2010 multi sector initial rapid assesment save the children

7/30/2019 2010 Multi Sector Initial Rapid Assesment Save the Children

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EMERGENCY STANDARD OPERATINGPROCEDURES

Version No. 2 Issue Date: January2010

Author: Tanya Strongman

Approver: Emma Roberts

Multi Sector Initial Rapid Assessment Tool (MS IRA)

Purpose of a MS IRA is to provide a rapid overview of the emergency situation in order toidentify the impacts of the crisis, make initial estimates of need and define the priorities forhumanitarian action in the early weeks of a response. It should answer the following corequestions:

What was the situation/context before the disaster?

What are the main problems now and who is affected by these problems?

What is the capacity of the affected population? How well can they cope with theproblems?

Is other assistance currently available to the affected population?

Is there a need for Save the Children to intervene?

If so what kind of intervention is required and are there any operational constraints?

What action can be taken immediately?

When should a MS IRA be under taken?

An initial rapid assessment should be undertaken in the first phases of EVERY new rapid-onset

emergency, ideally within the first 3 days. A MS IRA may also be used in protractedemergencies that are affected by a sudden shock or deterioration in conditions, or wherepreviously inaccessible areas are now able to be reached.

Who is it for?

Country Directors, Emergency Advisers, Response Team Leaders, Operations and ProgrammeManagers, Emergency Response Personnel (ERPs), National Staff, (with selected partnerswhere appropriate)

While the tool is designed for use by assessment teams without advanced technical training inthe sectors covered by the assessment, it is important to note that a certain level of familiaritywith all sectors and data collection techniques is highly desirable. As such staff should betrained on the tool as part of a Country Programmes Emergency Preparedness Planning.

What is expected of MS IRA teams?

Each team is expected to provide the best possible picture of the situation that it can in thetime available based on a review of secondary and primary data collected at the sites visited.Data must be collected from a variety of sources, using different methods and triangulated in aconscious effort to ensure accuracy and minimise bias.

Emergency Standard Operating Procedures version number/date

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EMERGENCY STANDARD OPERATINGPROCEDURES

How should the tool be used?

The MS IRA is designed to be carried out in four main stages: a) preparation and planning, b)information gathering (Field Site Check List), c) analysis and d) reporting. Each section canalso be used independently and in parallel as required.

Emergency Standard Operating Procedures version number/date

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EMERGENCY STANDARD OPERATING PROCEDURES

SECTION 1: PREPARATION AND PLANNING

1.1 BACKGROUND INFORMATION

An important first step when preparing for a rapid assessment is to collect backgroundinformation about the country where the disaster has occurred. This is sometimes known as adesk review and involves the collation of secondary data. Here are some suggestions as to thekind of information that it is important to collect.

Underlying context - vulnerabilities and threats facing the affected population

Political, security, economic, demographic and environmental issues, including informationon poverty levels, chronic food insecurity, prevalence of HIV/AIDS, state of countryseconomy, international relations, governance etc.

How will these affect the severity of the disaster and peoples ability to recover?

Information on the specifics of any conflict. What/who are the drivers? What are theimplications of this for the assessment?

Identify the other significant disasters or shocks that have affected the population in thepast and any relevant information about previous humanitarian response initiatives.

External humanitarian environment

What other local and international agencies or organisations are in the country, whatgeographical and technical areas do they work on and what is their capacity to scale uptheir operations (geographically/technically)?

What type of local coordination exists in country e.g. Government coordination/clustersystem/other interagency coordination?

Which donors are present, what are their sector/geographical area(s) of interest and arethere any conditions or known difficulties around working with these donors?

Save the Childrens Capacity

Which other Alliance members are in country and who is the lead agency?

What experience does SC have of responding to emergencies in this country?

Does the Country Office have an Emergency Preparedness Plan (EPP)?

Does the Country Office have any funds, HR capacity or items of equipment or stocksavailable for use in an emergency?

1.2 CONTEXT ANALYSIS

Equally important as part of your preparation and planning is to gather as much information asyou can about the disaster itself.

What has happened?

Describe the sequence of events leading up to the crisis

Who has been affected?

Who are the main communities affected and who are most vulnerable among them?

Are the affected people internally displaced, refugees, encamped, living with hosts, static ormoving?

Emergency Standard Operating Procedures Version 2 Jan 2010

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What is their identity, ethnicity, political, religious, tribal or clan affiliation

Have people moved or been displaced or are people likely to move? Has displacementhappened more than once?

Is it likely that they will be denied access to key services because of displacement?

How many people are affected and their demographic characteristics - where possibleprovide disaggregation by gender and age separately, under 5 yrs, 5-14 yrs and 15-18 yrs (it isimportant to provide sources for this data)

Estimated # of dead

Estimated # of affected population

Estimated # of displaced

Security context

Are there any security constraints or man-made dangers (e.g. war, mines, UXO, militias)?

Are there any political sensitivities?

How does the security situation affect operation delivery?

How does the security situation affect access to services for beneficiaries?

Partners on the ground

What other local and international agencies or organisations are in the affected area?

How long have they been working there?

What technical areas do they work on?

What is their capacity to scale up their operations (geographically/technically)?

Have they undertaken an assessment?

Key contacts

Donors

What funds are available for the affected area?

What is the likely duration of programming?

Coordination

Contact details for all coordination groups, meeting places and times etc.

What other assessments have been completed or are planned and by who?

1.3 PLANNING YOUR ASSESSMENT

Site SelectionIn order to determine the geographic area for intervention consideration should be given to thefollowing:

Background information/Contextual analysis- Level of reported need- Numbers of people affected- Prevalence of other actors- Strategic interest for SC

Relevant approval to access certain areas

Security


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Establish a security focal person

Communicate security protocol to assessment team members

Involving as many team members as possible, conduct and document a risk assessment ofthe site selected. Identify likely threats and the risk mitigation actions to be taken.

Are there any security constraints or man-made dangers (e.g. war, mines, UXO, militias)

How does the security situation affect access for relief personnel and transportation of reliefcommodities?

Establish line of communication with security support

What is the security situation for the affected population?

Funding

Do you have funding for an assessment?

What funding sources are available to you?

Do you have Childrens Emergency Fund (CEF), other Alliance funds?

Logistical Support

Transport flights, vehicles, drivers (driver briefings, conduct, security, locations to bevisited, route planning etc)

Communications equipment e.g. GPS, satellite phone, mobile phone

Contingency resources e.g. water, emergency food rations

Assessment Team

Who are the assessment team? - composition of the team is extremely important:

1

- Context security considerations of team composition- Previous experience in similar assessments (at least for the leader of the team)- Ability/position of the team members to share best practice- Try to include people who work across sectors and have technical familiarity of at

least more than one sector- Gender diversity in the composition of the team- Familiarity with the geographical area and cultural/ethnic differences importance

of National Staff- Ethnic diversity in composition of the team- Knowledge of the local language/s spoken or translators as appropriate- Experience of talking to/working with children

Agree team leader, team structure and lines of communication/reporting Agree timelines with regard to submitting and communicating data

Agree Terms of Reference and team objectives (to help manage expectations and supportstaff to explain the purpose of the assessment to community members)

Technical SupportTechnical back-up needs to be set up at a head office and regional levels in the areas whereadvice will be needed. If possible establish communication line with:

Thematic area/s concerned

Staff with previous experience in the targeted geographical region

Staff with previous similar experiences of the specific context

1In most circumstances for practical and resource reasons numbers will be limited to one vehicle


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Monitoring & Evaluation (M&E) technical support regarding sampling, analysis, etc.

Support with diversity issues

Support with participation of children

Basic Referral

A basic system for referring separated or unaccompanied children should be put in placebefore an assessment team is deployed so that if assessors come across unaccompaniedchildren or children with protection needs and life threatening injuries etc they know whoand where to refer them. Mapping of available services and key contacts See ChildProtection ESOP

Administrative Support

Visas or travel permits required

Vaccinations/ Anti-malarial prophylaxis if needed Cash

Evacuation and medevac instructions

Contact list (HQ staff, embassy, medical)

Maps

GPS

Emergencies Resource Pack including:

Assessment tools / checklists

Sphere, relevant ESOPs and other relevant resources

Insurance details

ID Card

First-aid kit Laptop, Discs/CD ROMs/USB Flash stick

Dictaphone

Torch

Camera

Batteries

Secondary data on country & current situation

Paper/pen

Food, water, water purification tablets

1.3 METHODOLOGY - INFORMATION GATHERING

Identifying and interviewing key informants (KIs): For further guidance see HAPStandards and Sphere, Good Enough Guide and for guidance on interviewing and/or workingwith children see SCUKs Communicating with Children

The principle underpinning all humanitarian needs assessments is to ensure consultation withthe people affected by the crisis. When selecting your key informants dont forget to include,children, minority/excluded groups, community leaders, local authorities, local/cultural powerholders, religious leaders, local NGOs and other social organisations (if access to them is

available)

In addition, to ensure a greater representation of the population, dont forget to consider


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Best PracticeDo

At the start of the site visit, meet with local authorities and/or community leaders.

Introduce yourself and Save the Children and explain the purpose of the assessment Obtain consent, make sure interviewees know why you are asking questions and what the

information will be used for, stress that participation in an interview is optional and explainthat all information will be kept confidential and secure

Be sensitive to gender as a general rule, women should interview women/children andmen should interview men

Keep a low profile try not to attract too much attention

Split into smaller groups in order to conduct more interviews or discussions this tactic isespecially useful when a large mixed group has formed but you want to find a way to havemore private discussions with marginal groups (e.g. children or adolescent girls)

Respect interviewees time and other needs; if they are busy, focus only on the mostimportant questions

Give interviewees the chance to ask their own questions

Cross-check (triangulate) information to ensure that it is accurate and relevant

Capture powerful quotes and stories for use in sitreps and proposals to donors

Take photographs to support your observations and findings (see photography guidelines)

Consider the use of branded clothes/materials in the context of the situation

Find the person who knows who has already gathered most of the data youre looking for but beware of bias.

Avoid re-gathering the obvious

Dont

Ask leading questions (e.g. you really need clean drinking water, dont you?) Make promises or raise expectations of assistance

Draw conclusions from just one interview or discussion

Take photographs of people without asking for permission and explaining how you will usethe photo

Waste precious time talking as a whole team to one respondent (apart from initialintroduction to authorities, etc.)

Interrogate respondents as an extractive process; instead, let them talk while guiding theconversation.

Keep any respondent busy for more than half an hour; especially in times of crisis, peoplehave their own priorities.


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SECTION 2: FIELD ASSESSMENT CHECK LIST2

2 The following questions have been taken directly from the IASC Rapid Assessment Toolwith sections on External Capacity,

Logistics Child Protection and Education added by Save the Children UK


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Assessment TeamName (team leader

first)Sector Title/position Profession/qualificatio

ns

MS IRA SummaryDate(s) of field assessmentName and location of site being

assessed

GPS co-ordinates of sitePrinciple contact(s) at the sitePosition in CommunityTelephone #

Brief Description of the site

Summary of the crisis

Problems and priorities identified by the affected population

Sources ofinformationcode

KI Key informant interview GD Group discussions O -Observation


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Key issues identified, by section, by severity of rankingKey for severity

rankingRed Severe situation: urgent intervention required

Orange

Situation of concern: surveillance required

Yellow Lack of/unreliable data: further assessment requiredGreen Relatively normal situation or local population able to cope

with crisis: no action requiredSection R O Y G Key issues identified

(maximum of 3)

Recommendations

Population

Logistics

Shelter

Non-food items

Water supply

Sanitation

Hygiene

Food security

Nutrition

Health risks

Health facilities

Child Protection

Education

Other (specify)


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SECTION 1 EXTERNAL CAPACITY

1.1 Resources and other information sources

1.2 Partners on the ground

Local/International Agencies/Organisations operating in the area (include SC Alliancemembers)

ImplementingOrganisation

Type ofprogramme

Since when? Populationtargeted

Geographiccoverage

Key contact

1.3 Co-ordination

What type of co-ordination is taking place e.g. Government/Cluster etc?

Co-ordination

group

Meetings Date/Time Location Key contact

Have any assessments been completed or are there any planned?Type of assessment By who? Where? When

1.4 Political context local governance (if appropriate and relevant)


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SECTION 2 POPULATION DESCRIPTION2.1 Resources persons and other information sources

2.2 Registration

Are the affected population being registered, or have they been registered?yes NoIf yes, by which institution(s)?2.3 Size of affected population

Estimated current populationof site

Male

Female

Children 15-18yrs

Children 5-14yrs

Children < 5yrs

2.4 Source of population data (several responses possible)

Estimate by local authorities Estimated from # HH and # people perHH

Estimate by affected population Census/name list (specify date ofcensus)

Registration Other (specify)2.5 Movement to and from this site

Is the population of the site (disaggregate by age/gender if possible)

Increasing Decreasing Staying the sameIf changing by how much (note time period e.g. # per day)

2.5 Displaced population (complete only if part or all of affected populationis displaced/refugees)

What is the estimated % of total population who are internally displaced/refugees?Est. % =

Where are they being housed? (i.e. camps/community buildings etc)

Who are the displaced populationo Ethnicity =o Political affiliation =o Religious affiliation=

Who are the host population?o Ethnicity =o Political affiliation =

Religious affiliation = How are relations between the displaced and the host community?

Host community willing to assist Tensions Other (specify)2.6 People dead, missing or injured due to the crisis

Female Male Children15-18yrs

Children 5-14 yrs

Children 25% 25-50% 50-75% 75-100% Unknown

Clothing/shoes

Blankets and beddingCooking utensils

Plastic sheeting

Construction tools

Water containers

Water/sanitation items

Hygiene items for women

Mosquito nets

Main types of fuel used for cookingand heating

Is there enough fuelfor cooking?

Is there enough fuel forheating?

Firewood Petrol Coal Gas

Diesel Other(specify)

Yes

No

Unknown

Yes No

Unknown

What are the priorities expressed by the population concerning shelter and NFIs?


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SECTION 5 WATER, SANITATION AND HYGIENE (WASH)5.1 Resource persons and other information sources

5.2 Existing capacity and activitiesOrganisation orperson(s)responsible

Sincewhen?

Normal/currentactivities

Limitations tocapacity (staff,materials,funds etc)

Watersupply

Sanitation

Hygiene

5.3 Water supplyWater sources atthe site:

# ofwatersourcesofeachtype

Humanconsumption

Bathing Domesticuse

Anywatersourcesproducingdirtylookingwater?

Willwatersourcedecrease inthenearfuture?

Borehole or wellwithfunctioningmotor pump

Borehole or wellwithfunctioninghand pump

Protected spring

Protected openwell

Piped water

Unprotectedspring

Unprotectedopen well

Surface water(specifytype?)

Traditionalwater sellers(specify

source)

Other (specify)


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Approximately how much water is available per person per day for all uses(drinking, cooking, and hygiene)?

< 15L 16-25L 26-50L 51L 51-75L

# Minutes on average it takes to collect total water supply for one household (incl.

travel, waiting and filling water container) 0-15 15-30 0-60 >60

Who collects the water?

Men Women Children

5.4 Sanitation

Where are people defecating? % men %women

%children

In the open, not in a defined and managed defecation area

In a defined and managed defecation area

In public toilets (pit latrines, pour-flush latrines, flushingtoilets etc.)In family toilets and shared family toilets(pit latrines, pour-flush latrines, flushing toilets etc)

Total # of functioning toilets =

Average # of users per functioning toilet

< 20 21-50 51-100 > 100 unknown

Are there separate facilities for women and girls? Yes No

UnknownIs there adequate lighting? Yes No

UnknownIf there are latrines are the openings small enough to preventchildren falling in?

Yes No Unknown

Are locks provided for latrine/bathing facility doors Yes No

UnknownAre there any safety concerns expressed by the populationusing or collecting the water and sanitation facilities, pleasespecify?

Yes No Unknown

Presence of human faeces on the ground on and aroundthe site

substantial presence close to

shelters (


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following?

Soap

Mosquito nets (in good condition)

Narrow-necked water container (e.g. Jerrycan)

What are the priorities expressed by the population concerning water supply,sanitation and hygiene?

SECTION 6 NUTRITION AND FOOD SECURITY6.1 Resources persons and other information sources

6.2 Existing capacities and activities


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Activity Organisation orperson(s)implementing

# Childrenenrolled in

TFC/CTC

Geographiccoverage

#Beneficiaries

Comments

Managementof severeacutemalnutrition

Managementofmoderateacute

malnutritionMicronutrient

supplementation(Vit A,iron)

General fooddistribution

Othernutrition

programmes

6.3 Nutritional statusChanges in the total amount of food that people are eating since the crisis beganIncreased Decreased Stayed the

sameUnknown

What are the current levels of malnutrition amongst (include sources)Men _______ Women _______ Children ________

6.4 Access to foodHow many people in the community currently have food stocks in their

households?

Most About half Some None DNKOn average, how long will food stocks last in the households according to thecommunity?


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Cereals and roots/tubers 2 weeks

Pulses and legumes 2 weeksOils and fats

2 weeks

Does the community have physical access to functioning markets? Yes No unknown

Have infant milk products (e.g. baby formula) and/or baby bottles/teats beendistributed since the emergency?

Yes No If yes when __________and by who? ____________

What % of the infants in the area are formula fed/formula dependent?

None < 10% 10-25% > 25% Unknown

Has the community/health staff identified any problems in feeding children< 2yrs since the crisis?

Yes No if yes what problems? ___________________

6.5 Food security and LivelihoodsWhat are the major livelihoods in the

area?How has the crisis had an impact on

livelihoods, markets and foodstocks?

Agriculturalists Small

businesses/trading

Agro-pastoralists Other (specify) _______

Pastoralists

Livestock prices increased

Food prices increased

Food stocks disrupted/depleted

Other (specify) __________

Crop Production issues:

How much land has been Cultivated? ___________ Planted?____________

What is the type and frequency of crop sown?

Type of crop Frequency sown


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Has the level of production been:

Above normal Normal Below normal Partial failure total failure

Livestock production issues:

Is there enough pasture for current livestock population? Yes No

Is there enough water for current livestock population? Yes No

Have any animal diseases been reported recently? Yes No If so what and when was it

reported?

Have there been any reported animal deaths? Yes No If so what did they die of and

when?

Is the current physical condition of the livestock Above normal Normal Below

normal

What population groups are most affected?

Children Women Men Elderly Different religious/cultural/socio-economic groups

(specify) ____________

What are the priorities expressed by the population concerning food security, orinfant and young child feeding?


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SECTION 7 HEALTH7.1 Resources persons and other information sources

7.2 Health profile


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How many births have there been during the last 7 days?# births ________ # births with skilled attendant _________# visibly pregnantwomen__________

Number of deaths reported since the crisis?# Men ________# Women ________ # Children _________ # Children


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SECTION 8 CHILD PROTECTION8.1 Resource persons and other information sources

8.2 Existing Capacity and ActivitiesImplementing

Organisation

Type ofprogramme

Sincewhen?

Populationgroupstargeted

Geographic coverage

What immediate care arrangements are available for children not living with their families?(separated, unaccompanied, orphaned, child headed) e.g. (extended family, in orphanages,in religious institutions)

8.3 Child Protection issues

What are the main issues affecting childrenssafety in this area and have these been madeworse by the disaster?

Existingpre-emergency?

Made worseby the crisis?

Yes No Yes No

Family separation

Recruitment into armed groups

Killing of children

Injury/Maiming of children Exploitation of children(hazardous labour/sexualexploitation)

Trafficking of children

Physical violence

Sexual violence

Psychosocial distress

UXO or landmines

Children out of school

How many of the followinghave been identified:

Are they beingregistered?

Do they have their ownration card? (if applicable)

Unaccompaniedchildren_____________

Yes No Yes No

Separatedchildren______________

Yes No Yes No

Orphanedchildren_______________

Yes No Yes No

Child headed households Yes No Yes No

What are the main causes of family

separation?

Yes No

Accidental separation during displacement


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Children sent away for safety, medicalservices, education

Accidental separation during conflict orother crisis

Death of parent or usual caregiver

Abduction

Other (specify)

What are the main risks to childrens physical safety at the moment in the selected site?

Which children are most at risk?

Are there any coping strategies being used by families that are having a negative impact onchildren? E.g. taking children out of school

8.4 Access to servicesWhat services are available to children in this area? To what extent are children able toaccess it/them?

Are there any reports of women/children exchanging sex to access services or distributions?

What are children doing all day? Are community spaces available and being used forchildren? Where are they if theyre not in community spaces?

8.5 PrioritiesWhat are parents most worried about in relation to their children? Have they observed anybehaviour that concerns them?

What are the priorities which children feel need to be addressed?


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SECTION 3: ANALYSIS


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SECTION 9 - EDUCATION9.1 Resource persons and other information sources

9.2 Coordination, Existing Capacity and Activities:

Has an Education Cluster been activated? If yes, from which date? MM/YY Which agency (or agencies) is leading the Education Cluster?

Is there a co-leadership arrangement? If yes, state agency details.

Note contact details for the Education Cluster CoordinatorExisting education interventions:Implementing

OrganisationType of programme Since when? Population

groupstargeted

Geographiccoverage

9.3 Education situation before and after the crisis

RITION Before crisis After crisis

# of schools

# of teachers

School enrolment figures % male %female

% male % female

Literacy rates % male %female

% male % female

9.4 Access to education

What are the main factors preventing access to school?

Which groups of children do not have access to school? (disaggregate byage/gender/ethnicity)

Is there evidence of psychosocial trauma in children, teachers or other communitymembers? (Include approx numbers)

9.5 Education resources/activities

Is there a shortage of available trained teachers as a result of the emergency? If so, caneducated community members assist on a short-term basis?

If schools are operational, what is the general impression of the quality of teaching andlearning?

Which education activities urgently need to take place but are not? (Rank in priority order possible urgent activities might include landmine education, hygiene messages, acceleratedlearning)

Are there any basic teaching and learning supplies intact and accessible?

What are the priorities expressed by the population concerning education needs?


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Analysis is the process whereby information from all the different sources issynthesized to enable you to develop a plan of action and prioritise activities. Whenthe assessment team returns from the field they must provide a face to face debriefinvolving individual emergency staff and the senior management team. This debrief

should aim to answer the following key questions:

What are the main problems and who is affected?

What is the scale and severity of the problem?

What is the capacity of the affected population to cope with the situation?

Who else is responding and what is their capacity?

Is there a need for Save the Children to intervene?

If so what kind of intervention is required and what are the operational constraints?

What action can be taken immediately to save lives and relieve suffering?

Best PracticeDo

Prioritisation consider what action can or needs to be taken immediately?

Resolve inconsistencies in the information you collect

Does the information make sense? For example, if someone tells you thatthe crop yield was zero, yet you see freshly harvested crops in the village,there is an inconsistency

Consider the reason for the inconsistency, perception, peoples interpretationof events depends upon their own circumstances.

Consider that some people are better informed than others about a particularsubject matter.

Misrepresentation, sometimes people purposefully provide misleadinginformation.

Verify important information by comparing input from a range of different sources.These sources should be as diverse as possible. If several different sources providethe same information, it is probably correct. This is often referred to as

Triangulation3

Refer back to secondary sources and base line data - does the informationcollected support or contradict the secondary information?

Summarise the information collected

Look for trends, recurrences of what people are telling you

Disaggregate the data by respondents groups: age, gender, and other pre-

identified diversity categories (IDP, disability, etc). Holistic perspective - analyse the data collectively with the rest of the assessment

team giving consideration to the links between sectors.

Indicators bare in mind Alliance bench marks for emergency response, spherestandards, technical indicators see technical ESOPs

Dont

Forget the priorities identified by the affected population

Wait until you have 100% perfect information before you take action, analysis canbe refined as you go along but in the first phase of an emergency the timeliness ofresponse is crucial.

Never underestimate the importance of observation and anecdotal information

3Triangulation is the application and combination of several research methodologies. In the IRA context it may refer to col lection of data

from several and diverse sources about the same phenomenon


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Describe aim of response, with activities, methods of implementation andresources needed

Describe potential constraints and assumptions

Support with substantial numerical data and quotes, observations and conclusions

Provide interpretation of your data to help reader understand the extent of yourfindings

Length of response and exit strategies (if appropriate)

Risks/threats to current programme activity/donor relations etc

Appendices:

TOR

Itinerary

List key informants

Statistics demographics (by age & sex), morbidity, mortality etc

List of agencies active in the area & their capacity

Maps