4.3 VULNERABILITIES AND CAPACITIES


OBJECTIVES

  • Understand and practice using analytical frameworks to draw out vulnerabilities and capacities in data collection and analysis in rapid assessment and situation monitoring and programme evaluation.
  • Identify key factors that often contribute to disparities in the realisation of human rights and, in humanitarian crisis, influence the capacity of different groups to cope and survive.
  • Increase awareness of the fluidity of gender and age roles, especially in crisis contexts, and practice identifying the factors influencing change in gender and age roles.
  • Identify key points at which gender and age analysis can be strengthened in an M&E activity, including in crisis and unstable contexts.


OUTLINE

This part introduces a series of analytical frameworks that help focus data collection on people, particularly exploring vulnerabilities and capacities from different perspectives. It is divided into two major sessions that can be run in sequence.

The first session explores a range of existing frameworks and tools as well as a proposed "expanded vulnerability-capacity analysis" tool that attempts to integrate these. It also explores the "Do no harm" thesis and analytical tools developed in relation to complex emergencies.

The second session explores more in detail gender and age sensitive data collection and analysis.


4.3.1 ANALYSIS OF VULNERABILITIES AND CAPACITIES: INTEGRATING ANALYSIS FRAMEWORKS

Far too often, seeing people as "victims" often leads to a "needs" focus in data collection, and capacity analysis is forgotten. We need to understand who is most vulnerable and what makes them so. At the same time we need to understand the capacities of different population groups and how they cope with the threats to their survival and well being. Good capacity analysis helps us see people as "actors" with resources to contribute and as "primary stakeholders" as opposed to passive "beneficiaries".
This is particularly important in the case of natural disaster, conflict and instability where the view of primary stakeholders as "victims" too often prevails and leaks into programmes.

This session introduces the "expanded vulnerability-capacity analysis" framework, showing how it draws from existing analytical frameworks and the value in each. These frameworks include traditional capacity-vulnerability analysis, strengths-weaknesses-opportunities-threats (SWOT) analysis, stakeholder analysis and gender/age analysis.
The session also includes an activity exploring the concepts of "do no harm" and the implications for data collection in unstable and crisis contexts.

FN
  • Analysis of vulnerabilities and capacities: Integrating analysis frameworks

    The session begins with a group exercise using VIPP in which participants are asked to analyse the factors that contribute to community capacity to respond to development problems, in stable and in unstable and crisis contexts. From here, the expanded VCA tool is presented in PowerPoint (script provided). Group work then follows, putting the VCA tool in practice for monitoring and evaluation, as well as emergency rapid assessment. A final activity explores the concept of "do no harm" in complex emergencies and the implications for M&E.

    • CCS
  • Understanding disparities: Whose rights are protected? Who copes and survives?
  • Understanding disparities: some analytical tools
  • Integrating tools: building an expanded Vulnerability/Capacity Analysis
  • Expanded Vulnerability/Capacity Analysis (VCA)
  • Capacity and Vulnerability Analysis
  • Stakeholder analysis
  • Activities/resource analysis
  • Do no harm: capacities for war and capacities for peace
    • OH
  • Understanding vulnerabilities and capacities: overview of existing frameworks and expanded VCA
    • EX
  • -


    • 4.4.2 GENDER AND AGE

    Among the key factors differentiating how well people cope and survive in crisis contexts are gender and age. This session reinforces how critical these factors are to understanding vulnerabilities particular to women and children, girls and boys, and focuses on how gender and age considerations can be strengthened in M&E activities.

    FN
  • Gender and age in M&E

    Based on a case example, participants will be asked to envision what context changes might lead to a corresponding change in gender and age roles, practising activity and resource analysis. In a group exercise, participants identify the key points where they as managers of M&E can ensure that gender and age analysis are adequately addressed.

    • CCS
  • Gender and age
    • OH
  • Gender and age: fluid definitions
    • EX
  • Case study exercise: Gender and age in crisis and unstable contexts


    • REFERENCE MATERIALS


    Vulnerabilities and capacities assessment

    Anderson, Woodrow (1990). Disaster and Development Workshops - a manual for training in capacities and vulnerabilities analysis. Harward, International Relief/Development Project, Graduate School of Education.

    IFRC (1999). Vulnerabilities and capacities assessment. An International Federation Guide. IFRC Geneva.

    IFRC(2002). "Assessing vulnerabilities and capacities". World disasters report 2002. http://www.ifrc.org/publicat/wdr2002/chapter6.asp

    WFP (1999?). An Overview of Vulnerability Analysis and Mapping.


    Stakeholoder analysis

    Benjamin Crosby (1991). Stakeholder analysis: A vital tools for strategic managers". Technical Notes no. 2, USAID.

    Gosling, L. and Edwards, M. (2003)Toolkits: A practical guide to planning, monitoring, evaluation and impact assessment. Save the Children: London

    ODA (1995). Guidance Note on how to do stakeholder analysis of aid projects and programmes. http://www.euforic.org/gb/stake1.htm

    UNICEF (1999) - "Stakeholder Analysis" in: M&E of Capacity Building: Guidance and Tools. (draft)

    Gender, Age, activities

    Anderson, Howarth, Overholt (1992). People-Oriented Planning at Work: Using POP to Improve UNHCR Programming. UNHCR, Geneva. http://www.unhcr.ch/

    Anderson, Howarth, Overholt (1992). A framework for People Oriented Planning in refugee situations taking account of women, men and children. UNHCR, Geneva. http://www.reliefweb.int/library/GHARkit/files/PEOPLE_ORIENTED_PLANNING.PDF

    CIDA (2001). How to Perform Evaluations series. “Gender Equality” No. 4 May 2001

    Gibbs, 1994, from Disasters

    IASC (no date) Summary, Guidelines and Checklist for Integration of Gender Analysis and Assessment. http://www.reliefweb.int/library/GHARkit/files/workshoponintegrationofgenterintoneeds.pdf

    League of Red Cross and Red Crescent Society (1991). Working with Women in Emergency and Rehabilitation Programmes, Geneva. http://www.ifrc.org/publicat/catalog/

    UNICEF (2000). Guidelines for Undertaking an Assessment of the Situation of Children Affected by Armed Conflict and Unstable Environment (Draft)

    Williams s (1994). The Oxfam Gender Training Manual. Oxfam, Oxford

    World bank (1996) "Gender analysis", World Bank Participation Sourcebook. http://www.worldbank.org/wbi/sourcebook/sba109.htm


    "Do no harm"

    Anderson and Woodrow (1989). Rising from the ashes - development strategies in times of disasters.

    Anderson, M. (1999) Do No Harm: How Aid can Support Peace – or War. Lynne Rienner Publishers: New York