irc protection mainstreaming training manual - field testing version

7/31/2019 IRC Protection Mainstreaming Training Manual - Field Testing Version

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Prtti MaitramiTraii Maua

Fi Tti Vri


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Prtti Maitrami Traii Maua

Cover Photo: Uganda Children playing in Kitgum, Kitgum District. IRC/Biro

AcknowledgeMenTs

There are many people who deserve thanks or making this protection mainstreaming training manual possible.The manual was written collectively by the members o the IRCs protection and rule o law technical team. Avery special word o appreciation goes to the Carnegie Corporation o New York and to the Estelle Trust whohave generously supported this project. Their support has made the development o this manual possible, whichwill promote the incorporation o protection principles throughout the IRCs programming.

Fi Tti Vri Juy 2011


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ctt

InTRodUcTIon 4

Why has this training been developed? 4Using the manual 4Planning a training 5Outine o training modules 6Training Agenda 8

oPenIng And InTRodUcTIon 9

ModUle 1: keY concePTs- PRoTecTIon And PRoTecTIon MAInsTReAMIng 12

Session one: Dening protection 13

Session two: What are human rights? 17Session three: An introduction to protection mainstreaming 21

ModUle 2: keY eleMenTs oF PRoTecTIon MAInsTReAMIng 25

Session one: Ensuring non-discrimination and meaningul access to assistance and services 26Session two: Prioritizing saety and dignity and doing no harm 35Session three: Seeking a meaningul engagement with other stakeholders 42Session our: Developing the sel protection capacities o communities 47

closIng And eVAlUATIon 55

BIBlIogRAPHY And AnneXes 59

Bibliography 60Annex I Suggested outline and agenda or a 1-day training 61Annex II Universal declaration o human rights (UNHR) handout 64Annex III Workshop evaluation orm 65


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Protection Mainstreaming Training Manual / Introduction

Itruti

why has this manual been developed?

IRCs commitment to mainstreaming protectionwithin its work is expressed in the organizationsProgram Framework, which identifes the Protectionand promotion o rights as one o fve programmingprinciples alongside participation, partnership, capacitybuilding and holistic programming. Protecting therights o the individuals that we serve is a collectiveresponsibility across all sectors.

Throughout the years, IRC Protection sta has beenundertaking protection mainstreaming training in

a number o countries or sta at dierent levelsand within dierent sectors, using a variety osel-developed resources and methodologies. Thedevelopment o these trainings has proved labor-intensive or in-country Protection sta. The ad hocnature o this process has also meant that thesetrainings have been somewhat inconsistent, and therehas been a lack o clear direction on what the elementso a protection mainstreaming approach should be.

The IRC defnes protection mainstreaming as

The process through which fundamental humanrights principles, including non-discrimination,

meaningful access and safety and dignity are

recognized and realized in program design and

implementation.

The IRCs approach to protection mainstreaming isbased upon the ollowing principles:

Non-discrimination; Meaningfulaccesstoassistanceandservices;

Protectionoflifeandsafety; RespectforDignity; Donoharm; Empowermenttoassertrights ParticipationandConsultation.

This manual provides a template to guide in-country

protection sta in the development o protectionmainstreaming trainings, and reduce the time theycurrently have to spend developing such trainings.Itdoesnotrepresentaone-sizetsalltraining;any protection- related training should always

be tailored to the context in which it is delivered.It should be stressed that this training constitutesonly an introduction and entry point into protectionmainstreaming.

The manual was produced ater a desk review o

existing protection and protection mainstreamingtraining materials in use within IRC and externally. Abibliography is provided at the end o the manual.

Using the manual

The training should be delivered by Protection stamembers, at Coordinator and Manager level. Trainersshould have a good knowledge o human rights andhumanitarian protection and should have good trainingand acilitation skills.

The target audience or the training is sta workingin all IRC sectors rom Assistant level upwards.Recognizing that the level o sta capacity in IRCvaries rom country to country, trainers should tailor thematerials appropriately to their audience.

The manual outlines a 2-day training program. Anoutline and agenda are also provided or a condensed1-day training and can be ound in Annex I. however, itis recommended that trainings be o a 2 day duration. Amethodology ocusing on practicality rather than theoryhasbeenfavored;theaimbeingtogetparticipants

to ask themselves what practical steps can I take toincorporate protection into my day to work?. A ocusis also placed upon ensuring the active participation otrainees, through the use o group work, case studiesand role plays. The objectives o the training are-

1. To familiarize participants with the concepts

of protection and protection mainstreaming

and their importance.

2. To provide participants with an understanding

of how they can incorporate protection intotheir day to day work


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1 International Rescue Committee (2008). The IRC Program Framework: A Foundational Document

2 UNHCR (2006). The UNHCR Tool or Participatory Assessment in Operations.

The training is made up o two modules-

Module 1- Key Concepts- Protection and

Protection Mainstreaming- introduces participantstotheconceptofhumanitarianprotection;examineswhathumanrightsare;andintroducestheconceptofprotection mainstreaming.

Module 2- Key Elements o Protection

Mainstreaming- ocuses on the nuts and bolts oa mainstreaming approach. For the purposes o this

training, 4 key elements o protection mainstreamingwill be examined-

Ensuring non-discrimination and meaningulaccess to assistance and services:Recognizedas a crucial component o the IRCs work, it isessential or programs to ensure that people havea meaningul opportunity to attain their rights byaccessing available services and assistance1.Confict and divisions within society oten emergerom discrimination resulting in one group beingunable to access services. Barriers to accessmay be encountered due to logistical, economicand social/cultural reasons, insecurity and a lacko inormation on available services. Vulnerableindividuals may ace more challenges in accessingservices, or ace discrimination within thecommunities in which they live.

Prioritizing the saety and dignity o benefciaries:Concern or the saety and dignity o individuals iscentral to mainstreaming protection into sectoralprograms. The saety o beneciaries should always

be the rst concern in humanitarian action. But beingsafeisnotenoughifpeopledonothavetheirdignity;people need to eel valued and to have a sense osel respect. Prioritizing the saety and dignity obeneciaries also entails seeking to reduce risk andto ensure that we do no harm in our work.

Seeking a meaningul engagement withother stakeholders:Protection is a collectiveresponsibility that requires individuals, communities,civil society, the international community and statesto engage with one another constructively to ensurethat rights are respected.

Developing the sel protection capacities ocommunities:Participation and ConsultationProtection is undamentally about people, andcapitalizing on their knowledge o the risks that they

ace and their capacities to address these risks.Humanitarian actors must thereore put the peoplethey are trying to help at the centre o decision-making concerning their own protection andwelare2. Special attention must be paid to ensuringthe participation o, and consultation with, themost vulnerable members o society who may otenbe excluded rom decision-making processes.

Whilst looking at these 4 elements, participantswill be guided in an analysis o the projects theywork on, enabling them to come up with somerecommendations as to how protection can be betterincorporated into these projects, and how a protectionmainstreaming approach can be adopted in utureprogram planning.

Pai a traii

The training is designed so that it can be delivered byone trainer. However, i possible, two trainers should beused to share acilitation and enable more guidance tobe provided during group work exercises. The groupwork exercises should be undertaken by a minimum o

our and a maximum o six people.

A series o PowerPoints has been developed tosupport the delivery o the training. It would bebenecial or participants to have access to thesePowerPoints when undertaking some o the groupworkexercises;eitherthroughprovidingthegroupswith laptops or printouts.


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Trainers should prepare by amiliarizing themselveswith the work o the participants. This preparation caninvolve the reading o project proposals and reports.This is especially important as the participants willbe working in dierent sectors in which the trainer isunlikely to be an expert.

There is space in the agenda or energizers and itis recommended that they are conducted betweensessions. No energizer are outline in this manual,however, some suitable exercises can be ound in theollowing document: http://www.impactalliance.org/ev_en.php?ID=3782_201&ID2=DO_TOPIC

Mu Tit a

ummary

si tit a ari bjtiv ctt/mth

opi a

Itruti

UnderstandwhythetrainingisbeingconductedClarifytheobjectivesofthetraining

Openingremarks;openingice-breaker;reviewofobjectives/agenda;settinggroundrules;introducing the parking lot.

ky cpt-

Prtti

a Prtti

Maitrami

si : dfi Prtti

Todevelopanunderstandingoftheinter-agencydenition o protection

Brainstormingonthemeaningofprotection;presenting and unraveling o the Inter-Agencydenitionofprotection;discussioncomparingparticipants understanding o protection andthe Inter-Agency denition.

si t: what ar huma riht?

Understandthekeycharacteristicsofhumanrights

Identifyrightsrelevanttotheworkofparticipantsand the context in which they work

Brainstormingexerciseonhumanneeds;linkingthoseneedstorights;exercise

toidentifyrightsrelevanttothecontext;presentation and discussion on the keycharacteristics o human rights.

si thr: Itruti t prtti

maitrami

Ensureanunderstandingofthetermmainstreaming

Deneprotectionmainstreaminganddifferentiatebetween stand alone protection programs andprotection mainstreaming

Highlighttheimportanceofmainstreaming

protection within IRC, giving reerence to theprogram principle Protection and Promotion oRights

Brainstorming on the denition omainstreaming;facilitatorpresentationonthe key characteristics o a mainstreamingapproach;brainstorming/facilitatorpresentation on the meaning o protectionmainstreaming and introduction to the keyelements o protection mainstreaming.

outi traii mu

A detailed training outline is provided on the pages below-


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Mu Tit si tit Tim

dAY 1

opi a Itruti 9.00

ky cpt-

Prtti a Prtti

Maitrami

Dening Protection 9.45

Break 10.40

What are human rights? 10.55

Introduction to protection mainstreaming 12.05

luh 13.00

ky emt Prtti

Maitrami

Ensuring non-discrimination and meaningul access to assistanceand services

14.00

Bra 15.15

ky emt Prtti

Maitrami (tiu)

Ensuring non-discrimination and meaningul access to assistanceand services (continued)

15.30

c 17.00

dAY 2

Rap day 1 09.00

ky emt Prtti

Maitrami (tiu)Prioritizing the saety and dignity o beneciaries and doing no harm 09.15

Bra 11.25

ky emt Prtti

Maitrami (tiu)Seeking a meaningul engagement with other stakeholders 11.40

luh 13.00

ky emt Prtti

Maitrami (tiu)

Developing the sel protection capacities o communities(Participation and Consultation)

14.00

Bra 15.30

ci a evauati 15.45

c 17.15

Training Agenda


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opi a Itruti

Pakistan Children from an internally displaced person camp, North-West Frontier Province (NWFP)


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Protection Mainstreaming Training Manual / Opening and Introduction

si ativiti

opi a Itruti

1. opi rmar (5 miut)

Procedure:

Ideally, a senior member o sta (possibly DDP or FieldCoordinator) should open the workshop, highlighting

the importance o protection mainstreaming withinIRC. Below are some possible messages to beconveyed during this opening:

ProtectionandPromotionofRightsisaprincipleinIRCs Program Framework and thereore somethingthat IRC has made an organizational commitmenttowards. Alongside things like participation andcapacity building, protection is something that weshould seek to incorporate into all o our programs.

ProtectioniseverybodysresponsibilityinIRC.

Protectionmainstreamingcanimproveprogram

quality through increasing access to the assistanceandservicesthatweprovide;increasingthesafetyofthepeopleweserve;enhancingtheirfeelingofselfworth;andstrengtheningprogramintegration.

Thisworkshoprepresentsanentrypointintoprotection mainstreaming. The Protection teamwill be available to provide support and adviseyou in addressing protection issues arising in theimplementation o your programs and ollowing upon issues arising during the workshop.

2. Itrutry xri (15 miut)

Asparticipantsmightnotallknoweachother;asimpleintroductory exercise can be provided. One possibleexercise is provided below:

I. Work in pairs. Ask participants to nd out theollowing inormation about the person sitting nextto them-

Theirname;

TheirroleinIRCanddurationofworkingwiththeorganization;and

Aninterestingfactaboutthepersonthatotherpeople will not know OR the time they have eltmost inspired in their work with IRC.

II. Givethepairs5minutestodiscuss;andthen

II I. Spend 10 minutes going around the room askingpeople to introduce their partner.

lth 40 minutes

ovrvi

This session introduces participants to the agenda and objectives, and will highlight theimportance o the workshop. It will also provide an opportunity or participants to get toknow one another.

objtivUnderstandwhythetrainingisbeingconductedClarifytheobjectivesofthetraining

Prparati1. Write the objectives o the training on a fip chart2. Print out copies o the agenda

Matria Projector and screen

si typ Presentation/discussion


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Mu 1:

ky pt: Prtti aprtti maitrami

Thailand - A Burmese Refugee in Mae Hong Son Refugee Camp


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si : dfi prtti

si ativiti

1. Partiipat iv thir urtai

prtti (10 miut)

Procedure:

I. Give participants three minutes to work with their

neighbor and write down what the term protectionmeans to them.

nt: Stress to participants that this is not a test,the aim is to gather people thoughts about whatprotection means. Participants can be promptedto think about a time they have protected (orbeen protected by) something or someone.

II. Ask each pairing or their answers and note thekey points rom their answers on the fip chart.

lth 50 minutes

ovrvi

This session examines what is meant by protection in the context o humanitarian work,and the types o activities that can be undertaken to protect people aected by confictand natural disaster.

lari

objtiv()

To develop an understanding o the Inter-Agency Denition o protection and its keyconcepts.

Prparati

1. Prepare a fip chart with the title: What does Protection mean to you? Leave the resto the page blank

2. Prepare a fip chart with the title: Inter-Agency Denition o Protection and write thedenition below.

Matria

Flip chartsMarkersProjector and screen

si typPresentation/discussionDiscussion in pairs

ky ari pit

Protectionworkisaboutensuringrespectfortherightsofthepeopleyouserve. Rightslieattheheartoftheconceptofprotectionwork.

Protectionactivitiescantakeplaceinemergencyandnon-emergencysettingsandcanbeshort,mediumand/or long-term.


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Protection Mainstreaming Training Manual / Module 1: Key concepts: Protection and protection mainstreaming

2. Prtati th Itr-Ay dfiti

Prtti (25 miut)Procedure:

I. Ask a participant to read out the Inter-AgencyDenition that you have prepared on a fip-chart.

The concept o protection encompasses allactivities aimed at obtaining ull respect or therights o the individual in accordance with theletter and the spirit o the relevant bodies o law(i.e., human rights law, international law, reugeelaw).

II. To unpack the denition,prt

the ollowinginormation (available in the PowerPoint slides):

It is the primary responsibility o States to protectthe rights o people within their territory.

Thismeanshavinganaccountablegovernment

Thismeanshavingafunctioninglegalsystem

Thismeanshavingawell-trainedpoliceforce

Thismeanshavinganarmythatprotectsciviliansrom attacks

Thisalsomeansensuringthatpeoplehavean

adequate standards o living

nt: Highlight the signicance o within theirterritoryi the training is being conducted in areugee hosting country to illustrate that Statesare responsible or the protection o reugees intheir territory.

When States are unwilling or unable to ensurerespect or rights, confict-aected people suerin a number o ways. During times o confict,

civil unrest or natural disaster, States are otenunwilling or unable to ensure respect or the rightso people within their territory.

suti: Ask participants what thedierence is between a State being unwilling orunable to ensure respect or rights.

Examples where a State may be unable toprotect?

Authoritiesdonothavethefundsavailableor the capacity to assist (give any relevantexamples rom the country in which the trainingis being held).

Examples where a State may be unwilling to

protect? Authoritiesdirectlyharmcitizens(areligiousor ethnic minority, women, reugees, politicalopponents), or

Authoritiesfailtoprotect-turnablindeyetothe rights violation o an individual or group e.g.not enough money is invested in healthcareandeducationcomparedwithdefense;lawsarenotdraftedtopreventviolations;criminalsgo unpunished.

Th tarti pit i thrr t that

it i th rpibiity stat t t

ur that th riht a iiviua thir

trritry ar rpt a uarat.

WhentheStateisfailingtoprotectrightsthroughits own actions or lack o action, the internationalcommunity oten assumes the responsibility oseeking to ensure that the rights o the displacedare respected so that the suering ends.

nt: When we talk about activities in thedenition, we are talking about UN agencies andNGOs undertaking activities


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Thetermprotectioncoverstherangeofactivities

through which the international communityseeks to ensure that rights are respected.These activities can be placed into 3 dierentcategories-

Rpiv ati (hrt trm): tries totp a violation o rights rom happening and/oraviat its immediate eects (i.e. intervene,investigate, report)

Example: reporting a human rights abuse thatyou have witnessed

Example: providing medical services to a survivoro sexual violence

Example: organizing a ood distribution to agroup o IDPs who have been orced rom theirhomes by a rebel group

suti: Ask the participants to give otherexamples

Rtrativ ati (mium trm) tries

to help rtr peoples dignity and ensureadequate living conditions atr a rights violationhas taken place (i.e. Follow up, addressing aviolation systematically, i.e. establishing lawand order).

Example: counseling and vocational skillstraining or survivors o sexual violence

Example: enabling survivors o sexual violence toaccess justice


evirmt buii ( trm) seeks to

change the political, social, cultural, economicor legal environment to improve respect orrights. This type o activity is moretruturar ytmithan the other activities (i.e.Long term reaction, building a society thatunderstands and respects human rights)

Example: training security orces about peoplesrights

Example: advocacy to infuence governmentpolicy to ensure access to school or girls


Protectionisfundamentallyaboutpeople.Itisamistake to think o states, authorities and agenciesas the sole actors in the protection o populationsat risk. People are always key actors in their ownprotection and in many cases can do more thanany other actor to guarantee their own protection.Explain that this will be discussed in more detail

later in the training.


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3. cmpari bt partiipat

urtai prtti a th Itr-Ay fiti (5 miut)

Procedure:

I. Return to the fipchart with the denitions/ideasprovided by the participants

II. Identiy (possibly by circling them with dierentcolors) the ollowing in the denitions given byparticipants:

Anyreferencetorights;

AnyreferencetotheStateortoUNAgencies/

NGOs; Anyreferencetoactionstakentoensurerespectforrights;

Anyreferencetotheeffect/outcomeofprotectingrights;

Anyreferencestoaccessingservicesorkeepingpeople sae.

II I. Encourage/stress similarities between thethoughts o participants and the Inter-AgencyDenition(usuallytherewillbemany!).

4. eura p iui ay iitia

ui amt partiipat (5 miut)Make sure that any initial conusion is noted. I theconusion is deeper and relates to details to becovered in later sessions, note point(s) o conusion inthe parking lot and explain that hopeully later sessionswill provide clarication.

5. summary y ma (5 miut)

Protectionworkisaboutensuringrespectfortherights o the people you serve.

Rightslieattheheartoftheconceptofprotectionwork.

Protectionactivitiescantakeplaceinemergencyand non-emergency settings and can be short,medium and long term.

Kenya - An urban refugee family in Eastleigh, Nairobi


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si t: what ar huma riht?

si ativiti

lth 65 minutes

ovrvi

This session introduces participants to the concept and characteristics o human rights.Participants are also encouraged to explore the applicability o human rights to thecontext in which they work.

lari

objtiv()

Understandthekeycharacteristicsofhumanrights.Identifyrightsrelevanttotheworkofparticipantsandthecontextinwhichtheywork.

Prparati

1. Prepare a fip chart with the objectives o the session2. Prepare a fip chart with 2 columns titled as ollows:(i)body;

(ii) mind and soul.

3. Print out copies o the Universal Declaration o Human Rights (UDHR) handout(see Annex II)

4. Optional: video

Matria


si typPresentation/discussionGroup workOptional: Video

ky ari pit

HumanRightsbelongtoallpeopleandareappliedwithoutdiscrimination. HumanrightsarerelevanttoallofIRCswork.

1. what ar huma riht? (40 miut)

Procedure:

I. Reer to the previous session (and the InterAgency Denition o protection) and explain thatwe have learnt that protection is about ensuringthat rights are respected. Beore we can beginto learn any more about participants roles inprotecting human rights, we need rst to be certainthat we understand what human rights are.

II. Conduct the ollowing exercise to show that humanrights refect the needs o human beings.

Usetheipchartstitledbodyandmind/soul. Ask participants What makes ushuman?

Steerthediscussiontowardsacceptingthatbeing human is the combination obody, mind and soul.

Askparticipantsthefollowingquestions:

What does a physical body need to survive andgrow?


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Examples: ood, clothes, water, shelter, rest,

medicine, being able to move reely, not to suerviolence.

Whatdothesoulandmindneed?

Examples: education, thought, to meet others, love,religion, language, communication, dignity, not tosuer violence.

Note their answers provided by the participants onthe fip chart:

II I. Explain that human rights protect an individuals

ability to meet their basic needs and live reely3

.They exist to protect the social, cultural, spiritualand emotional needs o individuals. Highlight theact that all IRC programs contribute to the ullrespect o rights e.g Education projects protect theright to education etc.

IV. Go through the list o identied needs and askparticipants i they know o any correspondingrights, reerring to the UdHR haut (seeAnnex II).

Here are some examples:

Aiv Right to lie

nt t b hurt Freedom rom torture

T b r

Freedom rom slavery, Right toliberty/reedom rom arbitrarydetention

Right to a air trial/justice,reedom o movement

T t aay

rm arRight to seek asylum

T b tratith rpt

Right to privacy, dignity, non-discrimination (e.g. o women)

RiiRight to practice ones ownreligion and culture

T mmuiat

Right to education, Freedom othought/conscience, Freedomo expression, Freedom oassociation, Right to vote/democracy

spa ry

Right to speak ones own

language and enjoy ones own(minority) culture

F, th,htr

Right to work, Right to ood,Right to shelter

Mii i i Right to health

lvRight to marry, right to ound aamily

euati Right to education

3 Hassoun N. (2008). Human Rights, Needs, and Autonomy. Carnegie Mellon University



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V. Again reerring to the UdHR haut, ask

participants to: Identifyanyrightsthattheyhelptoprotectin

yourwork;

Identifyrightsthatarebeingviolatedin[insertcountry/region in which the training isbeing conducted]

Notetheiranswersonaipchart.

2. (Optional) I time allows, show the ollowing videowhich explains human rights and their origins in simple

terms http://www.youthorhumanrights.org/what-are-human-rights.html

(Alternative) I time allows, show the ollowing video(animation) providing an overview o the UDHR, madeby Human Rights Action (also available in French):http://www.youtube.com/watch?v=hTlrSYbCbHE

3. ky haratriti huma riht (20

miut)

I. Present the ollowing inormation using thePowerPoint slides:

Humanrightsarerightsinherenttoallhumanbeings. Because we are human certain things areowed to us and we have the reedom to do certainthings

Humanrightslawplaces an obligation on Statesto act in a particular way andprohibits States romengaging in specied activities. i.e. obligations todo certain things and obligations not to do certainthings

Humanrightsareuniversal.

Askparticipantswhattheyunderstandbythis.

Explain that it means that human rights areapplied equally and without discrimination to app i a utri. The businessman inNew York and the reugee in Kenya possessthe same rights. Rights can be violated, but anindividual never actually loses their rights.

Humanrightsareinalienable

Askparticipantswhattheyunderstandbythis.

Explain that: Human rights cannot be takenaway rom an individual. In some circumstances

certain rights can be restricted.Examples o rights that can be restrictedinclude the right to reedom o movement, i itis restricted in times o national emergency oron the grounds o national security. The rightto liberty can be restricted i a person is oundguilty o a crime by a court o law. A numberofrightscanneverberestricted;theseincludethe right to lie and reedom rom torture andother cruel, inhuman or degrading treatment orpunishment and reedom rom slavery.


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opti: Illustrate this point urther by asking aparticipant to walk back and orth in ront o theother participants.

Whatrightiss/heexercising? (Freedom o movement)

Blockthevolunteerspathwithastick.

Isthisrightnowbeingviolated?(Dependson reason or blocking path)

Privatecheckpoint?isanyrightbeingviolated? (Yes)

Nationalpolice/armycheckpoint?isanyright being violated? (Depends onreason or blocking path).

Whatifthepersonisonlybeingstoppedbecause they belong to a particularethnic group? The right is beingviolated as this amounts to discrimination.

Policecheckpointtostopallcitizensentering mined area? There is noviolation o the rights as the restriction inmovement is reasonable and is in place to

keep people sae.

We can see here that some rights can confictand that some rights can be limited, eg.reedom o movement can be limited to protecta persons physical saety (checkpoint toprevent movement into a mined area etc.)

Humanrightsare indivisible, interrelated and

interdependentExplanation: In practice, the violation o one rightwill oten aect the respect o several other rights.All human rights thereore are seen as havingequal importance and o being equally essential torespect or the dignity and worth o every person.

3. summariz th y ma rm th

i (5 miut)

HumanRightsbelongtoa people and are appliedwithout discrimination.

HumanrightsarerelevanttoallofIRCswork(reer to the exercise where participants identiedrights related to their work here).



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si thr: A itruti t prtti maitramilth 50 minutes

ovrviThis session introduces participants to the concept o protection mainstreaming, its keyelements and the importance/benets o a mainstreaming approach.

lari

objtiv

Ensureanunderstandingofthetermmainstreaming. Deneprotectionmainstreaminganddifferentiatebetweenstandaloneprotection

programs and protection mainstreaming. HighlighttheimportanceofmainstreamingprotectionwithinIRC,givingreferenceto

the program principle Protection and Promotion o Rights.

Prparati

1. Prepare a fip chart with the heading The IRC Denition o Protection Mainstreamingand write the denition below.

2. Prepare a fip chart with the heading The 4 Key Elements o ProtectionMainstreaming and write the key elements below.

Matria


si typ Presentation/discussion

ky ari pit

Amainstreamingapproachseekstoincorporateaconceptorprinciplethroughouttheprogramcycle.Itaims to enhance existing work within sectors, rather than creating new sectors.

IRCdenesprotectionmainstreamingas:Theprocessthroughwhichfundamentalhumanrightsprinciples, including non-discrimination, meaningul access and saety and dignity are recognized andrealized in program design and implementation.

ThroughadoptingtheProtectionandPromotionofRightsasaprogrammingprincipleintheProgramFramework, the IRC has made a commitment to mainstreaming protection and we all have a role to play inthis.

si tt

1. Urtai maitrami (15 miut)

Procedure:

I. Open the session by asking participants what theyunderstand by the term mainstreaming.

suti: to guide the discussion, askwhether the participants have any examples omainstreaming taking place in the country inwhich they work?

I so, what does it look like?


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II. Present the ollowing denitions using the

PowerPoint slides- Amainstreamingapproachseekstoaddressa

certain problem or contribute to a certain outcomewithout creating a new program sector or it.

Keymessage:Protectionmainstreamingisthereore about incorporating protection intoall sectors. Protection mainstreaming is not asector in itsel.

ForaNGO,mainstreamingaimstomaximizethe positive impacts o its current programs on thesituation it wants to address.

Keymessage:Mainstreaming protection will enhance the good work that isalready done by other IRC sectors.Mainstreaming protection does not change theservices and assistance that a NGO provides,but it may change how they are delivered.

Forexample,awaterandsanitationNGOmayalter the design o latrines to ensure thatpersons with disabilities and elderly personscan access them.

ForaNGO,mainstreamingmeansorganizationstrying to integrate a new principle at all stageso the program cycle (design, implementation,monitoring and evaluation).

Keymessage:Mainstreamingdoesnotjusttake place during the assessment stage.

II I. Ask participants i they can think o other concepts

or principles that can be mainstreamed.

nt: The most likely response romparticipants will be gender mainstreaming,which is essentially considering the impacts oactivities on men, women, boys and girls at allstages o the program cycle. Other issues thatcan be mainstreamed include HIV/AIDs anddisability. UNHCR also talks about age, genderand diversity mainstreaming, which they deneas a strategy to promote gender equality and

respect or human rights, particularly womensand childrens rights, and to enhance theprotection o all reugees, regardless o theirethnic, social or religious background4.

2. Urtai prtti maitrami

(15 miut)

Procedure:

I. Beore discussing the meaning o protection

mainstreaming remind participants o the Inter-Agency Denition o protection. Ask participantswhat they think protection mainstreaming is.

nt: you can also reer participants to thedenitions o mainstreaming given above.Participants should be able to come up withsuggestions such as incorporating protectioninto the work o other sectors at all stage o theprogramcycle;orensuringthatourworkfocuseson ensuring that human rights are respected.

II. Present the ollowing rom the PowerPoint slides

IRChasrecentlydevelopedthefollowingdenitiono protection mainstreaming (the denition shouldalso be written on a fip chart)-


4 UNHCR (2006a) The UNHCR Tool or Participatory Assessment in Operations. Geneva: UNHCR.


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Prtti maitrami iThe process through which undamental

human rights principles, including non-

discrimination, meaningul access, saety

and dignity are recognized and realized in

program design and implementation

Actionssuchasguaranteeingaccesstoservicesor vulnerable groups, enabling womensparticipation or making linkages across sectors canall contribute to improve the protection o rights.

Ratherthanchangingdramaticallywhattheydo,dierent sectors in IRC programs can enhance theway in which they provide assistance by integratinga protection perspective into their programs.

Prtti maitrami u t wHAT (th prut), but rathr

How it (th pr).

Thistrainingwillcoverthefollowingkeyelementso protection mainstreaming which we will look atin-depth during this training-

Ensuring non-discrimination and meaningulaccess to assistance and services

Recognized as a crucial component o the IRCswork, it is essential or programs to ensure thatall people have a meaningul opportunity toattain their rights by accessing available servicesand assistance.

Confict and divisions within society otenemerge rom discrimination resulting in onegroup being unable to access services.

Vulnerable individuals may ace more challengesin accessing services, or ace discriminationwithin the communities in which they live.

Barriers to access exist in many dierent orms,including logistical, social/cultural, security and a

lack o inormation on services available.

Prioritizing the saety and dignity obenefciaries

Concern or the saety and dignity o individualsis central to mainstreaming protection intosectoral programs.

The saety o beneciaries should always be therst concern in humanitarian action.

But being sae is not enough i people do nothave their dignity: people need to eel valuedand to have a sense o sel respect.

Prioritizing the saety and dignity o beneciariesalsoentailsseekingtoreducerisk,[reporthuman rights violations5] and ensure that we dono harm in our work.

Seeking a meaningul engagement withother stakeholders

Protection is a collective responsibility thatrequires individuals, communities, civil society,the international community and states toengage with one another constructively toensure that rights are respected. We all have a

responsibility to protect. Developing the sel protection capacities o

communities: Participation and Consultation

Protection is undamentally about people, andcapitalizing on their knowledge o the risks thatthey ace and their capacities to address theserisks. Humanitarian actors must thereore putthe people they are trying to help at the centreo decision-making processes concerning theirown lives.

Special attention must be paid to ensuring theparticipation o, and consultation with, the mostvulnerable members o society who may otenbe excluded rom decision-making processes.

5 Reporting Human Rights Violations is not developed as a basic element o protection mainstreaming in the manual. Reerence is made to the

optional section in the chapter on seeking meaningul engagement with other actors.


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3. why i prtti maitrami imprtat i

IRc? (20 miut)Procedure:

I. Initiate a discussion with the participants (usePowerPoint slides):

AskparticipantsiftheyarefamiliarwithIRCsProgram Framework.

Askparticipantsiftheycannamethefvprrammi priip contained within theFramework.

The ve principles are:

o Holistic Programmingo Prtti a Prmti Riht

o Participation

o Partnership

o Capacity Building

Explainthattheseprinciplesshouldbemainstreamed throughout all o IRCs programs.Highlight that one o the principles is theProtection and Promotion o Rights. Comparethis with participation- most sta members

would already agree that beneciaries shouldparticipate in all o our programs. Throughadopting this programming principle, IRC hasmade an organizational commitment to mainstreamprotection.

A IRc ta t urta a

prrammi priip thy t b

maitram it vry prram tr

TheIRCaimstoprotectandpromoterightsthrough stand alone protection programs (giveexamples rom the country o what the protection

program does) and mainstreaming protection intoother sectoral programs.

NoteveryIRCofcehasaProtectionprogram.Although Protection sta can help other staunderstand and incorporate the principle, eachprogram sector must take steps to ensure theircompliance with this principle

II. Ask participants what they think the benets omainstreaming protection might be or IRC

To Facilitator: Some notes to guide the discussion:

Protectionmainstreaming Enablesthemostvulnerablemembers

o communities to access the services thatweprovide;

Contributestocreatingasafer,moreprotective environment or the people

weserve;

Ensuresthatweareawareofthepossible harm that our activities cancause and that we take steps to avoid

this; Empowersindividualsandcommunitiesto support and protect themselves andthereore makes our activities more

sustainable;

Ultimatelyleadstoimprovedprogramquality.

4. summary y ma a pa r

quti/arifati (5 miut)

Amainstreamingapproachseekstoincorporateaconcept or principle throughout the program cycle.It aims to enhance existing work within sectors,rather than creating a new sector.

TheIRCdenesprotectionmainstreamingas:Theprocess through which undamental human rightsprinciples, including non-discrimination, meaningulaccess, saety and dignity are recognized andrealized in program design and implementation.

ThroughadoptingtheProtectionandPromotionofRights as a programming principle in the ProgramFramework, the IRC has made a commitment to

mainstreaming protection and we all have a role toplay in this.

nxt stp:

Explainthatwewillnowstartlookingat how we go about mainstreamingprotection into our work.

Beforedoingso,askparticipantsiftheyhaveany questions.



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Mu 2:

ky mt prtti maitrami

Iraq - Qalawa displaced person camp, Sulaymaniyah


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si : euri -irimiati amaiu a t aita a rvi

Protection Mainstreaming Training Manual / Module 2: Key elements o protection mainstreaming

lth 160 minutes

ovrviThis session examines the barriers that can exist to accessing assistance and servicesand highlights some o the steps that we can take in our work to maximize access.

lari

objtiv

Understandtheimportanceofensuringmeaningfulaccesstoassistanceandservices. Examinethenatureofthebarrierstoaccessthatcanexist. Understandhowvulnerableindividualscanfaceadditionalchallengesinaccessing

assistance and services. IdentifypracticalactionsthatcanbetakentomaximizeaccesstoIRCprovided

assistance and services.

Prparati

1. Print copies o the handout What barriers exist to accessing goods and services?

(one per participant).2. Print copies o the power walk character cards.

Matria

Flip chartsMarkersProjector

si typLecture/discussionGroup exercises

ky ari pit

Itisessentialforgovernmentsandcivilsocietyorganizations(includinginternationalNGOs)totakeappropriate measures to ensure that people have a meaningul opportunity to attain their rights byaccessing available services and assistance without discrimination or impediment.

Barrierstoaccessingassistanceandservicescanpresentthemselvesinmanydifferentforms.Accesscanbe barred/limited due to distance, security, a lack o inormation, social/cultural actors and discrimination.

Allprogramsmusttakestepstoensuremeaningfulaccesstoassistanceandservicesofferedthroughoutthe project cycle.

si ativiti

Ratia r i:

Recognized as a crucial component o the IRCswork, it is essential or programs to ensure thatpeople have a meaningul opportunity to attain theirrights by accessing available services and assistance.Confict and divisions within society oten emerge romdiscrimination resulting in one group being unable toaccess services. Barriers to access can be due to:

Logisticalfactors;

Social/culturalfactors;

Insecurity;

Economicfactors;

Alackofinformationonavailableservices.

Vulnerable individuals may ace more challenges inaccessing services, or ace discrimination within thecommunities in which they live.


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1. dirimiati (15 miut)

Procedure:

I. Discussion:

Openthesessionbyexplainingthatpeoplemaybeprevented rom accessing services and assistancebecause o discrimination.

Rrhr: Human rights belong to all humanbeings, regardless o gender, race, ethnicity andage without discrimination.

Askparticipantswhattheirunderstandingoftheterm discrimination is.

Dotheyhaveanyexamplesofdiscriminationwithin the context in which they work?

Whichgroupswithinacommunityareparticularlyaected in these examples?

II. Presentation (See PowerPoint slides):

TheUDHRstatesthatEveryoneisentitledto all the rights and reedoms set orth in thisDeclaration, without distinction o any kind, suchas race, colour, sex, language, religion, political orother opinion, national or social origin, property,

birth or other status. Discrimination means treating people dierently

on the basis o their race, colour, sex, language,religion etc

Therootcauseofmanyconictsiswhen one particular group is discriminated againstand denied their undamental rights.

Enabling all people to realize their rights and toaccess services oten addresses part o the rootcauses that led to conict in the frst place and

promotes a culture o airness.

Itisessentialforgovernmentsandcivilsocietyorganizations (including international NGOs suchas the IRC) to take appropriate measures toensure that people have a meaningul opportunityto attain their rights by accessing availableservices and assistance without discrimination orimpediment.

II I. Discussion: not every dierence in treatment isdiscrimination.

Example:

There is irimiati when

i. the State provides water to Village 1 but not to Village2;AND

ii. does so on the grounds that it preers Village 1because o its ethnic composition.

There are other examples where the State treatstwo villages dierently but it is does not amount to

discrimination.Give the ollowing example: I the State does not havethe means to provide ALL villages with water becauseit does not have the money to do so and it onlyprovides water to those who are closest to large watersources. That is not discrimination. This is becausethe dierent treatment is not based on considerationssuch as race or ethnic origin or age but rather onpractical limits/constraints.

IV. Present the ollowing key messages (excerptsrom IASC (2008). Human Rights and NaturalDisasters: Operational Guidelines and FieldManual on Human Rights Protection in Situationso Natural Disaster) on discrimination:

Accesstoassistanceandservicesshouldbeprovided without any discrimination o any kind.Eorts should not discriminate between dierentgroups o displaced and aected populations.

Example: there should be no discriminationbetween displaced persons in camps and thosestaying with host amilies.

Assistanceshouldnotcreateinequitiesbetweenthe standard o services available or populationsaected by disaster and or non-aectedcommunities in the surrounding areas.

Finally,itisimportanttoprovideinformationandeducation on equality and non-discrimination to allaected communities to inorm them o their rightsand encourage them to raise their concerns withthe local authorities and humanitarian agencies.


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2. why i uri maiu

a imprtat?

Procedure:

Explain to participants that one o the most importantthings that we can do to mainstream protection is toensure that there is meaningul access to assistanceand services under our programs.

I. Why? Reer participants to the UDHR handout onrights rom Module 1:

Remindparticipantsmanyhumanrightsoutlinethe assistance and services to which people are

entitled. Askparticipantstoidentifyrightsthatrelateto

the provision o goods and services. As a ollowup, ask participants which rights their programsare helping to ensure respect or.

Some examples include:

Art25UDHR:Everyonehastherighttoahome, enough ood and healthcare

Art26UDHR:Everyonehastherighttoeducation and to ree primary education

ExplainthatwhentheIRCprovidesassistanceandservices it is urthering the realization o peoplesrights.

Example: provision o health services supports theright to medical care outlined in Article 26 o theUDHR.

II. To illustrate what is meant by meaningul access,present the ollowing (Use the PowerPoint slides):

In order or access to be meaningul, assistanceand services must be:

a. Available in sucient quantity and quality

b. Provided on the basis o need and withoutdiscrimination

c. Within sae and easy reach

d. Known o by potential beneciaries

e. Physically and nancially accessible

. Culturally appropriate and sensitive to age andgender

3. what barrir xit t ai a

rvi? (30 miut)

Procedure:

I. Explain that to ensure that our programs maximizethe level o access that beneciaries can enjoy, itis necessary rst to understand more the dierenttypes o barrier that can exist to accessing goodsand services.

II. Ask participants to work with their neighbors anddistribute the handout below. Instruct participantsto consider each o the statements made by the

reugees in the handout and answer the ollowingquestions:.

Whattypeofbarrierexists?(possiblebarriersmightinclude:insecurity;physicalbarriers;lackofinformation;social/culturalbarriers;discrimination)

Aretherespecicgroupswhoaremoreaffectedby the barrier than others?

Ha-ut: Maiu a

Procedure:

You are visiting a newly established reugeecamp. IRC is planning to establish a programin this camp. In your initial meeting withthe reugees, they tell you the ollowingstatements:

We cannot aord school uniorms andeducation materials or our children

Not all members o the community can usethe latrines that have been constructed

We have to travel a long distance to reach

the ood distribution. The route that we have totake is prone to banditry

The people working in the local health carecentre are all men

Nobody has told us what assistance andservices are available to us as reugees in thiscountry

NGOs have not been coming here becausethe government has been preventing themrom coming here


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Discussion:

Allow 15 minutes or neighbors to work together andthen allow 15 minutes or discussion in plenary. Thereisnorequirementforipchartpresentationshere;some talking points to guide the discussion ater thegroup work can be ound below.

We cannot aord school uniorms and educationmaterials or our children. This is an economicbarrier aecting amilies and children. It may bethat some children are not able to attend school itheir amily is unable to aord uniorms and schoolmaterials.

Not all members o the community can use thelatrines that have been constructed. There maybe a number o reasons why the latrines cannotbe accessed. It may be that their design does notallow the elderly or persons with disabilities to usethem (a physical barrier). Perhaps they are locatedin an area where it is unsae or women to go atnight time (a security barrier). It may be that oneethnic group in the village is not allowing the otherethnic group to use the latrine (discrimination).

We have to travel a long distance to reach theood distribution. The route that we have to takeis prone to banditry. Insecurity aects the accesso the whole community. The long distance thatpeople have to travel may also aect the access othe elderly and persons with disabilities (physical/logistical barriers).

The people working in the local health carecentre are all men. This may mean that thewomen are unable to access health care in asociety where it is unacceptable or a male doctorto examine a emale patient (a social/culturalbarrier).

Nobody has told us what assistance and

services are available to us as reugees in thiscountry. The barrier that the reugees ace hereis a lack o access to inormation. Sometimesthe level o access to inormation varies withinthe same community e.g i written inormationon available assistance and services is providedthen illiterate members o the community may notbecome aware o them.

NGOs have not been coming here becausethe government has been preventing themrom coming here. The barrier here is a lack o

humanitarian access- NGOs cannot get to thecommunity to provide assistance and services.The government may be limiting the access ohumanitarian agencies or a number o reasons-it may be that the action is taken because thearea is insecure (the State has a responsibility toensure the saety o NGO sta). It may be thatthe government does not want NGOs to see thehuman rights abuses that have been taking place.

Summarize the key ideas rom the sub-session.I individuals are unable to access assistance and

services then they are unable to attain their rights.Barriers to accessing assistance and servicescan exist in many dierent orms. We need to beaware o the barriers that exist at all stages othe program cycle, and our programs must alwaystry to address the barriers that exist. It should benoted that we may not always be able to ensuremeaningul access (or example, me may not beable to address barriers o insecurity).


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[oPTIonAl eXeRcIse] Pr a xri(taken rom Church World Service (2009). PuttingSaety and Dignity First: A Guide to protective actionin programming) (25 miut)

Ratia: The Power Walk exercise is a way tothink about power dynamics within communitiesand what makes people vulnerable, and how thisaect an individuals ability to access services. It isa useul exercise to uel the discussion on who isvulnerable in a society. Its a highly recommendedexercise. Note: One can start the session on

meaninul access with this exercise ater havingexplained that vulnerable persons / marginalizedgroups may ace barriers to access goods/services and assistance. Then lead the group ina discussion on who is vulnerable and end thediscussion with this exercise.

Note: It is encouraged and recommended thatacilitators adapt the characters and questions tot the context in which they carry out the training.

Procedure:

I. Distribute the Power Walk character cards (seesee below), one card per participant. Instructparticipants to not share their charactersidentities with one another. Ask them to thinkabout their characters and to orm a picture owho they are and how they live

II. As you read the questions below, askparticipants to think o what their charactersanswer would be: Thy hu ta tp rar i th ar t th

quti i y, r tay i pa i th

ar i . The acilitator should stand inthe direction the people take their steps

Didyouhaveenoughtoeattoday?

Doyouhavecashinyourpocket?

Doyouhaveavalidgovernment-issuedID?

Doyouhaveaccesstoatelephone?

Whenyouaresick,areyouabletogoseeadoctor and pay or his/her services?

Willyouhaveanyleisuretimethisevening? Canyoutravelfreelythroughoutyourcountry

o residence?

Ifyouwererobbed,wouldyougotothepoliceto report it?

Didyounishprimaryschool?

Areyouropinionsandideasrespectedbyyouramily?

Canyoureadthenewspaper?

Doyoubelievethatyouhaveabrightfuture

ahead o you? Areyouabletocommunicatewithallmembers

o your amily?

Areyoufreetopracticeyourreligion?

II I. When all questions are asked, participantsshould be dispersed throughout the room.Those who have more power and greateraccess to resources should be closer to theacilitator, and those who are more vulnerableshould be urther back in the room.

IV. Ask participants to reveal their identities andto explain why they stepped orward or not atparticular moments.

V. Lead the participants in a discussion o thegame and its outcome.

Explainthatpowerdynamicsaffectpeoplesability to access various resources, includinginormation, education, ood, transportation,

justice, etc.

Themostvulnerableindividualsfaceextrachallenges in accessing assistance and

services (ky ma). Atthesametime,peoplewhohavelimited

access to resources are more vulnerable thanothers.

Brainstormwhatotherresourcesmaybelimited by vulnerability.



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Some questions or discussion (Guidance): Whatdidyouassumeaboutyourcharacter

or example, age, ethnicity or gender when itwasnt explicitly stated? Why?

Whoaresomeofthemorevulnerablememberso the community? More powerul members?

Howmightlimitedaccesstotheseresourcesexpose people to threats and insecurity?

Ifanaturaldisasterweretooccur,whichpeoplewould be most hard-hit? What about a confict?

YouareastaffmemberofanNGOworkingtoprovide humanitarian assistance ater a naturaldisaster. Which groups would require specialattention to acilitate their access to assistance.

Mmbr a

riiu

mirity

65-yar- ma

ubit armr

ith i a ix

hir

Riiu ar i

th mmuity

17-yar- ma

ha huh

A bri -

yu ar yur

huba

i

Ru

A 22-yar-

ma, rmr hi

mbatat i a rb

rup

Fma pi fr

survivr a

mi xpiFma ayr 45-yar- i

ngo mpy

(xpat ta)

Itray

dipa

Pr (IdP)

Mirat

rr ithut

umtati

ngo mpy

(a ta)

la r a

a pitiia


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5. H a maiu a b prmt?

(15 miut)

Procedure:

I. Make the link to previous inormation: Based uponthe discussions, we have seen that to ensuremeaningul access, we should

understandthebarriersthatcanpreventpersons/groupsfromaccessingservices;

understandwherediscriminationexistsandensure that we do not discriminate in theprovisionsofassistanceand/orservices;and

beconsciousofpowerrelationsthatexistincommunities and may aect access to services.Now, we will discuss some practical ways toensure meaningul access.

II. Present on a number o steps that we can take toensure meaningul access (Use the PowerPointslides):

Assessmentphase:cut representatives o allgroups (including women and men, boys and girls,parents, elderly, persons with disabilities) within thecommunity during the assessment.

Ensure that assessments build up a picture owho is and is not accessing available assistanceand services and also be sensitive o the powerstructures.

Throughouttheproject:Ensurethatprojectmonitoring activities include the monitoring oaccess to assistance and services provided.

Observation at locations such as ood distributions,schools, health centres and water points can be apowerul tool or doing this. Assess the level and

ease o access to your services by all memberso your target population, with particular ocus ongroups likely to be excluded within communities(women-headed households, ethnic minorities,elderly, persons with disabilities)

Ensurethattargetedcommunitiesare

aware o available assistance and servicesprovided under projects through inormationdissemination (and make sure the inormation isdisseminated in a way meeting the requirementso your target community. Example: in multi-ethnic/lingual societies, ensure that inormationisavailableinalllanguages;ifcommunitiesareilliterate make use o drawings and outreach, orpeople less mobile (like people with disabilitiestarget messaging through outreach, etc.).

Ensurethateventssuchastrainings,distributions

and other program activities take place at a time othe day/week when beneciaries can access them.

Advocatewithgovernmentactorsforincreasedaccess to government provided services andassistance.

II I. Discussion: Ask participants i they have anyexamples o how they are trying to ensuremeaningul access in the programs that they workon.

suti: You may wish to give some sectorspecic examples

A useul tool is Minimum Agency Standardsor Incorporating Protection in HumanitarianAssistance, OXFAM/WVI/CARE (AustralianNGOs) rom which several o the examplesbelow are taken:



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Hath prram

Healthcarefacilitiesshouldbeeasilyaccessibleto all persons in the target community, in particularto vulnerable groups like elderly and persons withdisabilities

Assesswhetherexistenceofhealthproblemsarerelated to lack o assistance provision or, i thereis assistance, to aulty distribution systems (lack ofood,shelter)orlackofaccesstocleanwater

Designspecialoutreach/awareness-raisingservices or areas rom which patient numbers are

considered low Considerestablishingahealthinformationcentre, staed by community volunteers, withinyour health acilities include not only healthservice inormation but also inormation on goodEnvironmental Health practice

eH Prram

Thelocation,design,safety,appropriatenessandconvenience o acilities should be decided inconsultation with the users, particularly women,

adolescent girls and any people with disabilities. Monitorandrespondtosituationswhere

community groups exercise discrimination overaccess to water and sanitation acilities. Even ia sucient quantity o water is available to meetminimum needs according to total number opersons, additional measures may be needed toensure that access is equitable or all groups. Forexample, additional water points may need to beestablished or dierent ethnic/social groupingswithin a community i they eel unable to access

the water and sanitation acilities in another area. Involverepresentativesfromdifferentparts/layers

o the aected population in monitoring water andsanitation inputs.

Locatewaterandsanitationfacilitiesinsafelocations where all members o the community canaccess them.

Ensurethatthedesignofsanitationfacilitiesis

appropriate to and accessible by target population,incl.children,elderlyandpersonswithdisabilities;adapt design i necessary

Advocatefor,andsupporttheprovisionof,adequate and sae water and sanitation acilities atlearning or meeting sites and health centres.

6. Pratia grup exri: euri maiu

a i ur ay t ay r (60 miut)

Procedure:

Explaintoparticipantsthatinthissessionwewillwork in groups to apply what we have learned inthis session (ensuring session non-discriminationand meaningul access to assistance andservicesto the xiti prjt that we workon.

Theoutputofthisgroupexercisewillbetocomeup with recommendations on how we can takesteps to ensure meaningul access to assistanceand services.

Fortheexercise,participantsshouldbeorganized

in three separate groups. Groups should beselected according to the sector in which theparticipants work in. Ideally, all members o eachindividual group should work in the same sector.

Thisgroupexercisewillconsistofthefollowing:

Groupwork(40minutes)

Presentations-Ifmorethanonegroupisocusing on the same sector, only one groupto present or that sector. The group that didnot present can then provide any additional

inormation at the end o the presentation. (5minutes per group)

Discussionandagreementonrecommendations.(15 minutes)


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To guide the discussions o the groups and the ormat

o their presentations, you will nd a number o guidingquestions below.

Whatbarriersexisttoaccessingassistanceandservices provided under your project

(Remember: barriers can be logistical, physical,nancial, social, related to inormation, security,discrimination)?

Which groups are the most aected by thesebarriers?

Whatarewecurrentlydoingtoaddressthese

barriers? Whatmorecouldwebedoing?

nt t Faiitatr: It will be helpul orparticipants to have access to the PowerPointslides rom the training during the group work.

7. summary y ma (5 miut)

End the session by rounding up the recommendationsrom the group exercise and by highlighting the keymessages o this session:

Itisessentialforgovernmentsandcivilsocietyorganizations (including international NGOs) totake appropriate measures to ensure that peoplehave a meaningul opportunity to attain their rightsby accessing available services and assistancewithout discrimination or impediment.

Barrierstoaccessingassistanceandservices

can present themselves in many dierent orms.Access can be barred/limited due to distance,security, a lack o inormation, social/culturalactors and discrimination. Vulnerable groups andindividuals (like ethnic minorities, elderly, peoplewith disabilities, single-headed households) mayace additional barriers and we need to take theseinto account when designing, implementing andmonitoring programs

Allprogramsmusttakestepstoensuremeaningfulaccess to assistance and services oeredthroughout the project cycle.


Thailand - IRC protection mainstreaming training in action


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lth 125 minutes

ovrvi

This session examines the concepts o saety and dignity and their centrality to all o ourwork in the IRC. Our work has the potential to increase the saety and preserve/restorethe dignity o the people we serve. It also has the potential to do harm and threaten thesaety and dignity o those who we are trying to protection. The session will explore howwe can put saety and dignity at the oreront o our work, and avoid doing harm.

lari

objtiv

Understandtheconceptsofsafetyanddignityinourwork Examinehowourworkhasthepotentialtothreatensafetyanddignityandhowwecan

avoid this rom happening Explorehowourworkcanpromoteandincreasesafetyanddignity

Prparati None

MatriaFlip chartsMarkers

si typPresentation/discussionGroup work

si t: Priritizi aty a iitya i harm

ky ari pit

OurworkasaNGOmustgobeyondprovidingmaterialassistance.Toprotecttherightsofindividualswemust prioritize their saety and dignity within our work.

Thereisgreatpotentialforustodoharminourwork.Wemustconstantlyanalyzeourworkandthebadconsequences it MIGHT have caused. It is never too late to change program activities

si ativiti

Ratia r i:

Concern or the saety and dignity o individualsis central to mainstreaming protection into sector

programs. The saety o beneciaries should alwaysbe the rst concern in humanitarian action. But beingsafeisnotenoughifpeopledonothavetheirdignity;people need to eel valued and to have a sense osel respect. Prioritizing the saety and dignity obeneciaries also entails seeking to reduce risk and toensure that we do no harm in our work.

1. Urtai aty a iity (30 miut)

Procedure:

I. Open the session by explaining that to mainstreamprotection we must go beyond ensuring meaningul

access to assistance and services. To introduce theconcepts o saety and dignity, reer back to theneeds indentied in the what does the body, mind,soul need exercise in the What are human rights?session in Module 1 to highlight some o the needsthat are related to saety and human dignity.

Protecting the rights o somebody in their entiretygoesbeyondmeetingmaterialneeds;peoplealsoneed to live in saety and dignity.

As such, humanitarian work extends beyondphysical assistance to the protection o a humanbeing in their ullness. Thi ma a rr a pr aty a iity a a huma

bi.


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saty

I. Explain that to discuss the concept o saety, wewill start with an example.

ShowthefollowingonaPowerPointslide:

In April 1991, in the midst o the frstcoalition war against Iraq, a picture o a littlegirl in the holy city o Sawan made a bigimpression on humanitarian agencies and

political commentators. In a crowd o IDPs,this destitute but dignifed child stood with

a placard around her neck. On it was aninscription that read: We dont need food.We need safety.6

Initiateadiscussionwiththequestion:Whatimpression do you think this made on humanitarianagencies?

Some y pit to guide the discussion:

Thegirlhasaccesstofood,buthumanitarianassistance is not enough. Saety was the numberone priority or the IDPs, but this was not beingaddressed

Inrecentyearstheproportionofciviliancasualtiesin war has risen dramatically- approximately90%. Actors waging wars have adopted tacticswhich deliberately target civilians including ethniccleansing, the use o rape as a weapon o war andorced recruitment.

Othersafetyandsecurityrisksarisinginconictand displacement include- arbitrary arrest/detention;torture;abduction;rape;physical

violence etc Personalsafetyisessentialandmustbeattheoreront o all o our work.

Ourworkisasmuchaboutensuringpeoplearesae as it is about providing material assistanceand services.

II. In order or the participants to realize the linkages

between personal saety and rights start theollowing discussion:

Askparticipantsthefollowing:Whatrightsarerelated to the saety o individuals?

In order to assist the participants, reer participantsto the UNDHR handout and ask them to discussthis question with their neighbors.

Examples:

- Art 3 UDHR: Everyone has the right to lie and theright to live in reedom and saety.

- Art 5 UDHR: Everyone has the right not to be hurt,tortured or treated cruelly.

II I. Ask participants the ollowing question: In whatways is the saety o communities in the area inwhich you work threatened?

Noteafewoftheseanswersonaipchart.

IV. Conclude this sub-session on saety with theollowing points:

Peoplehavetherighttobesafe

Safetyisessentialandmustbeattheforefrontof

all our work Ourworkisasmuchaboutensuringpeopleare

sae as it is about providing material assistanceand services

Inourprogramswemustbeawareofsafetyrisksto the people that we serve at all stages o theprogram cycle (during design, implementation,monitoring and evaluation phases)

6 ALNAP (2003). Humanitarian Protection: A Guidance Booklet


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diity (excerpts rom ALNAP (2003). Humanitarian

Protection: A Guidance Booklet)I. Explain that saety itsel is not enough though.

The emotional and material quality o that saety isparamount.

Theemotionalexperienceofapersonisasimportant as their physical needs or survival.

E.g. People might be extremely sae rommilitary attack by staying in a heavily guardedprotected village or conned to their houseunder sustained curew. They might be sae but

may also be hungry, ill, isolated, increasinglyimpoverished and, above all perhaps, humiliatedby the way they are treated by those guardingthem.

Violationsofrightscanhumiliateindividuals.Theythreaten peoples dignity and reduce their selesteem. We also have to be careul not to threatenthe dignity o those we are trying to help throughour own (well intentioned) actions e.g relocatingreugees rom an insecure border camp in opentrucks that are normally used to transport animals.

II. Explain that reedom is central to the concepto human dignity. People who are ree to live theirlives as they choose, to move reely and to speakreely are more likely to experience that senseo sel-worth and personal autonomy which is soimportant to human dignity.

Some NGOs dene their protection work justin terms o saety. But prtti r i amuh abut prmti, prrvi a

rtri huma iity.

III. Guide a short discussion with the participants. Askparticipants the ollowing-

Whatrightsarerelatedtothedignityofindividuals?

(reer participants to the UDHR handout on rightsand ask them to discuss with their neighbors)

Inwhatwaysisthedignityofcommunitiesintheareas in which you work is threatened? Note a ew

o these answers on a fip chart.

Howisthedignityofciviliansthreatenedinrelationto sector in which you work?

Examples:

- Female patients may be examined by malepatients,

- There may be no private area or women to wash

- I there are restrictions on reedom o movementthis may aects an individuals ability to accesswater.

Tofurtherillustratehowlifeinarefugeecamp

can aect the dignity o individuals, the ollowingexample can be given:

A 2009 paper co-authored by IRCs JeannieAnnan ound that in Darur Reugee camps, menexperience more stress than women. The studyindicates that this relates to lie in camp havinga worse eect on the dignity o men than that owomen. It ound that while women can continuetheir traditional roles in camp, men oten can nolonger do so.

The somewhat surprising fnding that menreported more stress overall than womenlikelyreects a culturally-prescribed gender role ormen in which they are responsible or securingresources or the amily. During pretesting manymen told us that the Koran prescribes mensduties as making money and bringing resourcesinto the amily, whereas womens were relegatedto domestic caregiving. In the reugee camps theemale domestic sphere was maintained, whilethe male sphere o employment and money wasmore ragile. Mens concerns were even higher

when living near NGOs. This may be related toa possible secondary gain, in which impairedunctioning is reinorced by easier access tohumanitarian aid7

7 Rasmussen, A. & Annan, J. (2009). Predicting distress related to basic needs and saety in Darur reugee camps: A structural and social

ecological analysis. Journal o Reugee Studies.


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IV. Conclude the sub-session on dignity with the

ollowing points (extracted rom ALNAP (2003).Humanitarian Protection: A Guidance Booklet)

Safetyisfundamentaltosurvivalbuttheemotionaland material quality o that saety is critical

Theinneremotionalexperienceofanindividualisas important as their outward physical needs

Apersonsabilitytomaintainastrongsenseofpersonal identity and sel-respect can hold themthrough extreme physical suering.

2. d harm (30 miut)Procedure:

I. To introduce the concept o do no harm, presentthe ollowing (Use the PowerPoint slides)

ExplainthattheideabehindtheDoNoHarmprinciple is to ensure that the design and deliveryo humanitarian aid does not inadvertently threatenthe saety and dignity o an individual or supportthe divisions that exist in a confict-aected society.

Inourworkweconstantlyhavetoask:Doour

good intentions, when put into practice, do moreharm than good?

Explainthatunfortunatelytherearemanyexamples in the daily work o INGOs and UNagencies worldwide where the way in whichwe do our work produces undesirable results.In other words, there are examples o how ourwork does harm.

Tofacilitateinteraction,presenttheexamplesbelow (Use PowerPoint slides) o well-intentionedactions by NGOs that have caused harm.

Youmaywishtorevealeachexamplepointbypoint and ask participants what they think theconsequences o the NGOs action might be ateach stage. That is a good way to see whetherparticipants have incorporated some o therefections o the previous sessions.

Askparticipantswhatshouldhavebeendone

dierently at the end o each example. Example 1: In a reugee camp water and

sanitation engineers build wells in locations thatmake most sense rom a technical point o view.

What they ignore is that those locations all allwithin the area where the majority ethnic groupresides.

Issue: The majority group decides to charge eesor the minority ethnic group to gain access to thewells, and tensions between the 2 groups rise.

Issue: The minority will suer rom discrimination inrelation to their right to water. The NGOs actionshave also increased tensions and the possibility oconfict between the 2 groups.

nt: equally, the discussion canbe brought to other barriers, incl. (lack o)accessibility due to physical location: saety (orwomen), physical (or persons with disabilities).Reinorce the message that looking at a locationrom a pure technical viewpoint may have

unintended harmul consequences

Example 2: A reugee camp is inested with rats.Ater unsuccessully trying to resolve the issue ina number o ways, NGO sta members announcethat they will pay each person who brings in a deadrat.Itworks!!!Theratsarebroughtindeadintheirthousands.

Issue: Following this initiative, there are more ratsthan ever beore. The displaced community isreluctant to do much to help itsel unless the NGOsta pays the reugee community.

[Note:similarlyinBangladesh,familiesstartedbreeding rats as a way to make an income. Whenthe project ended, more rats then ever werepresent in the neighborhood]


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Example 3: An NGOs protocol or addressing

moderate and acute malnutrition states that anyamily with at least one malnourished child receivesa ration o dry ood or the whole amily and willhave the child treated in a therapeutic eedingcentre.

Issue: many amilies deliberately allow one o theirchildren to become malnourished, which puts thechilds (right to) lie at risk. Never underestimatewhat people may do or extra assistance (indesperate circumstances)

Example 4: In an IDP camp, specic shelters areassigned to vulnerable individuals or amilies. Theword vulnerable is written on the outside o theshelter to help NGO sta identiy the individuals.

Issue: This puts them at risk o exploitationand stigmatization which arguably constitutesa violation o their right not to be treated in adegrading way and to live in dignity as ar aspossible. While NGO sta has no legal duty torespect these rights, they do have a moral duty torespect them.

Theabovementionedexampleshighlighthowwecan cause harm through our actions. Harm aa b au by iati:

Example: harm caused by administrative measuresblocking access to services aimed at providingprotection, like the states ailure to lit a ban onfreemovementofhumanitarianassistance;astateails to lit restrictions on ree movement to reachwater sources.

Example: harm caused by a lack o activities thataddress barriers to access, allowing these to

persist, like the ailure to register entire groups odisplaced people, ailure to register new arrivalsincamps;failuretoregisterwomenintheirownname.

Example: harm caused by a ailure to take intoaccount the special needs o vulnerable peoplewithin a displaced community when designingservices, like in determining the location o schoolsandhealthcarecenters;thelocationofregistrationor distribution systems.

II. To relate to the training context: ask participants i

they can think o any cases in which:(i) NGOs or the UN have done harm

(ii) They themselves have done harm (consider awardingprizesforthisone!)

II I. To conclude the sub-session on Do no harm,present the ollowing using the PowerPoint slides-

Humanitarianassistanceprogramsshouldbecontinuously scrutinized to ensure that they arenot becoming counter-productive by puttingpeople in new danger or at urther risk.

Toavoiddoingharm,itisimportanttounderstand the cultural norms, values, andtensions in the local environment and what leadsto vulnerability and marginalization.

Recognizewhenharmisbeingdone/hasalreadybeen done, either by you, IRC, another NGO ora UN agency, and report this to your supervisor.That is very important, not only to rectiy thesituation, but also to ensure that we do not makethe same mistakes over and over again.

Throughunderstandinghowharmhasbeen

done you can respond by changing yourbehavior or by trying to change others behavior.

Sometimesnotprovidingassistanceatallmaybe the right decision.

Ask participants or possible scenarios in whichnot providing assistance may be the rightdecision (acilitator example: i the provisiono assistance to a particular village will lead toattacks and thet rom that village).

ReMeMBeR: It i vr t at t haprram ativiti


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oPTIonAl: Rprti huma rihtviati (10 miut)

Process:

1. Use the Programme Framework to state thegeneral principle:

As an international NGO committed toimproving the rights environment, IRC expectsits sta to report to a supervisor any unusualhuman rights violations observed during thecourse o work, even i the violations are not

directly related to their work.2. I a policy or reporting human rights abusesexists in-country then have an open discussionon it with participants (be prepared: know theorms, reporting, etc).

3. Alternatively: discuss some o the issues romthe Program Framework-

Forexample,anIRCHealthOfcermay see roving militia burning down houses ina remote area. The Health Ocer shouldnote the location and report the inormation

to his/her supervisor. Thistypeofreportingdoesnotrequire

detailed investigations or conrontingperpetrators (indeed, that is notadvisable!).Rather,itisawayforIRCto capture inormation that may not otherwisecome to its attention. In consultation withsenior sta, the inormation may then beshared with the larger community, includingwith those authorities charged withproviding security and respect or human

rights.

Thistypeofinformalreportingsystemcanbe very eective in infuencing advocacyand program design, but it needs to bemanaged careully to prevent exposingsta and community residents tounnecessary risk.

Tobeeffective,ofcourse,staff members need to understand thehuman rights ramework, and

eachIRCcountryprogramneedsa reporting policy that is realistic, sae,and establishes parameters on thereporting process and how theinormation will be used internally orexternally

Becareful-safetyisparamount:bothor the victim and the IRC sta member

For more detailed questions on Reporting HumanRights Violations, we should use the ParkingLot and dedicate a more in-depth sessionto it at the end o the training. Key aspects:

confdentiality, inormed consent to shareinormation and the in-country reporting protocolswill be necessary material to prepare such asession.


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3. grup exri: Priritizi aty a iity

a i harm i ur ay t ay r (60miut)

Procedure:

Explain to participants that in this session we will workin groups to apply what we have learned in this session(Prioritizing the saety and dignity o benefciariesand doing no harm) to the existing projects that wework on.

Theoutputofthesessionwillbetocomeupwithrecommendations on how we can prioritize saety

and dignity and avoid doing harm in our work. Fortheexercise,participantsshouldbeorganizedin three separate groups. Groups should beselected according to the sector in which theparticipants work in. Ideally, all members o eachindividual group should work in the same sector.

Thisgroupexercisewillconsistofthefollowing:

Groupwork(30minutes)

Presentations-Ifmorethanonegroupisocusing on the same sector, only one groupto present or that sector. The group that

did not present can then provide any additionalinormation at the end o the presentation.(5 minutes per group)

Discussionandagreementon recommendations. (15 minutes)

Toguidethediscussionsofthegroupsandtheormat o their presentations, you will nd anumber o guiding questions below.

Whatarethepotentialthreatstothesafetyand dignity o our beneciaries?

Whatmeasuresarewecurrentlytakingtoaddress these threats?

Couldwebedoingmoretoprioritizethesafetyand dignity o our beneciaries?

4. ky ma (5 miut)

* Our work as a NGO must go beyond providingmaterial assistance. To protect the rights oindividuals we must prioritize their saety anddignity within our work.

* There is great potential or us to do harm in ourwork. We must constantly analyze our work andthe bad consequences it MIGHT have caused. It isnever too late to change program activities.


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lth 70 minutes

ovrvi

This session highlights how a wide range o actors are responsible or, and cancontribute to, the protection o rights. Protection mainstreaming requires a meaningulengagement with other program within the IRC and external state, UN and civil societyactors.

lari

objtiv

Understandtherolesofdifferentstakeholdersinprotectingrights Examinehowwecansupporttheseactorstoprotectrights

Prparati None

Matria

Flip charts

Markers

si typLecture/discussionGroup exercise

ky ari pit

Protectionisacollectiveresponsibility:States,theinternationalcommunity,localcivilsociety,communitiesand individuals all have responsibility to protect rights.

Wecantakeactionstoprotectrightsthroughcollaboratingwithotheractors,evenifwecannotdirectlydoanything to address a particular issue within our sector.

si thr: si a maiuamt ith thr tahr

si ativiti

Rationale: Protection is a collective responsibility thatrequires individuals, communities, civil society, theinternational community and states to engage withone another constructively to ensure that rights arerespected.

1. ovrvi (5 miut)

Explain that this session looks at how we engagewith actors outside o our program and at how we canwork collaboratively with them to protect the rights oaected communities.

Up uti thi pit, we have ocused on thingsthat we can do ithi ur tr to protectthe rights o individuals.

However,thereareprotectionissuesthatwewillcome across in our wor

irc protection mainstreaming training manual - field testing version

Documents