WOMEN'S REFUGEE COMMISSION
15 West. 37th Street
New York, NY 10018
(212) 551-3115
info@wrcommission.org
womensrefugeecommission.org
Participants at a Humanitarian Action Training in 2016 organized by the National Forum of Women with Disabilities in Islamabad, Pakistan. © SADF/ STEP
February 2017
Research. Rethink. Resolve.
The Women's Refugee Commission (WRC) improves the lives and protects the rights of women, children and youth displaced by conflict and crisis. We research their needs, identify solutions and advocate for programs and policies to strengthen their resilience and drive change in humanitarian practice.
Acknowledgments
This facilitator's guide was researched and developed by Boram Lee, disability program officer of the WRC, and piloted in collaboration with organizations of women with disabilities in the Africa and South Asia. Contributions and feedback were provided by Emma Pearce and Dale Buscher.
Thank you to the Network of African Women with Disabilities, Women Challenged to Challenge in Kenya, the South Asia Disability Forum, the African Disability Alliance and the Special Talent Exchange Program for their participation in the project.
The WRC is deeply grateful to the women with disabilities who provided input and feedback after participating in the pilot trainings, as well as the women leaders responsible for organizing and facilitating the sessions.
© 2017 Women's Refugee Commission
Women's Refugee Commission | 15 West 37th Street, 9th Floor | New York, NY 10018
212.551.3115 | info@wrcommission.org | www.womensrefugeecommission.org
SESSION 1: Introducing Humanitarian Issues — Setting the Stage | |
Activity 1.1: Protection simulation with balloons | This session is meant to serve as an icebreaker exercise simulating the experiences of women and girls with disabilities in a humanitarian scenario, while also introducing some basic concepts important for humanitarian action. (60 minutes) |
Activity 1.2: Vision for the future | This activity is meant to position the women as change agents in humanitarian action and incorporate the lessons from the simulation. Participants will brainstorm about the changes they'd like to see in their world. This will also be an opportunity to clarify objectives for the training. (30 minutes) |
SESSION 2: Humanitarian Systems and Processes | |
Activity 2.1: Definition and types of humanitarian crises | This module explains what a humanitarian crisis is and the different types of crises. (15 minutes) |
Activity 2.2: Humanitarian objectives and principles | This module introduces participants to the “Humanitarian Imperative” and the principles that guide humanitarian actors. (30 minutes) |
Activity 2.3: Protection mainstreaming | This module introduces participants to the concept of “protection mainstreaming,” its key elements and the importance and benefits of a protection-mainstreaming approach. (45 minutes) |
Activity 2.4: Mapping humanitarian stakeholders | This module identifies the key stakeholders in humanitarian crises and outlines the various roles they play. (30 minutes) |
Activity 2.5: Mapping the humanitarian program cycle | This activity describes the elements of a humanitarian program cycle (HPC) and the different activities that can occur within a cycle. (60 minutes) |
Activity 2.6: Coordination mechanisms | This module identifies how humanitarian-aid actors organize themselves to work together. (30 minutes) |
Optional activity: Presentation by a humanitarian actor | A humanitarian actor such as a UN Agency (e.g., OCHA or UNHCR) or an NGO can be invited to offer a presentation of its work as well as answer questions about how organizations for women with disabilities can collaborate with it. (30 minutes) |
SESSION 3: Advocacy 101—Problems and Solutions | |
Activity 3.1: Identify & prioritize issues | This activity provides guidance in identifying issues important to women and girls with disabilities who are affected by humanitarian crises. (60 minutes) |
Activity 3.2: Develop a problem tree | This activity helps participants analyze the causes and effects of issues identified in the previous module. (90 minutes) |
Activity 3.3: Storyboard solutions | This activity guides participants through the process of developing solutions for issues identified in the problem-tree exercise. (90 minutes) |
SESSION 4: Advocacy 101—Developing and Communicating our Messages | |
Activity 4.1: Communicating our messages | This activity helps participants understand what advocacy is and the skills needed to make it effective. (60 minutes) |
Activity 4.2: Deciding on core messages and recommendations | This activity helps participants practice skills and concepts related to advocacy and agree on key messages that will form the base of their advocacy planning. (75 minutes) |
SESSION 5: Closing and Evaluation (50 minutes) | |
ANNEXES | |
|
An estimated 9.8 million persons with disabilities are forcibly displaced worldwide as a result of persecution, conflict and generalized violence.1
They are among the most “at-risk” and socially excluded groups in any refugee and displaced community. They are often not identified in data collection or included in needs assessments, and thus are not considered in program design or implementation.2
Increasingly, women and girls with disabilities are understood to experience multiple and intersecting forms of discrimination, based on age, gender and disability as well as other factors, such as nationality and socioeconomic status. This discrimination is exacerbated in conflict and displacement situations, where they face a variety of human-rights violations, including violence, abuse and exploitation.3
The United Nations Convention on the Rights of Persons with Disabilities (CRPD) provides the human-rights framework for the empowerment of women and girls with disabilities, as both agents and beneficiaries of humanitarian action. Article 6 recognizes the multiple forms of discrimination faced by women and girls with disabilities, and requires state parties to ensure their full development and empowerment. Furthermore, the CRPD mandates that state parties must ensure the protection and safety of women and girls with disabilities in situations of risk and humanitarian crises (Article 11); that protection services are age-, gender- and disability-sensitive (Article 16); and that international cooperation is “inclusive of and accessible to persons with disabilities” (Article 32).4
When provided space and an opportunity, women-led community-based organizations, such as organizations of women with disabilities, can play a critical role in supporting humanitarian actors to effectively incorporate the concerns of women and girls with disabilities in protection strategies and to mitigate risks to them and their communities.5 For example, 7representative women's organizations can participate in meetings held at the local and national levels to advocate for the inclusion of women and girls with disabilities in services and assistance. Consultations by the Women's Refugee Commission (WRC) with organizations of women with disabilities underlined the interest and need to expand and strengthen knowledge, networking and alliances in order for these groups to meaningfully engage in humanitarian processes at global, regional and national levels.
Working in partnership with regional networks of women with disabilities, the WRC has developed a Facilitator's Guide for training, entitled Strengthening the Role of Women with Disabilities in Humanitarian Action. Designed for women leaders of organizations of persons with disabilities (DPOs), this Facilitator's Guide helps provide training to members, colleagues and/or partners. It is intended to enhance the capacity of women with disabilities to effectively advocate on women's and disability issues within relevant humanitarian forums at national and regional levels by:
What to keep in mind when using the Facilitator's Guide:
1. We think this training module is most effective when carried out alongside capacity development related to gender equality and disability rights. It helps women with disabilities analyze how dominant and patriarchal power structures and disability factors can prevent their full access to and participation in society,
and it positions the effects of humanitarian crises within these pre-existing narratives.
2. This guide was developed in consideration of participatory training methods to promote active and experiential adult learning.6 Participatory training is best facilitated in an environment which:
83. Activities are mostly designed to be appropriate for persons with various types of disabilities. Otherwise, some suggested adaptations for participants with different types of disabilities are included in the guide. However, every individual will have different needs, and organizers should consult directly with participants, before and throughout the course of training, about how to best support their learning needs. For some sessions, PowerPoint slides have been developed, but alternative modes of presentation should be considered for participants with visual impairments.
4. As with any global-training resource, this Facilitator's Guide should be adapted for the local context. Humanitarian actors and UN agencies operating in the country might be better positioned to indicate the most reliable, up-to-date resources on the humanitarian situation in a country.7
© Women's Refugee Commission
Image Description
The figure shows an old Muslim lady seated on the sofa beside a small boy who is reading a book. To their right is another girl on a wheel chair. Her wheel chair is being held by a young lady dressed in trousers and a head scarf on her right and a young man on her left. The young man is disabled with an amputated left hand from the wrist. To their right is a lady with prosthesis in her lower limb and can be seen bending forward and comforting a small girl child. There is another bespectacled lady on a wheel chair with another girl child in front of her. A man on the extreme right seated on a small seat can be seen making gestures towards her.
60 minutes
10Facilitator's notes:
This session is meant to serve as an icebreaker while also helping participants to start thinking about what happens in a humanitarian crisis.
Process:
1. Set up the room according to the instructions mentioned above. Place the inflated balloons in one corner of the room and hold on to the Rights and Resources tags, with strings attached, until it's time to give them out.
2. Divide participants into four groups. Ask each group to move to a different corner of the room. This is easiest if facilitators use the existing table groups where participants are seated. Explain that each group will be given limited or no information and must act according to that information, as soon as they receive further instructions.
3. Give each group the following instructions:
4. To start the exercise, return to Group 1 and ask them to enter the room. Instruct them to burst or pop as many balloons and grab as many paper tags as possible without touching anyone.
5. Depending on how the situation unfolds, allow the game to continue for a few minutes, then call a stop to it. Facilitators ask participants to keep any balloons or paper tags that they managed to grab or save and return to their seats in their groups.
6. Facilitate a plenary discussion, asking each group to explain who they think they were representing in the game and what they experienced.
• To conclude the plenary discussion:
30 minutes
Process:
1. Ask participants to relax, sit in a comfortable position, close their eyes and breathe deeply and comfortably.
2. In this relaxed position, ask participants to think about the simulation that just happened and the experiences of women with disabilities who might have been affected by a humanitarian crisis. Ask participants to stay in this position and reflect for a few minutes. Ask them to think about what change they would like to see in their world in 10 years. Inform participants that they will be sharing their thoughts with the group.
3. After a couple of minutes, ask participants to open their eyes. Begin the process yourself by saying, “In 10 years, I would like...,” then describe one or two concrete and positive changes you would like to see in society or in your community and/or family.
4. The person next to you should continue by saying, “And I would like to see...” and then describe one or two specific, positive changes important to her for society, her community, and/or her family. Continue with the next woman in the circle and the one after, until everyone has spoken.
135. Ask the participants:
Then clarify the learning objectives for the training, which are to:
This session is the most content-heavy component of the module, and may be accompanied by a PowerPoint presentation (refer to Annex 3 in separate attachment). You may also choose to have an assistant or volunteer write some of the key definitions on a flip chart for you in advance.
15 minutes
Facilitator's notes:
• Types of humanitarian crises include:
Process:
1. Ask the participants to reflect back on Session 1. What types of humanitarian crises have participants experienced? Write these on the flip-chart paper.
2. Briefly present the definition of humanitarian crisis and the different types of crises. Show slides 2 to 6 . Elicit examples from participants about real-life examples of humanitarian crises they are aware of.
3. Explain that the numbers of people displaced by conflict, wars and persecution are at its highest level—65.3 million in 2015—and are increasing at an accelerated rate, due to three major factors: large-scale conflicts are lasting longer, such as those in Somalia and Afghanistan; new or reignited conflicts occur more often, such as those in Syria, South Sudan and the Central Africa Republic; the return and reintegration of refugees and internally displaced persons is decreasing, leaving a great many people in limbo.11 Thus, this training focuses on conflict-driven emergencies.
4. Emphasize that a humanitarian crisis can affect women, men, girls and boys with disabilities in different ways. As examples, women and girls with disabilities may experience greater gender-based violence because of their disability and gender. Men with disabilities may experience loss of livelihood due to their displacement. Boys and girls with disabilities may not be able to attend school in their new environment after having to flee violence or conflict.
30 minutes
Facilitator's notes:
Humanitarian action is guided by principles and standards of behavior that all humanitarian organizations commit to abide by.12 The most foundational are mentioned here.
• Humanity: human suffering must be addressed wherever it is found. The purpose of humanitarian action is to protect life and ensure respect for human beings.14
• Impartiality: humanitarian action must be carried out on the basis of need alone, giving priority to the most urgent cases of distress and making no adverse distinction on the basis of nationality, race, gender, disability, religious belief, class or political opinion.15
17This principle includes both being needs-based (where resources are not sufficient, priority is always given to those most affected) as well as the principle of non-discrimination (no one should be discriminated against based on their sex, age, disability, ethnicity, identity, etc). The state is responsible in ensuring that aid is delivered in an impartial way.16
• Independence: humanitarian action must be autonomous from the political, economic, military or other objectives that any actor may hold with regard to the areas where humanitarian action is being implemented.17
• Neutrality: humanitarian assistance should be provided without engaging in hostilities or taking sides in controversies of a political, religious or ideological nature.18
Process:
1. Split participants into smaller groups (or just ask each table to work together). Ask them to discuss what the objective of humanitarian action is. What are we trying to achieve in humanitarian action? Each group should agree on one or two objectives to present back to the plenary group.
2. Go around to each group and report back on what was the agreed objectives. If it wasn't mentioned, explain that the primary motivation of any response to a crisis is to save lives, alleviate human suffering and support the right to life with dignity. Explain that this is called the Humanitarian Imperative and it's the first article in the Code of Conduct of the Red Cross, which means that this principle comes first before all else. Show slide 7 .
3. Ask participants if they are familiar with humanitarian principles and ask them to identify some. Explain that humanitarian principles are grounded in human rights and reflect shared core values and standards of behavior by humanitarian agencies and the people working for them.
184.Present slides 8-12. Explain that there are a number of humanitarian principles but the most commonly agreed upon are:
5. Ask participants to share examples of these different principles in their own work. Some possible examples are included in the facilitator's notes.
6. Highlight that at least 600 humanitarian organizations have signed a code of conduct to this effect and/ or have incorporated these principles in the charters or codes of conduct of their respective organizations.19 Many times, newly hired staff members are asked to sign a document to attest that they are bound by these codes of conduct while working for the organization. Emphasize that these principles, and the organizations that abide by them, are what make a response to an emergency humanitarian in nature.
Humanitarian principles can be difficult to fulfill in reality, as gaining access to affected populations sometimes means working in areas that are controlled by armed forces engaged in a conflict. These are, however, the standards that organizations strive to uphold, and we should always identify and mitigate any threats to these principles in our work.
7. Close by asking participants to brainstorm about why humanitarian principles might be important to their work with women and girls with disabilities affected by crisis.
45 minutes
20Facilitator's notes:
© Women's Refugee Commission
Image Description
The figure shows a refugee camp in the background and tents on all sides of the medical assistance table. Medical aid and stocks of other things are stored behind the medical assistance desk. A woman and two men are on wheel chairs. There is a queue of five people to be attended by the medical assistant. There is a volunteer wearing a cap trying to assist one of the men on the wheel chair. A man on a motor-wheel chair can be seen giving away supplies in bags to an ailing man in a tent.
• Elements of protection mainstreaming include:
Process:
1. Ask participants if they understand the term “protection.” And what about “protection mainstreaming”? Present and go over the definition of both concepts as per slide 13.
2. Emphasize that humanitarian actors, regardless of which organization or type of service they are providing, should be mainstreaming protection in their work. As discussed in the previous session, all humanitarian actors are obligated to respect humanitarian principles and therefore have a duty to be sure that protection is mainstreamed.
3. Go over the key elements of protection mainstreaming. Show this video produced by the Global Protection cluster (available on YouTube), which illustrates what protection mainstreaming is and the obligation for humanitarian organizations to incorporate protection principles in their work: https://youtu.be/W01dgbxpyOU. The video is approximately 3.5 minutes.
4. To review, ask participants what the key elements of protection mainstreaming are, as shown in the video. And ask them to describe them. Show slides 14-17 or present the definitions on a flip chart.
5. Close by asking participants what protection mainstreaming means for their work with women and girls with disabilities affected by conflict.
22The following are a sample of different responses. Make sure to point out some of these if they are not raised by participants.
© Hesperian
Image Description
The figure shows a Doctor on duty and a nurse beside him standing behind a desk. A small boy on a motor- wheel chair is communicating with them. Two women seated on a bench beside the door in front of the desk can be seen whispering to each other. The lady seated on the left is carrying a new born baby on her lap.
30 minutes
Facilitator's notes:
• Stakeholders in humanitarian emergencies include:
• Affected communities and populations in humanitarian crises can be refugees or internally displaced persons (IDPs).
Process:
1. Draw a circle on flip-chart paper with “Affected Communities” written in the middle.
2. Ask participants: Who is part of the affected community? What groups make up the affected population? Participants will probably mention men, women and children. Ask about groups that might be hidden in the community, such as adolescent girls, survivors of violence, persons with different types of disabilities, caregivers, LGBTI individuals. Write these on the flip-chart paper in the circle.
3. Explain that affected communities and populations can be categorized as refugees or internally displaced persons (IDPs). Explain the difference as presented in the facilitator's notes above and on slide 18.
254. Highlight that the affected population is made up of people who will have different levels of status and power in the community, and therefore different access to assistance and protection in a humanitarian crisis. They also play different roles in humanitarian action, with some taking on leadership roles and representing the affected community in consultations with humanitarian actors.
5. Ask participants: How are status and power different for women and men, and how about for women with disabilities? How might this affect their role in humanitarian action?
6. Now ask participants: Who else is involved in humanitarian action? Participants will probably mention the names of UN agencies, international and local NGOs, civil-society organizations, local and national government offices, donors, etc. Write these on the flip-chart paper around the circle that represents the affected population.
7. Share diagram 1 representing the humanitarian actors, highlighting the diversity and range of actors engaged as a slide or as a handout or pictured as slide 19.
8. Go over the various stakeholders as listed in the facilitator's notes. Provide some explanations as to who some of the stakeholders might be, such as national NGOs, UN agencies, etc. Also go over other stakeholders pictured in yellow including diaspora groups or military forces. Explain that in different contexts, different stakeholders and actors can play greater or lesser roles. Ask participants for examples they might be aware of how or why this might be true.
9. Emphasize as well that certain groups highlighted in yellow in the diagram, such as some religious institutions, private-sector entities, etc., may have a role in responding to humanitarian situations, but emphasize that humanitarian response is not the main function of these groups and they might not necessarily abide by the various humanitarian principles.
26Diagram 1: Humanitarian stakeholders map
Source ALNAP 30
Image Description
The circular diagram consists of seven large overlapping circles with seven small circles embedded at their intersection. Four larger circles intersect the earlier circles at their centre. The four corners of the diagram have four small sized circles embedded within the larger circles.
A small circle labelled ‘Affected Communities’ lies at the centre of all the intersecting circles. Starting from the top, the seven circles are labelled as: “The International Red Cross and Red Crescent Movement; Donors; Host Governments; Humanitarian arms of regional intergovernmental organisations; National NGOs; UN humanitarian agencies; International NGOs.”
The four circles in a clockwise direction from top left are: “Diaspora groups; Private-sector entries; Religious institutions; Military forces.”
All the circles are in dotted lines and the set of seven circles along with the large circles are differently coloured than the larger circles.
10. Close this session by emphasizing that it's the responsibility of all stakeholders to work together to ensure that the needs of affected communities are addressed.
Ask participants where organizations of women with disabilities fit within this diagram of stakeholders . They will likely be among the national NGOs.
60 minutes
28Facilitator's notes:
Elements of the Humanitarian Program Cycle (HPC) include:31
b. Needs assessment also involves analysis and planning:
Process:
This session is built around a humanitarian scenario exercise (see Annex 4).
1. Take signs from the Headings from Humanitarian scenario card set and and stick them around the room as per the below example or as pictured on slide 20.
PREPAREDNESS
EMERGENCY RESPONSE
EMERGENCY RESPONSE
Image Description
The photograph shows a circular figure. There are four equal sized circles equidistant at right angles from each other and embossed on the circumference of a larger circle. From top in a clockwise direction, they are labelled as: “Needs assessments analysis and planning; Resource mobilization; Implementation; Monitoring and evaluation.”
A larger sized circle lies at their centre labelled: “COORDINATION.”
2. Explain that in a humanitarian crisis, there are different phases around which we organize and operate, and they might look familiar because they resemble a project-management cycle. Read the below elements out loud as they are posted on the wall, and ask participants if they are able to describe what these entail:
(definitions are also included in slides 21–26)
3. Explain that there will also be coordination of stakeholders across all of these phases. Read out loud the emergency scenario (have a few printouts handy so that participants can also read along at the same time). In this activity, we are going to talk about the types of activities that happen across a humanitarian response. (See Annex 4 for the humanitarian scenario.)
4. Split participants into smaller groups or pairs, and give them each a selection of cards from the Humanitarian Activities card set. Ask participants to read their activity, and stick them on the wall under the phase in the humanitarian cycle to which they apply.
5. Move around the room, discussing the different activities listed under each cycle. Clarify any that may be confusing and/or that may cross over more than one phase.
6. Ask participants to think about different activities that are not listed on the cards but that relate to gender or women and girls and that might also take place under the various elements. Below is a sample of various responses.
7. Needs assessment: protection actors can carry out focus-group discussions with women and girls, including those with disabilities, to find out what kind of protection concerns they might have and to make recommendations that inform the design of their programs.
30 minutes
Facilitator's notes:
Process:
1. Introduce this last activity: as coordination crosses over other phases of the humanitarian cycle, we want to spend some time talking about the common coordination mechanisms.
2. Ask participants as a large group to identify the sectors mentioned in the previous scenario activity. Stick the logos or icons representing these sectors on the wall as people mention them. Use logos cut out from Annex 5.
3. Ask participants as a large group about any sectors that may be missing from the case study. Post the logos or icons representing these sectors on the wall as people mention these. Ensure that health, water and sanitation, shelter, education, livelihoods, food and protection are all mentioned.
4. In the same small groups or pairs as the previous activity, ask participants which humanitarian actors were involved in the activity described. Write the answer on a sticky note, and post the actor under the appropriate sector.
5. Ask participants if they know of any actors that were not mentioned in the activity but, based on their experience, are involved in the different sectors. Be sure that relevant government ministries are listed in addition to NGO and UN counterparts.
336. Coordination is often built around sectors or clusters. Clarify the difference between a cluster and a working-group system as per the definitions mentioned in the facilitator's notes for this section.
7. While the structure of the humanitarian system will change with the context, different UN agencies, government bodies and INGOs will often take leadership roles in specific sectors. For example, UNHCR will often lead the protection cluster/working group, especially in refugee settings. In some contexts, as in Turkey, the government has taken on a very strong leadership role in coordinating the humanitarian response with NGOs.
8. As per the learning points above, ask participants if they are aware of how issues affecting women and girls are coordinated in the humanitarian system. Make sure they name at least one modality or mechanism (e.g., through the GBV task force, a protection working group, the establishment of a gender adviser). Depending on the time available, it might be good to discuss and share experiences about what kind of interaction/engagement the participants might have had with gender focal points within the humanitarian system.
9. Close by raising the following points to lead us into the next session: these mechanisms have important implications for those who are advocating on cross-cutting issues, such as women and girls with disabilities.
Invite a humanitarian partner (e.g., UNHCR, OCHA, Gender Capacity Advisors or another agency) to share information about their organization and the role they play in humanitarian responses.
60 minutes
Facilitator's notes:
This session is meant to help us explore the main issues and challenges facing women and girls with disabilities in a humanitarian crisis identified in activity 2.5, which comes before developing solutions.
35Some of the needs and challenges that women and girls disabilities may be facing in the scenario include, but are not limited to:
TABLE DESCRIPTION
The table comprises of two columns and nine rows. The column headings are: “Needs; Issues/challenges.” There are no row headings.
Needs | Issues/challenges |
| |
|
Process:
1. Explain the objectives for this session.
2. Divide the participants into four small groups and ask each group to revisit the scenario and mapping from the previous session. They should think about and discuss:
3. Different colored Post-it notes should be used to record the needs and issues/challenges.
4. The participants should decide who will be presenting their findings back to the whole group.
5. For feedback, groups should remain standing and walk to each flip chart to hear each group's findings. Set a time limit of 3 minutes per group.
6. With the group's agreement, cluster similar issues together so that the identified issues don't repeat.
Break for 5 minutes
7. During the break, set up each of the flip charts on the wall so that they are visible to everyone.
8. Hand each participant four stickers each to vote on the key issues they have just come up, and select the top four issues they would like to focus on. Come up with recommendations over the next day. When making their selections, ask participants to think about their role as organizations of women with disabilities and the actions they could take to make their solutions a reality.
9. Review the top four issues, and provide an opportunity to receive feedback. How did the participants make their final selection?
90 minutes
Needs | Impacts |
Facilitator's notes:
• Flip-chart template of problem tree:
Image Description
The figure of a tree shows the branches and roots distinctly along with the outline of the canopy of the tree. The main trunk is labelled: “ISSUE.” The roots are labelled: “CAUSE” on its left, right and centre. The canopy is labelled as: “IMPACT” on both sides of the tree.
Process:
1. Staying in the small groups, explain that they will be looking more closely at the key issues identified and will be thinking about causes and impacts on women and girls with disabilities. Each group will work on one issue from the top four selected.
2. First, each group will write the issue clearly on a piece of A4 paper as a problem statement. This should be brief, clear and focused on women and girls (e.g., “Women and girls with disabilities are not...” or “Women and girls with disabilities do not have access to...,” etc.)
3. Then divide the flip chart in half lengthwise as per the Causes and Impacts table pictured in the facilitator's notes, and discuss the following points in small groups (30 minutes):
4. Explain that participants will list the causes/influences on Post-it notes and put them on the left side, and then list the impacts on different-colored Post-it notes and stick them on the right side.
Note: to help the group identify the root causes, ask: Why does this happen? Why is this the situation?
5. Share a template of a tree on a flip chart with each group, and ask the groups to stick their issue/challenges on the trunk, the causes and influences on the roots, and the impacts on the branches.
6. See example problem tree developed from an issue identified from previous activity: Issue: loss of family and community-support networks.
7. Explain to the participants that they will need to come up with a quick and creative way to get feedback and share their problem-tree ideas with the group. Each group will have a maximum of 4 minutes for their feedback. Groups may use art or can choose to represent a different part of the tree. (20 minutes)
8. Allow time for comments and questions.
39Example problem tree:
Image Description
The figure of a tree shows its branches and roots distinctly with the outline of its canopy. The main trunk is labelled: “ISSUE: Loss of family and community support networks.”
The roots are labelled: “CAUSE: Women and girls with disabilities no longer know and can call upon their neighbours and others living in their community” on the right.
They are also labelled in the centre: “CAUSE: Families have become separated during displacement.”
The roots are labelled on the left as: “Women and girls with disabilities don't attend the same community meeting places as other women and girls.”
The canopy is labelled as: “IMPACT: refugee women with disabilities at risk of sexual abuse and exploitation in attempting to meet basic needs to them and their children.”
90 minutes
Facilitator's notes:
1. Solutions
2. Which stakeholders will you target? Are there opportunities/activities already under way in the scenario that you can take advantage of?
3. What can we do as organizations of women with disabilities?
4. Outcomes for women and girls with disabilities affected by humanitarian crisis
Displaced women and girls with disabilities have access to appropriate family and community-support networks, reducing risk of sexual abuse and exploitation
42Process:
1. Building on the problem-tree exercise, explain that we are going to think about the solutions they want to focus on, capturing their ideas on a storyboard. If participants are not familiar with a storyboard, explain that it is a way of using images to tell a story, like a film director preparing a movie.
2. In groups, discuss the following four questions (written on flip-chart paper as per the table below)
Provide about 30 minutes to discuss the answers (see example in the facilitator's notes).
3. When they have finished discussing and taking notes, hand out A4 paper and colored pens and explain that they will be drawing their ideas for these four questions as four panels of a storyboard. Their panels can include captions or words to explain the drawing.
4. Each answer should be a different sheet of A4 paper, numbered 1, 2, 3, 4.
5. When they have finished, they can stick their sheets onto a flip chart (see table below).
4. Impacts of these solutions on women and girls affected by humanitarian crisis?
Allow about 20 minutes.
6. Gather everyone together and give each group three minutes to present back to the plenary group. Allow for questions and comments.
7. Debrief question for the group: what was easier—coming up with ideas for yesterday's problem tree or coming up with solutions today? Why?
1. Solutions
2. Which stakeholders will you target? Are there opportunities/activities already under way in the scenario that you can take advantage of?:
3. What can we do as organizations of women with disabilities?
4. Impacts of these solutions on women and girls affected by humanitarian crisis?
60 minutes
44Facilitator's notes:
• Skills/qualities necessary for good advocacy:
Process:
Part A
(group activity—30 minutes)
1. Since we have already discussed whom we want to communicate with, explain that we now want to think about how we communicate our messages.
2. Ask for three volunteers to act as different humanitarian stakeholders. Preferably these should be stakeholders who were identified earlier in the exercise. For example:
3. Identify three women leaders who will meet with each of these stakeholders and try to convince them of an idea to improve access to services and inclusion of women and girls with disabilities in humanitarian action. A timekeeper will clap his or her hands or signal to everyone at the end of 3 minutes that they must move on to the next stakeholder.
4. At the end of the exercise, ask the stakeholders and observers to vote on which leader made the strongest argument. Write up the three ideas (solutions on flip chart), and ask participants to put a sticker next to the 45solution they are voting for. Ask them to vote based on the strength of the arguments and advocacy skills for each idea/solution advocated by the women leaders.
Part B
(large-group discussion—30 minutes)
5. While one of the facilitators is counting the votes, start the group discussion. Ask the following questions and collect a few ideas on flip-chart paper:
6. Explain that what the women leaders were doing was advocacy.
7. Ask the following question and collect a few ideas on flip-chart paper:
8. If not already suggested, add the following skills to the list from the facilitator's notes from point 2.
9. Put up the flip chart with the definition of advocacy and let the group take a minute to read it. Leave space for any comments and questions.
10. Ask participants to name other prominent women's leaders they have heard of or know personally, and ask what makes them effective advocates?
11. Finish the session by announcing the final votes and thank the three volunteers for their efforts. Optional: the facilitator can have some sweets available to distribute as a prize for participants.
75 minutes
Facilitator's notes:
If not done already, be sure that the outputs/flip charts from the previous sessions are displayed around the room to be referred to in this session. Ensure that visually impaired participants are paired with seeing participants and that the seeing participants are comfortable with helping them throughout this activity
Recommendations made in the course of this activity can be shared in a final training report or can be taken forward in developing organization-wide advocacy plans.
47Process:
1. Explain that we are going to use the advocacy and communication skills already discussed, determine the core recommendations they want to share from this workshop and communicate them to a wider audience: through a report, at events and through their own advocacy conducted at national and local levels.
2. Ask the group to follow you around the room for a quick recap of the main exercises that were covered over the last two days.
3. Explain that we are going to divide participants into four small groups (these can be new groups or pre-existing groups) and assign a leader to each group. Divide the group into four teams.
4. Explain that each team is now free to walk around and look at what they have done over the past week. They should find a space in the room or outside with their facilitator to discuss and write down their core recommendations-the ones they think will significantly improve the lives of women and girls with disabilities affected by humanitarian crisis.
5. These recommendations should be written on flip-chart paper. Remind the group that the recommendations need to be brief and clear-no more than one or two sentences.
6. Tell the group they have 30 minutes to complete this task.
7. Bring everyone back to the whole group near the recommendations, post the flip-chart papers on the wall and ask for feedback from each group. Allocate 3 minutes per group.
8. Explain that these recommendations will be put together in a brief that they can use for advocacy on behalf of women and girls with disabilities affected by crisis and conflict at national, regional and global levels.
9. Explain that to help us select the recommendations, they will vote with sticky dots.
10. Each person should be given five sticky dots. Ask them to put a dot by each of their top choices for recommendations.
50 minutes
Process:
Part 1:
Post-training questionnaire (see Annex 1) (20 minutes)
Distribute the post-training questionnaire to participants, emphasizing its importance in ensuring that their feedback is documented so the training contents are improved for future participants.
Remind the participants that they don't need to put their names on the paper, but they should use the same number, symbol or picture as they did in the pre-training questionnaire.
49Part 2:
Participatory evaluation: what did we learn from the other women in this workshop?40 (30 minutes)
Have participants write their names on a small piece of paper or Post-It note, fold it in half and put it into a bowl. Have everyone, including the facilitator, pick a name from the bowl. (If someone pulls her own name, have her trade with another person.)
Make sure everyone has a sheet of paper and a pen or pencil. Ask everyone to write on top of the sheet the name of the person on their Post-It note, and then ask everyoneto record the one or two most important things learned from that person about leadership, advocacy, humanitarian experiences and engagement, or something entirely different. Take 5 or 10 minutes to do this.
Reconvene the group, and have everyone identify the woman she picked and what was learned. This should be a group-affirming activity, so let everyone take her time and share stories about each other.
Be sure to document these.
Participants at the end of a regional workshop on “Strengthening Humanitarian Action” for Women DPO leaders held in Nairobi, Kenya. © Rose Ogola/ UN Women
20 minutes
Facilitator's notes:
The pre-training questionnaire is best conducted in advance of the training, giving you time to analyze the level of knowledge among the participants and adapt the training contents accordingly. It is also an opportunity to identify the experiences that participants may have and can be shared with others throughout the course of the training, as well as a way to gauge their interests and priorities in the upcoming training.
The proposed formats can be adapted/revised according to the topics or modules that were covered and what your organization decides is important to know.
Depending on the time available, organizers may wish to send the pre-training questionnaires to participants in advance to allow time to prepare and adjust content accordingly.
Explain to participants that the purpose of this questionnaire is to identify current interests, experiences and training needs. A similar questionnaire will be repeated again at the end of the training. This allows us to identify strengths and gaps that may require us to conduct further training in the future, as well as to improve the current training package.
Participants do not need to put their names on the questionnaire. They should put a number, picture or symbol on the paper-anything they like, but it must be unique to them. This will allow us to compare the pre-training questionnaire with a post-training questionnaire and determine the changes in knowledge.
Part 1.
1. How do you define a humanitarian crisis? Also, name at least three types of crises.
2. What is the first and foremost principle in the Code of Conduct? (Circle the right answer.)
3. Identify and describe at least two humanitarian principles.
4. Name at least three humanitarian stakeholders.
5. Put the following elements of the humanitarian program cycle in the correct order: resource mobilization / implementation / monitoring and evaluation / needs assessments, analysis, and planning
6. Name at least two strategic sectors of humanitarian coordination that are relevant for women and girls.
7. What role can organizations of women with disabilities (DPOs) play in humanitarian action?
8. What skills or qualities are necessary for good advocacy?
53Part 2.
1. Please describe any previous experience you have had working in humanitarian situations.
2. What previous advocacy experience have you had? Please describe.
3. What are some challenges to advocating on behalf of women and girls with disabilities in humanitarian contexts? What are your recommendations for how they can be addressed?
4. What would you like to achieve by attending this training on “Strengthening the Role of Women with Disabilities in Humanitarian Action?”
Thank you for completing this questionnaire.
Part 1.
1. How do you define a humanitarian crisis? Also, name at least three types of crises.
2. What is the first and foremost principle in the Code of Conduct? (Circle the right answer):
3. Identify and describe at least two humanitarian principles.
4. Name at least three humanitarian stakeholders.
5. Put the following elements of the humanitarian program cycle in the correct order: resource mobilization / implementation / monitoring and evaluation / needs assessments, analysis, and planning
6. Name at least two strategic sectors of humanitarian coordination that are relevant for women and girls.
7. What role can organizations of women with disabilities (DPOs) play in humanitarian action?
8. What skills or qualities are necessary for good advocacy?
56Part 2.
1. Please rate the workshop on the following topics by placing an ‘x’ in the relevant boxes for each activity from one to five.
1 = Poor/not useful
5 = Excellent/very useful
TABLE DESCRIPTION
The table comprises of seven columns and eleven rows. The column headings are: “1, 2, 3, 4, 5, Comments.” The first column does not have any heading.
The row headings are: “Protection simulation with balloons; Vision for the future; Humanitarian scenario exercise; definition and types of humanitarian crises; Humanitarian objectives and principles; Protection and mainstreaming; Mapping humanitarian stakeholders; Mapping humanitarian program cycle; Coordination mechanisms; Advocacy 101-problems and solutions; Advocacy 101-developing and communicating our messages.”
1 | 2 | 3 | 4 | 5 | Comments |
Protection simulation with balloons | |||||
Vision for the future | |||||
Humanitarian scenario exercise | |||||
Definition and types of humanitarian crises | |||||
Humanitarian objectives and principles | |||||
Protection mainstreaming | |||||
Mapping humanitarian stakeholders | |||||
Mapping the humanitarian program cycle | |||||
Coordination mechanisms | |||||
Advocacy 101—problems and solutions | |||||
Advocacy 101—developing and communicating our messages |
Comments:
572. What are some challenges to advocating on behalf of women and girls with disabilities in humanitarian contexts? What are your recommendations for how they can be addressed?
3. Adaptability: was the training contents and facilitation adapted to your learning needs? Why or why not? Please provide any recommendations on how the training can be improved in the future.
4. Any other comments:
Thank you for completing this questionnaire.
Please send back to:
After 23 years of conflict, the country of Aclium has the largest and most protracted humanitarian crisis in history, resulting in both refugee and internally displaced populations. During the past 10 years, almost 6 million refugees have returned to Aclium to mainly towns and cities forming informal tented settlements.
The coming winter is projected to be one of the coldest on record, with temperatures expected to be -20°C. NGOs have expressed urgent concern that the tents and plastic sheets normally given out to affected Acliumians are inadequate. At the current funding level, large proportions of the displaced population will be without adequate shelter, particularly some 28,000 families who are considered at high risk.
Image Description
The figure illustrates a settlement of temporary tents at the foothills. A man on a wheelchair can be seen demonstrating something on the board. The session is being attended by a few men, women, kids and also an old man.
Humanitarian activities card set — cutouts
72Image Description
This figure is a bigger representation of a previous image in full diameter. Here we can find one big square box where there are three rows of logos with three logos in each row representing certain actions related to human society and civilization.
In the first row, the left logo shows a car and an aeroplane in the air. The middle one shows a ‘Cadaceus’ with wings on either side at the top. The third logo shows a figurative outline of a family of a woman and a man holding a child in between them under one roof.
In the second row, the first logo on the left shows a tap with a drop of water falling from it. The middle one shows an illustration of a baby face with a spoonful of food in front of its mouth. The third in the right shows an illustration of a house.
In the bottom row, the first logo on the left shows a bowl with a twig full of leaves in it. The middle logo is an illustration of open book. The last one on the row illustrates two hands holding a globe in between them.
TABLE DESCRIPTION
The table comprises of four columns and seven rows. The column headings are: “Topic, Activity, Time, Learning outcome.”
The row headings are: “Registration, welcome and registration; Pre-training evaluation; Session1: Introducing humanitarian issues; Coffee/tea break; Session 2: Humanitarian systems and processes; Lunch break (followed by icebreaker to be led by one of the participants).
The table continues in next page where there are again the same column headings like the previous page and another seven row headings which are as follow: The row headings are: “Optional presentation by humanitarian actor; Coffee/tea break; Debrief exercise and closing for the day.”
76DAY ONE | |||
Topic | Activity | Time | Learning outcome |
Registration, welcome and inauguration | 8:00–9:00 a.m. | ||
Pre-training evaluation | Written exercise | 9:00–9:30 a.m. |
|
Session 1: Introducing humanitarian issues | Activity 1.1: Balloon-simulation exercise | 9:30–10:30 a.m. |
|
Coffee/tea break | 10:30–11:00 a.m. | ||
Activity 1.2: Vision for the future | 11:00–12:45 p.m. |
| |
Session 2: Humanitarian systems and processes | Activity 2.1: Definition and types of humanitarian crises | 12:45–1:00 p.m. |
|
Lunch break (followed by icebreaker to be led by one of the participants) | 1:00–2:00 p.m. | ||
Optional presentation by humanitarian actor | Presentation by Inter-Agency Gender Taskforce Chair, UN Women, followed by Q&A | 2:00–2:45 p.m. |
|
Activity 2.2: Humanitarian objectives and principles | 2:45–3:15 p.m. |
| |
Coffee/tea break | 3:15–3:30 p.m. | ||
Activity 2.3: Protection-mainstreaming activity 2.4: Mapping humanitarian stakeholders | 3:30–4:45 p.m. |
| |
Debrief exercise and closing for the day | 4:45–5:00 p.m. |
TABLE DESCRIPTION
The table comprises of four columns and seven rows. The column headings are: “Topic, Activity, Time, Learning outcome.”
The row headings are: “refresh from the previous day, and review objectives for the day; Session 2: Humanitarian systems and processes (cont.); Coffee/tea break; Session 1: Advocacy 101-problems and solutions; Lunch break (followed by icebreaker to be led by one of the participants); Debrief exercise and closing for the day.”
DAY TWO | |||
Topic | Activity | Time | Learning outcome |
Refresh from the previous day, and review objectives for the day | 9:00–9:30 a.m. | ||
Session 2: Humanitarian systems and processes (cont.) | Activity 2.5: The humanitarian program cycle | 9:30–10:30 a.m. |
|
Coffee/tea break | 10:30–11:00 a.m. | ||
Activity 2.6: Coordination mechanisms | 11:00–11:30 a.m. |
| |
Session 3: Advocacy 101—problems and solutions | Activity 3.1: Identify and prioritize the issues | 11:30–12:30 p.m. |
|
Activity 3.2: Problem-tree analysis (part 1) | 12:30–1:30 p.m. |
| |
Lunch break (followed by icebreaker to be led by one of the participants) | 1:30–2:30 p.m. | ||
Activity 3.2: Problem-tree analysis (part 2) | 2:30–3:00 p.m. |
| |
Activity 3.3: Storyboard solutions (part 1) | 3:00–4:00 p.m. |
| |
Debrief exercise and closing for the day | 4:00–4:30 p.m. |
TABLE DESCRIPTION
The table comprises of four columns and seven rows. The column headings are: “Topic, Activity, Time, Learning outcome.”
The row headings are: “refresh from the previous day, and review objectives for the day; Session 4: Advocacy 101-problems and solutions; Short Coffee/tea break; Lunch break (followed by icebreaker to be led by one of the participants); Plenary discussion on next steps, AOB; Closing and evaluation.
DAY THREE | |||
Topic | Activity | Time | Learning Outcome |
Refresh from the previous day and review objectives for the day | 9:00–9:30 a.m. | ||
Activity 3.3: Storyboard solutions (part 2) | 9:30–10:00 a.m. |
| |
Session 4: Advocacy 101—developing messages for advocacy | Activity 4.1: Communicating our messages | 10:00–11:00 a.m. |
|
Short coffee/tea break | 11:00–11:15 a.m. | ||
Activity 4.2: Deciding on core messages and recommendations | 11:15–12:30 p.m. |
| |
Lunch break (followed by icebreaker to be led by one of the participants) | 12:30–1:30 p.m. | ||
Plenary discussion on next steps, AOB | 1:30–2:30 p.m. | ||
Closing & Evaluation | Participatory exercise and written work | 2:30–3:30 p.m. |
|
Icebreakers have not been included but should be integrated throughout the two days, according to the discretion of the facilitator as to the energy levels of participants. Some examples of good icebreakers can be found here:
https://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
1 This figure, for 2015, is based on global estimates that 15 percent of the 65.3 million people who were forcibly displaced worldwide as result of persecution, conflict, generalized violence and human rights violations may be persons with disabilities in 2015. UNHCR (July 201 6), Global Trends: Forced Displacement in 2015, accessed at http://www.unhcr.org/576408cd7, and WHO (2011), World Report on Disability, accessed at http://whqlibdoc.who.int/publications/2011/9789240685215_eng.pdf?ua=1
2 Women's Refugee Commission (2008). Disabilities Among Refugees and Conflict-affected Populations. https://www.womensrefugeecommission.org/populations/disabilities/research-and-resources/document/download/609
3 Women's Refugee Commission & International Rescue Committee (2015). “I See That It Is Possible”: Building Capacity for Disability Inclusion in Gender-based Violence Programming, https://www.womensrefugeecommission.org/disabilities/resources/document/download/945
4 United Nations (2006), Convention on the Rights of Persons with Disabilities, http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
5 Women's Refugee Commission (May 201 6), Working to Improve Our Own Futures: Inclusion of Women and Girls with Disabilities in Humanitarian Action, accessed at https://www.womensrefugeecommission.org/populations/disabilities/research-and-resources/document/download/1342
6 For more information, refer to Lammerink and Bolt (2002), Supporting Community Management: A Manual for Training in Community Management in the Water and Sanitation Sector, retrieved from http://www.ifrc.org/PageFiles/95747/B.b.02.%20Supporting%20Community%20management-%20Manual%20for%20the%20water%20and%20sanitation%20sector.pdf
7 UN OCHA's website publishes regular snapshots of the humanitarian situation in most countries: http://www.unocha.org/where-we-work/all-countries
8 Simulation adapted from exercise developed by Hadia Nusrat, UN Women-Pakistan (hadia.nusrat@gmail.com).
9 Humanitarian Coalition (accessed January 2017), “What Is a Humanitarian Emergency?,” retrieved from http://humanitariancoalition.ca/media-resources/factsheets/what-is-a-humanitarian-emergency
10 IASC (30 November 1994), Working Group XVIth Meeting: Definition of Complex Emergency retrieved from https://interagencystandingcommittee.org/system/files/legacy_files/WG16_4.pdf
11 UNHCR. Global Trends: Forced Displacement in 2015 (June 2016), accessed at http://www.unhcr.org/576408cd7.pdf
12 Humanitarian principles are based on the Code of Conduct of the Red Cross and Red Crescent Society (signed by nearly 600 humanitarian organizations) and the Humanitarian Charter as set out by the SPHERE Project and incorporated in the charters and codes of conduct of individual humanitarian organizations. The full document can be found here: https://www.icrc.org/eng/assets/files/publications/icrc-002-1067.pdf
13 Sphere Project (2011), The Humanitarian Charter, accessed from http://www.sphereproject.org/download/543ac00499ed2
14 CHS Alliance (2014), Core Humanitarian Standard on Quality and Accountability, p. 8, retrieved from https://corehumanitarianstandard.org/the-standard
15 Ibid.
16 Jean Pictet, The Fundamental Principles of the Red Cross: Commentary, ICRC, Geneva, 1979, available at: www.icrc.org/eng/resources/documents/misc/fundamental-principles-commentary-010179.htm
17 CHS Alliance (2014). Core Humanitarian Standard on Quality and Accountability, p. 8. Retrieved from https://corehumanitarianstandard.org/the-standard
18 Ibid.
19 The full text can be found here: https://www.icrc.org/eng/assets/files/publications/icrc-002-1067.pdf
20 Adapted from the IRC Protection Mainstreaming Facilitator's Guide, July 2013, http://www.globalprotectioncluster.org/_assets/files/aors/protection_mainstreaming/IRC_Protection_Mainstreaming_Training%20_Facilitators_Guide_March_2013_EN.pdf
21 Giossi Caverzasio, Sylvie (2001). Strengthening Protection in War: A Search for Professional Standards, Geneva, ICRC, p 19.
22 For more information, refer to IRC (February 2013), Protection Mainstreaming Facilitator's Guide, accessed at: http://www.globalprotectioncluster.org/_assets/files/aors/protection_mainstreaming/ I RC_Protection_Mainstreaming_Training%20_Facilitators_Guide_March_2013_EN.pdf
23 Ibid.
24 Ibid.
25 CHS Alliance (2014), Core Humanitarian Standard on Quality and Accountability, p. 19, retrieved from https://corehumanitarianstandard.org/the-standard
26 IRC (February 2013), Protection Mainstreaming Training Facilitator's Guide, p. 50, retrieved from http://www.globalprotectioncluster.org/_assets/files/aors/protection_mainstreaming/IRC_Protection_Mainstreaming_Training%20_Facilitators_Guide_March_2013_EN.pdf
27 Ibid.
28 UNHCR (accessed 1/19/17), “What Is a Refugee?,” from http://www.unrefugees.org/what-is-a-refugee/
29 Ibid.
30 ALNAP (2015), State of the Humanitarian System Summary Report, p. 5., accessed from http://www.alnap.org/pool/files/alnap-sohs-2015-report-summary.pdf
31 IASC (August 2015), Reference Module for the Implementation of the Humanitarian Program Cycle, Version 2.0, accessed from https://interagencystandingcommittee.org/system/files/hpc_reference_module_2015_final_.pdf
32 Ibid.
33 UNHCR, UNDP, Regional Refugee &s Resilience Plan 2017-2018, http://www.3rpsyriacrisis.org/
34 IASC (2015), IASC Reference Module for the Implementation of the Humanitarian Program Cycle, Version 2.0, accessed at https://interagencystandingcommittee.org/system/files/hpc_reference_module_2015_final_.pdf
35 For more info, refer to IASC Reference Module: Humanitarian Programme Cycle, June 2015.
36 UNHCR, UNOCHA (April 2014), Joint UNHCR-OCHA Note on Mixed Situations, accessed from http://www.unhcr.org/en-us/excom/icm/53679e679/joint-letter-unhcr-ocha-transformative-agenda. html: UNHCR (December 2013), UNHCR Refugee Response Coordination Model: http://www.unhcr.org/en-us/excom/icm/53679e2c9/unhcr-refugee-coordination-model.html
37 Humanitarian Response (accessed February 2017), GenCap- the IASC Gender Standby Capacity Project, https://www.humanitarianresponse.info/en/coordination/gencap/
38 Advocacy exercises were adapted from WRC/UNHCR (December 2016), Global Refugee Youth Consultations: Toolkit for Holding Consultations with Refugee Youth: https://www.womensrefugeecommission.org/youth/resources/document/download/1297
39 Adapted from Save the Children, Advocacy and Campaigns Course, “Session 1 : Introduction to Advocacy and Campaigning,” Open Society Institute, accessed at http://www.open.edu/openlearnworks/mod/resource/view.php?id=53735
40 Adapted from Womankind (October 2011), Women's Rights Advocacy Toolkit, p. 35, accessed at https://www.womankind.org.uk/docs/default-source/resources/briefings/section4.pdf?sfvrsn=4
41 CHS Alliance (2014), Core Humanitarian Standard on Quality and Accountability, p. 19, retrieved from https://corehumanitarianstandard.org/the-standard
42 Ibid.
43 Adapted from Save the Children, Advocacy and Campaigns Course, “Session 1: Introduction to Advocacy and Campaigning,” Open Society Institute, accessed at http://www.open.edu/openlearnworks/mod/resource/view.php?id=53735
44 IASC (30 November 1994). Working Group XVIth Meeting: Definition of complex emergency. Retrieved from https://interagencystandingcommittee.org/system/files/legacy_files/WG16_4.pdf
45 Humanitarian Response (retrieved 1/19/17), Coordination, retrieved from https://www.humanitarianresponse.info/en/coordination
46 Humanitarian Response (retrieved 1/19/17), Clusters, retrieved from https://www.humanitarianresponse.info/en/coordination/clusters
47 UNDP (retrieved 1/19/17), “Early Recovery,” retrieved from http://www.undp.org/content/undp/en/home/ourwork/crisispreventionandrecovery/focus_areas/early-recovery.html
48 IASC (December 2006), Women, Girls, Boys, and Men: Different Needs, Equal Opportunities, IASC Gender Handbook in Humantarian Action, p. 1., retrieved from https://interagencystandingcommittee.org/system/files/legacy_files/IASC%20Gender%20Handbook%20%28Feb%202007%29.pdf
49 IASC (August 2015), Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action, p. 15, retrieved from http://gbvguidelines.org/wp-content/uploads/2015/09/2015-IASC-Gender-based-Violence-Guidelines_lo-res.pdf
50 ALNAP (2013), Evaluation of Humanitarian Action Pilot Guide, p. 14, retrieved from http://www.alnap.org/resource/8229#
51 Humanitarian Coalition (accessed 1/19/17), What Is a Humanitarian Emergency?, http://humanitariancoalition.ca/media-resources/factsheets/what-is-a-humanitarian-emergency
52 Humanitarian Response (accessed 1/19/17), Humanitarian Programme Cycle, retrieved from https://www.humanitarianresponse.info/programme-cycle
53 CHS Alliance (2014), Core Humanitarian Standard on Quality and Accountability, p. 8., retrieved from https://corehumanitarianstandard.org/the-standard
54 Ibid.
55 Humanitarian Advisory Group (May 2016), Inclusive Humanitarian Action: A Study into Humanitarian Partnership Agreement (HPA) Agency and Practice in the Nepal Earthquake Response, https://corehumanitarianstandard.org/the-standard
56 CHS Alliance, Group URD and the Sphere Project (2014), Core Humanitarian Standard on Quality and Accountability, p. 8, retrieved from https://corehumanitarianstandard.org/the-standard
57 Dictionary.com (retrieved 1/19/17), Definition of natural disaster, retrieved from http://www.dictionary.com/browse/natural-disaster
58 CHS Alliance, Group URD and the Sphere Project (2014). Core Humanitarian Standard on Quality and Accountability, p. 8., retrieved from https://corehumanitarianstandard.org/the-standard
59 Giossi Caverzasio, Sylvie (2001). Strengthening Protection in War: A Search for Professional Standards, Geneva, ICRC, p 19., retrieved from https://www.icrc.org/en/publication/0783-strengthening-protection-war-search-professional-standards
60 IRC (February 2013), Protection Mainstreaming Training Facilitator's Guide, p. 4, retrieved from http://www.globalprotectioncluster.org/_assets/files/aors/protection_mainstreaming/IRC_Protection_Mainstreaming_Training%20_Facilitators_Guide_March_2013_EN.pdf
61 UNHCR (accessed 1/19/17), “What Is a Refugee?,” from UNHCR website: http://www.unrefugees.org/what-is-a-refugee/
62 Ibid.
63 UNHCR (2015), Emergency Handbook (“Sector Coordination in Refugee Emergencies”), retrieved from https://emergency.unhcr.org/entry/60865/sector-coordination-in-refugee-emergencies
64 Ibid.
65 Workgroup for Community Health and Development, University of Kansas (201 6), Community Toolbox, “Section 8: Identifying and Analyzing Stakeholders and Their Interests,” retrieved from http://ctb.ku.edu/en/table-of-contents/participation/encouraging-involvement/identify-stakeholders/main