Advocacy and resource mobilisation - OneResponse

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� Identify storage space for prepositioned supplies and potential future emergency supplies, in collaboration with government and cluster partners. � Develop appropriate mechanisms for supply and distribution of education materials and equipment, including tools for planning and monitoring supply and distribution. � Determine quantity of emergency education supplies needed according to contingency plans and coordinate pre-positioning of an agreed-upon percentage. � Share and update the list of quantities and locations of contingency stocks with cluster partners. 282 | May 2010 Preparedness in mobilising education materials � In Nepal, in preparation for annual floods, containers were purchased for the three most vulnerable regions and education supplies were prepositioned in each region prior to the flooding. � In Mozambique, standby agreements were established with local suppliers so that initial bidding procedures were not necessary in the acute response phase and supplies could be ordered rapidly. From UNICEF and Save the Children, Education in Emergencies Training Facilitators’ Guide 8.4.2 Mobilising supplies and equipment in emergency response Role of the Coordinator � Following emergency onset (in a rapid-onset emergency), and drawing on contingency plans and any available needs assessment data, the cluster will begin distribution of pre-positioned materials. This process should be facilitated by the Coordinator as part of initial response planning (see section 7.2). � At the same time preparations need to be made for procuring, mobilising and distributing additional education supplies, again drawing on preparedness measures put in place. This activity may be undertaken by a smaller working group within the cluster, in collaboration with government partners, CLA(s), and the Logistics Cluster. � Encourage cluster partners to collaborate in procurement and logistics where feasible, drawing on their usual supply channels. � As part of the supply and distribution planning, identify additional supply and logistics capacity and funding requirements, eg, for coordinated procurement, transport, storage and distribution, and develop or adapt
Advocacy and resource mobilisation systems and tools for managing and monitoring supply and distribution (see section 8.4.4) � Iterate agreed cluster principles and standards applicable in the selection of education supplies, eg, in addressing cross-cutting themes such as gender equality (through the depiction of equally proactive male and female roles in the materials), child protection, HIV and AIDS, and hygiene promotion, or addressing particular needs such as psychosocial recovery or early childhood development. � Agree material specifications, and share prices within the cluster, and across clusters, to prevent variable quality of goods and manipulation of prices by suppliers. � Monitor and adjust plans for supply and logistics in line with changing needs, stock levels, distribution and utilisation patterns, and cluster partner and user feedback. Key points in mobilising education supplies in an emergency � Coordinate supply and distribution with the CLA(s), government and cluster partners, and other clusters, including the Logistics Cluster. � Identify sources of logistical support, eg, through the CLA(s), government and cluster partners, and other clusters, including the Logistics Cluster. � Procure local goods and services where possible, and make early provision for any items that need to be imported. � Ensure that all materials and equipment are appropriate for differing gender, cultural, learning and disability requirements. � Make use of contingency plans and be prepared for changes in the emergency context when planning for supply and distribution. � In unstable or chronic emergencies, adopt a phased approach to supply and distribution, to accommodate sudden changes in requirements. 8.4.3 Assessing requirements and selecting education supplies Assessing material requirements and supply planning must be based on needs, not on available resources. In the absence of needs assessment data, adopt contingency plans as an indication of expected needs. May 2010 | 283
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Advocacy and resource mobilisation - OneResponse

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