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Minimum Standards for Mainstreaming Protection in Humanitarian Response: Training Pack

February 2012

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Introduction

This training pack has been developed to accompany the ‘Minimum Standards for Mainstreaming Protection into Humanitarian Response’. It aims to build the capacity of humanitarian workers to mainstream protection into all response programming using the standards at all stages of the project cycle.

The training pack is set out as a one-day training with four key sessions. The sessions and accompanying materials can be used flexibly according to the available time and resources. Session 1 introduces participants to the definition of protection and ensures that participants understand the different roles of mandated and non-mandated actors in the field. Session 2 focuses on protection mainstreaming and allows participants to explore and learn about five key components of mainstreaming (safety, dignity, rights, vulnerability factors, and response). Session 3 introduces the ‘Minimum Standards for Mainstreaming Protection into Humanitarian Response’ and provides participants with an opportunity to use the standards at the different stages of the project cycle. Session 4 allows participants to use all the skills and knowledge developed during the training to develop a ‘mainstreaming action plan’ (MAP) for a given case study.

The materials have been produced by Kate Sutton and Louise Searle and include contributions from the ‘Humanitarian Protection Training Pack’1 developed as part of the field-testing process for the draft protection mainstreaming standards and the Oxfam GB ‘Humanitarian Protection Training Pack’2. Any part of this pack may be reproduced freely, but may not be sold for profit. When using these materials please credit World Vision.

Funding support for the development of the training pack has been received from DFID and AusAID with thanks.

Proposed 1 day Agenda

Session TimeIntroduction and pre-training questionnaire 20 minutes

Session 1 What is Protection? 45 minutes

Session 2 What is Protection Mainstreaming? 1 hour 45 mins

Session 3 What are the Minimum Protection Mainstreaming Standards?

1 hour 30 mins

Session 4 Developing MAPs 1 hour

Closing and post training questionnaire 20 minutes

1 Caritas Australia, CARE, Oxfam Australia, World Vision, Humanitarian Protection Training Pack, Humanitarian Protection Capacity Project, 20082 Oxfam GB, Humanitarian Protection Training Pack, 2007

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Introduction and Pre-training questionnaire

Time Activity Resources

5 mins Participant introductions

5 mins Sharing Objectives and Workshop Agenda

Share the training objectives with the participants:1. To understand what protection mainstreaming

means2. To understand how to mainstream protection into

humanitarian response.3. To introduce the Minimum Standards for

Mainstreaming Protection into Humanitarian response

4. To be able to develop Mainstreaming Action Plans using the Minimum Standards

Share the workshop agenda (see proposed agenda for possible timings) and any relevant rules with participants including start and end times; tea break timings; location of bathrooms etc.

Flip chart with objectives written up in appropriate language

10 mins Pre-training questionnaire

Ask all the participants to spend 5 minutes completing the pre-training questionnaire.

Explain that this is not a test but is a way for them to monitor progress and understanding during the training. Ask participants to give in the pre-training questionnaire once they have completed it.

Pre-training questionnaire

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Pre-training questionnaireName:

1. Do you know the meaning of protection mainstreaming?

Please tick one response YES ☐ NO ☐ PARTLY ☐

2. Do you believe that protection mainstreaming is part of your job?


3. Do you currently mainstream protection into your work?


If yes / partly please give two examples of how you mainstream protection in your current work:

i)ii)

4. Which of the following have you heard of and which do you use in your work?

Document Heard of UseYes No Yes No

Guiding Principles on Internal DisplacementConvention on the Rights of the ChildStaff Code of Conduct

5. What would you do if you found out that a woman had been raped while collecting water in one of the communities where your agency is working? (Circle all those answers that you agree with)

(a) Nothing, it’s not your agency’s role to respond(b) Nothing, it’s a community issue(c) Report it to my manager (d) Report it to the police(e) Interview the women to find out more details about the incident(f) Talk to the alleged perpetrator/accused to find out if it is true(g) Provide information to the women of where she can access medical, legal and

psychosocial help (h) Review your agency work in the community to see if anything needs to be

changed to increase safety

Thank you for your time, and welcome to protection training!

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Session 1: What is Protection?

Objectives of Session1. To understand the definition of protection2. To understand the protection role of non-specialist agencies

Session Plan (approx. 45 mins)


Introduction to sessionPut up the session objectives on flip chart

Flip chart and marker pens

5 mins Discussion in pairsAsk participants to discuss in pairs what ‘protection’ means and to write down key words or ideas (alternatively you can hand out blank cards and ask participants to write one word per card).

Cards and pens

10 mins

25 mins

5 mins

Group consolidation of ideasAsk everyone to give the ideas that have arisen from the discussion. Write up on flip chart (or ask participants to stick cards up on flip chart) and underline/highlight words such as safety/ dignity / rights / vulnerability / response to abuse

Power point on ‘Definitions’ (PP1 Definitions)The presentation covers:

IASC endorsed definition of protection (1999) The Sphere definition of protection (2011) Key points about the protection definition Who is responsible for protection What is the role of non-mandated and non-

specialist agencies

See Session 1: Facilitator Notes

Summary of sessionExplain that this training is focused on the work of non-mandated / non-specialist agencies. It will provide guidance and support for minimum requirements for mainstreaming protection into humanitarian work.


PP1 Definitions

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Session 1: Facilitator Notes

Notes for PP1Key points about the definition:

1. The IASC definition provides an umbrella definition for all levels and dimensions of protection work and it is intentionally broad

2. The Sphere definition provides a more practical and field-based definition for protection that may be more useful to field-based staff

3. Safety and dignity are the central components of protection4. Factors may make certain individuals and groups more vulnerable to threats to

safety or dignity5. Rights protect people’s safety and dignity6. Appropriate response to abuse of rights is an important part of protection

Key points about ‘Who is Responsible for Protection?’1. The State: In all cases the primary responsibility and mandate for protection lies with

the State – they hold the legal obligation to provide protection.2. Non-state actors: In situations of armed conflict all armed actors have responsibility

to protection civilians – even non-state actors. 3. Mandated agencies are those agencies that have been assigned a specific protection

role by a recognized international body or legal instrument. For example UNHCR has responsibility for the protection of refugees under the Refugee Convention. ICRC has responsibility for the protection of prisoners and non-combatants during armed conflicts under the Geneva Conventions.

4. Specialist protection agencies are those agencies that have dedicated protection expertise in specific protection areas such as rule of law and access to justice. For example, UNICEF is a specialist protection agency for the protection of child rights. You may be able to provide other examples from the context in which the training is taking place, for example, Norwegian Refugee Council (NRC) frequently fund legal assistance programmes or International Rescue Committee (IRC) frequently have specific projects to prevent and respond to sexual and gender based violence.

5. Non-specialist agencies: Ask participants if they think that agencies with no specific mandate or specialist expertise have a role in protection before going on to final slide.

6. Not all humanitarian agencies are expected to implement protection programmes, or have the necessary staff and skills to do so. However, all humanitarian actors have an ethical obligation to mainstream protection principles and promote safety in their humanitarian response programmes.

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Session 2: What is protection mainstreaming?

Objectives of Session:1. To understand the key components of protection mainstreaming2. To explore the practical implementation of protection mainstreaming

Session Plan (approx. 1 hour 45 mins)


5 mins Introduction to sessionPut up the session objectives

Introduce definition of mainstreaming

‘Protection mainstreaming refers to incorporating protection principles and promoting safety in humanitarian response.’

15 mins Room walk to introduce the 5 main components of protection mainstreaming:

Prior to the session prepare five flip chart posters. Each poster should have one mainstreaming component as a title (Safety; Dignity; Rights; Vulnerability; and Response). The text under each poster title should be copied from the text in Session 2: Supporting Materials and Exercise Content.

Evenly space the flipchart posters on the wall around the room. Ask participants to walk around the room and read each of the protection mainstreaming components.

At the end of the room walk ask participants to stand by one flip chart that explains the protection mainstreaming component that they think is most important. They must be ready to explain why they think it is the most important one. Ask a couple of participants at each flip chart to explain why they have chosen this component of protection mainstreaming as the most important.


20 mins Large group discussion on Safety and Dignity

Ask the group what the difference is between safety and dignity. Facilitate a short discussion and summarise:

Safety…. Is about protection from all forms of physical and psychological harm (e.g. attacks, sexual violence, danger from natural hazards)Dignity…. Is about freedom and choices and how people feel about the way they are being treated

You may want to provide examples of safety and dignity

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issues from your own experience.

45 mins Small group work on protection mainstreaming components: rights, vulnerability and response

Divide the participants into three groups (if there is a large number of participants you might want to make six groups).

Set up three tables with one exercise at each table (table 1 rights exercise; table 2 vulnerability exercise; table 3 response exercise). See Session2: Supporting materials and exercise content for details. Each group should spend 15 minutes at each table completing the exercise before rotating on to the next table.

The facilitator should rotate to each table and provide assistance as required.

Group work materials

20 mins Plenary discussion on protection mainstreaming components: rights, vulnerability and response

After all three groups have visited each table ask the participants to come back to plenary.

Follow the Plenary question guide in Session2: Supporting materials and exercise content for details to guide a discussion of the outcomes from each of the exercise tables.

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Session 2: Supporting Materials and Exercise Content

Room walk to introduce the five main components of protection mainstreaming: Text for flipcharts

1. SAFETY

‘Ensuring people are safe when they take part in any humanitarian programme or activity’

2. DIGNITY‘Ensuring all individuals and groups are included and treated with dignity’

3. RIGHTS

‘Ensuring that programmes support disaster-affected populations to claim their rights’

4. VULNERABILITY‘Prioritising individuals and groups that are most vulnerable to the effects of conflict and disaster’

5. RESPONSE‘Responding in the right way to incidents of human rights abuse that might occur to people participating in your programmes’

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Table exercises for small group work:Table 1 – RightsTable Exercise

Provide handouts on the table that contain key treaties / legal principles that the relevant country has ratified and key rights within that treaty. The attached example (Handout – Table 1) is for Timor Leste; in order to find out information for another country refer to http://www.ohchr.org/EN/Countries/. If the training is being conducted at a head office location rather than a field-based office then you might want to provide some of the commonly ratified conventions and legal principles with the key rights contained within each one.

Ask the participants to discuss the following key questions at the table with their group: Which of these rights do you think people in this country currently enjoy? Are there any individuals or groups who don’t currently enjoy these rights? Why? How can these rights be used to keep people safe and dignified?

Questions for Plenary 1. Why is the law important for protection?2. How do you think the law can be used to keep people safe and dignified in this

context?

Key points for plenary The law is important because:

o It provides a benchmark for what rights people ‘should’ haveo It provides a basis for advocacy to the governmento It provides a basis for educating people on their rights and responsibilities

There is often a gap between the law and the reality: this often relates to compliance and may be an important basis for advocacy.

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http://www.ohchr.org/EN/Countries/

Handout – Table 1: International Legal Instruments applicable in Timor Leste

Legal Instrument Key rights and principles contained in instrument

International Covenant on Economic, Social and Cultural Rights (1966)

Rights protected: To work (article 6) /enjoyment of just conditions at work (art 7) To form and join trade unions (article 8) To social security, including social insurance (article 9) To an adequate standard of living (article 11) To an education (article 13 and 14) To take part in a cultural life (article 15)

International Covenant on Civil and Political Rights (1966)

Rights protected: Privacy (article 17) / Marriage and family (article 23) Minority rights for language, culture and religion (article 27) Participation in public affairs with genuine periodic elections by universal

suffrage (article 25) Freedom of expression, movement, association and assembly (article 12, 18

and 21) The right to life, liberty and security (articles 6 and 9)

Convention on the Elimination of Discrimination Against Women (1979)

Rights protected: Equal rights to nationality (article 9) Equal access to education (article 10) Equal access to employment, social security, and protection during pregnancy

(article 11) Equal standing before the law (article 15)

Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (1984)

Articles 5 – 7Torture may not be justified by any circumstance. Any person suspected of having committed any acts prohibited in the Convention is subject to the principle of universal jurisdiction. This means that any court anywhere is empowered by international law to try it and punish it, irrespective of its place of commission or the nationality of the offender or victims.

Convention on the Rights of the Child - CRC (1989)

Rights protected: Non-discrimination. Every child no matter what race, creed or religion come

under the protection of the Convention (article 2) Best interests of the child. The best interests will be a primary consideration in

all legal, administrative or social policy actions concerning children (article 3) Participation. The opinion and views of the child should be heard and taken

into account in all those situations where it is possible (article 12)

Guiding Principles on Internal Displacement

This is not a treaty that countries sign up to, but the principles are based upon existing international humanitarian law and human rights instruments, and they serve as an international standard to guide assistance and protection to IDPs. Key principles include:

Non-discrimination. IDPs shall not be discriminated against in the enjoyment of any rights or freedoms (principle 1)

Protection from displacement (principles 5 – 9) Protection during displacement (principles 10 – 27) Return must be voluntary, safe and dignified (principle 28)

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Table 2 - Vulnerability:

Table Exercise

Provide the group with ten white cards each with the details of one individual on the card. (a 10 year old girl; a community leader; a farmer; a disabled man; a cleaner at a UN PK base; a worker for a national NGO; a grandmother; a mother with 5 children; an IDP returning to his village; a newborn baby). Use the white cards in Cards for Vulnerability Exercise.

Ask the group to rank the individuals according to how vulnerable they think they are likely to be in the present context (where the training is happening at a head office rather than a field-based office you can provide an example context). Rank from 1 = the most vulnerable to 10 = least vulnerable.

Following this exercise provide the group with the grey cards in Cards for Vulnerability Exercise, which provides additional information about each individual. Ask the group t read the additional information and discuss if they would change the ranking based on the additional information. Ask the group if they want to make any changes to the ranking.

Questions for Plenary 1. What are some of the factors that make individuals vulnerable?2. Why do we have to be careful about making assumptions about vulnerability?3. How can you assess whether an individual or group is vulnerable in a particular

context?

Key points for plenary

Vulnerability is not inherent Vulnerability will be determined by a number of factors that will change with

context. Factors might include: severe deprivation, serious discrimination, abusive or exploitive relationships, high levels of distress and unsafe or negative coping mechanisms.

Protection risks will vary depending on the vulnerability factors in any given context.

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Cards for Vulnerability Exercise

Profile 1:A 10 year old girl

Additional Information Profile 1:This 10-year old girl has a mother and father and is currently able to access school on a regular basis

Profile 2:A local committee member

Additional Information Profile 2:This local committee member is a woman who has been supported by an NGO trying to fulfill gender balance in local committees, but she is from an ethnic minority group that is discriminated against. As a result she is being verbally abused and targeted by men in the community as she tries to do her job.

Profile 3:A farmer

Additional Information Profile 3:This farmer had to leave his land to seek a safer location for his family. He had all his crops destroyed and farming equipment stolen. He has no access to land in his current location.

Profile 4:A disabled man

Additional Information Profile 4:This disabled man has a job working with the local Red Crescent society.

Profile 5:A cleaner at a UN PK base

Additional Information Profile 5:This cleaner is being coerced to provide sexual favours to one of the UN workers, she feels she might loose her job if she refuses or complains.

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Profile 6:A worker for a national NGO

Additional Information Profile 6:This worker is employed by a local human rights NGO that is being targeted by the government. A couple of his colleagues were arrested last month.

Profile 7:A grandmother

Additional Information Profile 7:This grandmother is living with her daughter and her family. They have adequate food and support.

Profile 8:A mother with 5 children

Additional Information Profile 8:This mother has lost her husband and two children are missing after recent flooding. She has no stable income to support her remaining 3 children and is in a very distressed state.

Profile 9:An IDP returning to his place

of origin

Additional Information Profile 9:This IDP has received a support package to return to his place of origin. It will allow him to rebuild his home and buy some livestock.

Profile 10:A newborn baby

Additional Information Profile 10:This newborn baby is the daughter of a family that has just been recognized as refugees by the UNHCR and will shortly be moving to Norway.

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Table 3 – Response to abuses:

Table Exercise

Give the group the following scenario to read at the table.

Scenario: You are an engineer with no specific expertise in protection. You are visiting a water and sanitation project early in the morning, while you are there a woman runs over to your group and tells you that another woman has been attacked over night by two men. She takes you to see the woman who is distressed.

Give the group the white cards from Cards for Response to Abuse Exercise. Ask them to read each response card and for each one discuss the following questions:

a) Is the suggested action is safe or unsafe?b) Why is the action safe / unsafe?

Questions for Plenary 1. Do you think any of the suggested responses could have resulted in more harm than

good? If yes, which ones and why?

2. How confident are you that you know what to do if you see or hear about incidents of human rights abuses during your work?

3. Does your agency provide any guidance on what you should do?

4. Do you think your agency should provide you with advice on what to do?

Key points for plenary You must be prepared to comment on each of the response cards – see guidance below:

Response Card Guidance for facilitatorAsk the woman if she is hurt Checking if a survivor has any immediate

medical needs is a first step in responseAsk for details of what happened Without proper training to interview

survivors of rights abuses, staff should never attempt to interview or gain further information about an incident.

Ask who is responsible for attacking her. Without proper training to interview survivors of rights abuses, staff should never attempt to interview or gain further information about an incident.

Ask when and where it happened. Without proper training to interview survivors of rights abuses, staff should never attempt to interview or gain further information about an incident.

Ask what specific help/assistance she needs. Ask if she is happy for you to contact someone to get support or help.

Trying to help a survivor access appropriate services (medical; counseling; legal) is an important step. Staff should be provided with a list of services that can be referred to

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in the area they are working. You must ask the survivor for informed consent before contacting any service providers.

Give the person contact information for health, counseling or other relevant services.

If the survivor is not comfortable with you contacting service providers on their behalf you can provide them with contact information of service providers that may be able to help them.

Don’t say anything at the time, but later call the police from somewhere private.

You should not call the police on behalf of the survivor unless they have requested that you do so and have provided informed consent.

Report the incident to your manager / Protection staff member and ask for advice

You should always report the incident to your manager or a protection staff member. They will be able to provide you will further support on the appropriate way to respond.

Do nothing if it is a domestic violence or family/community matter.

Domestic violence is a serious offence in most countries. You should provide the same support to a survivor of domestic violence as any other human rights violation. Ignoring domestic violence is not acceptable.

Check safety: your safety, the safety of other staff members and the safety of the affected person and the community.

Before taking any action you should check that you, other staff, the survivor and the other community members are safe.

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Cards for Response to Abuse Exercise

Ask the woman if she is hurt Ask what specific help/assistance she needs. Ask if she is happy for you to contact someone to get support or help.

Ask for the details of what happened.

Give the person contact information for health, counseling or other relevant services.

Ask when and where it happened.

Ask who is responsible for attacking her.

Don’t say anything at the time, but later call the police from somewhere private.

Report the incident to your manager / Protection staff member and ask for advice

Do nothing if it is a domestic violence or family/community matter.

Check safety: your safety, the safety of other staff members and the safety of the affected person and the community.

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Session 3: What are the minimum standards?

Objectives of Session: To introduce the ‘Minimum Standards for mainstreaming protection into

humanitarian response’ To familiarize participants with the tool and how to use the standards as part of the

project cycle

Session Plan (approx. 1 hour 30 mins)


Introduction to sessionPut up the session objectivesHand out copies of the ‘Minimum Standards for mainstreaming protection into humanitarian response’

Flip chart with objectives

10 mins Introduce the standardsAsk participants to read out loud definitions of standard; key action; indicator; guidance note and alert as detailed in the introduction of the ‘Minimum Standards for Mainstreaming Protection in Humanitarian Response’.

Ask participants to find and read out one example of each i.e. one standard, one key action, one indicator, one guidance note and to find one alert.

Copies of the ‘Minimum Standards for Mainstreaming Protection in Humanitarian Response’

30 mins Exercise on Core StandardsDivide the participants into 5 groups and assign one of the core standards to each group.

Hand out the Core Standards Case Study provided in the Session 3: Supporting Materials and Exercise Content section.

Ask each group to read the case study and consider whether they think their group allocated core standard is fulfilled. If not ask them to list the indicators that they think are not being fulfilled by the case study project. Exercise output: list of indicators in core standards that are not met by project.

Ask each group to feed back their responses in plenary:Guidance for the facilitator on possible answers can be found in Session 3: Supporting Materials and Exercise Content section.

Exercise materials: case study

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30 mins Exercise on Sector StandardsAsk the participants which sector standards they might also want to look at in order to mainstream protection into this same case study. (Food and NFI Programming Standards)

Keep participants in the same 5 groups and ask them to take 10 minutes to look at the food and NFI standards and to discuss which standards and indicators are not being fulfilled in the case study. Exercise output: list of indicators in food and NFI programming standards that are not met by project.

Ask each group to feed back their responses in plenary:Guidance for the facilitator on possible answers can be found in Session 3: Supporting Materials and Exercise Content section.

20 mins Project cycle Exercise

Introduce this exercise by explaining that in the case study there were several points in the project cycle where the standards could have been used to better mainstream protection. This exercise is designed to generate ideas on what changes could have been made to the case study project at each stage of the cycle.

Draw the project cycle on a flip chart and ensure that all participants understand the stages. Maybe ask one of the participants to explain each stage of the cycle before beginning the exercise.

Divide the participants into 3 groups: one group to look at assessment stage; one group to look at design and implementation stages; and one group to look at monitoring and evaluation. With reference to the ‘Minimum Standards for Mainstreaming Protection’ the groups must answer the following questions:

Assessment group:Draft two questions that should have been included at the assessment stage to ensure protection was mainstreamed.

Design and implementation:List two changes that could have been made to the design and implementation of the project to improve protection mainstreaming.

Monitoring and evaluation:List three indicators that could have been used to monitor how protection was mainstreamed into

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the project.

Back in the large group invite the groups to share their ideas for each stage of the project cycle.

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Introducing the Standards

The following text is taken from the introduction of the ‘Minimum Standards for

Mainstreaming Protection in Humanitarian Response’. It should be read aloud with the

participants in plenary.

Minimum Standards

This tool provides minimum standards that articulate the minimum level of performance

to be reached and maintained in order to mainstream protection into humanitarian

responses including programmes, advocacy and management. The standards are

qualitative and designed to be applicable across diverse humanitarian contexts.

Core Standards: The core standards are minimum standards that must be adhered to by

agency staff in all humanitarian programmes. They contain the fundamental standards of

agency practice required to ensure protection principles are implemented and the safety of

disaster-affected populations is prioritised. When the common standards are met, agencies

will be able to demonstrate that they:

1. Prioritise the safety of disaster-affected populations

2. Promote dignity, inclusive participation and diversity within disaster-affected

populations

3. Support disaster-affected populations to claim their rights

4. Prioritise those individuals and groups most vulnerable to the effects of conflict and

disaster

5. Respond safely and ethically to incidences of human rights abuses in conformity

with agency mandate and recognised good practice.

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Sector Standards: The sector standards are to be implemented alongside the core standards

and provide minimum standards for mainstreaming protection into five sectors: Water,

Sanitation and Hygiene (WASH), Food and Non-Food Items, Livelihoods, Shelter and

Settlement, Health and Education.

Key Actions:

Key Actions suggest practical ways to achieve the standards but are not intended to

be measurable.

Key Indicators:

A. These are ‘signals’ that determine whether or not minimum standards have been

attained, and can be monitored to measure progress towards achieving the

standards.

Guidance Notes:

These should be read alongside the standards, key actions and indicators, and provide

additional information to assist in identifying specific issues and suggested activities that

need to be considered in application of the standards and indicators.

Alerts: !

The tool includes an ‘alert’ symbol next to selected indicators, represented by a red

apostrophe. This symbol alerts agencies to the likelihood that a protection officer or other

person who has been specially trained, or another agency with a specific protection

mandate or expertise may best undertake the suggested action. This reflects the reality that

while protection mainstreaming is the responsibility of sector staff, generalist humanitarian

staff and managers, agencies may need to quickly access protection expertise when they are

alerted to protection issues, to ensure situations and issues are assessed and managed

safely.

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Exercise on Core Standards: Case Study

An outbreak of violence has resulted in 20,000 people being displaced from surrounding villages to a school field just outside the main town. The government has established the area as a temporary IDP camp and has asked agencies to assist with the distribution of food and non-food items in the camp.

Your agency has carried out a rapid assessment by talking to the village leaders and asking what people need. On the basis of the rapid assessment your agency has decided to distribute bags of rice, lentils, oil, tarpulins and jerry cans. The government has approved the distribution, but has also requested that you include leaflets about upcoming local elections with distribution items, which you have been advised is normal practice in this culture. After the first week of distribution you receive feedback from the community that they do not know how to cook lentils, and some pregnant women request additional rations. The agency decides to give an additional ration to pregnant and breastfeeding women.

During the second week of distributions there are some problems. Distributions have been chaotic as people are worried they might miss out, and a number of women insist they should have the same rations as the pregnant and breastfeeding women. There is a lot of confusion about who is entitled to what and some fighting has occurred. There are rumours that some people are not coming to the distributions because of the fighting. In addition, a member of the community has approached your agency reporting that a child went missing following a recent distribution. The child is 9 years old and arrived with her mother to the distribution and got separated during the chaos. Your agency emails the head office in Geneva to request additional staff and budget to assist with distribution management.

During the third week, an external journalist printed a story in the local paper reporting that young teenage girls are providing sexual favours to the local policemen in order to get money to buy underwear and sanitary materials because they are not included in the distributions. The journalist also claimed that many elderly and persons with disability were not being supported to access distributions because the distributions were lasting late into the day and the elderly and disabled were not able to get back home safely before dark. Your agency decides that it will carry out a community consultation in the next week to work out how to address some of the problems that are arising.

Exercise on Core and Sector Standards: Case Study Guidance on Answers

Minimum standards and indicators that are apparently not being met in the case study are included in the text below. Core standards and indicators that are not being met are in red e.g. (Core Standard 1/ Indicator B). Food and NFI programming standards and indicators that are not being met are in blue e.g. (Food & NFI standard 2 / indicator C). These provide only a starting point for the facilitator; there may be other standards and indicators identified by participants and the facilitator will need to check in the Minimum Standards to ensure they are correct.

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Case Study Answers An outbreak of violence has resulted in 20,000 people being displaced from surrounding villages to a school field just outside the main town. The government has established the area as a temporary IDP camp and has asked agencies to assist with the distribution of food and non-food items in the camp.

Your agency has carried out a rapid assessment by talking to the village leaders and asking what people need. On the basis of the rapid assessment your agency has decided to distribute bags of rice, lentils, oil, tarpulins and jerry cans (Core Standard 1/ Indicator A) (Core Standard 2/ Indicators B/D/E). The government has approved the distribution, but has also requested that you include leaflets about upcoming local elections with distribution items, which you have been advised is normal practice in this culture (Food & NFI standard 1 / indicator G). After the first week of distribution you receive feedback from the community that they do not know how to cook lentils, and some pregnant women request additional rations (Food & NFI standard 1 / indicator D). The agency decides to give an additional ration to pregnant and breastfeeding women.

During the second week of distributions there are some problems. Distributions have been chaotic as people are worried they might miss out, and a number of women insist they should have the same rations as the pregnant and breastfeeding women. There is a lot of confusion about who is entitled to what and some fighting has occurred. (Core Standard 1/ Indicator B/C) (Core Standard 2/ Indicator F) (Core Standard 3/ Indicator A/D) (Food & NFI standard 1 / indicator C/E). There are rumours that some people are not coming to the distributions because of the fighting (Core Standard 1/ Indicator F). In addition, a member of the community has approached your agency reporting that a child went missing following a recent distribution. The child is 9 years old and arrived with her mother to the distribution and got separated during the chaos (Core Standard 4/ Indicator C) (Core Standard 5/ Indicator A/B/D). Your agency emails the head office in Geneva to request additional staff and budget to assist with distribution management.

During the third week, an external journalist printed a story in the local paper reporting that young teenage girls are providing sexual favours to the local policemen in order to get money to buy underwear and sanitary materials because they are not included in the distributions (Core Standard 4/ Indicator B/D) (Core Standard 5/ Indicator A/B/D) (Food & NFI standard 2 / indicator C/D) (Food & NFI standard 3 / indicator D). The journalist also claimed that many elderly and persons with disability were not being supported to access distributions because the distributions were lasting late into the day and the elderly and disabled were not able to get back home safely before dark (Food & NFI standard 3 / indicator B/C). Your agency decides that it will carry out a community consultation in the next week to work out how to address some of the problems that are arising.

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Exercise on Project Cycle in relation to Case Study Guidance on Answers

The following provide some possible answers in red, however there are many different possibilities and the facilitator will need to be able to respond to a variety of suggested ideas.

Assessment group: Draft two questions that should have been included at the assessment stage to ensure protection was mainstreamed.

What food items do the community commonly eat? Are there any groups or individuals that will require specific foods or additional

rations? Are there any groups or individuals that will require specific times or locations for

distributions? Where is a safe location for distributions?

Design and implementation:

List two changes that could have been made to the design and implementation of the project to improve protection mainstreaming.

Display food and NFI entitlements clearly at distribution points in relevant language and pictorial form

Organise food and NFI distributions at the safest time of the day ensuring enough daylight for travel

Provide information on protection from sexual exploitation and abuse Ask whether people felt safe prior to, during and after distributions in post

distribution monitoring

Monitoring and evaluation: List three indicators that could have been used to monitor how protection was mainstreamed into the project.

Food & NFI Standard 1 / Indicator D Disaster-affected populations are consulted during the assessment or programme design on the acceptability, familiarity and appropriateness of food and NFI and results are factored into programme decisions on the choice of commodities

Food & NFI Standard 1 / Indicator E Distribution rations are clearly displayed in a language and medium that is understandable to recipients.

Food & NFI Standard 2 / Indicator A Distribution points are located in a safe area, with appropriate security if required

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Session 4: Developing Mainstreaming Action Plans (MAPs)

Objectives of Session: To develop Mainstreaming Action Plans based on a WASH case study

Session Plan (approx. 1 hour)

Time Activity Resources Introduction to session

Put up the session objectives

10 mins Introduction to Mainstreaming Action PlansExplain that the standards can be used to develop a mainstreaming action plan (MAP) for projects and programs that needs to mainstream protection.

The MAP will document what standards and indicators are currently unmet by a project or program – this is usually determined by carrying out a baseline assessment of alignment (similar to the exercises already completed by participants in the previous sessions). It will also document what activities / changes need to take place to meet the relevant standards and indicators and provide a time frame and responsibilities for achievement of the action.

30 mins MAP Exercise: pair workHand out partially completed MAPs to all participants. See

Session 4: Supporting Materials and Exercise Content for the hand out.

Explain that a baseline assessment of a WASH project has been carried out to determine alignment of a WASH project with the Core standards and the WASH sector standards of the ‘Minimum Standards for Mainstreaming Protection in Humanitarian Response’. The partially completed MAP contains a list of the standards and indicators that are not currently met by the WASH project.

Ask all participants to read the partially completed MAP and to fill in the details of the standards and indicators that have not been met by the project.

In pairs try to fill out the remaining columns of the MAP with suggested activities and time frames, as well as responsible persons (e.g. management / field staff) and required resources to achieve the activities. Encourage the participants to refer to the standards to complete the remaining columns.

Exercise materials: MAP hand outs

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20 mins PlenaryAs a large group go through the MAP and ask for ideas from different pairs.

Once all the ideas for the MAP have been shared, ask the participants the following questions:

1. What challenges did they have in completing the MAP?

2. What challenges do they think there might be in implementing the MAP?

See Session 4: facilitator notes for plenary discussion.


MAP Plenary Session

In the discussion you might want to highlight some of the following points: Allocated resources are often necessary in order to implement many of the required

activities and changes to effectively mainstream protection Management support is a requirement for many changes in approach and policy

that are required to effectively mainstream protection Systems must be in place to monitor the implementation of the MAP if it is to be

effective Initially protection staff members may be required to assist with the development of

MAPs and to set up the systems to implement changes. Ultimately, all sector staff need to take responsibility for mainstreaming protection and being aware of meeting the time frames set out in the MAP.

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Hand out: Partially Completed MAP (3 pages)

Core Standard 1:

Baseline findings: There is no information about whether people feel safe accessing water points in the assessment report. Some staff have signed a code of conduct on commencement of employment, but there has been no training on codes of conduct and staff

member can’t describe the Code of conduct content. Communities don’t know that a code of conduct exists.

Indicator Planned activity Time frame Responsible Person ResourcesA

G

Core Standard 2:

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Baseline findings: An ethnic group reports not being allowed to access the water source until members of the dominant group are not around. The community has chosen representatives for the water committee including the local teacher, community leaders and the mayors wife. There are no opportunities to provide feedback on the WASH project, except directly to engineers when they visit the site.

Indicator Planned activity Time frame Responsible Person ResourcesD

E

H

WASH Standard 1:

Baseline findings: The WASH facilities are located up a steep narrow path. NGOs are building a school and only have enough money to build the classrooms. School children will have to use the camp toilet facilities.

Indicator Planned activity Time frame Responsible Person ResourcesE

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F

WASH Standard 2:

Baseline findings: The WASH facilities have no lighting at night and there are trees and bushes surrounding the WASH facilities. The pit latrines have no covers and no locks on the doors.

Indicator Planned activity Time frame Responsible Person ResourcesA

E

WASH Standard 3:

Baseline findings: There has been no consideration of women’s hygiene and sanitary needs.

Indicator Planned activity Time frame Responsible Person ResourcesB

D

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Closing and Post-training questionnaire

Time Activity Resources15 mins Post-training questionnaire

Ask all the participants to spend 10 minutes completing the post-training questionnaire. Ask participants to give in the post-training questionnaire once they have completed it. If participants want to see the changes in responses since the beginning of the course they can speak with the trainer at the end.

Post training questionnaire

5 mins Feedback FormParticipants should spend an additional 10 minutes completing the feedback form and submitting it anonymously.

Thank all the participants for their time.

Feedback form

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Post-training questionnaire

Name:

1. Do you know the meaning of protection mainstreaming?


2. Do you believe that protection mainstreaming is part of your job?


3. Do you intend to mainstream protection into your work in the future?


If yes / partly please give two examples of how you intend mainstream protection into your work over the next 6 months:

i)ii)

4. What would you do if you found out that a woman had been raped while collecting water in one of the communities where your agency is working? (Circle all those answers that you agree with)

(i) Nothing, it’s not your agency’s role to respond(j) Nothing, it’s a community issue(k) Report it to my manager (l) Report it to the police(m) Interview the women to find out more details about the incident(n) Talk to the alleged perpetrator/accused to find out if it is true(o) Provide information to the women of where she can access medical, legal and

psychosocial help (p) Review your agency work in the community to see if anything needs to be

changed to increase safety

Thank you for your time!

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Feedback Form

CIRCLE THE MOST APPROPRIATE ANSWER

What did you think of the training workshop overall?

POOR ADEQUATE GOOD EXCELLENT

What did you think of the materials that were used?


What did you think of the facilitation?


What recommendations would you make to improve the training in the future?

Thank you for your participation

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€¦ · web viewthe training pack is set out as a one-day training with four key sessions. the...

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