Advocacy and resource mobilisation - OneResponse

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spokesperson(s) for the Education Cluster within the HCT (see section 2.2 for further guidance on the CLA[s] roles). Sources of support for advocacy work Effective advocacy involves planning, problem analysis, and communication skills. As with other specialist cluster functions, the Coordinator may need to look to others for support. Options include: � sourcing expertise from the CLA(s) � sourcing professional support from cluster partners or other clusters � establishing a working group to take the lead in undertaking the situation analysis, and in developing appropriate advocacy strategies and communications, and providing advice � eliciting the agreement from a nominated person or cluster agency to provide ongoing support with cluster advocacy issues. 8.1.3 Undertaking advocacy activities The advocacy cycle 8. MONITOR & EVALUATE Is there need to change approach? 7. IMPLEMENT Undertake planned activities 6. STRATEGIES & ACTIVITIES Need for strategic choices 250 | May 2010 1. SELECT THE ISSUE YOUR FOCUS! 9. ADAPT THE PLAN Review your aims, or change tactics? 5. KEY MESSAGES What is your key message and position? 2. ANALYSE THE SITUATION Problem, political, and internal analysis 3. IDENTIFY OBJECTIVES Short-, medium- and longterm 4. IDENTIFY TARGETS Who has the power to bring about change?
Advocacy and resource mobilisation Advocacy requires careful planning and will need to be done in stages, as with planning any other project, if the desired outcomes are to be achieved. A number of tools and resources are available to support this process, as listed in ‘Additional resources’ at the end of this section. The advocacy cycle on the previous page sets out the main steps in developing an advocacy plan or strategy. 51 Step 1: Selecting the problem or issue There are likely to be several problems and issues that the Cluster is trying to address. However, the Coordinator will need to guide cluster partners in focusing on a specific problem in order to develop an effective advocacy argument. Points that can be considered in selecting a problem or issue: � its relevance and importance in relation to the cluster aims, objectives and priorities � broad consensus among cluster partners on an agreed position; this should include government, unless government is the target of the advocacy activity � availability of reliable data and evidence in relation to the problem � assessment of sensitivity and risk factors, eg, risk to affected populations of increased vulnerability or suffering � availability of resources and expertise to support advocacy activities � strategic opportunities to support planned advocacy activities, eg, alliance with other clusters. Steps 2–3: Analysing the problem and identifying advocacy objectives Having identified and agreed the problem, it will be necessary to analyse it in great detail and compile reliable evidence. Depending on the situation, this may be undertaken by a smaller working group within the cluster. Three types of analysis should be considered: Problem analysis – to consider the causes and effects of the problem, eg, using problem tree analysis. This should involve all stakeholders within the cluster. Political analysis – to consider the political issues in relation to the problem, including guiding policy, or absence of policy, power relations and identification of those who have influence over the problem, eg, politicians, religious or community leaders, teachers, parents, conflicting forces. Internal analysis – to consider the contrasting views, interests, capacities and experience within the cluster in relation to the problem. 51 Adapted from Save the Children Denmark (2006) Child Rights Advocacy Guideline May 2010 | 251
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