All humanitarian workers are expected to maintain the highest level of professional and ethical conduct. You will need to review the UN Secretary-General's Bulletin on preventing and responding to sexual exploitation and abuse before arriving in Hatuk.’

Segment 2/5 - Assignment Overview Narrator: You have accepted the assignment and reviewed the materials you have received. To fulfil your duties, you will need to travel to Capital City, Hatuk, where several clusters and areas of work are represented and the humanitarian response is underway. Your task will be to assist in gathering and assessing information in each existing area of work so that you are able to propose and evaluate an effective programme plan that is gender sensitive for each area. Before you begin gathering information in the community, you will first review background materials of the current crisis and have consultation meetings with other humanitarian workers.

Segment 3/5 - Assignment Overview Narrator: In Hatuk, you will be able to review status reports and notes from focus group discussions and consult with community members and local government officials. After gathering and assessing information for a particular area of work, you will return to the OCHA Humanitarian Coordination Office to develop and present a programme plan to meet those needs. The identified assistance activities must address the community's humanitarian needs in a way that is gender sensitive and ensures gender equality in implementation.

Segment 4/5 - Lens Tool Narrator: During your assignment, you will have a ’lens tool’ that will help you study various aspects of the crisis in greater detail and deepen your understanding of the gender component of the situation. What you learn using the lens tool will increase your ability to effectively plan and implement programmes that make sure the assistance and protection we provide meet the needs of all the population equally and that the rights of women, girls, boys and men are met and protected. Although you will consult only four people in this course, in a real emergency setting, it is important to involve many members of the affected community in your assessment.

Segment 5/5 - Learning Objectives Narrator: More specifically, by the end of this training, you will be better equipped to gather and assess gender-related information in the early phases of a humanitarian response, to incorporate gender-sensitive activities into programme planning and implementation and to monitor gender equality programming using checklists, all while encouraging full participation of women, girls, boys and men.

4


When you are ready, click ‘Board the Plane’ to travel to the affected region in Hatuk. We wish you a successful assignment. Learning Objectives:

• Learn how to gather and assess gender-related information in the early phases of a humanitarian response.

• Learn how to incorporate gender-sensitive activities into programme planning and implementation.

• Learn how to monitor gender equality programming using checklists. • Learn how to encourage full participation of women, girls, boys and men.

Prepare on the Plane

Segment 1/23 - Navigation Tour Narrator: Use your time on the plane to prepare for this mission. First you will take a moment to consider your goals. Then you will have an opportunity to answer a short quiz. Finally you will review your support materials. Enjoy your flight!

Segment 2/23 - Your Goals Narrator: Identify the goals that you think are the highest priority on this assignment for your area of work. Then read the feedback for each selection. Prompt: Select the goals that you think are the highest priority on this assignment. Choices: 1. Gathering and assessing gender-related information for planning activities 2. Incorporating strategies and activities that emphasize gender equality in programme planning 3. Ensuring the full and meaningful participation of affected women, girls, boys and men in programme

planning 4. Monitoring programming to ensure adherence to the principles and practices of gender equality 5. None of these goals are a priority for me

Answers: Any choices are correct. Additional Information for Each Choice: 1. You will practice gathering and assessing gender-related information during the emergency period,

which will in turn help provide a foundation for early recovery efforts and longer-term development. 2. This experience will identify gaps and show you how best to include women, girls, boys and men with

equal opportunities into programme planning and implementation. 3. You will meet virtual local characters who will be active participants in the design and implementation

of activities. 4. You will receive simple ‘ADAPT and ACT Collectively’ checklists (to be explained later in this course)

to assist in your monitoring for gender equality programming. 5. You may not consider gender equality a goal at this time. But through your experiences with this

assignment, you will gain insight that will enhance your understanding of the importance of gender equality programming in your work in the future.

Segment 3/23 - Gender Quiz Narrator: Let us find out what you already know about gender equality in humanitarian action. Take this eight-question quiz, and then review the other materials in this packet to continue preparing for your assignment. Click ‘Next’ when you are ready to begin.

5


Segment 4/23 - Gender Quiz Narrator: True or false? ‘Gender’ and ‘sex’ are interchangeable terms. Choices: 1. True 2. False

Answer: False Additional Information for Each Choice: 1. Sorry, that is incorrect. ‘Gender’ refers to socially constructed roles, behaviours and attributes

assigned to females and males in different cultures. Gender determines the roles, power and resources for females and males. ‘Sex’ specifically refers to the biological and physiological characteristics and differences between females and males.

2. That is right. ‘Gender’ refers to socially constructed roles, behaviours and attributes assigned to females and males in different cultures. Gender determines the roles, power and resources for females and males. ‘Sex’ specifically refers to the biological and physiological characteristics and differences between females and males.

Segment 5/23 - Gender Quiz Narrator: True or false? Gender equality means that men and women are the same and, therefore, should be treated the same. Choices: 1. True 2. False Answer: False Additional Information for Each Choice: 1. Sorry, that is incorrect. Gender equality, or equality between women and men, does not mean that

everyone is the same. Gender equality refers to the equal enjoyment by females and males – of all ages and regardless of sexual orientation – of rights, opportunities, resources and rewards.

2. That is right. Gender equality, or equality between women and men, does not mean that everyone is the same. Gender equality refers to the equal enjoyment by females and males – of all ages and regardless of sexual orientation – of rights, opportunities, resources and rewards.

Segment 6/23 - Gender Quiz Narrator: True or false? ‘Gender equity’ and ‘gender equality’ mean the same thing. Choices: 1. True 2. False

6


Answer: False Additional Information for Each Choice: 1. That is incorrect. Gender equity means fairness of treatment for women and men, according to their

respective needs. This may include equal treatment or treatment that is different, but which is considered equivalent in terms of rights, benefits, obligations and opportunities. Gender equality refers to an environment where women and men equally realize their full human rights and potential to contribute to national, political, economic, social, personal and cultural development and to benefit equally from their results.

2. That is right. Gender equity means fairness of treatment for women and men, according to their respective needs. This may include equal treatment or treatment that is different, but which is considered equivalent in terms of rights, benefits, obligations and opportunities. Gender equality refers to an environment where women and men equally realize their full human rights and potential to contribute to national, political, economic, social, personal and cultural development and to benefit equally from their results.

Segment 7/23 - Gender Quiz True or false? Understanding women's special needs provides the basis for mainstreaming gender equality. Choices: 1. True 2. False Answer: False Additional Information for Each Choice: 1. Sorry, that is incorrect. Mainstreaming gender equality is about more than just women's needs. It is

about the way that resources and opportunities are accorded to women, girls, boys and men and how this impacts how they relate to each other. Understanding those relationships is essential for effective programming and for taking opportunities to promote equality, or avoid reinforcing inequality.

2. That is right. Mainstreaming gender equality is about more than just women's needs. It is about the way that resources and opportunities are accorded to women, girls, boys and men and how this impacts how they relate to each other. Understanding those relationships is essential for effective programming and for taking opportunities to promote equality, or avoid reinforcing inequality.

Segment 8/23 - Gender Quiz True or false? Mainstreaming gender equality is about understanding that women, girls, boys and men have different needs. Choices: 1. True 2. False

7


Answer: False Additional Information for Each Choice: 1. That is incorrect. Mainstreaming gender equality is about more than just understanding that women,

girls, boys, and men have different needs in an emergency. It is also about understanding the ways in which the different roles and expectations within a society dictate what it means to be male or female and, subsequently, how this shapes context and the situation in which you're programming. Needs are important. But to meet those needs we have to understand the communities we work with, and we cannot do that without understanding gender roles. Mainstreaming gender equality is about applying our knowledge of gender to implement more effective programmes and to take opportunities as they present themselves to promote equality between women, girls, boys and men.

2. That is right. Mainstreaming gender equality is about more than just understanding that women, girls, boys and men have different needs in an emergency. It is also about understanding the ways in which the different roles and expectations within a society dictate what it means to be male or female and, subsequently, how this shapes context and the situation in which you're programming. Needs are important. But to meet those needs we have to understand the communities we work with, and we cannot do that without understanding gender roles and the way they interact. Mainstreaming gender equality is about applying our knowledge of gender to implement more effective programmes and to take opportunities to promote equality between women, girls, boys and men.

Segment 9/23 - Gender Quiz True or false? During an emergency, gender advisors are the only people responsible for addressing gender issues. Choices: 1. True 2. False Answer: False Additional Information for Each Choice: 1. Sorry, that is incorrect. We all are accountable. As humanitarian workers, we are obligated to promote

the rights and meet the needs of the entire population equally. 2. That is right. We all are accountable. As humanitarian workers, we are obligated to promote the rights

and meet the needs of the entire population equally.

Segment 10/23 - Gender Quiz True or false? Armed conflict, natural disasters and related crisis situations have profoundly different impacts on women, girls, boys and men. Choices: 1. True 2. False

8


Answer: True Additional Information for Each Choice: 1. That is right. Women, girls, boys and men face different risks and threats in emergencies. For

example, in the 2004 tsunami, 80 percent of those who died in India, Indonesia and Sri Lanka were women and girls. In armed conflict, young men may be more often forcibly recruited, and many die in combat. Women and children are more often the victims of sexual violence and experience the indirect effects of displacement, such as disease and malnutrition.

2. Sorry, that is incorrect. Women, girls, boys and men face different risks and threats in emergencies. For example, in the 2004 tsunami, 80 percent of those who died in India, Indonesia and Sri Lanka were women and girls. In armed conflict, young men may be more often forcibly recruited, and many die in combat. Women and children are more often the victims of sexual violence and experience the indirect effects of displacement, such as disease and malnutrition.

Segment 11/23 - Gender Quiz True or false? For teams in the field, having a balance of women and men (both internationally and locally recruited) is essential. Choices: 1. True 2. False Answer: True Additional Information for Each Choice: 1. That is right. Gender balance – or having equal numbers of women and men – creates opportunities

for discussing and addressing the different impacts of the crisis on women, girls, boys and men. Teams may also have different kinds of access to and dialogue with women and men.

2. Sorry, that is incorrect. Gender balance – or having equal numbers of women and men – creates opportunities for discussing and addressing the different impacts of the crisis on women, girls, boys and men. Teams may also have different kinds of access to and dialogue with women and men.

Segment 12/23 - Materials to Review Narrator: Please continue your preparation for deployment by reviewing the Fast Facts on Gender in Humanitarian Action, as well as the International Legal Framework for Protection related to gender equality. These documents are also located in the Resources section.

Segment 13/23 - Materials to Review Narrator: Please continue your preparation for deployment by reviewing the available material. Select and review the Situation Report for Hatuk. Then click ‘Next’ to access pre- and post-disaster maps of Hatuk.

Segment 14/23 - Pre-disaster Hatuk Narrator: Select each area of the map to gain background information on Hatuk prior to the disaster.

9


Small villages and rural areas Many people live in small villages and rural areas with simple housing made from local materials. Capital City Hatuk has a population of 4 million. Most people live on less than U.S. $2 a day. Population growth, increased food demand and climate change have all contributed to spikes in food prices that have left thousands hungry. Protests, primarily in Capital City, the largest city in the country, have recently occurred. Capital City had an estimated population of 2.5 million before the disaster. Brick factories Several small towns have brick-making factories. Bricks, used for constructing homes and buildings, are traditionally produced by women in Hatuk. Large agricultural areas Hatuk is a traditional pastoral society. Hatuk’s economy relies heavily on agricultural farming and livestock. Men and boys typically harvest crops and tend the farms in Hatuk. Women and girls typically prepare meals for the families. Main central market Many of the stands in the main central market are managed by women. Schools The education system in Hatuk is highly ranked within its region. The literacy rate of both girls and boys is 15 percent higher than neighbouring countries.

Segment 15/23 - Post-disaster Hatuk Narrator: Select each area of the map to learn more about the disaster in Hatuk. Humanitarian Coordination Office The United Nations Office for Coordination of Humanitarian Affairs (OCHA) Humanitarian Coordination Office reported 3,021 deaths, 2,333 missing persons, and 4,020 injured. Altogether, approximately 360,000 people are affected. Severely damaged houses A significant segment of the population has suffered damage to houses and loss of household items. Emergency supplies are running low. Destroyed bridges and flooding Some bridges were destroyed, some roads were blocked and large agriculture areas were flooded. Flooded crops There is a major loss of crops. The most affected population is the farmers and their families, who suffer from the damage to their houses, loss of household items and loss of crops, adding to their already existing economic difficulties.

10


Damaged health centres Many health centres are closed due to damage and flooding. The temporary health centres have low stocks of medical supplies and, due to flooding, resupplying these centres is impossible. Damaged schools Many schools are closed due to damage and flooding. Those that were partially damaged are being used as temporary shelters. IDP camps Families and individuals who suffered loss of or damage to their homes are seeking shelter in IDP camps that are growing overcrowded. The population is suffering protection problems related to the care of unaccompanied children and older and disabled persons. The number of reported incidents of gender-based violence is increasing.

Segment 16/23 - Humanitarian Worker, Sarah Narrator: Another passenger on your flight recognizes you as a fellow humanitarian worker, and introduces herself as Sarah. Sarah has been working in humanitarian situations for more than five years. She is also travelling to Hatuk to respond to the emergency. She glances at the materials that you have both received, including the IASC Gender Handbook.

Segment 17/23 - Global Cluster Approach Sarah: I see we have some of the same materials with us. I have been reading about the IASC and the cluster approach. One of the ways that the IASC works to strengthen humanitarian action is by advocating for a coordinated approach. The cluster approach addresses gaps and makes humanitarian action more effective, predictable and accountable. Have you heard about this? Prompt: Have you heard about the cluster approach? Choices: 1. No, this is news to me. 2. Yes, I am aware of the cluster approach. 3. I have never really thought about improving coordination. Answer: Any of the above Additional Information for Each Choice: 1. Sarah volunteers to tell you what she has learned. 2. Sarah suggests you review the information together. 3. Sarah offers to explain the approach.

Segment 18/23 - Global Cluster Approach Sarah: In the past, it was difficult to predict who would lead in each emergency. So in 2005, the IASC designated cluster leads to ensure all the main areas of activity have predictable leadership. The aim is to use this more organized system to increase preparedness and technical capacity for improved humanitarian action. Keep in mind that this system is an ongoing process. For an up-to-date list of the current clusters and global leads, I always go to oneresponse.info. For an overview on the cluster approach at the global and country levels, I refer to the IASC Guidance Note, which can also be found at that website.

11


Training Alert This course is based on the Gender Handbook, which was published before the cluster system was in effect. Thus, the list on this segment and the modules in the rest of the course do not align perfectly with the 11 clusters.

Cluster or Area of Work Global Lead CCCM (Camp Coordination and Camp Management)

UNHCR – conflict-induced IDP situations IOM – natural disaster-induced IDP situations

Education UNICEF Save the Children

Food (Nutrition, Food Security, Food Distribution)

UNICEF - Nutrition WFP – Food Security co-chair FAO – Food Security co-chair WFP – Food Distribution

Health WHO Early Recovery (referred to as "Livelihoods" in the Gender Handbook)

UNDP

NFIs (Non-food Items) Managed by one or more clusters, including Shelter, WASH or Health

Protection UNHCR Shelter UNHCR – conflict situations

IFRC (Convener) – disasters caused by natural hazards

WASH (Water, Sanitation and Hygiene) UNICEF

Segment 19/23 - Global Cluster Approach Sarah: Of course, many of these areas need to work together. Water, sanitation and hygiene, or WASH, for example, affects health. Shelter and education share common ground, too: people may use schools for temporary shelter. In addition, several of the clusters – CCCM, Early Recovery and Protection – affect all aspects of humanitarian response, and therefore work with all the other areas. And finally, there are additional issues such as Gender, Age, HIV/AIDS and Environment, that are not clusters, but are also cross-cutting.

Gender, Age, HIV/AIDS and Environment Cluster or Area of Work Global Lead

CCCM (Camp Coordination and Camp Management)

UNHCR – conflict-induced IDP situations IOM – natural disaster-induced IDP situations

Education UNICEF Save the Children

Food (Nutrition, Food Security, Food Distribution)

UNICEF - Nutrition WFP – Food Security co-chair FAO – Food Security co-chair WFP – Food Distribution

Health WHO

12


Early Recovery (referred to as "Livelihoods" in the Gender Handbook)

UNDP

NFIs (Non-food Items) Managed by one or more clusters, including Shelter, WASH or Health

Protection UNHCR Shelter UNHCR – conflict situations

IFRC (Convener) – disasters caused by natural hazards

WASH (Water, Sanitation and Hygiene) UNICEF

Segment 20/23 - Gender Equality Obstacles Sarah: But you know what I do not understand? Why do people insist on calling it ‘gender equality’ when, in truth, it is only about women? Prompt: Why do people insist on calling it ‘gender equality’ when, in truth, it is only about women? Choices: 1. Gender equality is not only about women. Achieving equality involves understanding the relationship between women, girls, boys and men. 2. You are right. Gender equality is basically about women. The population of Hatuk has strongly held views about the role of women. 3. I disagree. Gender equality is mainly about politics, not about humanitarian assistance. Answer: 1 Additional Information for Each Choice: 1. Good choice. Understanding the ways in which women, girls, boys and men relate to one another is

an essential piece of the picture we need for effective programming. And identifying and taking opportunities to promote equality is part of our job at all stages of an emergency. Although gender equality is not only about women, programming often focuses on women and girls because they are usually the victims of discrimination.

2. Incorrect. Gender equality is not just about women. The scope is much greater. Try again. 3. Incorrect. While politics do impact issues related to gender equality, gender equality is about more

than politics. Try again.

Segment 21/23 - Gender Equality Obstacles Sarah: All right, but even if you focus on the needs of men and boys, too, it is still a luxury to consider gender issues in life and death situations. Do you agree? Prompt: It is a luxury to consider gender issues in life and death situations. Do you agree?

13


Choices: 1. It is not a luxury to plan and implement protection and assistance in a way that benefits women and men equally; it is our obligation as humanitarian workers. 2. When we have limited resources, we must be even more vigilant to ensure that we use our limited and finite resources to assist the most affected, which are often the most vulnerable, not the privileged. 3. We are accountable to our agencies, our organizations and our donors who have made commitments to gender equality, and fulfilling these commitments meaningfully is long overdue. Answer: All of the above choices are correct. Additional Information for Each Choice: 1. Good choice. All of these are good arguments for gender equality in humanitarian programming. 2. Good choice. All of these are good arguments for gender equality in humanitarian programming. 3. Good choice. All of these are good arguments for gender equality in humanitarian programming.

Segment 22/23 - Gender Equality Obstacles Sarah: Okay, so humanitarian assistance should be provided to everyone fairly, regardless of sex or age. I agree. But I still think dealing with those issues during emergencies is not appropriate. Saving lives is the most important thing in an emergency. Gender is just too complex to address during a crisis. I say let the development experts deal with gender equality because those kinds of issues require long-term change of attitudes and beliefs. Prompt: Is gender too complex to address during a crisis? Choices: 1. Yes. And if it is a crisis where women and girls are not directly at risk, the need for gender equality programming is less urgent. 2. No. Gender mainstreaming is as much of an obligation in crisis as it is at any other time. 3. Well, with greater media awareness of the importance of gender equality, we have to be careful not to appear insensitive to the different needs of women, girls, boys and men. Answer: 2 Additional Information for Each Choice: 1. Incorrect. Focusing on gender equality is important in every emergency. Gender issues impact not

just women and girls, but boys and men, too. Try again. 2. Good choice. We always have a duty to align our actions to the attainment of equality. It is critical to

make sure that our needs assessments, actions and planned activities are inclusive of women, girls, boys and men. Ignoring the different needs of women, girls, boys and men may result in unintentional harm and have serious implications for the protection and survival of people caught up in a crisis. Gender mainstreaming is critical to effective programming and sets a strong foundation for sustainable recovery.

3. Gender equality is not about appearing to do the right thing; it’s about making decisions and implementing programmes that fundamentally impact peoples' lives. Try again.

Segment 23/23 Sarah: I see your point. Humanitarian workers have an obligation to ensure that nobody is overlooked. It is our job to meet the needs and protect the rights of everyone. The sooner we understand the different needs and capacities of women, girls, boys and men, the better we can ensure equal access and

14


opportunities. Oh, I think we are about to land. I will meet you at the Humanitarian Coordination Office for our briefings. Disability Alert It is also important to involve people with disabilities in an emergency. Internally displaced persons (IDPs) with disabilities are members of the wider IDP population and are entitled to protection from the violation of their human rights. Excluding people with disabilities, discounting their needs or failing to provide for reasonable accommodation in humanitarian action and community development programming is, in essence, denying their rights. Receive Initial Briefing

Segment 1/24 - OCHA Humanitarian Coordinator, Maya Maya: Hi, I am Maya, the OCHA Humanitarian Coordinator. This is the Humanitarian Coordination Office, where the programme planning takes place along with briefings and debriefings, meetings and trainings. Before I give you further instructions, let me brief you on the current situation. Then I will introduce you to Chin-Mae, the Gender Advisor, for an introduction to the gender work in humanitarian action. I would also like you to meet Adam, the Protection Officer and member of the national staff who will give us additional insights. Training Alert Although the Humanitarian Coordinator works for OCHA in this course scenario, this is not always the case. The Humanitarian Coordinator can be from another agency.

Segment 2/24 - Current Situation Maya: As you may know, if information on the sex and age of survivors, displaced, dead, injured and missing is not collected, our ability to respond is weakened. It is imperative to collect and analyze data by sex and age so that we can better plan our protection and assistance response. Collecting data on religion and language would also be useful. We look forward to you working with others to systematically gather that information. So, we are meeting with Hatuk community members, leaders and officials to better assess the situation.

Segment 3/24 - Coordination in Humanitarian Emergencies Maya: As you probably know, coordination is essential to effective programming and response. All humanitarian workers, including government actors, UN agencies, national NGOs and international NGOs, need to work together so our efforts are coordinated, efficient and effective. I recommend working across the clusters and areas of work to mainstream gender into the work, and supporting the gender working group to do this. You should also be in constant contact with the national and local government officials in Hatuk. Include both male and female leaders at every level.

Segment 4/24 - Sphere Handbook Maya: In case you have forgotten your Sphere Handbook, here is a copy for your office. Thousands of individuals and organizations have participated in the Sphere Project, which aims to improve the quality of assistance provided to people affected by emergencies, and to enhance the accountability of the humanitarian system in the response. The INEE Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction is a companion to the Handbook. Both are available to you in the Resources section.

Segment 5/24 - Guidelines for Gender-Based Violence Interventions in Humanitarian Settings Maya: I would like to share the IASC Guidelines for Gender-Based Violence Interventions in Humanitarian Settings. The GBV Guidelines are the minimum actions that all humanitarian workers must take to minimize vulnerability to sexual violence, and to ensure appropriate services for survivors. It is important that you become familiar with the GBV Guidelines because they contain specific actions that all

15


sectors must take. To help you get started, I have a GBV overview sheet compiled from the guidelines, and a sample action sheet for you to read at this time. Now, let me introduce Chin-Mae, the Gender Advisor.

Segment 6/24 - Gender Advisor, Chin-Mae Chin-Mae: Hi, I am the Gender Advisor. My job is to assist you and others with gender analysis and programme planning so that the needs of women, girls, boys and men are met. I am here to help you work more effectively – not to do all the work myself. The Gender Handbook is our guide. It includes a framework that we use as well as checklists that assist us in applying a lens to analyze gender in all situations. Training Alert The ADAPT & ACT Collectively framework was developed by the Inter-Agency Standing Committee. The framework, along with its practical checklists, assists us in applying a lens to analyze gender in all situations.

Segment 7/24 - Applying a Lens to Analyze Gender Chin-Mae: Do you understand what I mean by applying a lens to analyze gender? Prompt: Do you understand what I mean by applying a lens to analyze gender? Choices: 1. I have only heard gender experts use this terminology. 2. Applying a lens is a metaphor, if I am correct, for looking at a situation to see the social differences between women, girls, boys and men? 3. I hear the terminology often, but I do not really think about its meaning. Answer: 2 Additional Information for Each Choice: 1. You do not have to be an expert to understand this concept. Try again. 2. Good answer. That is correct. 3. Think about how a lens might help you analyze gender. Try again.

Segment 8/24 - Applying a Lens to Analyze Gender Chin-Mae: “Applying a lens to analyze gender” is another way of saying “gender analysis.” We must examine the relationships between women and men, their access and control of resources and how they are affected differently by the crisis. We know from experience that gender roles change in emergencies. Looking at situations through a lens helps ensure that deliverers of humanitarian assistance know which members of the population need which services, and who might need additional, specific assistance. Training Alert A gender-sensitive approach to humanitarian work is essential to addressing the longer-term implications of programming choices for the transition to development in the longer term. Investing in and paying attention to gender equality in the short term can sometimes be more difficult, but the long-term consequences of getting it right, or wrong, make it not just desirable but also necessary.

Segment 9/24 - Gender Equality in Humanitarian Emergencies Sarah: Oh, so that is why sex- and age-disaggregated data is so important. We have to know who benefits from assistance efforts – and who does not. This means knowing who may be falling through the cracks. Chin-Mae: Yes. And to find out about gender issues, we should always ask questions with a view to understand the possible differences faced by women, girls, boys and men. Only when we get the right

16


information about different needs can we plan and design programmes that effectively respond to those needs.

Segment 10/24 - Gender Equality in Humanitarian Emergencies Chin-Mae: Do you understand the risks of failing to consider the perspectives of women, girls, boys and men? Prompt: Do you understand the risks of failing to consider the perspectives of women, girls, boys and men? Choices: 1. No, I do not yet understand. 2. I am still not sure why it is important to consider everyone’s perspective. 3. Programmes that do not consider everyone’s experiences will not meet everyone’s needs. Answer: 3 Additional Information for Each Choice: 1. Think about possible reasons for considering everyone’s perspective and try again. 2. Think about the goals of programme planning and try again. 3. That is correct. Programme plans must be designed to meet the needs of everyone – women, girls,

boys and men.

Segment 11/24 - Gender Equality in Humanitarian Emergencies Chin-Mae: Just yesterday, I joined a needs assessment team on the water system in the camp. We asked women and girls about their water collection practices and then planned the path to the well to be adequately lit – for safety – and the pump to be lightweight so that it would be easier for women and youths to use and maintain. But it is important to remember awareness is not enough: taking action is what makes programming more effective. Sarah: Good point. Training Alert When talking to the affected community members, it is always important for you to introduce yourself and explain what you are doing in Hatuk. You should listen and make sure they feel comfortable telling you their challenges and needs. It is also important to ensure that you have a gender-balanced assessment team, including both female and male translators.

Segment 12/24 - Participation in Humanitarian Emergencies Maya: Let me introduce Adam; he is the Protection Officer and very active in the community. Adam: That is right. I am a fifth-generation Hatuk. As the Protection Officer, I believe that the best way to know the needs and find solutions is through direct dialogue with women, girls, boys and men. Only when we ensure full participation of the affected population in programme design, implementation and monitoring and evaluation can we ensure that our programmes are working in their best interests. We must build on the population's strengths and capacities. We must try our best to prevent further harm. Protection Alert Why is participation important? The active participation of people affected by crisis in identifying needs and designing and implementing relief programmes to address those needs substantially improves programme effectiveness and sustainability. It is important to ask good, open questions with a broad range of community members. If people do not participate, they sometime experience a loss of dignity, feelings of worthlessness, feelings of powerlessness and an increase in mental or psycho-social illness. You can encourage participation by holding one-on-one interviews, focus group meetings and trainings that involve the entire community. Conducting participation assessments is also important.

17


Although you will not learn how to run focus groups or organize a participatory rapid assessment in this course, these are also important ways to stimulate broad participation in humanitarian programme design, monitoring and evaluation. Another important way that participation can be ensured is by including capacity building or support community-based organizations' professional development in humanitarian programming.

Segment 13/24 - Participation in Humanitarian Emergencies Adam: Do you understand why participation of the affected community is essential for good programming? Prompt: Do you understand why participation of the affected community is essential for good programming? Choices: 1. Programmes that do not involve the entire community will not build on the capacities of the individuals in the community nor address their needs. 2. Participation helps the community stay busy so that they do not focus solely on their troubles. 3. When you speak directly to community members, they are more likely to believe you are there to help them. Answer: 1 Additional Information for Each Choice: 1. That is correct. In order to address everyone’s needs equally, it is important to involve the entire

community, build on their capacities and address their needs. 2. That is not quite right. Try again. 3. That is not the best answer. Try again.

Segment 14/24 - Participation in Humanitarian Emergencies Adam: As you will discover when consulting with the community, forced displacement and natural disasters can change people’s lives drastically. Often, people are separated from or lose their loved ones. Their homes and livelihoods are destroyed; they struggle to survive and live in temporary shelters, overcrowded camps or makeshift settlements. This can cause protection issues to multiply. Although humanitarian workers cannot substitute the protection responsibilities of the authorities, we can minimize or prevent their necessity through appropriately planned assistance. For instance, water collection points should be safe and latrines sufficiently illuminated and secure, to prevent risks of aggression.

Segment 15/24 - Participation in Humanitarian Emergencies Adam: In addition to protection, it is also critical to consider human security dimensions of the affected community. In practical terms, understanding the human security dimensions of a humanitarian crisis should be based on a careful analysis of the safety of different individuals in the society under stress. Analysts can ask a number of questions to establish a picture of the relative security of women, girls, boys and men. Human Security Alert Although this is not a human security training, it is important to recognize and address human security needs during humanitarian crises. Human security is an emerging paradigm for understanding global vulnerabilities, whose proponents challenge the traditional notion of national security by arguing that the proper referent for security should be the individual rather than the state. Human security holds that a people-centred view of security is necessary for national, regional and global stability. Some questions to consider: • What are social attitudes toward sex- and gender-based violence? Has it become more common since the crisis? Who is most commonly the perpetrator, and who the victim? Do weapons play a part in perpetrating such violence?

18


• What other forms of interpersonal violence (i.e. violence between individuals, including in families) and organized violence (i.e. violence by militaries, police, armed gangs) are common in this society? What measures are in place to address this violence, whether it is public or private? • Do survivors of sexual and other interpersonal violence have access to justice? Are perpetrators likely to be punished? • Do people in this society understand their human rights and have access to human rights defenders? • What are social attitudes toward small arms and light weapons? Are such weapons readily available in this society, and if so, who has access to them (women or men, old or young)? Who is most likely to fall victim to them? Who is likeliest to bear the burden of caring for injured or disabled survivors? • Are there large numbers of former or current combatants in this society? Are they employed or idle? Have they formed gangs? Do they still hold weapons? • To what extent are police services functioning in this society? Do individuals trust the police? Have any attempts been made to undertake security sector reform (SSR) and if so, were gender issues taken into consideration in the course of the reform?

Segment 16/24 - The ADAPT and ACT Collectively Framework for Gender Equality Sarah: So what can we do specifically to make sure we are mainstreaming gender equality issues in our

work?

Chin-Mae: That is where the framework for gender equality comes in. From initial assessment of needs through programme planning, evaluation and monitoring, we recommend keeping the ADAPT and ACT Collectively framework in mind. Let us consider the components of good programme design, design that includes the needs of all of the population. The ADAPT and ACT Collectively Framework for Gender Equality: Gather and Assess Plan and Take Action Monitor and Evaluate

Segment 17/24 - The ADAPT and ACT Collectively Framework for Gender Equality Chin-Mae: Women, girls, boys and men have different experiences, needs and capabilities. So the first step is to ANALYZE gender differences. Continue to be aware of gender differences as you plan programmes so that you DESIGN services to meet needs of all – not just the dominant or privileged members of the population.

Segment 18/24 - The ADAPT and ACT Collectively Framework for Gender Equality Chin-Mae: Remember that an important part of providing services is ensuring they are accessible. Ensure ACCESS for women, girls, boys and men. If a population cannot access available services, then the programme does not serve its purpose. When you are gathering information and planning programmes, do not work with only part of the population. Encourage everyone to PARTICIPATE equally. When providing training, TRAIN women and men equally to ensure that they both benefit. The ADAPT and ACT Collectively Framework for Gender Equality: Select Review Consult Analyze Design and Evaluate

Segment 19/24 - The ADAPT and ACT Collectively Framework for Gender Equality Chin-Mae: It is also important to be aware of gender-based violence and ADDRESS GBV in programmes. And it is equally important to monitor your programmes, so continue to COLLECT, analyze and report sex- and age-disaggregated data. That way, you can continue to TARGET actions based on gender analysis. And finally, work COLLECTIVELY. Building partnerships is critical to effective humanitarian programming.

19


Segment 20/24 - The ADAPT and ACT Collectively Framework for Gender Equality Chin-Mae: Keep in mind that the ADAPT and ACT Collectively framework is flexible and does not need to always occur in that order. For instance, some elements of the framework might already be in place, and you can focus on the gaps. The most important element is COLLECTIVELY. Work must be coordinated. All partners must act together in coordination for the best, fastest and most effective delivery of services.

Segment 21/24 - The ADAPT and ACT Collectively Framework for Gender Equality Chin-Mae: Let us check your knowledge! What is the ADAPT and ACT Collectively framework?

Prompt: What is the ADAPT and ACT Collectively framework?

Choices: 1. The correct sequence of actions to complete to ensure women and men are treated equally. 2. Discrete, separate steps to take to ensure gender equality. 3. A nine-step method of reducing the number of men and boys who receive aid. 4. Guidelines and framework for gender equality programming in humanitarian settings. Answer: 4 Additional Information for Each Choice: 1. These are not necessarily sequential. Try again. 2. These actions are not separate entities, but rather they overlap and complement each other. Try

again. 3. Reducing aid for men and boys is not a goal of this framework. Try again. 4. That is correct. These guidelines help humanitarian workers ensure that the needs of women, girls,

boys and men are addressed equally.

Segment 22/24 - Gender Equality in Humanitarian Emergencies Chin-Mae: Yes. These guidelines help humanitarian workers ensure that the needs of women, girls, boys and men are addressed equally, their rights are respected and their participation is encouraged. Throughout your assignment, you will have access to gender equality checklists. The checklists are the ADAPT and ACT Collectively framework as applied to each area of work or cluster. Maya, have you mentioned the additional resources we have available?

Segment 23/24 - Your Resources Maya: Remember that in addition to the ADAPT and ACT Collectively gender equality checklists for each cluster or area of work, you have access to many other resources during your assignment, including case studies, topic-specific GBV action sheets, links to handbooks, websites and a glossary of terms. You may locate, review and print these materials at any time as you move through the course by visiting the Resources section.

Segment 24/24 - The Process Maya: Here is the process you will go through for each cluster or area of work. First, select a cluster or area of work to assess. Review the current status report and focus group notes for that area. Consult a community member. Analyze the information you have gathered. Work with the planning group to design and evaluate a plan of action. Note that programme planning for each cluster or area of work is ‘locked’ until you have completed the corresponding investigation of that section. And remember: keep ADAPT and ACT Collectively in mind at all times. Click ‘Next’ when you are ready to select an area of work to assess. The Process: Select Review Consult

20


Analyze Design and Evaluate

21


PART 2 – ANALYSIS AND APPLICATION OF GENDER EQUALITY Education

Segment 1/17 Narrator: You selected the education cluster. The United Nations Children's Fund (UNICEF) and Save the Children are co-leads for the emergency education cluster. This cluster coordinates the changing educational needs of schooling for boys and girls during an emergency. The Importance of Education in Emergencies: • Education is a human right for all. • Education is vital to empowering women and girls. • Education programmes can lift economically and socially marginalized adults and children out of

poverty. • Education in humanitarian action can be life saving and life sustaining. • Education programmes provide protection, psychosocial support and a basis for social and economic

development and peace building.

Segment 2/17 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for education, the current status report and notes from focus groups on education issues. Then visit with Yakni, a 55-year-old man who is a respected community leader and former school principal. He has a wife, three daughters and two sons, and walks leaning on a crutch.

Segment 3/17 Narrator: For the education cluster, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to education. Click the GBV Action Sheet button for additional material related to gender-based violence and education issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Gather and analyze information including: - number of women, girls, boys and men (including by ethnicity and class/caste) consulted in the assessment, monitoring and evaluation processes; - net enrolment ratio of girls and boys, data on school enrolment, attendance and dropout rates disaggregated by sex and grade level; and - number of reported incidents of sexual abuse and exploitation disaggregated by sex and age.

D DESIGN services to meet needs of all: Ensure an adequate percentage of teachers use strategies to engage girls and boys equally and demonstrate attempts to create gender-equitable classroom environments. Plan school timetables, non-formal activities and support services to ensure that learners with responsibilities such as agricultural, housework or childcare roles are able to attend.

A Ensure ACCESS for all: Ensure a percentage of teachers demonstrate attempts to create gender-equitable classroom environments and use teaching strategies to engage girls and boys equally.

22


Ensure no individual is denied access to education and learning opportunities because of discrimination. Ensure that documents or other requirements are not a barrier to enrolment. Ensure that learning environments are secure and promote the protection and mental, emotional and physical well-being of learners.

P Ensure equal PARTICIPATION: Ensure proportionate numbers of women, girls, boys and men, including representation by ethnicity and class/caste, are involved in community education committees and plans on a regular basis. Ensure girls and boys are equally involved in child/youth participation activities. Provide gender training to appropriate numbers of male and female community members. Ensure a high percentage of women teachers feel safe and are respected in school and in the community and are fully involved in education decision-making.

T TRAIN all equally: Provide gender training to female and male teachers equally. Assess the percentage of teachers (women/men) involved in in-service training and the number of women/men involved in pre-service teacher programmes. Ensure teachers are trained to provide gender-sensitive life skills, including on sexuality and HIV/AIDS, and psychosocial support to learners.

A ADDRESS GBV: Ensure teachers (women/men) and other personnel are trained on and sign a code of conduct. Ensure the existence of a ‘safe school’ policy with clear implementation actions. Ensure routes to and from learning environments are safe for male and female learners.

C COLLECT, analyze and report programme monitoring data: Identify the number and type of references to gender-specific issues in assessment planning, tools design and data analysis. Identify the number and type of gender-specific issues in education plans. Identify the number of male and female teachers, head teachers, teacher trainers/supervisors and other educational personnel (disaggregated by ethnic/caste groups). Ensure sex-disaggregated achievement measures (e.g. exam results).

T TARGET actions based on analysis: Develop strategies to overcome barriers of access to education, such as providing sanitation facilities for girls and boys or addressing attitudes that deny education for girls. Develop materials that address/challenge gender stereotypes and are relevant for the specific emergency setting.

Collectively COLLECTIVELY – coordinate actions: Ensure education cluster/coordination group draws upon the guidance within

23


the IASC Gender Handbook and the INEE Minimum Standards. Track the number and type of references to gender-specific issues in education cluster/coordination meetings, statements and response strategies. Work with other sectors/clusters to ensure gender-responsive humanitarian action. Collaborate effectively with all stakeholders to integrate gender equality principles on programming, policies, resources and budgets throughout the emergency to address gender inequality. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming. Form Parent Teacher Associations (PTAs) with equal numbers of fathers and mothers participating for collective planning of emergency education.

Segment 4/17 Narrator: Now review the current status report on education issues. Education Issues Status Report: • The storm and floods destroyed many of the structures and buildings in the community, including

schools. Many classes have been cancelled. • Local teachers and school administrators may have been personally affected by the storm and floods. • A team is collecting and analyzing existing sex- and age-disaggregated information on school

enrolment and attendance prior to the disaster. • Some families may prioritize early marriage and household responsibilities over education for girls

because of financial needs or other stresses. • A community-based programme has been initiated to monitor the needs of girls and boys who have

been affected emotionally or have been physically disabled during the crisis.

Segment 5/17 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. Education Issues Focus Group Notes:

• Some girls report that they are not attending school during menstruation because there are not enough latrines due to damage caused by the storms.

• On the way to school, young boys are being persuaded by groups of older boys to drop out of school and join gangs.

• Families in the community are not willing to send their female children to school because most of the teachers are male.

• Teachers are having a hard time continuing their work. They have not been paid in two months and have no one to turn to. Childcare services are no longer available for teachers or students.

• Parents worry that sending girls to school puts them at greater risk of sexual exploitation. • Students and teachers say school closures have disrupted their routines and made their lives feel

less stable. They also worry about their friends and colleagues.

Segment 6/17 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far?

24


Choices: 1. Develop a plan to address community concerns in order to get boys and girls back in school. 2. Develop a new curriculum focusing on girls’ needs. 3. Develop a strategy for recruiting more female teachers. Answer: 1 Additional Information for Each Choice: 1. Good choice. The community needs to understand the value of education in order to support plans to

make it more accessible. Please consult Yakni near the school building to gather more information. 2. This is important, but before we can focus on making the curriculum more inclusive, we must first

make the schools a safe environment for girls and address the cultural norms so they will attend. Try again.

3. This is important, but since the ministry cannot pay the current teachers, the issue of teacher compensation needs to be addressed before we can hire new teachers of either gender. Try again.

Segment 7/17 Narrator: Before talking to Yakni, begin your gender analysis by using the lens to roll over the scene to discover information about gender and education in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and education in this setting. Find five new pieces of information near the school building. Hotspot Interactivity:

Partially damaged school building The school building and latrines were partially damaged by the storm and flood. Functional section of school used for humanitarian temporary shelter The wash basins and clothes hanging out to dry suggest that part of the school is now being used to shelter people. One unisex latrine Boys and girls must use the same single latrine. Group of clean-up workers The safety and security of the school environment may be affected by the presence of unfamiliar workers. Students learning outdoors in late afternoon School is meeting later in the day due to clean-up activities in the area, possibly impacting students’ safety.

Segment 8/17 Narrator: Yakni and a humanitarian aid worker are inspecting the school building. He notices you and invites you to come and talk with him. You let him know that everything he says will be confidential. Yakni: Hello, there. I used to be a school principal. After the storm and floods damaged the school, I was asked to help with the education efforts. There is a lot of work to be done in order to send our children back to proper school, which as you know is very important.

Segment 9/17 Narrator: How will you continue your conversation with Yakni?

25


Prompt: How will you continue your conversation with Yakni? Choices: 1. Would you like to get together so I can help you build a modern curriculum? 2. I have a friend in the government here. Shall I call in some favours? 3. Where are classes currently held? Answer: 3 Additional Information for Each Choice: 1. This is beyond the scope of your mission. Try again. 2. This community is looking for solutions, not favours. Try again. 3. Good choice. Ask questions and listen to Yakni’s perspective.

Segment 10/17 Yakni: The school is partially damaged. Classes are being held inside and outside. People are also living in the school. Some teachers are teaching, but none are being paid. I am meeting with the Ministry of Education to find another temporary space for the children to go to school. Parents have told me that their children are feeling scared and worried about their classmates.

Segment 11/17 Yakni: I have heard some children feel that what they learn in school has little application in their day-to-day life, and with the increase in their duties since the crisis, they do not have time for things that have no immediate value for them. Also, the timing of classes often coincides precisely with the times children must complete other responsibilities.

Segment 12/17 Narrator: Select another question to ask Yakni. Prompt: How will you continue your conversation with Yakni? Choices: 1. Are equal numbers of boys and girls attending the current classes? 2. Do you not think it is bad to have outdoor classes? 3. Is it not a fact that most kids here just grow up to be farmers, anyway? Answer: 1. Additional Information for Each Choice: 1. Good choice. Continue to ask questions and listen to Yakni’s perspective. 2. This remark will not help you learn about Yakni’s environment. Try again. 3. A dismissive attitude is not helpful. Try again.

Segment 13/17 Yakni: Since the storm, girls have to stay home to help their families. Some older boys also have to stay home to help with the clean-up. In addition, boys have been recruited into local gangs and are not going to school. Girls and boys are also scared to walk home from school because there have been reports of physical or sexual assaults.

Segment 14/17 Narrator: Select a question to ask Yakni.

26


Prompt: How will you continue your conversation with Yakni? Choices: 1. Do you not think all classes should be suspended during an emergency? 2. Have you considered setting up a scholarship programme? 3. Are there any other reasons why girls and older boys are not attending class? Answer: 3 Additional Information for Each Choice: 1. Education is in fact quite important at this critical juncture. Try again. 2. A scholarship programme will not help you find solutions to the larger issues. Try again. 3. Good choice. Continue to ask questions and listen to Yakni’s perspective.

Segment 15/17 Yakni: I have heard some girls do not feel comfortable going to school with older boys and children who they do not know. There are problems between the host and IDP communities, especially between boys. And I have also heard that some of the girls’ families are uncomfortable with the new, mostly male teachers because they seem too authoritative. I do not know what to do about that. These teachers offered to help during this difficult time.

Segment 16/16 Yakni: I must now go meet with the superintendent of schools. It is very important that we rebuild our schools as soon as possible. I will do whatever I can to make sure this issue gets attention. We have an opportunity to introduce programmes on health education, psychosocial support and life skills training, all of which will help boys and girls survive and thrive.

Segment 17/17 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Yakni and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. Education Cluster Field Notes:

• Girls and older boys are not regularly attending school. • The storm and floods damaged the school and latrines. Parts of the school are being used as

emergency shelter. • New male teachers, older boys and male clean-up workers may make girls more vulnerable to

sexual abuse in schools. • Afternoon classes conflict with girls’ and boys’ household responsibilities and put them at risk

when travelling in the dark after school. • Education for children is a low priority for parents during the emergency. • Girls and boys feel distracted from their regular coursework because of the current situation and

they are worried about their family and friends. Education – Programme Planning

Segment 1/9 Sarah: I am glad you made it. The UNICEF and Save the Children cluster co-leads are about to begin a brief status meeting for the education cluster. With your new information, please help us analyze the current programme plan regarding services and activities for the education cluster. We need to make this programme work equally well for women, girls, boys and men.

27


Education Cluster Meeting Leads: UNICEF and Save the Children

Segment 2/9 Sarah: Have you reviewed the current programme plan? Here it is. Take a look. Education Issues Current Programme Plan:

• Develop a plan to address community concerns in order to get both boys and girls back in school. • Involve both men and women in community education committees and engage them in school-

related activities such as meals at school, arranging escorts to schools and mobilizing parents. • Close and repair schools in affected areas. Use undamaged classrooms for temporary shelters.

Identify or construct safe and accessible locations to hold classes while schools are being repaired.

• Involve girls and boys in identifying who is not receiving education in their community, and design strategies to include children who are currently left out.

• Advocate for education policies and laws that protect against gender discrimination in education and reduce the cost of schooling so parents can afford to send both their boys and girls to school.

Segment 3/9 Sarah: You have gathered important information from your consultations with the local people of Hatuk. But before we start revising the plan, I suggest we read several key case studies I have located for our review, along with additional resources related to education. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this cluster. Click the bulletin board to begin. Education Issues Case Study #1: Teacher Qualifications Timor Leste In many situations, such as Timor Leste, the formal qualifications required for teachers resulted in the exclusion of many experienced female teachers who did not have formal training. To address this issue, teachers were given accelerated training that prepared them to address critical life skills and psychosocial needs brought on by the crisis, and could therefore be certified to teach regardless of prior formal training. Education Issues Case Study #2: Gender Analysis Ensures Equal Representation of Men and Women in Education Programmes Democratic Republic of the Congo In this case, a community recovery programme systematically adopted gender analysis to ensure equal representation of women, girls, boys and men as beneficiaries. As a result, young women and girls traumatized by their experience in armed groups learned basic literacy skills in a country where female illiteracy is widespread.

Segment 4/9 Sarah: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on education. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Address the need for safety and security in the educational environment.

28


2. Address the need for additional latrines. 3. Address time of day issues for classroom activity. 4. Address the fears and worries of children and restore normalcy to their lives. 5. Provide funds for creating a competitive gymnastics team for boys and girls. 6. Encourage female teachers to return to work by offering childcare services. Answer: 1, 2, 3, 4, and 6 Additional Information for Each Choice: 1. This would strengthen the plan. Girls need protection from harassment and sexual exploitation and

abuse in order to attend class. 2. This would strengthen the plan. Access to same-sex latrines provides girls with needed privacy. 3. This would strengthen the plan. Class hours determine attendance for many children who have

household chores and have to travel far from home. 4. This would strengthen the plan. Curricula should address specific needs of boys and girls and should

promote well-being and normalcy. 5. This is not a priority for the education cluster. 6. This would strengthen the plan. More female teachers are needed. And to encourage a secure work

environment and school attendance, some families require the option of childcare.

Segment 5/9 Sarah: Well done! Here is the revised programme plan. Education Issues Revised Programme Plan:

• Develop a plan to address community concerns in order to get both boys and girls back in school. • Involve both men and women in community education committees and engage them in school-

related activities such as meals at school, arranging escorts to schools and mobilizing parents. • Close and repair schools in affected areas. Use undamaged classrooms for temporary shelters.

Identify or construct safe and accessible locations to hold classes while schools are being repaired.

• Involve girls and boys in identifying who is not receiving education in their community, and design strategies to include children who are currently left out.

• Advocate for education policies and laws that protect against gender discrimination in education and reduce the cost of schooling so parents can afford to send both their boys and girls to school.

• Establish ethical protocols, assessment and examination processes that protect women and girls from exploitation by teachers and provide for safety and security in the educational environment.

• Ensure there are appropriate numbers of same-sex latrines to allow for personal privacy and safety.

• Provide classroom hours that accommodate the needs of children and teachers. • Make sure the curriculum is relevant to children so that they understand its practical application

and find it meaningful. • Encourage more female teachers to work by providing childcare services for students and

teachers.

Segment 6/9 Sarah: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1.

29


2. = 2. 3. = 3. 4. = 4.

Activities: 1. Set class hours at a convenient time for children involved with household chores and field work. 2. After gathering support from parents and other caregivers, adapt and develop (as necessary)

curricula that include reproductive health and HIV/AIDS content as well as content related to the local crops. Implement a series of psychosocial activities for children, including key coping strategies.

3. As soon as possible, hire and train local community leaders and existing teachers to create safe (or child-friendly), inclusive classroom environments and employ teaching strategies that engage girls and boys equally.

4. Institute and monitor a safety-and-sensitivity code of conduct programme for male and female teachers and men and women associated with teaching and the school environment.

Indicators: 1. Seventy-five percent increase in school attendance overall, disaggregated by sex. 2. At least 95 percent of boys and girls receive information on reproductive health, HIV/AIDS and data

pertinent to growing the local crop. Eighty percent of the children can identify all key coping strategies.

3. Eighty percent increase in safe and regular school attendance by girls. 4. Instances of harassment and violence by teachers and administrators against girls and boys

decrease by 80 percent.

Segment 7/9 Sarah: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about education can help women, girls, boys and men access other areas of humanitarian intervention as well.

Gather and Assess Plan and Take Action Monitor and Evaluate

Segment 8/9 Sarah: With your help, I know we improved the education programme. Sometimes emergencies can provide windows of opportunity that can result in long-term changes to the educational system, such as increasing girls’ enrolment. We have put in place a system that enables the community to heal and rebuild equally in secure conditions, maintaining privacy and dignity. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this cluster and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and education issues. Then click ‘Next’ to select another area of work to investigate. Gender and Education – Key Takeaways:

• Quality and equitable education in emergencies is both life-sustaining and life-saving. • Being in school or travelling to and from school places girls at considerable risk of sexual

violence, abuse and exploitation. Going to school may place boys at risk from different dangers, such as forced recruitment.

• Minimal or no sanitation facilities can result in low attendance and high drop-out rates among adolescent girls.

30


• Impoverished families may prioritize boys’ education and not have the money to pay for girls’ education. Also, families often rely on girls to do household chores. Routinely collect and analyze sex- and age-disaggregated data on who benefits from educational activities.

• Early marriage and pregnancy are additional barriers to girls starting or continuing their education.

• In emergency situations, providing educational facilities and opportunities contributes immensely to a range of short- and long-term issues of critical importance for girls and boys.

Shelter

Segment 1/17 Narrator: You selected the shelter cluster. This cluster coordinates efforts for site location and safe housing. In natural disasters, the Emergency Shelter Cluster (ESC) is convened by the International Federation of Red Cross and Red Crescent Societies (IFRC). In conflict situations, the United Nations High Commissioner for Refugees (UNHCR) coordinates emergency shelter efforts. The Importance of Shelter in Emergencies:

• A habitable covered living space provides a secure, healthy living environment. • Safe shelters provide privacy and dignity for inhabitants until more durable solutions are

achieved. • Inadequate shelter can lead to limited livelihood and economic recovery opportunities.

Segment 2/17 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for shelter, the current status report and notes from focus groups on shelter issues. Then visit with Yakni, a 55-year-old man and respected community leader.

Segment 3/17 Narrator: For the shelter cluster, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to shelter. Click the GBV Action Sheet button for additional material related to gender-based violence and shelter issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Conduct focus-group discussions with women, girls, boys and men of diverse backgrounds on shelter construction, allocation and design; apply results to programming.

D DESIGN services to meet needs of all: Ensure both single and married people, young and old, have access to dignified shelter. Ensure public spaces for social, cultural and informational needs of women, girls, boys and men are provided and used equitably.

A Ensure ACCESS for all: Ensure male and female heads of households and single women and men have the same access to housing and shelter supplies; promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Ensure women and men are equally represented and participate equally in design, allocation and construction of shelters and camp facilities.

31


Ensure women and men and adolescent girls and boys have equal opportunities for involvement in all aspects of shelter construction, and receive equal pay for equal work.

T TRAIN all equally: Ensure equal opportunities for training for women, girls, boys and men in construction skills. Ensure equal percentage of women and men are involved in shelter construction.

A ADDRESS GBV: Use routine spot checks and discussions with communities to protect against sexual violence due to poor shelter conditions or inadequate privacy and space. Ensure mechanisms are in place for people to report harassment or violence.

C COLLECT, analyze and report programme monitoring data: Routinely collect, analyze and report on sex- and age-disaggregated data on programme coverage. Develop and implement plans to address inequalities and ensure access and safety for all of the target population.

T TARGET actions based on analysis: Meet the specific needs of girl- and boy-headed households. Where construction materials are supplied, ensure that female-headed households have direct access and have construction skills training support.

Collectively COLLECTIVELY – coordinate actions: Ensure actors in shelter liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the shelter area of work has a gender action plan and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/17 Narrator: Now review the current status report on shelter issues.

Shelter Issues Status Report: • Many in the community have lost their homes and do not have access to shelter. • Some sections of the schools are being used as temporary shelters. • The majority of displaced families sleep under difficult conditions in the open air without covers or

mattresses. • Families have been separated and have to share shelter with strangers. • Many of the displaced populations have lost their identification cards and other important

documents, such as land deeds. • Grants received for repairs, rebuilding and reconstruction of shelter are inadequate.

Segment 5/17 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. Shelter Issues Focus Group Notes:

32


• There have been reports of elderly women losing their support network of family members in the flood. In some cases, the family house has been totally destroyed and there are few if any personal possessions remaining.

• Mothers are concerned that without adequate shelter, within a few weeks the youngest children will have bronchitis or possibly pneumonia.

• In temporary camps, maintaining fire safety, privacy and hygiene standards may become a challenge due to overcrowding and cooking with firewood.

• There are reports of informal sources of income being lost along with homes. • Young women report feeling like a ‘burden’ on their families, especially when residing with

extended family members. • Some families have the skills and supplies to begin rebuilding their homes, but many need

financial assistance and training. GBV Alert Consider the specific protection concerns of women and girls – overcrowding, absorption of girls and young women into extended families and women-headed households. Has everything been done to ensure that their risk for abuse in the context of creating safe shelter has been addressed? Have host families been supported adequately to reduce tensions? Are there safe spaces for women and girls?

Segment 6/17 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Develop ways in which secure shelter can be provided equally for all. 2. Secure grants to study the quality of livestock in the area. 3. Collect data on housing in the neighbouring country. Answer: 1 Additional Information for Each Choice: 1. Good choice. Please consult with Yakni at the temporary camp to gather more information. 2. This data will not offer many solutions for the overall shelter situation. Try again. 3. Comparing Hatuk to other areas will not help you understand the current challenges in the region. Try

again.

Segment 7/17 Narrator: Before talking to Yakni, begin your gender analysis by using the lens to roll over the scene to discover information about gender and shelter in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and shelter in this setting. Find four new pieces of information at the temporary camp. Hotspot Interactivity:

Piles of brick and rubble The storm left a path of destruction that will have to be cleared. Specific materials must be selected for potential reuse before rebuilding can take place. It is important to consult with experts about handling destroyed materials because of possible safety concerns, e.g. asbestos. Crowded temporary shelter The temporary camp shelter is overcrowded, which may be causing societal clashes. The shelter has areas that may not be safe for all people.

33


People staying in destroyed homes For some, the fear of leaving what they know is paralyzing. They may fear losing their homes and possessions to squatters and looters. They may also be fearful of being resettled far from their livelihood activities. Woman attending to the making of bricks Only women seem to be making the bricks in this community.

Segment 8/17 Narrator: Yakni and a humanitarian worker are touring the camp. He notices you and invites you to talk with him. You notice he has a physical disability and uses a cane for balance. You let him know that everything you discuss will remain confidential.

Segment 9/17 Yakni: I want everyone to have a safe shelter. We must rebuild this community even better than it was before, but it has been difficult. We need many people to help with the reconstruction effort. In Hatuk, women traditionally make the clay bricks we use for building houses. I know that there are many single men who are in need of shelter but do not know how to make the sturdy bricks.

Segment 10/17 Narrator: How will you continue your conversation with Yakni? Prompt: How will you continue your conversation with Yakni? Choices: 1. What is wrong with the males that they do not learn how to make bricks? 2. How is the rebuilding progressing in this community? 3. Do you think it is impossible for this community to survive so severe a disaster? Answer: 2 Additional Information for Each Choice: 1. Accusatory questions will not get you anywhere, nor should you encourage gender-bias. Try again. 2. Good choice. Ask questions and listen to Yakni’s perspective. 3. Doom and gloom scenarios are not helpful in this situation. Try again.

Segment 11/17 Yakni: I have been working with local authorities to get more assistance in rebuilding. But we still have so much rubble to clear away first, and there are not enough strong men and women to clear away such things. I know that the elderly in our community are especially suffering due to not being able to clear their land. We also have a number of orphans – where do they go? We do not have safe places for them all.

Segment 12/17 Narrator: Select another question to ask Yakni. Prompt: How will you continue your conversation with Yakni? Choices: 1. What do you and the community leaders identify as the main problems and best solutions in the current situation? 2. I could probably arrange a one-day rental of earth-moving equipment at a good price. Would that help? 3. In my country, you would all be on your own. Do you not think you should be grateful for any help at all?

34


Answer: 1 Additional Information for Each Choice: 1. Good choice. It is important to build on the coping mechanisms that may be present already in the

community. Continue to ask questions and listen to Yakni’s perspective. 2. This is beyond the scope of your mission. Try again. 3. Comparing your culture to his will not help you understand the situation. Try again.

Segment 13/17 Yakni: Progress is slow. For instance, my sister is one of our master brick makers. She just lost her husband and is now mourning. She does not have time to teach the men her craft. She must quickly rebuild her house to standards in order to receive government assistance. She also feels unsafe in the temporary shelter because it is poorly lit.

Segment 14/17 Narrator: Select a question to ask Yakni. Prompt: How will you continue your conversation with Yakni? Choices: 1. Has your sister considered emigrating? 2. Can you borrow money from your brother-in-law so you can produce bricks and rebuild your sister’s house in time to receive the government grants? 3. How are members of your community coping with the slow progress of rebuilding? Answer: 3 Additional Information for Each Choice: 1. It is not appropriate to make personal family suggestions. Try again. 2. This creates financial dependency within the family network and can have longer term consequences.

Try again. 3. Good choice. Continue to ask questions and listen to Yakni’s perspective.

Segment 15/17 Yakni: It has been difficult. Many people are frustrated. We need more bricks. I have asked the women brick makers to train some of the boys and men, but it takes time to learn new skills. Women are busy with childcare and do not have time to rebuild their homes or train others on brick making. Some people are receiving building materials and others are not. I think people would be coping better if we gave them the opportunity to make decisions about rebuilding our community as quickly as possible.

Segment 16/17 Narrator: I have no more time to talk today. I encourage you to talk to more people in the community, including some of our brick makers and other local experts. I have to attend a meeting now.

Segment 17/17 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Yakni and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. Shelter Cluster Field Notes:

35


• Speed of recovery is slow because of the lack of able-bodied persons to remove debris and allow for re-building.

• Assistance in reconstruction is provided through government grants, but the timing of the disbursements is not adequate. House-owners, especially single female-headed households, cannot finish the construction phase in time to receive the grants.

• There are safety issues in overcrowded and poorly lit temporary shelters, especially for women and girls.

• Bricks are traditionally made by women and there are problems with training men and boys on brick making.

• Community participation in decision-making on shelter needs improvement. • Assistance for shelter rehabilitation and distribution of shelter material is unequal.

Shelter – Programme Planning

Segment 1/9 Sarah: Thank you for coming. The shelter cluster is about to convene to review our progress. With your new information, please help us analyze the current programme plan regarding services and activities for the shelter cluster. We need to make this programme work equally well for women, girls, boys and men. Shelter Cluster Meeting Leads: IFRC (disasters caused by natural hazards); UNHCR (conflict situations)

Segment 2/9 Sarah: I know you have been consulting with the local people of Hatuk. How has that helped you understand the situation? First, here is the current programme plan. Review it closely. Shelter Issues Current Programme Plan:

• Develop a plan to provide children with play areas and access to schools and other educational facilities and provide congregation points for women.

• Provide construction training for members of the affected community. • Facilitate discussion groups in the village to encourage the community to come up with their own

shelter priorities, identifying and agreeing on different options for short- and longer-term solutions rather than imposing pre-defined solutions.

• Develop a plan for income generation with women from the community to decrease exchange of sex for goods.

Segment 3/9 Sarah: Do you have ideas for how we can improve the plan? Good! But prior to making any revisions, I suggest we read several key case studies I have located for our review, along with additional resources related to the shelter cluster. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this cluster. Click the bulletin board to begin. Shelter Issues Case Study #1: Job Training for Women on Non-traditional Livelihood Activities Related to Reconstruction Work Sri Lanka Women in traditional communities in Sri Lanka learned basic carpentry and masonry after the tsunami, and were employed as part of rebuilding programmes sponsored by humanitarian organizations. Eager to learn new skills, they were able through the training to handle 'do it yourself kits' in order to make furniture and repair damaged shelter components. In addition to the training, small cash grants allow local women's groups to identify safety upgrades in their communities (solar lanterns, safer cooking stoves).

36


Shelter Issues Case Study #2: Linking Shelter to Women's Livelihoods Indonesia Using a household economy assessment tool, a number of aid agencies improved their ability to create programmes that meet both shelter and livelihoods needs. Because many female heads of households are vendors who need space for storage or to grow crops, a group of agencies provided such women with small cash packages for them to pay a local person they trust to rebuild houses destroyed in the disaster and/or help cover the costs of starting a small home business. Shelter Issues Case Study #3: Facilitating Meaningful Participation of Women and Vulnerable Groups Indonesia In response to an earthquake, one organization found that although it was important for women and men to have an equal voice in planning and response efforts, the process before the earthquake had been a top-down government-led system in which any community input came from men. To respond to this shortcoming, after the earthquake, the organization used a bottom-up process to create a shelter project that responded to community-driven needs and made sure that at least 40 percent of the people participating in identifying the activities for funding were women. Shelter Issues Case Study #4: Shelter Community (Including Female) Participation South Sudan In 2007, as part of the efforts to assist people returning to Mabaan in the eastern part of South Sudan, one aid organization used community-based meetings to select non-food items for distribution as an opportunity to expand community participation on shelter construction as well. With a particular emphasis on measures to ensure full participation by women, the organization used the discussions to solicit community input on a wide range of issues related to shelter, including livelihood needs that affect shelter design and the traditional roles of men and women in constructing homes. For example, the meetings revealed that while men contribute to the initial framing of the house, women undertake much of the construction, including the skilled work of mudding and finishing the traditional tukuls. Through these meetings, the community's input significantly influenced the organization's proposed plan for shelter design, and the programme was better able to respond to gender-related needs and roles as identified by community members themselves.

Segment 4/9 Sarah: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on shelter. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Ensure that both women and men of all ages participate in decision-making discussions on shelter issues. 2. Address the issue of safety in overcrowded temporary shelters. 3. Ensure the programme plan does not rely on gender-specific roles in the material production supply chain. 4. Consider the need for psychological or grief counselling in the rebuilding of lives and homes. 5. Institute and enforce a requirement that both men and women must learn how to make bricks. 6. Distribute shelter materials equally to all families, including single female-headed households. Answer: 1, 2, 3, 4, and 6 Additional Information for Each Choice:

37


1. This would strengthen the plan. By including all members in the community, you can ensure that specific shelter needs are prioritized and met.

2. This would strengthen the plan. Women and children may not feel safe at temporary shelters that are not built to their essential functional requirements.

3. This would strengthen the plan. Women hold the knowledge for brick making, a skill that is essential for rebuilding the town. But many new brick makers are new widows who are in mourning and now must raise children and orphans alone. New burdens prevent them from engaging in the brick-making craft and/or training others.

4. This would strengthen the plan. The impact of the loss of family members should be taken into account when developing programmes.

5. This is not a priority for the shelter cluster. It is imperative to identify and encourage shelter solutions that allow cultures to preserve their traditions and also promote gender equality.

6. This would strengthen the plan. It is important that shelter materials are disbursed to those in need within the community.

Segment 5/9 Sarah: Good work. Here is the revised programme plan. Shelter Issues Revised Programme Plan:

• Develop a plan to provide children with play areas and access to schools and other educational facilities and provide congregation points for women.

• Provide culturally sensitive construction training, including brick-making as appropriate, to women, men and male and female adolescents in the affected community.

• Facilitate discussion groups in the village to encourage the community to come up with their own shelter priorities, identifying and agreeing on different options for short- and longer-term solutions rather than imposing pre-defined solutions.

• Develop a plan for income generation with women from the community to decrease exchange of sex for goods.

• Ensure that all groups, including the elderly, are involved in decision-making processes on shelter issues.

• Address the issue of safety in overcrowded temporary shelters, especially for women and girls. • Provide psychological or grief counselling in the rebuilding of lives and homes. • Distribute shelter materials equally to families, including single female-headed households.

Segment 6/9 Sarah: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Hire additional security staff to patrol camps. 2. Institute sensitivity sessions run by local practitioners for those who have lost their houses, tailored to

those without the skills or physical ability to rebuild on their own. 3. Develop training sessions on the necessary skills required for successful rebuilding efforts, honouring

cultural norms but encouraging equal access if possible.

38


4. Enable community mechanisms that assist the work of women, girls, boys and men to help clear their neighbours’ land of rubble; provide technical and quality-control support.

Indicators: 1. Double the current number of police and security staff are patrolling camps. 2. At least 50 percent of people who suffered loss and indicated a desire for emotional support have

access to programmes that assist their emotional healing. 3. At least 75 percent of men and women receive training in some portion of the activities required for

rebuilding structures in town, including brick making and roof laying. 4. At least 50 percent of land is cleared for building within three weeks. Construction materials have

been checked and stockpiled for re-use in permanent shelters.

Segment 7/9 Sarah: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about shelter can help women, girls, boys and men access other areas of humanitarian intervention as well..


Segment 8/9 Sarah: I am proud of the work we did today to improve the shelter programme. We put in place a system that enables the community to heal and rebuild equally, under secure conditions, while maintaining privacy and dignity. People should be able to make informed choices about their homes. They should have options if their house is threatened. We will engage to provide durable shelter solutions by assisting in repairs, or by helping to rebuild elsewhere, in agreement with the house-owner, authorities and the host community.

Segment 9/9 Narrator: Look on screen to find key takeaways for this cluster and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and shelter issues. Then click ‘Next’ to select another area of work to investigate. Gender and Shelter – Key Takeaways:

• Assist the community in identifying specific shelter needs of women, girls, boys and men and ensure that these needs are prioritized and met.

• Encourage the development of a community support system for people with specific needs in terms of shelter construction. Ensure the participation of women and adolescent girls and boys in the process.

• Work with the community to identify skilled women and men and adolescent girls and boys who can support shelter construction, from both the host community and the affected community.

• Monitor women’s effective participation in decision making on shelter and be sure that their needs are discussed and met.

• Ensure that consultations on specific needs include women and men of different age groups and backgrounds.

Camp Coordination and Camp Management (CCCM)

Segment 1/16 Narrator: You selected the Camp Coordination and Camp Management (CCCM) cluster. The primary objective of the CCCM cluster is to provide protection and assistance to internally displaced people (IDPs) living in camps and camp-like situations, both in conflict and natural disaster-induced displacement

39


settings. The International Organization for Migration (IOM) is the global lead for CCCM in natural disaster-induced IDP situations, while the United Nations High Commissioner for Refugees (UNHCR) leads in conflict-induced IDP situations. At the global level, there is one CCCM cluster to ensure consistency of tools and avoid duplication. The CCCM Cluster is responsible for:

• Ensuring that assistance and protection is provided uniformly in all camp/camp-like situations in line with common technical standards and policy guidance.

• Developing an overall camp response strategy involving all partners, including camp residents and government representatives.

• Ensuring systematic, equal and meaningful participation of all camp residents – women, girls, boys and men – in all aspects of camp life.

• Advocating for humanitarian space for access and delivery of humanitarian services to camp/camp-like situations.

• Ensuring coordination of humanitarian services/actors in camp/camp-like situations. • Identifying gaps and needs in terms of protection and assistance among camp/camp-like

situations. • Providing partners with systematic information on residents, humanitarian services and gaps in

camp/camp-like situations. • Linking assistance provided in camp/camp-like situations with return and reintegration policy that

includes durable solutions. • Ensuring mainstreaming of cross-cutting issues, including protection, environment, HIV/AIDS,

age, gender and diversity. CCCM Alert CCCM's Operational Scope applies to all types of collective settings for displaced persons (regardless of the terminology used to describe such accommodation), including: - Planned camps, - Collective centres, - Self-settled camps, and - Reception/Transit centres. CCCM's Coordination Framework includes three levels of Coordination: - Camp Administrator (government authorities). Normally, the government that administers the various camps within a country or a region. - Camp Coordinator (cluster lead agency). International Organization of Migration (IOM) in natural disaster situations and UNHCR in conflict situations, which ensures inter-camp coordination. - Camp Manager (NGO at camp level). Agencies responsible for the day-to-day management of camp activities and coordination within a single camp.

Segment 2/16 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for CCCM, the current status report and notes from focus groups on CCCM issues. Then visit Osta, a 14-year-old boy whose home was badly damaged in the disaster. Osta lives in a planned camp called Asinti with his aging grandparents and 11-year-old sister, Chepota. During the day, they work to repair their home. By early afternoon, they return to the camp, where they spend each night..

Segment 3/16 Narrator: For the CCCM cluster, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to CCCM. Click the GBV Action Sheet button for additional material related to gender-based violence and CCCM issues. When you have familiarized yourself with this information, move on to the next task.

40


A ANALYZE gender differences:

Gather information from women, girls, boys and men about: - household composition by sex and age; - gendered division of labour and power distribution; - social organizational structures and cultural practices, including possible obstacles to women’s, girls’, boys’ or men’s participation in decision-making and camp management; - local justice and community governance structures and their possible differential impact on women, girls, boys and men; and - skills, capacities and needs of women, girls, boys and men. Reflect the gender analysis in planning documents and situation reports. Confirm that gender analysis is reflected in planning documents and situation reports.

D DESIGN services to meet needs of all: Ensure women, girls, boys and men meaningfully participate in camp planning. Ensure women, girls, boys and men are consulted and participate in the development of camp policy. Ensure women and men representatives share views with the camp managing agency for negotiation of new camp sites with national authorities and host governments. Confirm the views and knowledge of the consulted women, girls, boys and men are reflected in camp design.

A Ensure ACCESS for all: Provide information and raise awareness about camp and security management equally to women, girls, boys and men. Disseminate information on camp closure through appropriate means so as to reach all groups in the community. Ensure that women, girls, boys and men can equally access camp services and assistance. Promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Ensure that women and men are fully engaged in the management of camp facilities. Ensure that women and men are fully engaged in decision-making processes for camp closures. Ensure 50 percent representation of women in camp governance structures.

T TRAIN all equally: Ensure equal numbers of men and women receive training on camp management issues, including participatory assessments with the affected population. Ensure 50 percent of camp management staff members are women.

A ADDRESS GBV: Ensure a comprehensive understanding of specific risk factors faced by women,

41


girls, boys and men in camp settings. Incorporate analysis of risk factors faced by women, girls, boys and men into security provisions within camps (e.g. appropriate lighting in areas frequently used by women and girls, patrols of fuel wood collection routes, monitoring of school routes). Employ both male and female police officers to patrol the camps. Ensure women participate directly in decision-making on local security arrangements for the camp community. Schedule routine observation visits to distribution points, security checkpoints, water and sanitation facilities and service institutions (e.g. schools and health centres). Monitor high-risk security areas regularly and at different times of day (e.g. route to school for girls, video clubs at night, bars).

C COLLECT, analyze and report programme monitoring data: Routinely collect, analyze and report on data by age and sex to monitor and ensure that women and men are using camp facilities as needed. Establish sustainable structures and mechanisms for meaningful dialogue with women, girls, boys and men. Develop and implement plans to address gaps or inequalities.

T TARGET actions based on analysis: Ensure appropriate arrangements are in place to address the needs of groups, including women, girls, boys and men living with HIV/AIDS or disabilities, single heads of households, separated and unaccompanied children, elderly women and men. Provide support to women and adolescent girls and boys to strengthen their leadership capacities and facilitate their meaningful participation as necessary.

Collectively COLLECTIVELY – coordinate actions: Ensure that actors in CCCM liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the CCCM area of work has a gender action plan and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/16 Narrator: Now review the current status report on CCCM issues.

CCCM Issues Status Report: • There are three camps for internally displaced people. Each has a capacity of 8,000-10,000. One

was planned and the other two are self-organized. • Overcrowding and safety concerns have led the Hatuk government to call for three planned

camps, each with a capacity of 8,000 to 10,000 people. The CCCM cluster is meeting with relevant government departments on CCCM-related issues.

42


• The Hatuk government has asked the CCCM cluster to evaluate the assistance needs of IDPs in collective centres (schools, e.g.) in Capital City.

• CCCM experts work with national stakeholders and camp/CC's management to strengthen coordination and capacities to enhance humanitarian response in the camps and collective centres.

• The CCCM cluster is currently developing the CCCM programme. • Talks are underway with national and local authorities, communities and land owners to develop

agreements on land and occupancy rights for temporary camp settlements in order to prevent disputes arising from the appropriation of land.

Segment 5/16 Narrator: Community focus groups were held in all IDP camps, collective centres and camp-like settings to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. CCCM Issues Focus Group Notes:

• Assistance is not reaching the camps because landslides are blocking roads and probably will not be cleared in the next three to four weeks.

• Some camp residents live in the camps but visit their land regularly to replant their crops. • Many of the humanitarian workers are not from Hatuk, so local customs (especially ones related

to gender roles and gender-specific needs) are not adequately incorporated into current planning. • An outbreak of cholera is going through some camps and there is no appropriate medical care. • Local staff members are not trained sufficiently in registration procedures and data protection. • Many camp residents are concerned the registration centres are not secure from militia who are

looking for information on youth to add to their ranks. • Families and communities have become separated, exposing unaccompanied women and

children to sexual exploitation and abuse.

Segment 6/16 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Review the status of hospitals and clinics in the region. 2. Participate in the development of the national system for ensuring consistent protection and assistance for camp residents throughout the response. 3. Review the status of schools in the region. Answer: 2 Additional Information for Each Choice: 1. While important, this is not the role of the CCCM cluster; it is the responsibility of the health cluster. 2. Good choice. Please consult Osta to gather more information. 3. While important, this is not the role of the CCCM cluster; it is the responsibility of the education

cluster.

Segment 7/16 Narrator: Before talking to Osta, begin your gender analysis by using the lens to roll over the scene to discover information about gender and CCCM issues in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and CCCM in this setting. Find six new pieces of information.

43


Hotspot Interactivity: Ball Recreation for the boys and girls within the camp plays an important part of the children’s daily activities. Grandfather and grandmother Osta’s family is headed by his grandparents, who are unable to walk long distances. This makes the household more difficult to register and to receive assistance as the head of household is required to be the one who registers. Osta’s 11-year-old sister Each member of Osta’s household should be recorded by sex and age group. Basket filled with food Market day in the nearby villages is on the same day as the food distribution. Men sitting under tree, smoking During displacement, livelihoods are often destroyed or restricted, which increases frustration and resentment among men.

Far away water point – see path and water point in distance (hand pump) Travelling to the water point may be unsafe, especially for women and girls. Lack of easy access to clean water is contributing to the cholera outbreak.

Segment 8/16 Narrator: Osta waves and invites you to talk with him. You tell him you are here to find out about how the emergency has affected his family. You assure him that everything you talk about will remain confidential. Osta: My grandfather said it was okay to talk to you. A lot of people have been asking questions and we do not know why.

Segment 9/16 Narrator: How will you continue your conversation with Osta? Prompt: How will you continue your conversation with Osta? Choices: 1. Can you just move your house to higher ground? 2. Do you agree that this patriarchal culture is problematic? 3. I heard that your family goes to your house during the day to make repairs, and is staying here in the camps at night. Are you getting support in the camp? Answer: 3 Additional Information for Each Choice: 1. Osta’s family likely does not have the means to consider moving their family home at this time. Try

again. 2. Your socio-political assessment will not shed light on the situation. Try again. 3. Good choice. Ask questions and listen to Osta’s perspective.

Segment 10/16 Osta: No. We do not get any assistance because we are not registered. I am too young to register and my grandmother cannot register either. I heard only men can register. My grandfather and I repair our house during the day and we return to the camp in the early afternoon. We sleep at the camp at night. It is so crowded here and we do not have any privacy.

44


Segment 11/16 Narrator: Select another question to ask Osta. Prompt: How will you continue your conversation with Osta? Choices: 1. Is it not unfair that the head of household is unable to register simply because he or she is a child or a woman? 2. Why do you not live with your parents? 3. In addition to the problem of registration, are there other issues your family faces? Answer: 3 Additional Information for Each Choice: 1. Your job is to understand the situation, not lecture the community. Try again. 2. This question is only likely to cause distress at this time and does not achieve your goal of

understanding the camp structure. Try again. 3. Good choice. Continue to ask questions and listen to Osta’s perspective.

Segment 12/16 Osta: My grandfather would register if he could do it in the morning before we leave to fix our house. Someone in the camp also told him that once we register, our information is open to anyone, so he and my grandmother worry about that. My grandmother also complains that no one asked anyone of her generation about how the camps should be set up. My grandfather forbade my grandmother to go around the camp alone because he thinks it is dangerous. He does not think that the camp is safe and wants to move home soon.

Segment 13/16 Narrator: Select another question to ask Osta. Prompt: How will you continue your conversation with Osta? Choices: 1. Has your family been involved in planning or managing this camp? 2. What does your grandmother do in the camp? 3. Have you and your sister considered getting jobs to help your family? Answer: 1 Additional Information for Each Choice: 1. Good choice. Continue to ask questions and listen to Osta’s perspective. 2. This question is not likely to elicit the information you seek. Try again. 3. Osta and his sister are very young and should not be encouraged to take on additional burdens. Try

again.

Segment 14/16 Osta: My family? We are not involved in planning or running the camp. We have not received water containers and other items that other registered families have received. Another problem is that the water point is too far for my sister and grandmother to go alone. They do not feel safe, and they get tired carrying the water because the jugs are too heavy.

45


Segment 15/16 Osta: I also miss school. My class studies are only offered at times when my sister and I have chores to do. My grandmother does not feel the school is safe for Chepota anyway because the new teachers are men from a different community. I know my sister feels lonely. And my neighbourhood used to have a football team, but we do not have a safe place to play now. I miss playing with my friends. Okay, we have to go now.

Segment 15/16 Narrator: Review the field notes you collected in your review of the status report and focus group notes and during your conversation with Osta. Then return to the Humanitarian Coordination Office for a programme planning meeting. CCCM Cluster Field Notes:

• Children and women do not know they can be registered as head of household. • Registration centres and distribution points are located too far for elderly or disabled heads of

households to reach by foot, jeopardizing their families' ability to receive assistance. The distribution items are too heavy to carry back.

• Cultural traditions and modes of normalcy, such as school and recreational activities, are not being kept up.

• Camp safety and security is a concern, especially for women and children. • Older generations, particularly older women, were not consulted on the design and set-up of the

camp. • The affected population is concerned about the security and confidentiality of a central database

holding registration information. • People are unaware about services available within the camp or for camp residents or where to

voice their general concerns. • The names of both heads of households are not being collected. Only the male head of

household is being collected. • Women are not participating in the Camp Management Committee; they are not a part of the

decision-making body in the camp. Camp Coordination and Camp Management (CCCM) – Programme Planning

Segment 1/9 Adam: Glad to see you here. The CCCM cluster meeting has just ended. With your new information, please help us analyze the current programme plan regarding services and activities for the CCCM cluster. We need to make this programme work equally well for women, girls, boys and men. CCCM Cluster Meeting Leads: The International Organization for Migration (IOM) (in natural disaster-induced IDP situations) UNHCR (in conflict-induced IDP situations)

Segment 2/9 Adam: Here is the current programme plan for CCCM. Read it carefully.

CCCM Issues Current Programme Plan:

• Continue consultations and dialogue with national and local authorities, communities and other humanitarian actors to develop a national camp response strategy.

• Undertake a needs assessment including camp profiling by asking questions regarding demographics; look at social, economic and political factors as well as local justice and community governance structures.

• Ensure the national camp strategy adheres to international standards and humanitarian principles, and that codes of conduct are routinely implemented.

46


• Set up information sites and committees to ensure appropriate and relevant information sharing between camp residents and camp management.

• Develop camp phase-out and closure guidelines early on to promote durable solutions. • Develop an approach for treating and preventing outbreaks of cholera in the camps.

Segment 3/9 Adam: But before we make any revisions to the plan, I have located several key case studies for our review along with additional resources related to CCCM. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this cluster. Click the bulletin board to begin. CCCM Issues Case Study #1: Workers' Participatory Practice Sierra Leone In Sierra Leone, one group of humanitarian workers instituted a system of IDP participation in eight IDP camps to ensure that the views and concerns of all IDPs were expressed to the workers, government and implementing partners. The original group of humanitarian workers invited partners to solicit IDPs' views on how they could best participate in camp management. Through regular discussions, it was realized that some important concerns were not being adequately addressed by the staff, either because the issues were not reported or because they could not be properly addressed by camp management. IDP women stated that most decision-making was male dominated. Husbands collected and kept custody of household entitlements, including food and non-food items. A new representation system was established, comprising: an IDP Executive Committee whose members were elected through universal voting and positions were reserved for women and youth; a Committee of Elders with advisory capacity to the IDP Executive Committee, representing ethnic groups and religious denominations; and a Grievance Committee to administer justice and by-laws. The new representation system aimed to redesign the existing system through subcommittees (e.g. on child protection, gender-based violence) to monitor implementing partner activities and advocate for IDP welfare. The new system also facilitated wider IDP participation in camp management and promoted transparency and accountability in service provision. Some IDP subcommittees worked directly to address specific protection concerns. IDPs were made aware of their entitlements and rights and further empowered to govern their own issues. While the number of women in the camp committee was low despite community sensitization over two years, women did participate in subcommittees. Women's participation in camp administration and other sector activities increased to 45 percent in most camps. The IDP Executive Committee is also engaged in humanitarian workers' and partners' planning efforts through consultations in each camp, reviewing ongoing programmes and determining future priorities. CCCM Issues Case Study #2: Women Essential Team Members: Importance of Gender Representation in Organizations Working with a Local Population Afghanistan In Afghanistan, NGOs implementing a national landmine survey were unable to recruit mixed-sex survey teams, as cultural restrictions prevented women from travelling with men. As a result, all-male teams were employed and thus access to women, who had information about different tracts of land, was severely limited. Follow-up surveys are now attempting to gain greater access to women.

47


CCCM Issues Case Study #3: Who Are Representative Leaders? Consulting with Female Community Leaders Darfur In Darfur, the humanitarian community consulted local leaders as partners in the distribution of food and goods. The assumption was that as leaders, they had a constituency. Yet the lack of gender analysis resulted in a disregard for existing leadership among women. Over time, the distribution system was abused by some male leaders and contributed to silencing women's voices even more. CCCM Issues Case Study #4: Local Trainers Trained on Gender-Sensitive Assessment Post-tsunami, Indonesia Two groups of humanitarian workers provided a course to train trainers on conducting gender-sensitive assessments and programming to national experts at the grassroots level in post-tsunami Indonesia. CCCM Issues Case Study #5: Establishing Women's Committees in IDP Camps Timor-Leste Committees were established as a forum for IDP women to present their concerns and influence the overall decision-making process in the camps. The committee members were chosen through elections and included focal points on key issues such as GBV, health and youth activities. The international camp manager also provided support for the committees. With these advantages, the committees were able to strengthen the dialog between IDP women and camp management committees on women's protection concerns and needs in areas such as shelter, security and food. The committees held weekly meetings to collect specific concerns from women and then shared those concerns with camp managers. Committee members also received training on how GBV cases are identified, reported and prosecuted. The committees also organized skills training and livelihood activities for men and women to strengthen IDP participation in community development and to prepare them for income-earning opportunities once the camps closed and they returned home.

Segment 4/9 Adam: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on CCCM. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Address the continuing cultural and traditional needs of the affected population. 2. Undertake technical liaison regarding water access, drainage and sanitation. 3. Set up information sites and committees to ensure participation of camp residents in all aspects of camp life and to ensure appropriate and relevant information is provided to all groups. 4. Ensure that all men and women are given equal access to control of resources and management in the camp, including camp security. 5. Register female heads of household. 6. Inform the population that registration information collected will be kept confidential. Answer: 1, 3, 4, 5 and 6 Additional Information for Each Choice:

48


1. This would strengthen the plan. We should attempt to provide community-building and community-enhancing activities in culturally appropriate ways.

2. This is important, but it is not the responsibility of the CCCM cluster. This is the responsibility of the WASH cluster.

3. This would strengthen the plan. 4. This would strengthen the plan. Ensure systematic, equal and meaningful participation of all camp

residents – women, girls, boys and men – in all aspects of camp life. 5. This would strengthen the plan. Women heads of household, and not just male heads of household,

must have effective access to registration. 6. This would strengthen the plan. The community should also know the objective of the registration and

who will have access to data.

Segment 5/9 Adam: Well done! Here is the revised programme plan CCCM Issues Revised Programme Plan:

• Continue consultations and dialogue with national and local authorities, communities and other humanitarian actors to develop a national camp response strategy.

• Undertake a needs assessment including camp profiling by asking questions regarding demographics; look at social, economic and political factors as well as local justice and community governance structures.

• Ensure the national camp strategy adheres to international standards and humanitarian principles, and that codes of conduct are routinely implemented.

• Set up information sites and committees to ensure appropriate and relevant information sharing between camp residents and camp management.

• Develop camp phase-out and closure guidelines early on to promote durable solutions. • Develop an approach to treating and preventing outbreaks of cholera in the camps. • Provide community-building and enhancing activities in culturally appropriate ways. • Register both male and female heads of household. • Incorporate privacy concerns in the registration data management programme and develop an

information campaign to inform the population of the objective of the registration and who will have access to data.

• Develop information awareness-building programs about camp management and camp security and engage all groups in identifying high-risk areas and mechanisms for ensuring security patrols.

• Convene discussion groups using techniques that will enable all groups to safely and adequately evaluate equal access to registration services.

• Make provisions for ensuring that all men and women are given equal access to control of resources and management in the camp.

• Set up assistance programmes geared toward vulnerable groups with special needs.

Segment 6/9 Adam: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

49


Activities: 1. Promote community-based organizations and provide capacity building for participation by women

and young people in management structures. 2. Develop partnerships with local authorities to train and hire equal numbers of male and female

security staff. 3. Train local staff (male and female) to establish information-sharing meetings on registration with

women and men to provide opportunities to clarify issues and concerns. 4. Regularly monitor the use of registration data through reassessment of the system, through

participatory assessment/focus group discussions with the population and with the establishment of a transparent, accessible and confidential complaints/feedback mechanism to prevent exploitation and abuse.

Indicators: 1. Over the duration of the programme, at least 50 percent of camp activities are run by local men and

women who have been selected by consensus by the community itself. 2. Over the duration of the programme, the security of camp environment for all people improves by 50

percent. 3. At least 95 percent of the population is aware of the objective of the registration exercise and how the

information collected will be handled. 4. Instances of unauthorized use of registration data are kept as close as possible to none.

Segment 7/9 Adam: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about CCCM can help women, girls, boys and men access other areas of humanitarian intervention as well.


Segment 8/9 Adam: With your help, I know we improved the programme plan. Now the CCCM cluster incorporates coordination of assistance and identification of gaps and needs at the camp level, including gender-sensitive needs of vulnerable populations, such as the prevention of sexual abuse and exploitation. CCCM also facilitates better organization and management of the camp, taking into account the special needs of women, girls, boys and men. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this cluster and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and CCCM issues. Then click ‘Next’ to select another area of work to investigate. Gender and CCCM – Key Takeaways:

• Train and build capacity of partner staff, including government authorities, on their respective roles and obligations and the critical need to adhere to humanitarian principles and the code of conduct.

• Promote community-based camp structures and provide capacity building for participation in management structures.

• Establish information dissemination arrangements that ensure that all women, girls, boys and men have access to registration and other pertinent information on camp activities.

50


• Ensure all camp facilities are set up with due regard to security considerations and are gender segregated where necessary (e.g. sanitation, water points, school routes, suggestion/complaint boxes).

• Ensure the effective delivery and provision of services and assistance in a manner that appropriately reflects the different (gender) needs of the camp population.

• Ensure that all camp residents are given equal access to and control over resources and management of basic community-based services (such as water wells, community storage and communal gardens).

• Develop a camp phase-out and closure strategy at the earliest possible stage while promoting durable solutions with participation of all relevant stakeholders, including camp residents.

Non-food Items (NFIs)

Segment 1/16 Narrator: You selected the area of work related to non-food items, or NFIs. NFIs can be managed by one or more clusters, including emergency shelter, health, or water, sanitation and hygiene (WASH). These clusters coordinate distribution of NFIs such as blankets, sleeping mats, plastic sheeting, sanitary materials, cooking utensils and fuel and other items. The Importance of Non-food Items (NFIs) in Emergencies:

• Humanitarian workers provide NFIs that people need to survive, such as blankets, sleeping mats, plastic sheeting, sanitary materials, cooking utensils and fuel and other items.

• NFIs vary according to culture and context and should correspond to the specific needs of women, girls, boys and men in the affected population and to the climate.

• Displaced individuals and families may have belongings, items and resources they have carried from their homes.

Segment 2/16 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for NFIs, the current status report and notes from focus groups on NFI issues. Then visit with Osta, a 14-year-old boy who lives in a planned camp called Asinti with his aging grandparents and 11-year-old sister, Chepota. During the day, they work on their badly damaged home. By early afternoon, they return to the camp, where they spend each night.

Segment 3/16 Narrator: For work with NFIs, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to NFIs. Click the GBV Action Sheet button for additional material related to gender-based violence and NFIs. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Gather information from women, girls, boys and men about family structures and NFI needs based on age and sex; set up the distribution system accordingly.

D DESIGN services to meet needs of all: Issue family entitlement cards and ration cards in the names of the primary female and male household representatives. Provide at least two sets of clothing to women, girls, boys and men in correct size and appropriate to culture, season and climate. Ensure access to a combination of blankets, bedding or sleeping mats for

51


warmth and to enable separate sleeping arrangements as required. Ensure women and girls are provided sanitary materials and hygiene kits, including soap and underwear. Provide training or guidance on use of NFIs where necessary.

A Ensure ACCESS for all: Routinely monitor who is employed to help with distributions to ensure gender balance in employment, and that those who help with distribution are paid and that women and men benefit equally. Promptly address obstacles to equal access and benefits.

P Ensure equal PARTICIPATION: Involve women and men in planning and implementing NFI selection and distribution. Ensure women and men are informed and aware of their individual entitlements, the quantity and variety of items they should receive, and the place, day and time of distribution.

T TRAIN all equally: Ensure an equal number of women and men are employed in NFI distribution programmes and have equal access to trainings.

A ADDRESS GBV: Ensure both women and men participate in identification of safe and accessible distribution sites. Monitor distribution sites to ensure they are safe and accessible.

C COLLECT, analyze and report programme monitoring data: Routinely collect, analyze and report on sex- and age-disaggregated data on programme coverage.

T TARGET actions based on analysis: Develop and implement plans to address any inequalities and ensure access and safety for all of the target population.

Collectively COLLECTIVELY coordinate actions: Ensure that actors involved with NFIs liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the NFIs areas of work have a gender action plan and routinely measure project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/16 Narrator: Now review the current status report on NFIs.

NFIs Status Report: • Clothing is scarce for women, girls, boys and men. • There is a shortage of bedding material to replace materials lost in the flood. • Work is underway to ensure that monitoring of distribution of NFIs is done by both agency staff

and community representatives, including availability of a complaints/feedback mechanism for problems.

52


• Replacement of cooking stoves is delayed by transportation problems in neighbouring communities.

• Gender-balanced consultation teams work with women, girls, boys and men in the community when organizing NFI distributions.

Segment 5/16 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. NFIs Focus Group Notes:

• Single-headed households have difficulties receiving NFIs because they have little time to wait in line at the distribution centre.

• Lack of appropriate cooking fuel forces some women to sell sex in exchange for firewood, which is scarce.

• There are complaints of not enough bedding available. • Changes of clothing are scarce and some women are not leaving their homes because they lack

the proper garments. • Disabled women cannot get hygiene supplies because they are unable to go to the distribution

centre. • Mosquito nets are distributed, but when given to children, they are often given to boys before

girls; when adults receive mosquito nets, men often take them from women.

Segment 6/16 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Develop improved quality of access to NFIs for women, girls, boys and men. 2. Research the amount spent on clothing per capita in Hatuk during normal circumstances. 3. Create a spreadsheet of costs for items in Hatuk versus cost of the same items overseas. Answer: 1 Additional Information for Each Choice: 1. Good choice. Please consult Osta in the camp to gather more information. 2. This data will not offer many solutions for the overall situation. Try again. 3. Comparing Hatuk to other areas will not help you understand the current challenges in the region. Try

again.

Segment 7/16 Narrator: Before talking to Osta, begin your gender analysis by using the lens to roll over the scene to discover information about gender and NFI issues in this setting. Prompt: Use the lens to roll over the scene and discover information about gender and NFIs in this setting. Find six new pieces of information. Hotspot Interactivity:

Home badly damaged by storm and floods Osta’s home is in dire need of repair and has plastic sheeting tacked up to keep out the elements. Stack of kitchen sets Osta's family has extra kitchen sets. Why?

53


Large piles of firewood Osta’s family seems to have a lot of firewood. Elderly grandparents Osta lives with his elderly grandparents, who are unable to fully assist with household work. Osta is the only one able to go to the NFI distribution sites. Younger sister Osta’s 11-year-old sister Chepota is at an age that makes her a potential target of exploitation.

Osta Osta is young, and though eager, may face obstacles in helping his household.

Segment 8/16 Narrator: Osta notices you and after getting consent from his grandfather, he invites you to come and talk with him. You let him know that everything you talk about will remain confidential. Osta: We are staying at the camp until we fix our house. It was damaged by the storm. I try to help my grandfather with the repairs during the day, but I also have to work so that we can get some money to buy the things we need.

Segment 9/16 Narrator: How will you continue your conversation with Osta? Prompt: How will you continue your conversation with Osta? Choices: 1. Is it normal in your culture for children to live with their grandparents? 2. What does the name Osta mean in your language? 3. Which items are you able to get here in the camp? Answer: 3 Additional Information for Each Choice: 1. You are not here to make an anthropological study of the culture. Try again. 2. The answer to this question is unlikely to shed light on the situation. Try again. 3. Good choice. Ask questions and listen to Osta’s perspective.

Segment 10/16 Osta: We do not get much, but we manage. I collect the special kind of straw used for baskets and other items that we sell, and with that money we get the things we need. We spend most of the money on supplies for building our house. That is most important. We stay here at the camp because there are dry beds. But the sooner we can live back at home permanently, the better my grandparents will be.

Segment 11/16 Narrator: Select another question to ask Osta. Prompt: How will you continue your conversation with Osta? Choices: 1. How did your family receive extra kitchen sets? 2. Did you know that the barter system has roots in ancient Mesopotamia? 3. Do you know that it is hardworking boys like you who will rise to the top of any community?

54


Answer: 1 Additional Information for Each Choice: 1. Good choice. Continue to ask questions and listen to Osta’s perspective. 2. You are not here to teach a history lesson. Try again. 3. Your job is to ensure equal access for all people, not just Osta. Try again.

Segment 12/16 Osta: My sister got the extra kitchen sets as a favour from a man who works at the distribution centre. I do not like that she goes to visit him, but at least we can get some things we need and other items to sell to others in the camp. She also collects extra firewood when she can for us to sell. Grandfather is the head of household but cannot get to the distribution centre during the day because we are working on rebuilding our house. I am not able to help because they only distribute supplies to heads of household. GBV Alert When resources are inadequate to meet a family's basic survival needs, sometimes young women are forced into exploitative situations to contribute to the family income.

Segment 13/16 Narrator: Select another question to ask Osta. Prompt: How will you continue your conversation with Osta? Choices: 1. Do you have time to play with your friends? 2. I have a connection in town that can help you sell your extra kitchen sets. Interested? 3. Does your family have the right kind of supplies to clean and wash yourselves? Answer: 3 Additional Information for Each Choice: 1. Although it is important to maintain a sense of normalcy and well-being during emergencies, this is

not a priority for NFIs. Try again. 2. That is beyond the scope of your mission. Try again. 3. Good choice. Continue to ask questions and listen to Osta’s perspective.

Segment 14/16 Osta: A neighbour once gave me a toothbrush, toothpaste, shampoo, soap and a razor from his supplies. I have never used shampoo, I do not need to shave, and I do not need to wash very often – it is not important to me! So I traded those supplies for a particular kind of vegetable my grandfather likes. Chepota has to go to that man at the distribution centre for help with extra supplies because the kit does not have some of the things she needs. As for me, I am just glad that I had goods to trade so I can give my grandfather something he enjoys.

Segment 15/16 Osta: Now I have to go gather some straw. I am already late and I need to do it every day so that we have something to sell. Thank you for talking with me. Goodbye!

55


Segment 16/16 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Osta and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. NFIs Field Notes:

• Young, capable boys are not able to receive supplies because they are not registered as heads of household.

• Lack of necessary supplies may put girls and women at risk and makes them more susceptible to engaging in exploitative acts to gain supplies.

• People with disabilities have problems accessing the distribution centre. • Hygiene kits do not offer women and girls the sanitary supplies they need regularly. • It seems that the population has not been consulted when designing hygiene kits.

Disability Alert When designing and implementing programmes, it is important to ensure that you address the needs of those with disabilities. Non-food Items (NFIs) – Programme Planning

Segment 1/9 Adam: I am glad you have arrived. The special coordination meeting on improving distribution and access to NFIs is about to convene. You can help us analyze the current programme plan with the new information you have gathered in Hatuk. We need to make this programme work equally well for women, girls, boys and men. NFIs Status Meeting Managed by one or more clusters, including shelter, WASH, or health

Segment 2/9 Adam: I know you have been consulting with the people of Hatuk. Your field notes may contain the information we need to improve our continued response. Have you reviewed the current programme plan? Non-food Items Current Programme Plan:

• Distribute non-food items based on an understanding of the affected population, including how certain groups could be marginalized.

• Carry out spot checks to assess access to NFIs. • Conduct distribution early in the day to allow people to reach home during daylight. • Hire crowd controllers to monitor queues and provide a separate queue for specific persons and

groups (such as elderly persons, persons with disabilities or pregnant women and other specific groups requiring assistance).

• Ensure clothing is appropriate to climatic conditions and cultural practices, suitable for women, girls, boys and men and sized according to age.

Segment 3/9 Adam: You have gathered important information from your consultations with the local people of Hatuk. But before we start revising the plan, I suggest we read several key case studies I have located for our review along with additional resources related to NFIs. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this area of work. Click the bulletin board to begin.

56


NFIs Issues Case Study #1: Cash Grants through a Voucher System: An Alternative Way for Emergency Interventions Democratic Republic of the Congo (DRC) In the Democratic Republic of the Congo (DRC), one organization implemented an innovative pilot project to support displaced families living in host communities. The support to beneficiaries included shelter, water, sanitation and hygiene, non-food items (NFIs) and food interventions. More widely in the communities, the organization carried out hygiene promotion and awareness-raising on gender-based violence in collaboration with community bodies. To ensure community participation, the organization worked closely throughout the project cycle with the representative committees elected by the communities. For the NFI and food components, following close consultations with the community on methodology, a voucher system was adopted. These vouchers were given to a female member of the beneficiary households in the community because women would best manage the vouchers, given that women would normally be responsible for the purchase of food and non-food items. The vouchers had a monetary value and were redeemable against goods in pre-selected shops during a period of three days for each round of distribution. Beneficiaries appreciated being able to identify and prioritize their own needs and to purchase quality items. Beneficiaries predominantly bought mattresses. In this community, a mattress was said to demarcate matrimonial space, and thus is very important in the crowded conditions of displacement. Beneficiaries were selected based on vulnerabilities and needs. These criteria were adopted in consultation with community members. NFIs Issues Case Study #2: Involving the Community in NFI Distribution South Sudan In 2007, as part of the efforts to assist people returning to Mabaan in South Sudan, humanitarian workers undertook a needs assessments to select which non-food related items should be distributed and how the distributions should be done. The teams built on community bpouma meetings that attracted many people representing a broad spectrum of the community, including many women. At each meeting the team presented a wide range of NFI items to the participants and sought their opinions on the most appropriate items to include.

Segment 4/9 Adam: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on NFIs. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Fully address the specific needs of children in an emergency. 2. Include instructions for how to legally conduct a wedding in the field. 3. Include ways to communicate to all the population about their entitlements to NFIs. 4. Include instruction that distribution of NFIs should include women, girls and boys. 5. Consult with the community about which items are necessary to include in the hygiene kits. 6. Assess the dangers of exploitation due to scarcity of supplies. Answer: 1, 3, 4, 5 and 6 Additional Information for Each Choice: 1. This would strengthen the plan. Children may require specific care to ensure they are receiving and

utilising materials important to their protection, health and well-being. 2. This is not a priority for the NFI programme plan. 3. This would strengthen the plan. To avoid the possibility of sexual exploitation in return for NFIs,

everyone in the population should know the type and quality of NFIs they have the right to receive.

57


4. This would strengthen the plan. Heads of household are usually male and the programme should allow other family members, including boys, girls and women, to receive NFIs.

5. This would strengthen the plan. The hygiene kits should include items that meet the needs of women especially during menstruation.

6. This would strengthen the plan. When goods are scarce, girls and women may be more susceptible to engaging in exploitative acts to gain supplies.

Segment 5/9 Adam: Good work! Here is the revised programme plan. NFIs Issues Revised Programme Plan:

• Distribute non-food items based on an understanding of the affected population, including how certain groups could be marginalized.

• Carry out spot checks to assess access to NFIs. • Conduct distribution early in the day to allow people to reach home during daylight. • Hire crowd controllers to monitor queues and provide a separate queue for specific persons and

groups (such as elderly persons, persons with disabilities or pregnant women and other specific groups requiring assistance).

• Ensure clothing is appropriate to climatic conditions and cultural practices, suitable for women, girls, boys and men and sized according to age.

• Address and meet the specific needs of children in an emergency. • Improve methods of communication so that the entire population can be made aware of their

entitlements to NFIs, such as the appropriate NFIs available for lactating mothers. • Make instruction available that communicates to administrators that distribution of NFIs should

include women, girls and boys. • Ensure the hygiene kits include items that meet the specific sanitary needs of women, girls,

boys and men in the local population. • Assess the dangers of exploitation due to scarcity of supplies.

Segment 6/9 Adam: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Set up multiple channels to inform women, girls, boys and men of their entitlements to NFIs, including

distribution sites, dates and times. 2. Plan and implement special distribution methods for disabled, elderly and other vulnerable groups. 3. Distribute culturally acceptable hygiene and sanitary supplies to women, girls, boys and men. 4. Employ and train equal numbers of men and women in NFI distribution programmes. Indicators: 1. At least 95 percent of the population know their NFI entitlements and are able to receive supplies

without risk of exploitation. 2. At least 95 percent of disabled, elderly or child heads of household are able to receive NFIs. 3. At least 95 percent of women, girls, boys and men receive appropriate sanitary and hygiene supplies.

58


4. Fifty percent of trained and employed staff members are women.

Segment 7/9 Adam: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about NFIs can help women, girls, boys and men access other areas of humanitarian intervention as well.


Segment 8/9 Adam: I believe that we have improved the programme plan. Now the NFIs area of work pays attention to the prevention of sexual abuse and exploitation in connection with distribution, to the specific needs of women, girls, boys and men and to the cultural needs of the community. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this area of work and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and NFI issues. Then click ‘Next’ to select another area of work to investigate. Gender and NFIs – Key Takeaways:

• Non-food items vary according to culture and context and should correspond to the needs of the population and the climate. Women, girls, boys and men should be consulted to find out practices and preferences.

• Sanitary supplies and/or women’s hygiene kits should be standard parts of NFI packages. Consult with women to determine which feminine hygiene materials are most appropriate.

• Family size and composition may vary, especially for families affected by crisis, so NFI quantities need to be adapted and flexible.

• Make sure that both women and men know their entitlements to NFIs and the distribution sites, dates and times to avoid exploitation, and routinely collect and analyze sex- and age-disaggregated data on who benefits from NFI distributions.

• Equal participation of women in distribution is often more efficient.

Health

Segment 1/17 Narrator: You selected the cluster related to heath issues. During a crisis, the health cluster coordinates agencies’ response. The World Health Organization (WHO) is the lead agency of the Global Health Cluster, and usually, the lead agency at the country level. The Importance of Health in Emergencies:

• Health is a fundamental human right indispensable for the exercise of other human rights. • The right to health includes the right to seek, receive and impart information for all people. • The right to health requires that health facilities, goods and services are available, accessible,

acceptable and of good quality. • The right to health includes the right to reproductive health: the Minimum Initial Service Package,

or MISP, is a set of priority reproductive services to be implemented at the onset of an emergency and sustained and built upon in protracted crisis to save lives and prevent illness, particularly among women and girls.

59


• Gender-based violence (GBV), and in particular sexual violence, is a serious, life-threatening health and human rights issue primarily affecting women and children. It is well documented that GBV is widespread, and that appropriate and comprehensive prevention and response are inadequate in most countries worldwide.

Segment 2/17 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for health, the current status report and notes from focus groups on health issues. Then visit with Mahli, a 17-year-old girl whose home is flooded. Her parents and brother are missing. She is staying in a crowded temporary shelter. Gender-based violence, including rape, has been reported.

Segment 3/17 Narrator: For all issues pertaining to health, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to health issues. Click the GBV Action Sheet button for additional material related to gender-based violence and health issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Gather information about social structures, including positions of authority/influence and the roles of women and men. Gather information including the ratios of: - women and men assessors and translators; - women, girls, boys and men who participate in the assessments; and - women and men consulted about their health needs. Apply a gender analysis to the following age- and sex-disaggregated data: - cause-specific mortality rates; - case fatality rates; - female-, male- and child-headed households; and - groups with specific needs (including people with mental and/or physical disabilities).

D DESIGN services to meet needs of all: Ensure that timing, staffing and location of health services provide equal access/opportunity for women and men. Address the health needs and health care delivery strategies and facilities of women, girls, boys and men equitably. Ensure a percentage of health facilities have basic infrastructure, equipment, essential medicines and medical supplies, space and qualified staff for reproductive health services, including delivery and emergency obstetric care services (as indicated in the Minimal Initial Service Package (MISP)). Ensure a percentage of health facilities provide confidential care for survivors of sexual violence according to Inter-Agency Standing Committee gender-based violence (GBV) guidelines. Ensure a balanced ratio of health care providers disaggregated by profession, level and sex, and community-based psycho-social care disaggregated by sex and age.

A Ensure ACCESS for All:

60


Ensure women, girls, boys and men have proportionate access to sanitary materials (including household-level sanitary disposal facilities for women), safe water supply, food aid and health services.

P Ensure equal PARTICIPATION: Ensure a balanced ratio of women and men participating in the following opportunities: - design, implementation, monitoring and evaluation of humanitarian health responses; - group meetings or activities on health issues; and - decision-making positions. Ensure a balanced ratio of local women and men as well as international women and men are hired and deployed in the health sector.

T TRAIN all equally: Train a balanced, proportionate number of women and men from the community to provide health care. After training, provide a balanced/proportionate number of women and men from the community employment opportunities in the health sector.

A ADDRESS GBV: Provide 24-hour access to a sexual violence services team. Ensure staff is trained on clinical management of rape. Provide a confidential referral mechanism for health and psycho-social services for rape survivors; ensure staff is aware of and abides by medical confidentiality. Provide information campaigns for men and women about health risks of sexual violence to the community. Provide emergency and obstetric maternal and newborn care. Ensure women and girls have access to emergency obstetric care or care for complications of pregnancy and childbirth 24 hours per day, 7 days per week.

C COLLECT, analyze and report programme monitoring data: Collect, analyze and routinely report on sex- and age-disaggregated data on programme coverage. Develop and implement plans to address any inequalities and ensure access and safety for all of the target population. Routinely collect data on demographics, mortality, morbidity and health services, and disaggregate and report by age and sex; apply gender analysis. Perform participatory assessment reports on the needs of women, girls, boys and men equally. Ensure formal monitoring and participatory evaluation mechanisms report the health impact of humanitarian crises on women, girls, boys and men.

T TARGET actions based on analysis: Target messages towards active and recently demobilized members of armed/security forces, displaced persons and IDPs with HIV/AIDS. Develop and implement communication strategies to target specific health risks

61


affecting women and men, and adolescent girls and boys. Collectively COLLECTIVELY – coordinate actions:

Ensure actors in the health sector liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the health cluster has a gender action plan and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/17 Narrator: Now review the current status report on health issues.

Health Issues Status Report: • Flooding has further jeopardized safe water supply, particularly for health facilities. • Local health care workers cannot keep up with the number of patients in need of emergency care

for malaria, cholera and diarrhoea. • The health of women and girls is not prioritized. • Pregnant women suffering complications from pregnancy or childbirth need access to emergency

obstetric care.

Segment 5/17 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. Health Issues Focus Group Notes:

• Women are not accessing prenatal care because of a lack of funds. • Some people are too ill to travel at all. • Mothers often fear they may be blamed for their sick children and therefore avoid health clinics. • Women and men are often too embarrassed to seek contraceptives at health centres, or are

discouraged from doing so by their local church or cultural mores. • Women and girls are afraid to travel alone to the health centres for fear of being raped. • Women and girls’ health is often not considered high priority even by themselves. • There is a shortage of both male and female health care workers to care for men and boys and

women and girls respectively.

Disability Alert There is often an increase in injuries, which lead to disabilities, as a result of the crisis. Disability affects every aspect of an individual and their family's life. IDPs also have unique protection needs. It is important to incorporate the needs of IDPs with disabilities when designing and implementing programming.

Segment 6/17 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Gather information on how different groups of the population are accessing health care. 2. Research the average age of onset of menses in this area of the world. 3. Create comparative charts of life expectancy in Hatuk versus neighbouring countries.

62


Answer: 1 Additional Information for Each Choice: 1. Good choice. Please consult with Mahli and others to gather more information. 2. This data will not offer many solutions for the overall situation. Try again. 3. Comparing Hatuk to other areas will not help you understand the current challenges in the region. Try

again.

Segment 7/17 Narrator: Before talking to Mahli, begin your gender analysis by using the lens to roll over the scene to discover information about gender and health in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and health in this setting. Find four new pieces of information. Hotspot Interactivity:

Mahli Mahli appears to be pregnant.

Mahli’s boyfriend Mahli is sitting close to a man. An overcrowded temporary shelter Mahli currently lives in poor conditions for optimal health. Health centre in distance The health centre is overcrowded and may not offer Mahli the privacy she needs to feel safe.

Segment 8/17 Narrator: You approach Mahli and the man with her, introduce yourself and ask if you can sit with them for a while. They agree, so you also sit, a polite distance away, and wait for them to speak. The man speaks first. Mahli bows her head and will not make eye contact. You listen respectfully to the man explain their situation. After some time, you ask if you might be able to speak with Mahli alone. The man agrees and leaves.

Segment 9/17 Narrator: How will you begin your conversation with Mahli? Prompt: How will you begin your conversation with Mahli? Choices: 1. I am curious about the courting traditions in Hatuk – can you tell me about them? 2. I assume that man is your boyfriend. How can you worry about love at a time like this? 3. How are you feeling today? Answer: 3 Additional Information for Each Choice: 1. You are not here to make an anthropological study of the culture. Try again. 2. Lecturing Mahli will not get you anywhere. Try again. 3. Good choice. Ask questions and listen to Mahli’s perspective.

63


Segment 10/17 Mahli: I do not feel well. I am scared for my baby’s health. My mother is missing – all of the women in my family are gone or unable to travel because the roads and bridges were washed out by the floods. I need help.

Segment 11/17 Narrator: Select another question to ask Mahli. Prompt: How will you continue your conversation with Mahli? Choices: 1. Do you know where to go for care for yourself and your baby? 2. How old was your mother when she had you? 3. Where I come from, we stress the importance of health education for teenagers. Do you think that would work here? Answer: 1 Additional Information for Each Choice: 1. Good choice. Continue to ask questions and listen to Mahli's perspective. 2. This strategy is unlikely to reveal useful information. Try again. 3. Comparing your culture to Mahli’s will not help you understand the situation. Try again.

Segment 12/17 Mahli: Oh. Yes, I know where the clinic is. It is often very crowded. I heard from my neighbours that there is a good midwife working there. But I still feel a little scared about going there by myself. I wonder if they will respect my privacy. Also, I worry there might be bandits on the road.

Segment 13/17 Narrator: Select another question to ask Mahli. Prompt: How will you continue your conversation with Mahli? Choices: 1. Do you realize that it is your responsibility to ensure a healthy pregnancy for the sake of your unborn child? 2. If we all work together, I can imagine a better future for women. Can you? 3. It is okay to feel scared. But it is important to take care of your baby. Do you have any other concerns? Answer: 3 Additional Information for Each Choice: 1. Scolding Mahli will not help you assess the situation. Try again. 2. Predictions of the future are not helpful in this situation. Try again. 3. Good choice. Continue to ask questions and listen to Mahli’s perspective.

Segment 14/17 Mahli: Yes. My boyfriend ran out of malaria medicine again. I want my boyfriend to get better soon. It is hard to care for him and for myself at the same time. Soon, there will be a baby to care for. It is up to me to take good care of us all.

64


Segment 15/17 Narrator: Select the best response for Mahli. Prompt: How will you respond to Mahli? Choices: 1. Go to the clinic together with your boyfriend. It is important that you both receive the care and medicine you need. 2. I am sorry, I cannot help. I am not dealing with distribution of malaria medicine. 3. I know that the clinic has malaria medicine. I can go there with your boyfriend one of these days. However, it would be better for us to go to the clinic tomorrow without him. Answer: 1 Additional Information for Each Choice: 1. Good choice. Continue to help inform and reassure Mahli. 2. This response is unhelpful. Try again. 3. This response is likely to make Mahli insecure, rather than reassure her. Try again.

Segment 16/17 Mahli: Okay. I will ask my boyfriend if he will come to the clinic with me tomorrow. If we travel together, I will feel safer. I hope to see you soon.

Segment 17/17 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Mahli and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. Health Issues Field Notes:

• Sustain the MISP and implement comprehensive reproductive health services integrated into primary health care, as the situation permits.

• Women and girls feel overwhelmed because they are the main caregivers for the sick and injured. • Some women are apprehensive about going to a health centre because they fear their medical

information will not be kept private and very often there is a lack of female health care providers. • Women and girls are afraid to travel alone to the health centres for fear of being raped. • The humanitarian approach to HIV/AIDS control and prevention for this population is not known at

this time. Health – Programme Planning

Segment 1/9 Maya: Glad you could make it. The WHO is about to convene a health cluster meeting to promote the development of the health programme plan. The Ministry of Health and health partners will be joining us. The information that you have gathered is crucial in ensuring that the health cluster programme equally addresses the health needs of women, girls, boys and men. Health Cluster Meeting Lead: WHO

Segment 2/9 Maya: Have you reviewed the current programme plan? Here it is. Take a look.

65


Health Issues Current Programme Plan: • Purchase essential medicines and medical supplies, including medicines and supplies for

diarrhoea, typhoid, malaria and reproductive health. • Provide culturally appropriate psycho-social support services to women, girls, boys and men. • Institute a programme that ensures clean water supply to health centres. • Provide information in local languages to health care workers and all people affected, including

those who are illiterate. • Include community health care workers in the programme cycle, from planning and

implementation to monitoring and evaluation. • Review and support health workers’ practice of standard precautions at health facilities. • Sustain and build upon the MISP to implement comprehensive reproductive health services that

meet the needs of women, men and adolescents.

Segment 3/9 Maya: I can see you already have suggestions for how to improve the plan! But before we make any revisions, I want us to look over several key case studies I have located for our review, along with additional resources related to health. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this cluster. Click the bulletin board to begin. Health Issues Case Study #1: Reproductive Health Priorities in an Emergency: Assessment of the Minimum Initial Service Package (MISP) in Tsunami-affected Areas Aceh, Indonesia To prevent sexual exploitation and abuse, one international organization conducted an orientation on its code of conduct against sexual abuse and exploitation for its entire staff in March 2005. Six weeks later, they provided a refresher session so that staff could share examples of issues discussed during the orientation. This reflects a promising approach to ensure that staff do understand the code of conduct against sexual exploitation and abuse and can assist the agency in making any necessary modifications to the local context. Health Issues Case Study #2: Reproductive Health Assessment of the Minimum Initial Service Package (MISP) Following Post-election Crisis Kenya In 2008, to prevent excess maternal and newborn illness and death, an international organization worked closely with the District Ministry of Health in one camp, which provided a vehicle and driver for ambulance services. The Ministry of Health vehicle was stationed in front of the clinic and transported women and girls suffering from complications of pregnancy and child birth to the Moi Teaching and Referral Hospital. The international organization also established a communications system so that in the event of an emergency, staff, including volunteer health workers, would call one of the doctors' cell phones. Health Issues Case Study #3: Reproductive Health Follow-up Assessment Northern Uganda In this protracted crisis, there are efforts to sustain the priority activities of the Minimum Initial Services Package (MISP) and build on them to comprehensive reproductive health services. To prevent excess maternal and newborn illness and death, one international organization ensures ambulance coverage for emergency obstetric care referrals 24 hours a day, seven days a week for an entire district. A step-in system, where an agency fills the immediate gap to provide this life-saving activity, would be sustained by simultaneously integrating the ambulance service into the district's structures. In addition, since 2007, more service delivery agencies are discussing and providing family-planning services. Several international agencies, in partnership with the district Ministries of Health, are providing mobile family planning services for long-term and permanent methods, including implants, tubal ligation

66


and vasectomies. The team also found that a local nongovernmental organization had established another youth centre in Kitgum, offering comprehensive RH services to youth, including treatment for sexually transmitted infections (STIs), which had been identified as an overarching gap. Health Issues Case Study #4: Improving Health Services Using Mobile Health Teams Ethiopia In Ethiopia, one agency's work on health in the humanitarian response process includes support to a mobile health team deployed in the worst emergency-affected areas of the region. The mobile health team is the only service available to most women, girls and boys in the region. This agency worked to increase access to basic reproductive health services for pregnant women and girls in these areas. Critical to the increased access to health services was the recruitment and training of female health workers to work in a mobile health team with a specific focus on increasing coverage, utilization and compliance in the use of iron supplements and safe delivery kits.

Segment 4/9 Maya: Along with the consultations you completed within the community, you have recently spoken with a range of people, including additional technical experts on health. You have collected a lot of important data from your consultations in Hatuk. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Take into account the need for privacy in health consultations, examinations and care. 2. The health cluster should systematically collect and routinely analyze data by sex and age. 3. Consider the specific reproductive health needs and concerns of adolescents and young people. 4. Predict the timing and nature of the next major disaster in the region. 5. Address the threat of and response to rape and sexual violence for women and girls, as well as men

and boys who may also experience sexual violence, including rape. 6. Ensure there are both male and female health care providers. Answer: 1, 2, 3, 5, and 6 Additional Information for Each Choice: 1. This would strengthen the plan. All people deserve privacy for medical exams. 2. This would strengthen the plan. If the data is analyzed, it may indicate groups in the community that

are not accessing services, and the health cluster could investigate how to resolve such problems. 3. This would strengthen the plan. Comprehensive reproductive health services should be implemented

after the MISP. 4. This is not a priority for the health cluster unless a new major natural disaster is forecasted for the

incoming days. 5. This would strengthen the plan. Women and girls require safe travel routes to health centres. Care

should be available in health centres for survivors of sexual violence, including rape. 6. This would strengthen the plan. Female patients may not be comfortable receiving care from male

staff and male patients may not be comfortable receiving care from female staff.

Segment 5/9 Maya: Well done! Here is the revised programme plan.

Health Issues Revised Programme Plan:

• Purchase essential medicines and medical supplies, including medicines and supplies for diarrhoea, typhoid, malaria and reproductive health.

• Provide culturally appropriate psycho-social support services to women, girls, boys and men.

67


• Institute a programme that ensures clean water supply to health centres. • Provide information in local languages to health care workers and all people affected, including

those that are illiterate. • Include community health care workers in the programme cycle, from planning and

implementation to monitoring and evaluation. • Review and support both male and female health workers’ practice of standard precautions at

health facilities. • Ensure privacy in health consultations, examinations and care. • Ensure health activities are coordinated within the health cluster and sex- and age-disaggregated

data is systematically collected and routinely analyzed. • Sustain and build upon the MISP to implement comprehensive reproductive health services that

specifically meet the needs and concerns of adolescents and young people. • Undertake a multi-sectoral programme to prevent GBV and provide compassionate care for

survivors. • Engage and build capacity of both male and female health care workers to adequately respond to

the health needs of the population.

Segment 6/9 Maya: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Sustain and build upon the MISP while integrating comprehensive reproductive health services to

primary health care, as the situation permits. 2. Hire and deploy both female and male local health workers to ensure privacy and reliable care for all. 3. Monthly health services data are analyzed by sex and age. 4. Work with the community to ensure safe access to health services. Indicators: 1. At least 95 percent of health care facilities address basic emergency obstetric care, at least 95

percent of visibly pregnant women receive clean delivery supplies and at least 95 percent of health facilities address clinical care for survivors of sexual assault.

2. Fifty percent of the health care workers providing health services are men. 3. At least 95 percent of health cluster reports analyze service data by sex and age. 4. Forty percent fewer security incidents occur on the routes to health services.

Segment 7/9 Maya: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about health can help women, girls, boys and men access other areas of humanitarian intervention as well.


68


Segment 8/9 Maya: The programme for the health cluster is greatly improved. Now the health programme responds to the needs for privacy, safety and information delivery to the entire affected community. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this cluster and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and health issues. Then click ‘Next’ to select another area of work to investigate. Gender and Health – Key Takeaways:

• Develop and implement communication strategies to highlight the specific health risks affecting women, girls, boys and men.

• Make sure health services address the health needs of women, girls, boys and men and routinely collect and analyze sex- and age-disaggregated data.

• Ensure that all hard-to-reach and vulnerable members of the community are fully aware of the existing services and how they may benefit from accessing and utilizing them.

• Ensure privacy for health consultations, examinations and care and ensure both male and female health care providers are available.

• Implement the Minimum Initial Service Package (MISP) so that women and men and adolescent girls and boys have access to priority reproductive health services in the earliest days and weeks of new emergencies and comprehensive reproductive health services as the situation stabilizes.

Water, Sanitation and Hygiene (WASH)

Segment 1/16 Narrator: You selected the WASH cluster. This cluster coordinates the emergency response for water, sanitation and hygiene. The United Nations Children's Fund (UNICEF) is the cluster lead for WASH. The Importance of Water, Sanitation and Hygiene (WASH) in Emergencies:

• Accessible water, sanitation and hygiene services are critical in emergencies. • Water, proper sanitation facilities and safe hygiene practices are essential to preserve life and

human dignity. • In emergencies, when adequate and appropriate water, sanitation and hygiene are not available,

major health hazards can result.

Segment 2/16 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for WASH, the current status report and notes from focus groups on WASH issues. Then visit Mahli, a pregnant 17-year-old girl whose home is flooded and whose parents and brothers are missing. She is staying in a crowded temporary shelter.

Segment 3/16 Narrator: For the WASH cluster, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to WASH. Click the GBV Action Sheet button for additional material related to gender-based violence and WASH issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

69


Gather information from women, girls, boys and men about cultural beliefs and practices in water and sanitation use, hygiene habits, needs and roles in operation, maintenance and distribution methods, and time spent on water collection. Disaggregate data by sex and age to develop a profile of at-risk populations with special water requirements.

D DESIGN services to meet needs of all: Ensure water sites, distribution mechanisms and maintenance procedures are accessible to all, including people with limited mobility. Ensure communal latrine and bathing cubicles are located in safe locations, are culturally appropriate, provide privacy, are adequately lit and can be used by people with disabilities.

A Ensure ACCESS for all: Routinely monitor equal access to services and facilities to all through spot checks, discussions with communities, etc. Address obstacles to equal access promptly.

P Ensure equal PARTICIPATION: Involve women and men equally and meaningfully in decision-making and in programme design, implementation and monitoring. Involve women and men in the safe disposal of solid waste.

T TRAIN all equally: Train women and men in the use and maintenance of facilities. Train and sensitize women and men to protect surface and ground water.

A ADDRESS GBV: Ensure that both women and men help identify safe and accessible sites for water pumps and sanitation facilities. Monitor facilities and collection points to ensure they are safe and accessible (locks, lighting).

C COLLECT, analyze and report programme monitoring data: Collect, analyze and routinely report on sex- and age- disaggregated data on programme coverage. Develop and implement plans to address any inequalities and ensure access and safety for everyone in the target population.

T TARGET actions based on analysis: Address unequal knowledge levels about hygiene and water management through trainings. Monitor and address inequalities in women and men’s access to and control over resources for collecting/carrying water, containers and storage facilities. Address discriminatory practices hindering women’s participation in water management groups through empowerment programmes.

Collectively COLLECTIVELY – coordinate actions: Ensure that actors in WASH liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure that the WASH area of work has a gender action plan and routinely measures project-specific indicators based on the checklist provided in the

70


Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/16 Narrator: Now review the current status report on WASH issues.

WASH Issues Status Report: • Water supply has been contaminated, and there is little access to clean water. • Flooding has destroyed latrines and new latrines are needed. • Population has to walk long distances to collect clean water, exposing them to risks. • Women and girls must travel a long way from the camps to bathe and use the toilets. This raises

protection concerns. • The lack of clean water for washing undergarments is contributing to the spread of bacteria.

Segment 5/16 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. WASH Issues Focus Group Notes:

• Men work in town during the day, while women and children must travel long distances several times each day to collect water for their families. This is time-consuming and increases their risk of sexual assault.

• There are not enough latrines and no locks on the existing ones. The latrines are also dirty and there is no plan in place for cleaning them. The latrines only have half doors (i.e. head height), and this offers little privacy.

• The community needs training in the construction of new latrines. • Many people, particularly women and the elderly, do not feel safe in the camp setting and are not

using the latrines or bathing facilities. Disability Alert Disability affects every aspect of an individual's and his or her family's life. In the case of internally displaced persons (IDPs) with disabilities, it is further entwined with their unique protections needs. Internally displaced persons with disabilities have heightened risks in particular realms of protection. It is important to address the needs of IDPs with disabilities when designing and implementing trainings, guidelines, standards and indicators, accountability frameworks and data collection.

Segment 6/16 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Survey the community on ways to improve equal access to water and sanitation. 2. Ask male family members to accompany women and children when they collect water. 3. Create a chart of average levels of rainfall in the area, sorted by month. Answer: 1 Additional Information for Each Choice: 1. Good choice. Please consult Mahli to gather more information.

71


2. This is a useful option, but unlikely because men are away working while water is being collected. Try again.

3. Average rainfall data will not help you gather WASH and gender information in this situation. Try again.

Segment 7/16 Narrator: Before talking to Mahli, begin your gender analysis by using the lens to roll over the scene to discover information about gender and WASH issues in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and WASH issues in this setting. Find six new pieces of information. Hotspot Interactivity:

Bathrooms Women and men do not have separate bathing facilities. Huddled mass of people The temporary shelters do not offer enough privacy. Water point in the distance The water gathering area is far and in a dangerous location, exposing women, girls and others to physical or sexual assault. Mahli’s round belly Mahli appears to be pregnant. Pregnant women may have special needs related to WASH issues. Hygiene supplies The sanitary kits distributed in the community do not contain enough suitable menstruation supplies. Elderly woman with physical disability Older people and those with physical disabilities find it difficult to reach water gathering areas.

Segment 8/16 Narrator: Mahli notices you and invites you to come and talk with her near the temporary shelter. You let her know that everything you talk about will remain confidential. Mahli: Hello! I have good news. I received word that my parents and brother are alive and okay. They are stranded in a nearby village because the bridge has washed away. But soon I will be reunited with them!

Segment 9/16 Narrator: How will you continue your conversation with Mahli? Prompt: How will you continue your conversation with Mahli? Choices: 1. What might your plans be if your family never makes it back for you? 2. I am happy to hear the good news. Are others happy to see you doing so well? 3. I am happy to hear your good news. While you await your family's return, are you experiencing any problems? Answer: 3 Additional Information for Each Choice:

72


1. Doom and gloom predictions are not helpful. Try again. 2. Your job is to observe and ask questions that get at reasons for existing problems. Try again. 3. Good choice. Ask questions and listen to Mahli’s perspective.

Segment 10/16 Mahli: I am not one to complain, but I do have concerns. I would like to attend the water meetings, but I do not have time. The water source is far away and many women feel unsafe when walking there and while getting water. Women need water for many reasons, including bathing, cooking and caring for children and the elderly. But the water point is controlled by men who may not understand what we need, and they may argue with us and not give us enough water. I have heard of women being beaten at the water point. Some women have also been asked to perform sexual acts in exchange for more water.

Segment 11/16 Narrator: Select another question to ask Mahli. Prompt: How will you continue your conversation with Mahli? Choices: 1. What types of sanitary supplies are typically used by women and girls? 2. I am glad you do not like to complain. I am also that kind of person. A positive attitude is a good approach, no? 3. What do you think could improve the hygiene and sanitary conditions, and are there other problems you would like to mention? Answer: 3 Additional Information for Each Choice: 1. This is a good option, but it is more appropriate to ask about overall improvements before going into

details about sanitary supplies. Try again. 2. Relating details about yourself will not help you understand existing problems and might inhibit Mahli

from sharing key information. Try again. 3. Good choice. It is important to consult with all members of the community equally prior to the design

and implementation of a new WASH infrastructure and distribution of hygiene supplies.

Segment 12/16 Mahli: We do not have any of the things we are used to here. The hygiene supplies only have toothpaste and soap, nothing for us to use during menstruation. Most women and girls are doing without those supplies and it is embarrassing, especially when washing our soiled clothes in public – everyone can see. Some women must stay home during menstruation and so they miss work or school. It would help a lot to have those supplies.

Segment 13/16 Narrator: Select a question to ask Mahli. Prompt: How will you continue your conversation with Mahli? Choices: 1. Are you experiencing problems in the temporary shelter? 2. Are there other problems are you encountering that you would like to talk about? 3. Menstruation is natural and nothing to be embarrassed about. Why do you let it bother you? Answer: 2

73


Additional Information for Each Choice: 1. This may be important but is not relevant to the WASH cluster. Try again. 2. Good choice. Continue to ask questions and listen to Mahli’s perspective. 3. Lecturing Mahli is not helpful. Try again.

Segment 14/16 Mahli: There are not enough latrines for all of us and I know some girls who will not use them if there are any men around. And the latrines are so dirty. Men can use the fields if they cannot find latrines, but women do not have privacy or feel safe using the fields. Sometimes girls urinate outside or even in a corner of the shelter. Some are worried that they will get a disease or worse.

Segment 15/16 Mahli: I need to go get water while it is still light.

Segment 16/16 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Mahli and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. WASH Cluster Field Notes:

• There are not enough latrines and they are not divided equitably by sex. Current facilities do not address women's privacy and safety needs.

• Water is not readily and safely available to the elderly, people with physical disabilities or unaccompanied women and children.

• Women have additional water needs for cooking and personal hygiene, but these needs are not recognized.

• Women are not attending the water and sanitation meetings because they do not have time. • Hygiene supplies do not include necessary materials for women. • Women report instances of rape and beatings at water points, which are guarded and maintained

primarily by men. • Latrines are not effectively monitored for cleanliness.

Water, Sanitation and Hygiene (WASH) – Programme Planning

Segment 1/9 Maya: Oh good, you are right on time. The UNICEF Programme Coordinator is about to convene a status meeting for the WASH cluster. You can help us analyze the current programme plan with the new information you have gathered in Hatuk. We need to make this programme work equally well for women, girls, boys and men. WASH (Water, Sanitation and Hygiene) Cluster Meeting Lead: UNICEF

Segment 2/9 Maya: I want you to review the current programme plan. Think carefully about whether the plan is suitable for the current situation in Hatuk. WASH Issues Current Programme Plan:

• Distribute hygiene supplies two times per week. • Mark strategic places for communal water storage within the camp. • Construct latrines, handwashing and bathing facilities based on locally agreed recommendations

and Sphere standards.

74


Segment 3/9 Maya: You have gathered important information from your consultations with the local people of Hatuk. But before we make any revisions to the plan, I have located several key case studies for our review, along with additional resources related to WASH. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of the importance of successful programming that will help you in this cluster. Click the bulletin board to begin. WASH Issues Case Study #1: Gender Mainstreaming in Community-based Flood Risk Management Bangladesh In early 2004 in a flood-prone area of Bangladesh, several agencies undertook a project using a community-based information system to reduce flood vulnerability. As part of the effort, the team used gender mainstreaming to reduce flood vulnerability. The objective was to identify best practices regarding flood preparedness, information dissemination, vulnerability and risk reduction. The process began with a sensitization meeting at a local government institute with the participation of local NGOs to identify men's and women's needs. The team also used interviews, questionnaires, focus groups and open-ended discussions to identify specific needs. The research led to new ways of communicating flood information and the setting of river flow danger levels for every village. The team produced flood warnings in the local language using different media, including posters, photographs and audio tapes; the process both strengthened local institutions and gave community members, particularly illiterate people, important information on activities such as evacuating cattle, crop and emergency food preparedness and organizing boats for evacuation. In the 2004 flood, men and women in the community studied benefited greatly from new mechanisms, such as a flag network, microphones in mosques and drum beating. Timely messages addressing the concerns of local women helped them better prepare for floods. One woman said: I can store dry food, my poultry, shift my paddy and raise my plinth level if I understand the language of the forecast. WASH Issues Case Study #2: Gender Equality and Access to Water and Sanitation Nicaragua In 1998, Hurricane Mitch hit Nicaragua, leaving more than 4000 dead. In the aftermath, many rural communities faced a double tragedy of drought and high contamination levels of scarce water sources. The transport, use and management of water resources, as well as sanitation activities, were considered the responsibility of women and children, and there were no mechanisms that supported gender equality to accomplish these tasks or social recognition of the problems the women and children faced as they conducted these activities. In response, development professionals worked with communities to build latrines and new water systems to improve water access for the 17,000 people in 45 communities, while also improving local understanding of water rights and issues. The team identified gender inequalities that needed to be addressed to ensure community participation and improve the project's sustainability. Promoters of the project, both women and men, lived in the community three days each week to gain the trust of all community members. They also recorded relevant gender inequalities and held gender sensitization workshops to teach both men and women the importance of their participation in planning, directing, constructing and administering water systems. After three sessions (one for only women, one for only men, and one mixed), men's perceptions changed about the management and use of water. For example, more than 85 percent of the male participants came to understand that handmade wells may not be secure sources of potable drinking water and the benefits of certain actions for men and women alike.

75


The programme increased women's participation. For example, women were elected to more than 70 percent of the committees and gained posts previously filled by men. It also increased educational awareness, and discussions about gender roles, self esteem, rights and commitments benefited women directly. The project helped community members recognize that access to water is a human right that should be attainable by all men, women and children in equal conditions and opportunities.

Segment 4/9 Maya: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on WASH. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Address the specific hygiene needs of women in regard to water allocation and access to personal

supplies. 2. Address the need for separate, clean latrines and bathing facilities for women and men. 3. Address the decrease in the birth rate over the last five years in this region. 4. Consider safety and distance issues when it comes to water access. 5. Address issues related to gender-based violence in post-emergency conditions. 6. Address issues related to setting up water and sanitation community committees. 7. Address issues related to cleanliness and hygiene. Answer: 1, 2, 4, 5 and 6 Additional Information for Each Choice: 1. This would strengthen the plan. Women require privacy and specific materials due to menstruation. 2. This would strengthen the plan. Male and female latrines are necessary to foster privacy and

encourage equal latrine use by all people. 3. This is not a priority for the WASH programme plan. 4. This would strengthen the plan. Water points must be maintained by male and female members of

the community and at locations that are a safe and reasonable distance away. 5. This would strengthen the plan. Ensure that your programme minimizes vulnerability to gender-based

violence. The safe drinking water and proper sanitation and hygiene practices included in the GBV WASH action sheet are critical to reduce vulnerability to gender-based violence.

6. This would strengthen the plan. Including equal and active participation of women and men is essential for building local capacity and a sense of ownership. Safety concerns are also continually heard.

7. This would strengthen the plan. Entire communities can become ill if hygiene is neglected. Outbreaks of disease and illness frequently attack communities that drink and wash with contaminated water. Infectious diseases, such as cholera and dysentery, cause excessive diarrhoea and dehydration and can complicate malnutrition.

Segment 5/9 Maya: Good work! Here is the revised programme plan. WASH Issues Revised Programme Plan:

• Distribute hygiene supplies two times per week. Ensure hygiene supplies provided contain specific materials for hygiene needs of women and that privacy is available.

• Ensure water collection and distribution is monitored by trained community groups that include both women and men.

• Construct latrines and water points based on locally agreed recommendations and Sphere standards.

76


• Provide separate latrines and bathing facilities for women, men and children based on the proportion of women, men and children in the population. Set up a programme to ensure that they stay clean.

• Ensure water points are at locations that are a safe and reasonable distance away so that children can attend school.

• Develop programmes for provision of safe drinking water and proper sanitation and hygiene practices that reduce vulnerability to GBV.

• Institute a community-centred plan to ensure equal and active participation of men and women in community committees on water and sanitation.

• Integrate a hygiene promotion sensitization programme and ensure a monitoring system is in place in order to monitor cleanliness of sanitary infrastructure and understanding of hygiene promotion key messages.

Segment 6/9 Maya: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Implement additional water points with the equal participation of both women and men of all ages,

and consider the locations carefully. 2. Organize training on sanitation and hygiene. Work with local leaders to design additional water

collection points closer to community living areas. 3. Provide sanitary napkins or sanitary cloth (in dark colours) depending on the local hygiene custom of

women. 4. Ensure safe and private access to latrines for women, girls, boys and men. Indicators: 1. At least 95 percent of women are able to collect water without risk of violence. 2. At least 95 percent of women, girls, boys and men know the importance of good hygiene and use the

hygiene supplies appropriately. 3. At least 95 percent of girls and women of reproductive age are able to receive adequate and

appropriate menstruation supplies regularly. 4. At least 95 percent of latrines have locks and doors/walls from roof to floor to ensure privacy.

Segment 7/9 Maya: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about WASH can help women, girls, boys and men access other areas of humanitarian intervention as well.


77


Segment 8/9 Maya: After today’s work, I know we improved the programme for the WASH cluster. We have put in place a system that helps allow equal access to water points and sanitary supplies for women, girls, boys and men. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this cluster and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and WASH issues. Then click ‘Next’ to select another area of work to investigate. Gender and WASH – Key Takeaways:

• In many cultures, the responsibility for collecting water falls to women and children, especially girls. We must recognize this central role of women in managing water, sanitation and hygiene, and ensure their participation in assessment, project planning and monitoring and evaluation.

• Water points and sanitary facilities should be as close as possible to shelters to reduce the time spent and risk of violence to women and children associated with water collection.

• It is important to understand and incorporate the special sanitary needs of women and girls when designing sanitation facilities and programmes. This is also important in promoting dignity more broadly.

• Failing to involve key stakeholders such as women and children in programme design can result in facilities that go unused or are used incorrectly. This can put whole communities at risk of epidemic disease outbreaks.

Livelihoods

Segment 1/16 Narrator: You selected livelihoods. Livelihoods is an important element of early recovery, which focuses on supporting people's ability to earn an income. Early recovery goes beyond livelihoods and encompasses other areas, such as the restoration of basic services, shelter, governance, security and rule of law, environment and social dimensions, including the reintegration of displaced populations. United Nations Development Programme (UNDP) is the global lead for early recovery, and often sets up an early recovery cluster to manage the areas of early recovery that are not handled by the other clusters, such as livelihoods, infrastructure and other areas. The Importance of Livelihoods in Emergencies:

• Livelihoods refers to the capabilities, assets and strategies people need to make a living. • Livelihoods also refers to achieving food and income security through a variety of economic

activities. • Sustainable livelihood recovery (SLR) is the process of building and developing strategies,

activities, assets and capabilities required for means of living by affected people in crisis and post crisis situations.

Segment 2/16 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklist and the GBV Action Sheet for livelihoods, the current status report and notes from focus groups on livelihoods issues. Then visit Dina, a 34-year-old farmer and single head of household, to gather more information.

Segment 3/16 Narrator: For livelihoods, it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the

78


gender checklist specific to livelihoods. Click the GBV Action Sheet button for additional material related to gender-based violence and livelihoods issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Gather information from women, girls, boys and men about: - different skills sets, needs, vulnerabilities and responsibilities of affected women and men and adolescent girls and boys including women-headed and child-headed households; - gender division of labour, responsibilities and coping strategies within the household; - inequalities in access to and control of resources; and - obstacles women, girls, boys and men may face in accessing or devoting time to income-generating activities (e.g. childcare or other household responsibilities). Ensure planning documents and situation reports reflect the gender analysis.

D DESIGN services to meet needs of all: Ensure the livelihoods programmes that are developed do not discriminate against women or men. For example, construction projects traditionally targeted only to men should be reviewed to ensure access to both women and men. Ensure women, girls, boys and men benefit equally from livelihoods alternatives (e.g. receive equal compensation for equal labour).

A Ensure ACCESS for all: Ensure women and adolescent girls have equal access to livelihoods programmes and livelihoods support services as do men and adolescent boys. Routinely monitor women’s, girls’, boys’ and men’s access to livelihoods programmes through spot checks, discussions with communities, etc. Promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Ensure women and men are participating in consultative meetings/discussions in equal numbers and with regular frequency. Ensure provisions for childcare or family care are in place to allow women and girls access to programmes, trainings and meetings.

T TRAIN all equally: Target the specific needs of adolescent girls and boys through vocational training and non-formal education programmes and provide them with practical skills that they can use, including non-traditional skills. Ensure that employment opportunities are equally open and accessible to both women and men.

A ADDRESS GBV: Monitor programmes for possible negative effects of changes in power relations (e.g. rise in domestic violence as a reaction to women’s empowerment). Monitor workplaces and address instances of discrimination and/or GBV.

C COLLECT, analyze and report programme monitoring data: Routinely collect, analyze and report on sex- and age-disaggregated data on programme coverage and impact. Monitor livelihoods programme for improvements in self-reliance as well as

79


beneficiary satisfaction for both women and men. Develop and implement plans to address any gaps or inequalities.

T TARGET actions based on analysis: Tailor livelihoods programmes to the unique needs of the various segments of the affected community (e.g. female heads of households, adolescent girls and boys, displaced women and men, elderly persons, survivors of GBV).

Collectively COLLECTIVELY – coordinate actions: Ensure that actors in livelihoods liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure that the livelihoods area of work has developed a gender action plan and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/16 Narrator: Now review the current status report on livelihoods issues.

Livelihoods Issues Status Report:

• Many farms have been flooded, destroying crops and killing livestock. Seeds have washed away. • Security concerns hinder the ability of the population to access productive resources. • Many income-generating activities for women are no longer possible, and some men have also

lost their livelihoods. • Many families have been displaced and have lost all of their assets. • Men and women are taking on new roles and responsibilities due to the loss of their spouses and

other family members. • Increased time spent collecting fuel and water reduces the amount of time women have for other

productive activities. • Women’s and men's employment has been lost as a result of damage to businesses and

factories, and self-employment initiatives have been hindered.

Segment 5/16 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. Livelihoods Issues Focus Group Notes:

• Some in the community feel that food-for-work programmes are being corrupted by local officials. • Because money has lost value, more people are trading services or assets in order to fulfil basic

needs. • Children are spending more time than usual working on farms trying to support income-

generating activities for the household and are not able to regularly attend school or extracurricular/psychosocial support activities.

• Due to injuries and loss of lives in the community, some men and women have to take on new job responsibilities without the proper skills.

• Men who have lost their spouses as a result of the floods are reporting that they are having a difficult time taking care of their children and performing household tasks because this was traditionally done by their wives.

• Economic losses have led to a shortage of cash for women and men. • Newly widowed women are concerned for the safety and security of their families.

80


• Adolescent boys are joining cash-for-work schemes that are drawing them toward increased gang participation.

• Women and girls are exchanging sexual favours for food and basic needs.

Segment 6/16 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Research the average prices of cash crops during the past five years. 2. Gather information on how the disaster has impacted women’s and men’s access to and control of assets, such as land, seed, livestock, equipment and access to markets. 3. Collect information on corrupt officials in the agricultural market. Answer: 2 Additional Information for Each Choice: 1. While information on income is useful, the cost of cash crops does not directly address livelihoods

and gender issues in this situation. Try again. 2. Good choice. Please consult with Dina to gather more information. 3. Information about corrupt behaviour in the market will not help you gather livelihoods and gender

information in this situation. Try again.

Segment 7/16 Narrator: Before talking to Dina, begin your gender analysis by using the lens to roll over the scene to discover information about gender and livelihoods in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and livelihoods in this setting. Find five new pieces of information near Dina’s home. Hotspot Interactivity:

A small child holding a large hoe Dina’s young children are working longer hours on the farm, which has limited their ability to go to school on a regular basis. Neighbour walking away with tools A neighbour has bought many of Dina’s tools. Dina is selling tools and other assets because she has an immediate need for cash. Flooded crops The crops are flooded. Extensive damage to crops has resulted in loss of income generation from the sale of surplus crops. The central markets have also been flooded, forcing vendors to sell their goods out of makeshift stalls. Old plough stuck in mud An old plough is stuck in the mud. Dina has had to take on new responsibilities since her husband died. She has limited knowledge about ploughing the fields. Empty chicken coop or fenced off area for goats The livestock pen is empty. Dina’s livestock has been raided, resulting in loss of income. Without her husband, Dina cannot properly secure her home and property.

81


Segment 8/16 Narrator: Dina notices you and invites you to come and talk with her. You let her know that everything she says is confidential. Dina: Hello. I am concerned about my crops. They are my only way to feed my family. My children help, but the work is more than they can handle – and I want them to go to school, not work the crops. My neighbours cannot help me because they need to earn money for their own families.

Segment 9/16 Narrator: How will you continue your conversation with Dina? Prompt: How will you continue your conversation with Dina? Choices: 1. Can you try harder to get along with your neighbours so they will be more willing to help out? 2. Do you think the problem with this region is that it depends too heavily on its agriculture? 3. Can you tell me more about your current assets and how you make a living? Answer: 3 Additional Information for Each Choice: 1. Blaming Dina is not the solution. Try again. 2. Your current role is to listen and learn from Dina, not teach economics. Try again. 3. Good choice. Ask questions and listen to Dina’s perspective.

Segment 10/16 Dina: My crops are mostly gone as a result of the flooding. I have some tools left, but have sold many of them because I needed money. I have sold all of my jewellery and we have no seeds to plant. My husband died six months ago and he used to be in charge of the fields. Now I do all the household work and have to take care of my family. I know how to weave and sew, but my materials were lost during the flood. I have to plough the fields but do not know how.

Segment 11/16 Narrator: Select another question to ask Dina. Prompt: How will you continue your conversation with Dina? Choices: 1. In my country, women can run businesses. Does that interest you? 2. Are you aware that livestock is available to households in your area? 3. I think it is really terrible that you lost your husband. Are you going to remarry? Answer: 2 Additional Information for Each Choice: 1. Comparing your culture to Dina’s is not a helpful strategy. Try again. 2. Good choice. Continue to ask questions and listen to Dina’s perspective. 3. It is good to show empathy, but it is inappropriate to ask about remarrying. Try again.

Segment 12/16 Dina: I heard you had to pay for the goats and chickens. I also heard that there is credit available to those affected by the floods, but I am not sure if I can get it because my husband had ownership of our land. I

82


have to take care of the crops as well as the household and children, so I have no time to attend meetings.

Segment 13/16 Narrator: Select a question to ask Dina. Prompt: How will you continue your conversation with Dina? Choices: 1. Can you borrow money from your relatives? 2. I hear there are jobs in a neighbouring country. What do you think of a move? 3. It is important that you participate in the meetings so we can address your needs. What can I do to help you participate? Answer: 3 Additional Information for Each Choice: 1. Making personal suggestions to Dina is not a solution. Try again. 2. Moving her entire family out of the region is not a feasible solution. Try again. 3. Good choice. It is important to involve women and men in restoring and building livelihoods.

Segment 14/16 Dina: The meetings are too far and take too much time. Sometimes I do not hear about them until it is too late. I might attend if I had transportation and someone could watch my children during the meeting. But I do not feel comfortable talking about my problems in front of strangers. If we could have small meetings with my neighbours close to home, and especially if the meetings could be only for women, I would attend.

Segment 15/16 Dina: I have to go now to finish what work I can before nightfall. Thank you for coming to talk with me.

Segment 16/16 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Dina and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. Livelihoods Issues Field Notes:

• When livelihoods are disrupted or lost in an emergency, it sometimes becomes necessary to sell assets or valuables in order to raise cash. This affects men and women differently.

• Women have had to assume agricultural duties that, prior to the crisis, had been done by men, specifically ploughing the fields.

• Families report having lost their crops in the flood, and some children have to miss school to help with farming.

• Livelihoods assistance is offered to men only as men are the income earners in this community. • There are many barriers to women’s participation, including distance, childcare, safety, time of

day and reluctance to share information with strangers. • Single female-headed households may face difficulties in accessing credit, sometimes due to

issues of land ownership. Livelihoods – Programme Planning

83


Segment 1/9 Chin-Mae: Hello there. You are just in time. UNDP and others are about to begin a brief status meeting on livelihoods issues. With your new information, please help us analyze the current programme plan regarding services and activities for livelihoods. We need to make this programme work equally well for women, girls, boys and men. Livelihoods Status Meeting Early Recovery Lead: UNDP

Segment 2/9 Chin-Mae: Please review the current programme plan. Perhaps you will have ideas on how to improve it.

Livelihoods Issues Current Programme Plan:

• Conduct a needs assessment of lost assets as a result of the disaster. • Provide livestock and other livelihoods support to affected families. • Establish community committees to ensure that the delivery of livelihoods assistance is provided

in a manner that reflects their particular needs. • Provide livelihoods assets, such as ploughs and other tools, on loan, on an as-needed basis

through a voucher system. • Develop interventions to assist farmers in diversifying their economic activities based upon

market demand. • Set up short term cash-for-work activities targeting male adolescents in school rebuilding

projects. • Conduct a market assessment to identify economic and employment opportunities and ensure

that programme plans reflect market demand.

Segment 3/9 Chin-Mae: You have gathered important information from your consultations with the local people of Hatuk. But before we make any revisions to the plan, I have located several key case studies for our review, along with additional resources related to livelihoods. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of successful programming that will help you in this area of work. Click the bulletin board to begin. Livelihoods Issues Case Study #1: Build-back Better by Identifying Obstacles Faced by Men or Women Democratic Republic of the Congo The community recovery programme systematically adopted gender analysis to ensure equal representation of women and men as beneficiaries. As a result, young women learned basic literacy skills in a country where women's illiteracy is widespread. Improving literacy rates among the women increased women's economic options in the community. Livelihoods Issues Case Study #2: Gender Divisions of Labour Addressed Equitably Sierra Leone According to a World Bank study in Sierra Leone, immediate post-conflict efforts to rehabilitate the agricultural sector were hindered by the use of a household approach, based on the needs expressed by household heads: most often men. Because women and men farm different types of crops, and therefore need different tools and seeds, humanitarian workers offered seeds to all adults, instead of via heads of households. This approach allowed women to obtain seeds for groundnuts, a women's crop in Sierra Leone with additional empowerment potential as it is typically exchanged in petty trading. Livelihoods Issues Case Study #3: Equal Livelihood Training Ensured for Women Sri Lanka

84


In Sri Lanka, humanitarian workers required all institutions providing credit for livelihood recovery to disburse at least 40 percent to women applicants; all business training services to enrol at least 50 percent women; and rural cooperatives to have at least 50 percent women participants. Livelihoods Issues Case Study #4: Job Training for Women Resisted Traditional Gender Divisions of Labour Gujarat, India Women in traditional communities in Gujarat were trained as engineers and masons after the earthquake, and were employed as part of government-sponsored rebuilding programmes. Livelihoods Issues Case Study #5: Ethnic Diversity in Cooperatives Post-genocide Rwanda Women's cooperatives supported by various international organizations in post-1994 Rwanda were composed of members of different ethnic groups, thereby providing a forum for reconciliation at the community level.

Segment 4/9 Chin-Mae: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists working on livelihood programming. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Address the problem of post-emergency stray animals in the region. 2. Ensure women’s participation in all livelihoods programming meetings; for example, hold women-only

meetings near their homes, offer childcare and allow flexibility in meeting locations and times. 3. Address how information about livelihoods opportunities flows to women and adolescents, especially

targeting female-headed households and female adolescents. 4. Restore or provide financial services to meet the different needs of women and men. 5. Address the specific livelihoods needs of women and men, taking into consideration changing gender

roles and responsibilities. 6. Address the issues of agricultural land ownership and distribution, including women’s property and

inheritance rights. Answer: 2, 3, 4, 5 and 6 Additional Information for Each Choice: 1. This is not a priority for the livelihoods area of work. 2. This would strengthen the plan. Women who are heads of households have multiple demands on

their time and concerns about their safety, hindering participation in community meetings. 3. This would strengthen the plan. Often the flow of information can be filtered or controlled by males in

positions of power, so needed information does not always reach women and adolescents. 4. This would strengthen the plan. Credit services should be designed and implemented in ways to meet

the needs of the affected community. 5. This would strengthen the plan. Traditional gender roles are often affected by a crisis. Individuals may

become disempowered, overburdened or more vulnerable to the impacts of a disaster. 6. This would strengthen the plan. Issues of land ownership and distribution are critical in post-disaster

response.

Segment 5/9 Chin-Mae: Good work! Here is the revised programme plan.

85


Livelihoods Issues Revised Programme Plan:

• Conduct a needs assessment of lost assets as a result of the disaster. • Provide livestock and other livelihoods support to affected families. • Establish community committees and ensure participation by both men and women so that the

delivery of livelihoods assistance is provided in a manner that reflects their particular needs. • Provide livelihoods assets, such as ploughs and other tools, on loan, on an as-needed basis

through a voucher system. • Develop interventions to assist farmers in diversifying their economic activities based upon

market demand. • Set up short term cash-for-work activities targeting male adolescents in school rebuilding

projects. • Conduct a market assessment to identify economic and employment opportunities and ensure

that programme plans reflect market demand. • Ensure that trainings on alternate income-generating strategies based upon a rapid market

assessment are offered to both men and women and are convenient for both. • Hold community meetings near women’s homes, offer childcare and allow flexibility in meeting

locations and times to ensure women’s participation in all livelihoods programming. Consider separate meetings for men and women if necessary to get full participation by women.

• Develop a communication plan that ensures women and adolescents receive information on livelihoods opportunities.

• Conduct an assessment of agricultural land ownership and distribution, including women’s property and inheritance rights.

Segment 6/9 Chin-Mae: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator. Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Announce financial assistance opportunities for male and female farmers in places where both men

and women receive information. 2. Conduct an assessment of land and property rights for both women and men. 3. Ensure access to financial services for both women and men for rebuilding and restoring livelihoods. 4. Train both women and men in new farming techniques. Indicators: 1. At least 95 percent of female farmers receive financial assistance information equal to male farmers. 2. Land and property rights assessment identifies key gaps and challenges for equal ownership by

women. 3. Fifty percent of micro-finance loans target women clients. 4. The proportion of women trainees equals the proportion of women engaged in farming activities.

Segment 7/9 Chin-Mae: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as

86


necessary. Keep in mind that what we learned about livelihoods can help women, men, boys and girls in other areas of humanitarian intervention as well.


Segment 8/9 Chin-Mae: Thanks for helping us improve the livelihoods programme. Women now have improved economic opportunities and access to training and services. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this area of work and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and livelihoods issues. Then click ‘Next’ to select another area of work to investigate. Gender and Livelihoods – Key Takeaways:

• Involve women and men in planning and implementing all livelihoods programmes. Ensure that women and men have equal access to decision-making, distribution and training.

• Consult with women to identify potential obstacles to their participation, such as the need for childcare services.

• Include women’s productive assets as well as men’s in asset replacement. • Ensure financial and credit services are available to both women and men. • Address the specific livelihoods needs of men and women, taking into consideration changing

gender roles and responsibilities as a result of a disaster or conflict, and routinely collect and analyze sex- and age-disaggregated data on livelihoods interventions.

• Address the issues of agricultural land ownership and distribution, including women’s property and inheritance rights.

Food Issues

Segment 1/19 Narrator: You selected the area of work related to food issues. The food issues area of work relates to nutrition, food security and food distribution. Nutrition is a cluster and the United Nations Children's Fund (UNICEF) is the global lead agency. Food security is not a cluster, but the World Food Programme (WFP) and the Food and Agriculture Organization (FAO) are seen as the leaders on this issue. Food distribution does not fall under a cluster and is normally managed by the WFP. Keep in mind that agriculture is also related to food issues. The agriculture cluster is led by the FAO. The Importance of Food Issues in Emergencies:

• Food security is multidimensional and involves many issues such as food production, distribution and marketing, preparation, processing and storage. It consists of four main dimensions: availability, access, utilization and stability/vulnerability. Women, girls, boys and men have a role in ensuring food security. They also have different needs and access issues that must be considered.

• Food distribution pertains to how food is commonly distributed to affected populations in humanitarian emergencies.

• Nutrition encompasses processes related to the body's utilization and assimilation of food for growth, development, maintenance and activity. Primary causes of malnutrition are disease and/or inadequate food intake.

87


Segment 2/19 Narrator: In this section, you will review the ADAPT and ACT Collectively gender framework checklists and the GBV Action Sheet for food and nutrition, the current status report and notes from focus groups on food issues. Then visit with Dina, a 34-year-old farmer and single head of household, to gather more information for assessment.

Segment 3/19 Narrator: For all areas of work in food issues (food security, food distribution and nutrition), it is important to involve the affected population – including women, girls, boys and men – in gathering information, assessing needs, taking appropriate action and monitoring and evaluating the programme. Roll over each letter of the ADAPT and ACT Collectively graphic to find the gender checklist specific to food security. Click the GBV Action Sheet button for additional material related to gender-based violence and food issues. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Perform a participatory needs assessment, a nutrition survey and initial rapid assessments by consulting an equal number of women and men to gather information on: - short- and long-term losses of livelihood assets of women and men (e.g. single season’s harvest or permanent loss of land); - changes in women’s and men’s access to and control over land or other critical productive resources; - literacy levels and employment rates of female- and male-headed households; - the coping strategies of women and men in the crisis situation; - malnutrition rates for girls and boys in terms of stunting, wasting and underweight; and - micronutrient deficiencies.

D DESIGN services to meet needs of all: Design operations to address the different effects of the disaster on women, girls, boys and men and to build on existing/available capacities of women, girls, boys and men in the community.

A Ensure ACCESS for All: Use spot checks, discussions with communities and other similar measures to routinely monitor women’s, girls’, boys’ and men’s access to services, as well as control over productive resources. Promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Systematically consult and include women and men in food security interventions. Ensure equal and meaningful participation of women and men in decision-making and management of livelihood assets. Ensure equal and meaningful participation of women and men on registration and distribution committees.

T TRAIN all equally: Make training and skills development available to balanced numbers of women, men and adolescent girls and boys based on a needs assessment. Organize training and skills development at times and venues convenient for both women and men. Develop training and information materials based on the education level and

88


knowledge of different socio-economic groups. A ADDRESS GBV:

Train an equal number of female and male humanitarian workers on GBV-related issues and potential risk factors to enable them to provide support to affected persons and direct them to adequate information and counselling centres. Provide programmes to ensure income-generating activities and economic options for women and girls so they do not have to engage in unsafe sex in exchange for money, housing, food or education – or be exposed to GBV in other ways due to economic dependency on others. Educate women and men in the community, including village leaders and men’s groups, on violence against women and girls, including domestic violence.

C COLLECT, analyze and report programme monitoring data: Record the perceptions of women and men regarding changes in their lives (positive and negative) as a result of food security interventions and address the implications in programming. Conduct assessments of specific changes occurring in the livelihood systems of beneficiary female-, male- and child-headed households. Analyze how women’s and men’s different needs could have been met more efficiently; use data to inform future programming.

T TARGET actions based on analysis: Organize public awareness campaigns on women’s and children’s rights (e.g. right to food). Teach vulnerable groups about their property rights (e.g. land) to increase their negotiating power and diminish abusive relationships.

Collectively COLLECTIVELY – coordinate actions: Ensure actors in food security liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the food security area of work has a gender action plan and has developed and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 4/19 Narrator: Roll over the ADAPT and ACT Collectively graphic to find the gender checklist specific to food distribution. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Use participatory assessments with women, girls, boys and men to gather information about: - roles of women, girls, boys and men in food procurement; - cultural and religious food restrictions/preferences for women and men; - differences in women’s and men’s control over and access to food resources; and - cultural, practical and security-related obstacles women, girls, boys and men could be expected to face in accessing services.

89


Analyze reasons for inequalities between women, girls, boys and men; address through programming. Reflect gender analysis in planning documents and situation reports.

D DESIGN services to meet needs of all: Design services to reduce the time women and children spend going to and from food distribution points (e.g. distribution organized at different time intervals to avoid crowds and long waiting time so as to ensure timely distribution and avoid long waits for food delivery by partners). Design services to reduce the burden that receipt of food aid may pose on women beneficiaries, including establishing food distribution points as close to beneficiaries as possible and making weight of food packages manageable for women (e.g. 25 kg vs. 50 kg bags).

A Ensure ACCESS for all: Routinely monitor women’s, girls’, boys’ and men’s access to services through spot checks and discussions with communities. Promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Ensure women and men take part equally (in numbers and consistency) in decision-making, planning, implementation and management of food aid programmes. Create committees (with equal representation of women and men) to target, monitor and distribute food items and determine the needs of vulnerable groups.

T TRAIN all equally: Employ an equal number of women and men in food distribution programmes and ensure equal access to trainings.

A ADDRESS GBV: Include both women and men in the process of selecting safe distribution points. Ensure a sex-balanced team distributes food. Create ‘safe spaces’ at distribution points and ‘safe passage’ schedules for women and children who are heads of households. Conduct distribution early in the day to allow beneficiaries to reach home during daylight. Monitor security and instances of abuse.

C COLLECT, analyze and report programme monitoring data: Collect, analyze and routinely report on sex- and age-disaggregated data on food distribution coverage. Develop monitoring and evaluation tools in consultation with women and men in the target population to specifically review the impact of food distribution on women’s and men’s vulnerability, including the design of questionnaires that examine how the food needs of women, girls, boys and men have been addressed. Assess the impact of the food aid programme on women, girls, boys and men (needs, access and control over resources, physical and human capital, income and livelihoods options, etc.).

90


Consult women, girls, boys and men in the identification of remaining gaps and areas for improvement. Develop and implement plans to address inequalities and ensure access and safety for all of the target population.

T TARGET actions based on analysis: Designate women as points of contact for emergency food distribution. Ensure women are food entitlement holders. Adopt positive measures to redress discrimination in allocation of food resources (e.g. ensure children under five, sick or malnourished, pregnant and lactating women and other vulnerable groups are given priority for feeding).

Collectively COLLECTIVELY – coordinate actions: Ensure actors in food distribution liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure that the food distribution area of work has a gender action plan and has developed and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 5/19 Narrator: Roll over the ADAPT and ACT Collectively graphic to find the gender checklist specific to nutrition. When you have familiarized yourself with this information, move on to the next task. A ANALYZE gender differences:

Use participatory assessments to gather information about nutritional needs, cooking skills and control over resources for women, girls, boys and men. Analyze reasons for inequalities in malnutrition rates between women, girls, boys and men; address through programming. Collect information on cultural, practical and security-related obstacles women, girls, boys and men face in accessing nutritional assistance; take measures to circumvent these obstacles. Reflect the gender analysis in planning documents and situation reports.

D DESIGN services to meet needs of all: Design nutritional support programmes according to food culture and nutritional needs of women (including pregnant or lactating women), girls, boys and men in target population.

A Ensure ACCESS for all: Routinely monitor women’s, girls’, boys’ and men’s access to services through spot checks and discussions with communities, and promptly address obstacles to equal access.

P Ensure equal PARTICIPATION: Involve women and men equally and meaningfully in decision-making and programme design, implementation and monitoring.

T TRAIN all equally: Offer training on nutrition and gender issues for women, girls, boys and men.

91


Train an equal number of women and men from the community on nutrition programming. Employ an equal number of women and men in nutrition programmes.

A ADDRESS GBV: Include both women and men in the process of selecting safe distribution points. Ensure a sex-balanced team distributes food. Create ‘safe spaces’ at distribution points and ‘safe passage’ schedules for women and children heads of households. Make special arrangements to safeguard women to and from the distribution point (e.g. armed escort if necessary). Monitor security and instances of abuse.

C COLLECT, analyze and report programme monitoring data: Collect sex- and age-disaggregated data on nutrition programme coverage, including: - percentage of girls and boys aged 6-59 months covered by vitamin A distribution; - percentage of girls and boys under five, pregnant women and lactating women in the target group covered by supplementary feeding programmes and treatment for moderate to acute malnutrition; - percentage of boys and girls under five covered by nutrition surveillance; - percentage of women, girls, boys and men who are still unable to meet nutritional requirements in spite of ongoing programming; and - exclusive breastfeeding rates for girls and boys. Implement plans to address inequalities and ensure access and safety for all of the target population.

T TARGET actions based on analysis: Address unequal food distribution and nutrition rates within the household through nutritional support. Ensure programmes address underlying reasons for discrimination; empower those discriminated against.

Collectively COLLECTIVELY – coordinate actions: Ensure actors in nutrition liaise with actors in other areas to coordinate on gender issues, including participating in regular meetings of the gender network. Ensure the nutrition area of work has a gender action plan and routinely measures project-specific indicators based on the checklist provided in the Inter-Agency Standing Committee Gender Handbook. Work with other sectors/clusters to ensure gender-sensitive humanitarian programming.

Segment 6/19 Narrator: Now review the current status report on food issues.

Food Issues Status Report:

92


• The camps for people displaced by the floods are very crowded and the lactating women do not have privacy or support to breastfeed their infants. Some have stopped breastfeeding as a result.

• Routes to the food distribution centres are not well-travelled, exposing women and girls in particular to physical and sexual violence. Women and girls feel unsafe even travelling in groups.

• Poor access to food, loss of agricultural assets or lack of money for food may lead some members of the community to engage in dangerous coping strategies, including theft or exchanging sex for food.

• There are concerns of increasing prevalence of acute malnutrition and growing risk of micronutrient deficiencies.

• There are concerns that food rations are being sold by male head of households for items other than food.

Segment 7/19 Narrator: Community focus groups were held to discuss current needs. Participants were grouped by sex and age. Review the focus group notes. Food Issues Focus Group Notes:

• Both women and men report that they queue up before dawn at the distribution centre to get food for their family each day. They must go early as supplies run out quickly.

• Many boys and girls have been separated from their families. Their nutritional status has deteriorated because some do not know how to cook or access food distribution.

• With limited access to cooking fuel, women are without means to cook staples such as flour, grains, dried legumes and rice. They do not know how to cook unfamiliar food items included in the ration kits.

• There are reports of corn rations being used by men to make alcohol, which causes more hunger as well as more alcohol-related domestic violence.

• Women report that their children and infants are hungry and losing weight because they do not have enough nutritious food.

• Most families were self-sufficient through farming, producing enough food for their families and selling surplus in the market. Because of flooding, farms and crops have been damaged or destroyed. Seeds for the current planting season have been lost, which impacts future harvests and affected communities’ food security.

Segment 8/19 Narrator: What would you recommend as a next step given the information you have collected so far? Prompt: What would you recommend as a next step given the information you have collected so far? Choices: 1. Locate a reliable weather forecast for the week. 2. Find out who controls and makes decisions about food issues in the home and what additional food supplements and fuel requirements are needed. 3. Collect and analyze information about the rate of inflation for Hatuk currency before the emergency. Answer: 2 Additional Information for Each Choice: 1. Although this information may affect the vulnerability of the affected community, this information does

not directly address current food and gender issues in this situation. Try again. 2. Good choice. Please consult with Dina to gather more information. 3. Currency statistics will not help you gather food and gender information in this situation. Try again.

93


Segment 9/19 Narrator: Before talking to Dina, begin your gender analysis by using the lens to roll over the scene to discover information about gender and food issues in this setting. Prompt: Use the lens to roll over the scene to discover information about gender and food issues in this setting. Find seven new pieces of information in this setting. Hotspot Interactivity:

A small field of drowned crops Dina’s field crops are flooded. She seems to only have a small cultivated area. Dina’s muddy shoes Dina’s shoes are muddy from farming her crops. Men usually work the fields in Hatuk. But Dina’s husband died six months ago and farming duties have fallen exclusively to her and her children. Infant and children’s clothing on clothesline Infant and children’s clothing hangs on the clothesline. Dina is a single mother of five. She is nursing the youngest. A very thin girl toddler The little girl looks malnourished. She is not getting enough food and not getting the right kind of food. Dina says she has also had repeated diarrhoea. Two crutches leaning against the house Crutches lean against the house. Dina takes care of her elderly mother-in-law, Chuka, who lives with her and walks with the assistance of crutches. A burned-out cooking fire The cooking fire is burned out. Dina is running low on cooking fuel and fears being sexually assaulted while collecting firewood that she needs to thoroughly cook her food. In the woods It is unsafe for Dina to collect firewood as there are armed gangs that live in the forest.

Segment 10/19

Dina: Hello, there. Yes, come talk to me, I have a few minutes. You can see the floods have destroyed my crops. Our stock of seeds for planting has been destroyed, too. It is very bad. There is so much work to do. I only have a small amount of food for my family. I have many mouths to feed.

Narrator: Dina notices you and invites you to come and talk with her. You let her know that everything you talk about will remain confidential.

Training Alert In a humanitarian context, the most vulnerable men and women in targeted households and communities should be provided with certain agricultural assets that were lost in an emergency. Replace items that will allow recovery in the areas of food security and income generation.

Segment 11/19 Narrator: How will you continue your conversation with Dina? Prompt: How will you continue your conversation with Dina? Choices: 1. Why do you have so many children if you cannot afford to feed them? 2. In other parts of the world, women must spend their days gathering food for their families. Is that the case in Hatuk?

94


3. Have you tried getting food from the distribution centre? Answer: 3 Additional Information for Each Choice: 1. Blaming the victim is not the solution. Try again. 2. Your current role is to listen and learn from Dina, not compare cultures. Try again. 3. Good choice. Ask questions and listen to Dina’s perspective.

Segment 12/19 Dina: It is difficult for me to receive food because I am all alone. My husband died six months ago. Since I lost my husband, I am alone to care for the family and work the land. It is mostly men that find out about food distribution. Usually, women do not know about it until it is too late. Some women feed their children first and do not get enough to eat themselves. GBV Alert Safe access to food can raise protection issues. Even if Dina can go to the distribution site, will she be safe? Because she is a single mother, will she be given access to food? How will she manage to carry food home? Does the time of day for food distribution interfere with other critical household duties? Often food-related interventions can inadvertently increase the vulnerabilities of women and girls to abuse. As the primary food collectors and preparers, women are often expected to do everything they can to ensure adequate food for their families. Additionally, food distribution systems that favour women without considering the possible impact on the power dynamics within the household might exacerbate women’s risk for experiencing partner violence or other domestic abuse. When food rations are inadequate or improperly packaged, women and girls might be forced into unsafe or exploitative situations to ensure the survival of their families.

Segment 13/19 Narrator: Select another question to ask Dina. Prompt: How will you continue your conversation with Dina? Choices: 1. Your family is hungry. You must go tomorrow morning to get food from the distribution centre. 2. What is the national crop of Hatuk? 3. Are there other food–related problems that you or others are facing in the community? Answer: 3 Additional Information for Each Choice: 1. No. Listen and be aware of what barriers the entire community faces in accessing food. Try again. 2. That question in unlikely to elicit useful information. Try again. 3. Good choice. Ask questions and listen to Dina’s perspective.

Segment 14/19 Dina: Yes, I do not have time to plant or harvest my crops because going to the distribution centre takes all day. The food that is given to us is not the right food for my family. My baby and I are both losing weight. The clinic does not have vitamins and iron supplements for me and there is no food for my baby. Cooking fuel is also scarce, and I worry that I am undercooking what little food we do have. I do not want

95


my family getting sick or having additional digestion problems. I rely on the cooking fuel. Collecting firewood is not an option because there is not much dry wood nearby and it is too heavy.

Segment 15/19 Dina: Some single women have to share their food with men who help them with farming. I have also heard that some women have traded sex for food.

Segment 16/19 Narrator: Select a question to ask Dina. Prompt: How will you continue your conversation with Dina? Choices: 1. How can we help you improve the variety and quality of food available for your family? 2. Can I give you some money to help you feed your family? 3. Do you think things might be better for you if you were able to remarry? Answer: 1 Additional Information for Each Choice: 1. Good choice. Continue to ask questions and listen to Dina’s perspective. 2. That is beyond the scope of your mission and unsustainable. Try again. 3. It is not appropriate to intrude into Dina’s personal life. Try again.

Segment 17/19 Dina: My family lost most of our seeds in the floods, and our goats drowned in the floods as well. We have eaten all of our surviving chickens. My neighbours received goats and chickens, but my family did not because they only gave them to men. If we had goats, I could make cheese to eat and have fresh milk for my children. If we had chickens, we could eat eggs and sell some at the market for fresh fruits and vegetables.

Segment 18/19 Dina: It is getting late. I need to get dinner ready now.

Segment 19/19 Narrator: Review the field notes you collected from the status report, focus group notes and conversations with Dina and other community members. Then return to the Humanitarian Coordination Office for a programme planning meeting. Food Issues Field Notes:

• Information on food distributions is only reaching men. Collecting food rations takes too much time. Women and girls feel at risk of sexual violence when collecting food rations.

• Food ration content should include familiar foods, meet nutritional needs and be lightweight so women can carry it home. Distribution of cooking fuel should also be considered. Transport help should be provided for those in need.

• Nutrition needs for larger families, children under two, malnourished children and lactating mothers are not accounted for.

• Single female-headed households and other vulnerable groups should have access to appropriate livestock distribution and training so they can improve the quality and variety of food available to their families.

• Consider changes in roles and responsibilities, especially in single female-headed households and other vulnerable households, to ensure food security within families, including the time needed to collect cooking fuel, to farm and to cook.

96


• Take into consideration the gender-specific food insecurity due to loss of food production or stocks, loss of income and assets and the breakdown of traditional support systems.

• Exploitation by food distributors offering rations in exchange for sex needs to be investigated and stopped.

Food Issues – Programme Planning

Segment 1/9 Chin-Mae: Glad to see you here. There has just been a briefing on services and activities related to nutrition, food security and food distribution. You can help us analyze the current programme plan with the new information you have gathered in Hatuk. We need to make this programme work equally well for women, girls, boys and men. Food Issues Status Meeting Leads: UNICEF, FAO and WFP

Segment 2/9 Chin-Mae: Have you reviewed the current programme plan? Here it is. Take a look.

Food Issues Current Programme Plan: • Distribute standard food rations to local partners based on the number of households. • Appoint a coordinator who will be in charge of supervising the distribution activities by the local

partners and carrying out the reporting. • Consult with the community to design and implement nutrition interventions. • Assess the need to replace the lost food production assets, e.g. livestock, seeds and tools, in

order to restore and rehabilitate the affected community’s food security and lost income. Provide these assets to the most vulnerable and affected households/communities.

• Implement a supplementary and therapeutic feeding programme.

Segment 3/9 Chin-Mae: You have gathered important information from your consultations with the local people of Hatuk. But before we make any revisions to the plan, I have located several key case studies for our review, along with additional resources related to nutrition, food security and food distribution. While the specific situations in these case studies may not be identical to the current situation in Hatuk, I believe they provide examples of successful programming that will help you in this area of work. Click the bulletin board to begin. Food Issues Case Study #1: Food Security Assessment The West Bank and Gaza Strip In 2003, humanitarian workers undertook a comprehensive food security and nutrition assessment across all districts of the West Bank and Gaza Strip. A key objective was to understand the factors and conditions affecting livelihoods, food security and nutritional vulnerability of women, girls, boys and men. In addition to reviewing secondary data, the mission collected and analyzed primary data in urban, camp and remote/rural locations. This involved extensive field visits, focus group discussions, pair-wise comparison ranking, household observations and consultations using a gender-sensitive approach. Food Issues Case Study #2: Lack of Transparency and Communication Increases Risk to People of Concern Colombia During a focus group discussion in Colombia, women reported tensions between people receiving food aid and other members of the community not receiving food who were questioning their exclusion from food aid activities. Communities (host, IDPs, others) were informed about who qualified for food aid, the selection criteria, targeting and distribution arrangements (timing, composition and size of food rations), entitlements and so on, so that the intervention did not heighten risk and insecurity for anyone.

97


Consultations with various sectors of the population helped identify potential sources of risk and entry points to resolve tensions early on. Food Issues Case Study #3: Breastfeeding Challenges in Transition and Emergency Contexts Earthquake in Kashmir, Pakistan Following the October 2005 earthquake in Kashmir, Pakistan, women frequently shared shelter with distant male relatives and/or non-related men. The lack of privacy and support led many women to stop breastfeeding as they felt uncomfortable exposing their breasts in front of men. This emphasizes the urgent need for lactation corners in emergency settings to ensure continued breastfeeding. Food Issues Case Study #4: No Cooking Skills Means Poor Nutrition for Boys IDP Camp in Northern Kenya Southern Sudanese boys were separated from their families. The boys grew up in a traditional pastoralist society in which boys and men do not do the cooking. Unsurprisingly, their nutritional status deteriorated because they did not know how to cook or to access food distribution. Food Issues Case Study #5: Under-nutrition: Why Gender Analysis Matters Niger For several decades, Niger has suffered from high levels of under-nutrition due to sub-optimal infant and young child-feeding practices rooted in longstanding beliefs about gender inequality and women's and girls' status, as well as food insecurity and chronic poverty. A series of environmental and economic shocks in the country over recent years exacerbated existing structural weaknesses, resulting in high levels of acute malnutrition among young children. In 2005, a nutrition survey showed that 22 percent of children under three years suffer from acute under-nutrition, which is five times higher than among older children (3-5 years old) in whom the prevalence of acute under-nutrition is only 4 percent. The Niger crisis was a crisis among infants and young children. Recent assessments and evaluations of the humanitarian response to the malnutrition crisis in Niger have highlighted poor analysis of the structural and proximate causes of malnutrition in the region. In particular, poor child-feeding practices, lack of access to health services, cultural practices and gender inequality in the country were inadequately incorporated into the national vulnerability analysis and subsequent programming. Within Niger's patriarchal society, women often do not have access to or control of food supplies. Seasonal cross-border labour migration patterns by male members of the household often leave women behind with limited access to granary stores. Humanitarian and development partners in the region are placing greater emphasis on understanding the impact of gender issues within vulnerability analysis and on appropriate programming, which enables women to continue to care for their infants and young children, to access services and to benefit from emergency interventions. Segment 4/9 Chin-Mae: Along with the consultations you completed within the community, you have recently talked with a range of people, including additional technical specialists on nutrition, food security and food distribution. Based on your recent analysis, identify areas of concern with the current programme we have developed. Prompt: Identify how we can strengthen the current programme plan. Choices: 1. Address the danger of women travelling alone to food distribution centres. 2. Distribute adequate cooking fuel, fuel-efficient stoves and escorts for fuel-gatherers. 3. Ensure distribution of livestock, seeds and tools meets the needs of households (women, girls, boys

and men) and targets the most vulnerable in the community, such as single female-headed households.

4. Address the need for recreation for adolescents after food has been distributed.

98


5. Address the fact that women may have to sell sex to get food or to get transportation to and from distribution sites.

6. Address the nutritional needs of vulnerable groups at high risk of under-nutrition, especially infants and young girls and boys, and also pregnant and lactating women.

Answer: 1, 2, 3, 5 and 6 Additional Information for Each Choice: 1. This would strengthen the plan. Women require safe and shorter routes to distribution centres. 2. This would strengthen the plan. Providing cooking fuel and fuel-efficient stoves will reduce risks

associated with firewood collection and allow food to be properly cooked, and escorts will help ensure safety of fuel gatherers.

3. This would strengthen the plan. Hatuk is a traditional pastoral society where women and girls prepare all the food for the family. But gender roles and responsibilities often change in emergencies. It is important that distribution is targeted based on needs of everyone in the community.

4. Although recreational programmes have been found beneficial to adolescents, this is not a priority for the food issues programme plan.

5. This would strengthen the plan. Food and fuel shortages put women and girls at risk of selling sex for access to goods and services.

6. This would strengthen the plan. While all young children are at risk of malnutrition, girls tend to be given less food than boys, and children in single female-headed households are at greater risk. Pregnant and lactating women have greater nutritional needs and are at risk of becoming malnourished, which also affects their babies.

Segment 5/9 Chin-Mae: Well done! Here is the revised programme plan. Food Issues Revised Programme Plan:

• Distribute standard food rations to local partners based on the number of households and increase the number of distribution sites to reduce travel time. Food rations should be customizable for different family needs and sizes.

• Appoint male and female coordinators to supervise and report on distribution activities. • Consult with the community to design and implement nutrition interventions, involving both men

and women. Include actions to address the barriers to good nutrition for women, girls, boys and men.

• Conduct socio-economic and gender analysis and assessment of food security and livelihoods to ensure appropriate distribution of livestock, seeds and tools, targeting the needs of the most vulnerable in the community, including single female-headed households, orphaned and vulnerable children and other groups.

• Implement a targeted community-based supplementary and therapeutic feeding programme that addresses the needs of women, girls, boys and men. Ensure that it is accessible by the community and has a balance of male and female health providers.

• Address the fact that women may have to sell sex to get food distributions or to get transportation to and from distribution sites.

• Distribute adequate cooking fuel, fuel-efficient stoves and escorts for fuel-gatherers. • Provide for both male and female distributors to ensure food gets fairly and appropriately

distributed to all. • Address the nutritional needs of infants and young children, especially girls, including support and

counselling on infant feeding as well as appropriate foods for young children. • Address the nutritional needs of pregnant and lactating women, including distribution of ready-to-

use fortified foods. • Provide training on local farming techniques to both women and men.

Segment 6/9

99


Chin-Mae: We can now identify specific activities based on your analysis of gender issues to ensure the participation of women, girls, boys and men. But how will we monitor and measure results? Let us assume you have already collected baseline data, which you know is critical when starting any activity – it enables you to measure your progress. Now, please match each activity with its corresponding indicator.

Prompt: You’ve collected baseline data. What specific indicators do you suggest for each activity? Answer: 1. = 1. 2. = 2. 3. = 3. 4. = 4.

Activities: 1. Set up gender-specific focus groups (one male group, one female group) in order to understand how

the crisis has affected gender roles and what the priorities are in food production and agriculture-related livelihoods post-crisis.

2. Create separate food distribution sites for women, especially girl- or woman-headed households, to prevent exploitation and abuse.

3. Coordinate with local community groups to formulate food kits to allow for variety in family sizes and needs. Use women volunteers or community workers to conduct outreach to single female-headed households.

4. Establish community-based management of acute malnutrition in both rural and urban areas. Indicators: 1. The programme is able to target the most severely affected by the disaster in the medium- and longer

term. 2. Girls and women are able to acquire food without risk of exploitation or abuse. 3. At least 95 percent of families, including female-headed households, receive adequate food and

cooking fuel supplies. 4. At least 50 percent of the target population is accessing treatment in rural areas; at least 70 percent

in urban areas; at least 90 percent coverage in camps.

Segment 7/9 Chin-Mae: Thank you for your work. In addition to instituting the new programme, the group is putting a series of steps in place to monitor the results. We will monitor this plan closely and make revisions as necessary. Keep in mind that what we learned about nutrition, food security and food distribution can help women, girls, boys and men in other areas of humanitarian intervention as well.


Segment 8/9 Chin-Mae: With your help, I know we improved the programme for food distribution, food security and nutrition. We have put in place a system that ensures safety as well as equal access to supplies and adequate nutrition. You are ready to work closely with the community and development agencies to ensure that the programming continues to be sustainable.

Segment 9/9 Narrator: Look on screen to find key takeaways for this area of work and think about them in the context of the ADAPT and ACT Collectively gender framework. Remember to apply the ADAPT and ACT Collectively framework to help you design gender-sensitive programmes. Take the time to review what you have learned about gender and food issues. Then click ‘Next’ to select another area of work to investigate.

100


Gender and Food Issues – Key Takeaways:

• Ensure food is available, accessible and utilized by all members of the household, community and population.

• Ensure that female- and adolescent-headed households and other vulnerable groups are included in food distribution lists.

• Ensure that the distribution arrangements (e.g. time, place, schedule, size and weight) do not discriminate against vulnerable or marginalized groups.

• Support, protect and promote exclusive breastfeeding and appropriate young child feeding practices through training of appropriate service providers (at least 50 percent female) and communication, as well as the development and application of relevant policies and monitoring.

• Ensure gender-balanced nutrition assessment teams, with special attention to the nutritional needs of young children and pregnant and lactating women.

101


PART 3 – NEXT STEPS Conclusion

Segment 1/12 - Debriefing Narrator: You have arrived at the Humanitarian Coordination Office for a debriefing with Maya, Chin-Mae, Sarah and Adam.

Segment 2/12 - Gender Awareness in Early Recovery Maya: You have done good work here! The gender-related issues you identified in your assessment of each cluster or area of work have greatly improved our intervention. This gender-sensitive response will not only improve people’s lives now, but continue to provide an inclusive base for future early recovery and development programming work. Now, women, girls, boys and men will benefit equally. That is why it is vital for us to invest time in gender-related issues during an emergency.

Segment 3/12 - Gender Programming Cycle Chin Mae: Let us have a quick look at what you have accomplished. You have applied a gender framework to look at humanitarian situations and see how disasters and programming affect women, girls, boys and men differently. And we have worked together through the cycle of gathering and assessing gender-related information, planning and implementing activities into programmes and monitoring gender equality programming for improvement during early recovery.


Segment 4/12 - ADAPT and ACT Collectively Gender Programming Framework Adam: Throughout the cycle, you have been reminded to invite the participation of those affected to contribute to the design and implementation of effective humanitarian protection and assistance. You did this by using the ADAPT and ACT Collectively gender programming framework to assist in your planning and monitoring for gender equality.

Segment 5/12 - ADAPT and ACT Collectively Gender Programming Checklists Adam: You have also practiced applying the ADAPT and ACT Collectively gender framework to many scenarios in different clusters and areas of work. Plus, you have seen some actual case studies and the implications of the ADAPT and ACT Collectively framework in real-life scenarios. You have access to the gender programming checklists and GBV action sheets now and hopefully will use them in the future.

Segment 6/12 - Learning Objectives Maya: Let us review the learning objectives. This training has prepared you to be better equipped to gather and assess gender-related information in the early phases of a humanitarian response, to incorporate gender-sensitive activities into programme planning and implementation and to monitor gender equality programming using checklists – all while encouraging full participation of women, girls, boys and men. Objectives Achieved:

• Learned how to gather and assess gender-related information in the early phases of a humanitarian response

• Learned how to incorporate gender-sensitive activities into programme planning and implementation

• Learned how to monitor gender equality programming using checklists • Learned how to encourage full participation of women, girls, boys and men

102


Segment 7/12 - Gender in Humanitarian Situations Sarah: I am actually surprised at how much I have learned about how disasters and emergencies affect women, girls, boys and men differently. It is easy to overlook age, gender and disability issues in the rush to provide relief, but I can really see now that it is part of our role as humanitarian workers to ensure that we include everyone’s needs and capabilities as we do our work.

Segment 8/12 - Resources Maya: I encourage you to review all of the resources and references available in the Resources section as you continue your humanitarian work. You may also print out the checklists to keep them handy when you are in the field. And remember, a downloadable, printable version of this entire course is also available in the Resources section. Segment 9/12 - Equal Access for Women, Girls, Boys and Men Maya: Thank you for ensuring that women, girls, boys and men get access to and benefit from humanitarian action, and for assisting with building a strong foundation for Hatuk’s future development. Many of these gender issues, gone unnoticed or undetected, would have led to less effective and equitable programming, and, in some cases, greater harm for the people here. Segment 10/12 - Updated Situation Report Maya: Here is the updated Situation Report. It reflects the work we have accomplished since you have been here. All clusters and areas of work are benefitting from your careful analysis and planning. Much of what you have put into place during the early response will have long-lasting results, especially as we move into early recovery and longer-term development programming. Segment 11/12 - Your Goals Narrator: How well did this training meet your goals? The goals that you indicated as your highest priority at the beginning of the course are marked. Please identify the goals that you have actually achieved during this experience. Select all that apply. Prompt: Select the goals that you think are the highest priority on this assignment. Choices: 1. Gathering and assessing gender-related information for planning activities. 2. Incorporating strategies and activities that emphasize gender equality in programme planning. 3. Ensuring the full and meaningful participation of affected women, girls, boys and men in programme planning. 4. Monitoring programming to ensure adherence to the principles and practices of gender equality. 5. None of these goals are a priority for me.

Answers: Any choices are correct. Additional Information for Each Choice: 1. You have practiced gathering and assessing gender-related information during the emergency period,

which will in turn help provide a foundation for early recovery efforts and longer-term development. 2. This experience helped you identify gaps and showed you how best to include women, girls, boys

and men into programme planning and implementation. 3. You met virtual local characters who were active participants in the design and implementation of

activities. 4. You received simple ADAPT and ACT Collectively checklists to assist in your monitoring for gender

equality programming. 5. Through your experiences with this training, you gained insight that enhanced your understanding of

the importance of gender equality programming in your work in the future.

103


104

Segment 12/12 - Course Completion Certificate Narrator: Congratulations on completing Different Needs – Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys and Men. We would like to thank the volunteers and consultants who helped develop this project. Your time and expertise were critical to the success of this project. Special thanks go to the Advisory Committee, Technical Leads and Field Testers. Your overall guidance and feedback on this course have allowed us to ensure that the content is practical, accurate and useful in a humanitarian context. And last but not least, Enspire Learning and its very talented (and patient) development team, who wove all of our ideas into an engaging and instructionally sound e-learning course.

different needs -- equal opportunities

Documents