Advocacy and resource mobilisation - OneResponse

More documents

Recommendations

Info

Cluster capacity can be further increased by encouraging the proactive engagement of international, national and local NGO partners within the Cluster. Section 2.5 sets out in detail the range of strategies for engaging cluster partners. Maximising the engagement of national and local capacities There is a tendency to focus on international sources for surge capacity. This risks undermining or excluding valuable local capacities and knowledge, and overestimating the level of appropriate skill and contextual understanding among international actors. Evaluation of the impact of the tsunami response on national and local capacities, found that “local ownership of the tsunami response was undermined and some local capacities were rendered more vulnerable by the response to the disaster … only 20% of claim-holders were satisfied with the way their skills had been used”. 57 There are a range of national and local actors that the cluster can draw on to increase capacity, eg, � Government ministries and departments at all levels – for technical expertise, logistics (transport, warehousing, distribution), emergency situation analysis, analysis of country context and policy context, emergency preparedness, national communication and � information exchange, establishment of sub-national coordination groups/clusters, school site locations and local geography, advocacy, standards, building codes, Education Management Information System (EMIS)/school data. Civil society – for community liaison and mobilisation, translation and interpreting, early recovery strategies, local communication and � information exchange, situational assessment, analysis and monitoring, mapping local capacities, representation of marginalised groups, liaison with local and traditional authorities, advocacy, context/policy analysis. Academic or research institutions and professional associations – for technical expertise, research, data collection and data analysis, information management capacity, translation and interpreting, analysis of context, liaison with stakeholders (eg, teachers’ associations). Opportunities to engage national and local capacities can be enhanced through: � understanding and mapping the social, political, economic and development/humanitarian context of the country, eg, finding out what coordination mechanisms already exist 57 Scheper B, Parakrama A, and Patel S (2006) Impact of the tsunami on National and Local Capacities, TEC, London 274 | May 2010
Advocacy and resource mobilisation � orientation of national and local partners on the humanitarian reform process and cluster approach, and the purpose and working modalities of the Education Cluster � minimising information and reporting requirements to save time and accommodate weaker IM and reporting capacities of some national and local organisations � minimising demands on national counterparts to attend a proliferation of cluster meetings in addition to government coordination meetings � providing information and training in forms which are appropriate to local actors, eg, consider use of language and terminologies, translation, understanding of signs and diagrams � promoting good human resource management practice, including a policy of working through local organisations rather than poaching skilled staff (see www.peopleinaid.org for further information). 8.3.4 Developing capacities Another strategy for addressing education programming and cluster coordination capacity shortfalls is to invest in developing the capacity of existing cluster partner agencies and staff. Definition: Capacity development is the process by which individuals, groups, organisations, institutions and societies increase their ability to: � perform core functions, solve problems, define and achieve objectives � understand and deal with their development needs in a broad context and in a sustainable manner. 58 Human resource capacity consists of a combination of knowledge, skills and attitudinal behaviour. These capacities are developed in different ways. Skills and knowledge can be learned, eg, through access to learning materials, training, or learning from others. However, attitudes relate to the way in which people use their skills and knowledge to address particular tasks, or in particular situations. Attitudes are developed or changed through experience and the influence of others. Where available, the Education Cluster Preparedness and Capacity Development Action Plan or cluster contingency plan will provide an outline of the priority capacity development activities required in relation to the current emergency, and appropriate ways of undertaking these (see section 7.6). Capacity development requirements should be informed by: � cluster partner capacities in the thematic areas 58 UNESCO (2009) Guidelines for Planning Education In Emergencies and Reconstruction May 2010 | 275
Page 1 and 2: 8 Advocacy and resource mobilisatio
Page 3 and 4: Advocacy and resource mobilisation
Page 5 and 6: 8.1.2 Cluster roles in advocacy Adv
Page 9 and 10: Community/ religious leaders, schoo
Page 11 and 12: Tips for interacting with media Adv
Page 13 and 14: 8.2 Collaborative funding appeals 8
Page 15 and 16: Funding for cluster coordination In
Page 17 and 18: emergency education section of a Fl
Page 21 and 22: The Common Humanitarian Action Plan
Page 23 and 24: Funding for education through the C
Page 25 and 26: Traditional donors Advocacy and res
Page 29: Advocacy and resource mobilisation
Page 33 and 34: and technical capacity to respond t
Page 37 and 38: Stockpiling There may be significan
Page 41 and 42: Procurement of education supplies P

Advocacy and resource mobilisation - OneResponse

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?