Advocacy and resource mobilisation - OneResponse

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8.3 Mobilising and building human resource capacity This section considers two aspects of human resource capacity relevant to the education cluster: � the capacities needed for education in emergencies programming � the capacities needed for cluster coordination. It then goes on to consider strategies for mobilising or developing the capacities required. Definition: Capacity is the combination of all the strengths, attributes and resources available within a community, society, organisation or group that can be used to achieve a defined purpose. 56 In this context, capacity refers to the knowledge, skills, and human, social and political relationships that can be used to address the preparedness, response and recovery needs for education in emergencies. 8.3.1 Capacities for education in emergencies programming Mobilising the capacities needed for education in emergencies programming is an integral part of the cluster’s strategic response planning process, and will depend on an early assessment of the capacities available, and those required. In countries where an Education Cluster Capacity Assessment and Preparedness Planning process has been undertaken (see section 6.5), the Coordinator will be able to draw on the outcomes and resultant Education Cluster Preparedness and Capacity Development Action Plan. In other cases, inter-agency or education cluster contingency planning processes should have incorporated this information. Where this information is not available, rapid assessment of the available and necessary human resource capacity for education response, recovery and preparedness will involve looking at: Organisational capacities and mandates – whether the cluster has an adequate breadth of partners to cover the full mandate of the cluster, including analysis, access and learning environment, teaching and learning, teachers and other education personnel, education policy and coordination, and community participation, as well as cross-cutting issues and across all education sub-sectors from early learning to adolescent education (see section 6.5). Human resource capacities – whether the cluster has the necessary people, with the right competencies, to cover the functions required. Organisational capacities and mandates Agency mandates 56 United Nations International Strategy for Disaster Reduction, 2009 270 | May 2010
Advocacy and resource mobilisation There is need for a balance across cluster partners with a mandate in: � responding to education in emergencies � preparedness for education in emergencies and disaster risk reduction, and � engagement with, and strengthening of, national capacities. Programming capacity Depending on the emergency context, programming capacities may be required in early childhood care and development (ECCD), primary, secondary, tertiary and home-based or non-formal education. Assessment of programming capacities alone is not enough. To ensure a comprehensive education response, consideration of capacities across phases of the disaster management cycle (preparedness, response, recovery and disaster risk reduction), and at all levels of response (household, school, community, district, province, state/region, national, and sometimes regional) is needed. Some cluster partners will have a long-term presence in-country whereas others may phase out at the end of the response phase. Similarly, some partners may have established capacity in working at national level with government authorities in teacher training or curriculum development, but limited presence or experience at the classroom level. Basic data on organisational capacities, where not already available, may be gathered through initial registration of partners in the cluster and the Who’s doing What, Where (3W) tool (see sections 2.5 and 6.5). Information should include: � areas of programming focus � levels of programming activity � length of establishment in-country � anticipated length of involvement in the emergency response � geographical coverage of education programmes and staff presence. Human resource capacities Alongside organisational capacities, the Coordinator will need to establish whether cluster partners have the necessary human resources to deliver the education in emergencies that programming requires; for example, people with specialist skills in disaster risk reduction (DRR), ECCD, child protection, or gender equality. Three main criteria can assist in assessing and identifying the staff needed: � the current staff capacity of each agency in each phase and programming aspect of the education response May 2010 | 271
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Advocacy and resource mobilisation - OneResponse

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