<strong>Approaches</strong> <strong>to</strong> <strong>Improv<strong>in</strong>g</strong> <strong>the</strong> <strong>Delivery</strong> <strong>of</strong> <strong>Social</strong> <strong>Services</strong> <strong>in</strong> <strong>Difficult</strong> EnvironmentsSmith, A. and Vaux, T. (February 2003) Education, conflict and <strong>in</strong>ternational development.DFID, UK.Sommers, M. (2004) Co-ord<strong>in</strong>at<strong>in</strong>g education dur<strong>in</strong>g emergencies and reconstruction:challenges and responsibilities. International Institute for Educational Plann<strong>in</strong>g, UNESCO,Paris. Available at http://www.eldis.org/cf/rdr/rdr.cfm?doc=DOC14923Stewart, G. (1999) Crisis prevention: tackl<strong>in</strong>g horizontal <strong>in</strong>equalities. Work<strong>in</strong>g Paper No. 33,QEH, University <strong>of</strong> Oxford. Available at http://www2.qeh.ox.ac.uk/pdf/qehwp/qehwps33.pdfTawil, S. and Harley, A. eds. (2004) Education, conflict and social cohesion. UNESCOInternational Bureau <strong>of</strong> Education, Geneva.Thompson, W. (February 2004). Deliver<strong>in</strong>g service <strong>in</strong> Nigeria: a roadmap. Office <strong>of</strong> Public<strong>Services</strong> Reform, LondonThe Fe<strong>in</strong>ste<strong>in</strong> International Fam<strong>in</strong>e Centre (August 2004) Ambiguity and change:Humanitarian NGOs Prepare for <strong>the</strong> future. Tufts University, Maryland, USA.UNDG/ECHA Work<strong>in</strong>g Group (February 2004) Report <strong>of</strong> <strong>the</strong> UNDG/ECHA Group ontransition issues. UNICEF,UNESCO (2003) Education <strong>in</strong> situations <strong>of</strong> emergency, crisis and reconstruction. UNESCOstrategy paper, ED-2003/WS/48. Available at:http://unesdoc.unesco.org/images/0013/001323/132305e.pdfUNHCR (May 2003) Framework for durable solutions for refugees and persons <strong>of</strong> concern.UNHCR, Geneva. Available at: http://www.unhcr.ch/cgib<strong>in</strong>/texis/vtx/home/+NwwBmeWlwhCwwwwnwwwwwwwhFqo7E2RN02ItFqopwGBDnG5AFqo7E2RN02IcFqGm1Gwxcna5dc1BodD5Dzmxwwwwwww1FqmRbZ/opendoc.pdfWorld Bank (September 2002) World Bank group work <strong>in</strong> low-<strong>in</strong>come countries under stress:A task force report. The World Bank, Wash<strong>in</strong>g<strong>to</strong>n DC Available at:http://www1.worldbank.org/operations/licus/documents/licus.pdfWorld Bank (December 2003) Low <strong>in</strong>come countries under stress implementation trust fund.Operations Policy and Country Offices, World Bank, Wash<strong>in</strong>g<strong>to</strong>n.World Bank (2003) World Development Report 2004: Mak<strong>in</strong>g services work for poor people.World Bank, Wash<strong>in</strong>g<strong>to</strong>n. Available at http://econ.worldbank.org/wdr/wdr2004/text-30023/This work<strong>in</strong>g paper is <strong>in</strong>tended <strong>to</strong> stimulate public discussion. It is not necessarily DFID orUK Government policy34
<strong>Approaches</strong> <strong>to</strong> <strong>Improv<strong>in</strong>g</strong> <strong>the</strong> <strong>Delivery</strong> Annex <strong>of</strong> I: <strong>Social</strong> Conceptual <strong>Services</strong> <strong>in</strong> framework<strong>Difficult</strong> EnvironmentsShort and long-term GoalsMeet<strong>in</strong>g urgent humanitarianneedsScal<strong>in</strong>g up <strong>to</strong> meet <strong>the</strong> MDGsDevelop<strong>in</strong>g susta<strong>in</strong>able systemsDemonstrat<strong>in</strong>g legitimacyPromot<strong>in</strong>g <strong>Social</strong>, political andeconomic changeConflict reductionDeterm<strong>in</strong>es…Mix <strong>of</strong> entry po<strong>in</strong>tsWith governmentWith non state providersWith communitiesAnd <strong>the</strong> potential for…Influences…Analysis <strong>of</strong> context:Capacity and willModalitiesSWAPS/Direct budgetary supportTrust funds<strong>Social</strong> fundsGlobal FundsQuick impact projectsHumanitarian aidWhich changes...OutcomesImproved human development for <strong>the</strong>poorGovernment led, pro poor systems…<strong>to</strong> deliverThis work<strong>in</strong>g paper is <strong>in</strong>tended <strong>to</strong> stimulate public discussion. It is not necessarily DFID orUK Government policy35