Advocacy and resource mobilisation - OneResponse

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A collaborative approach to mobilising education supplies and equipment will need to be guided by the Coordinator with support from cluster partners or external actors with logistics expertise and sufficient knowledge of the local context. The following actors will also be important for effective coordination: The Logistics Cluster – facilitates an uninterrupted supply chain of relief and recovery items to the affected population (including establishing staging areas, strategic cargo movements, mobile storage, ground transport capacity, and infrastructure repair): http://www.logcluster.org/ Other clusters – particularly the Protection, WASH, and Emergency Shelter clusters, which are involved in the procurement of similar, or school-related materials, eg, non-food items (NFIs), latrine slabs, plastic sheeting. UNICEF and Save the Children supply and logistics staff - involved in procuring materials for their own programmes, which may include other cluster partners which are contracted as implementing partners. Relevant government departments – for warehousing, distribution, monitoring, and assistance with customs and excise, ports and airport authorities. UN Joint Logistics Centre - is a UN common service which is activated when intensified field-based interagency logistics information is required: http://www.unjlc.org/ Other cluster partner agency logistics staff/centres 8.4.1 Mobilisation of education supplies as part of emergency preparedness Logistical capacity has been highlighted as an area of capacity weakness within the cluster. 59 Attention to cluster supply and distribution requirements, and capacities, is consequently a critical part of emergency preparedness. Similarly, in contingency planning, particular attention should be given to the impact of different types and scales of emergency on the subsequent supply and distribution requirements, eg, where education supplies are required in every school across a wide geographical area, or where problems are expected with access or distribution due to insecurity. The cluster strategy for mobilising and pre-positioning education supplies should link in with, and can serve to strengthen, government disaster management 59 Houghton, R (2009) Education Cluster Capacity Mapping: Global Study 280 | May 2010
Stockpiling There may be significant value in stockpiling some items to: Advocacy and resource mobilisation plans. Further guidance on the cluster emergency preparedness and contingency planning processes can be found in Chapter 7. � ensure continuity of supplies � allow more flexibility in transportation methods and schedules � meet emerging needs � stagger distribution � ensure standardisation and quality of supplies. However, there are also negative implications of stockpiling which will need to be taken into account: � high costs involved in initial purchase, storage, and protection � potential threat to those in the vicinity of stores � risk of damage, deterioration, or redundancy if requirements change � risk of theft of supplies � risk of need to relocate stock in the event of conflict, population movements or threats of natural disaster. Role of the Coordinator As part of emergency preparedness, address the following points in consultation with the CLA(s), government and cluster partners, and other clusters, including the Logistics Cluster: Within contingency plans: � Determine the essential education and school shelter supplies for each emergency scenario. � Determine options for local and international procurement. � Outline storage and distribution options based on known and/or expected capacities. � Determine costs and develop a coordinated budget for emergency education supplies items. As part of emergency preparedness measures: � Identify relevant standby agreements with local suppliers as appropriate. � Compile a list of school and contact teachers/staff to facilitate emergency distribution. May 2010 | 281
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Advocacy and resource mobilisation - OneResponse

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