GBV Guidelines Training Tool: Sector-Specific Workshop

GBV GUIDELINES ROLL OUT: APPLYING THE GUIDELINES IN SECTOR SPECIFIC PROGRAMMING

The GBV Guidelines provide specific guidance for individual clusters or sectors; this guidance has been organized into 12 main thematic area sections (TAGs).1 Thematic Area Guidance is further organized through the framework of the Humanitarian Program Cycle (HPC). As such, Module 5 is composed of the following:

 Session 1: Assessment, Analysis and Planning (75 minutes)  Session 2: Resource Mobilization (60 minutes)  Session 3: Implementation (45 minutes)  Session 4: Coordination (60 minutes)  Session 5: Monitoring and Evaluation (60 minutes)  Session 6: Developing an Action Plan (60 minutes)  Session 7: Post-test, Evaluation (20 minutes)

INTENDED OUTCOMES:  Cluster/sector actors are informed about key elements of the Guidelines relevant to their cluster/sector  Cluster/sector actors are supported to develop an action plan with indicators for integrating the Guidelines’ recommendations into their areas of operation

TIME REQUIRED:  Sessions 1-7 equate to approximately 6 hours. In the case of a one day training – and the need to engage in content from Modules 1-4 - the facilitator will need to consider how to balance prioritie4s with time restrictions.  Lunch and coffee breaks (approximately 1.5 hours) must also be incorporated into the schedule.

MATERIALS/PREPARATION:  PowerPoint for the sector/cluster of focus adjust for the setting (located in ‘Sector-specific PPT’ folder in Module 5)  Flipchart and markers  Copy of Guidelines [main book or sector-specific Thematic Area Guide as relevant] for each participant, or to be shared if there are a limited number of hard copies available  Photocopied handouts (and certificate paper, optional) from training pack  Photocopied materials from settings, including local/national sector assessment tool example(s), sector proposal example, a referral pathway created by the GBV partners and any other locally/nationally relevant referral information

HANDOUTS: (All handouts located in Module 5 ‘Handout’ Folder)  Assessment Worksheet  Implementation Worksheet  Example of Indicator Reference Sheet Female Participation  Blank Indicator Reference Sheet  Developing Action Plan Worksheet  GBV Guidelines Pre-Post Test Example  Workshop Evaluation Example

1 Which are: Camp Coordination and Camp Management (CCCM); Child Protection; Education; Food Security and Agriculture; Health; Housing, Land and Property; Humanitarian Mine Action; Livelihoods; Nutrition; Protection; Shelter, Settlement and Recovery; and Water, Sanitation and Hygiene (WASH)

1 GBV Guidelines Training Tool: Sector-Specific Workshop

 Certificates of completion

TIPS TO FACILITATORS:  The guide is generic and will need to be tailored to individual sectors or clusters.  This module focuses explicitly on the elements of the Humanitarian Program Cycle (HPC). Based on participants’ familiarity with and experience working in GBV prevention and response, facilitators should consider which Modules (1-5) should be integrated in the overall training. For example, if teams are already familiar with basic GBV concepts (Module 2) and GBV in Emergencies (Module 3), it is recommended to focus discussion and activities on the HPC (Module 5) and appropriate response to disclosure of GBV incidents (Module 4).  The TAG-specific PPTs have been developed for each sector or cluster; however the facilitators guide is generic and therefore talking points can be adapted to the sector and context. This approach allows the facilitator to rotate in specific examples and foci that apply to current issues and strategies as appropriate to their sectoral/cluster response. Facilitators will need to locate the TAG specific PPT related to their sector to use in combination with this guide.  The Guidelines are intended to be applied to real-time strategies and activities; it is therefore recommended to consider which aspects of the HPC are especially appropriate for participants at the time of the training, for example, planning assessments or developing proposals.  It is recommended to introduce participants to all aspects of the Guidelines, however, depending on time restrictions, to choose 2 or 3 elements of the HPC in which to engage in the recommended activities. However, be sure to introduce, or ‘walk through,’ all five elements of the HPC.  Facilitators may also consider reducing the number of slides reviewed in plenary, or alternatively, remove the PPT aspect of the training by referring participants to the Guidelines while he/she speaks through key points. Depending on the location in which the training is taking place, the facilitator should always be ready to conduct the training without access to PPT.  For each element within the program cycle there are highlighted talking points that ‘walk through’ that specific aspect of the HPC; this in addition to activities.  Consider the audience for which you are providing this training and select those aspects of the training that are appropriate and fit within your time allotment.  Facilitators will need to work with cluster coordinators ahead of time to attain local cluster assessment tools and sector proposals. Specific recommendations for attaining these materials can be found in the training session below. It is advised for facilitators to also review current sectoral/cluster program strategies and/or M&E plans prior to the training.

LOGISTICS:  Emergencies can provide time restrictions for trainings. Adapt timelines and training schedules as is appropriate to the context.  Trainings may be carried out for a half day with a more applied focus, selecting priority HPC elements and activities. Facilitators would need to prioritize key activities and discussion points; likely providing time for only 1-2 HPC elements depending on the need to also review other GBV concepts.

SESSION 1: HPC Walk-Through Element 1: Assessment, Analysis and Planning

TIME: 75 minutes (including activities)

OUTCOME: Participants understand the importance of assessing GBV risk in [CLUSTER/SECTOR] program planning and understand how to use the GBV Guidelines to support undertaking such assessments.

OBJECTIVES:

 To provide an overview of the assessment section of the Thematic Area  To review Do’s and Don’ts in Conducting Assessments with GBV elements  For participants to review assessment questions in Guidelines and consider who should be assessed and how and when assessments should be undertaken  To review a sector-specific assessment tool being used in the settings to examine the extent to which it includes GBV components

MATERIALS:  TAG-specific PPT (adjusted to the cluster/sector being trained in the workshop)

HANDOUTS:  Assessment Worksheet  Photocopies of a local/national assessment tool used by the cluster/sector being trained (ideally, this will have been requested from cluster/sector lead prior to training)

TIPS FOR FACILTATORS:  Facilitator’s notes for the introductory slides (1-5) for this session can be found in Module 0: Introduction.  This session begins the “Walk Through” of the different elements of the programme cycle that form the sub- sections of the Thematic Area Section. To the greatest extent possible, methods used are those that encourage participants to apply the information from the Guidelines to their own experience. For this reason, it is important that facilitator(s) obtain local tools/resources related to the different elements of the programme cycle. For this session on assessment, the facilitator should have obtained and photocopied in advance a sample of an assessment tool being used in the setting by the cluster/sector being trained.  There are 3 different options proposed for assessment activities. Each focuses on a different area of assessment: 1) developing an assessment methodology, 2) developing an integration plan for current assessments, and 3) analyzing GBV risks within assessments.  Facilitators and cluster coordinators may consider which activity best suits the participant group; for example if a current or forthcoming assessment is being proposed, one would consider options 1 and 2. Alternatively, Option 3 allows participants to link the information they receive from assessments to mitigation strategies. Thus, if the facilitator is faced with a group that is not confident information on GBV risks should be included in assessments, this third option is helpful for participants to consider the impact of this information on their programming. If a training is focusing specifically on assessments, it is recommended to do one activity from Options 1 or 2 in addition to Option 3.

Slide Notes # 6  Explain that we will be focusing on the first element of the HPC: assessment, analysis and planning 7  Ask participants to turn to the assessment section with their thematic area. 8  Read the information from the PPT 9  Draw participants’ attention to the different categories (areas of programming) within the assessment section.  Note that areas of inquiry focus on program implementation, specifically including: participation and leadership, programming, policies, communications and information-sharing.  Provide examples as listed or ask participants to share examples they know of 10 Activity Option 1: Conducting Assessments

TIME: 30 min

OBJECTIVES: Develop a methodology to collect information on GBV risks

MATERIALS:  TAG specific PPT  Flipchart and marker

HANDOUTS:  Assessment Worksheet

TIPS FOR FACILITATORS:  If printing resources are not available or if the questions are more applicable the facilitator may choose for groups to discuss questions listed in activities on the PPT. In this case teams can write down ideas on a flipchart and report out. This also provides the opportunity for facilitators to adapt this activity to specific aspects of assessments that may be applicable in this context and phase of emergency.

INSTRUCTIONS:

 Now split participants up into groups. Give each group one section of the assessment table in their thematic area to review, so that most groups are looking at generally the same number of assessment questions within the table. (So, for example, if the cluster/sector being trained is protection, the first group might look at “Participation and Leadership” and “Documentation, Profiling and Registration” under Protection Programming; the second group might look at “Physical Safety in and around Sites”; the third group might look at the questions in the policy section; and the fourth group might look at the questions in the communications and information sharing section. The idea is to try and evenly distribute the number of questions to review across all the groups.)  Distribute the worksheets to all individuals within each group. Group members should brainstorm for 15-20 minutes amongst themselves how the areas of inquiry identified in the assessment questions within their section might be incorporated into existing assessment tools and assessment processes, in particular considering: 1) who to assess; 2) how to assess; and 3) when to assess. Alternatively, direct participants to the questions on the PPT.  Each group should briefly report back on their discussions. The purpose of this exercise is to illustrate that the assessment recommendations should not involve developing new, or stand- alone assessment processes, but that the information in the assessment section of the thematic area should be used to assist cluster/sector actors to integrate GBV issues into their existing assessment processes.  Emphasize to participants that we can only assess and seek out information for that which we will be able to respond. 11 Activity Option 2: Conducting Assessments

TIME: 30 min

OBJECTIVE: Develop a plan to integrate GBV risks within past, current or forthcoming sectoral assessments

MATERIALS:  TAG-specific PPT  Flipchart and marker

HANDOUTS:  Past, current or forthcoming sectoral assessment (ideally will have been requested in advance from cluster/sector lead)

TIPS FOR FACILITATORS:  It is possible to use either a sector-specific assessment or the sector-specific portion of a multi-sector assessment.  Assessments can be provided by the cluster coordinator supporting the training, an individual organization or found on published material on current response tools.  For this exercise it is important to use the tool itself (not the findings) which would include assessment questions addressed to various populations. It is possible to use individual surveys, focus

group instruments, and the MIRA amongst other types of assessments.

INSTRUCTIONS:

 Split participants up into groups. Give each group one section of the assessment table in their thematic area to review, so that most groups are looking at generally the same number of assessment questions within the table. (So, for example, if the cluster/sector being trained is protection, the first group might look at “Participation and Leadership” and “Documentation, Profiling and Registration” under Protection Programming; the second group might look at “Physical Safety in and around Sites”; the third group might look at the questions in the policy section; and the fourth group might look at the questions in the communications and information sharing section. The idea is to try and evenly distribute the number of questions to review across all the groups.)  Distribute copies of the sector-specific tool should to all participants. (So, for example, the protection cluster may have its own standard assessment tool; if you are training protection actors, that tool should be obtained in advance and photocopied to distribute to all participants.) As most participants will likely be somewhat familiar with the tool, give them 5 minutes to review the tool.  Ask the group members to review the questions on the slide and brainstorm for 15-20 minutes amongst themselves how 1) GBV issues are currently being addressed within the tool; and 2) which ones they would prioritize within existing assessment tools and assessment processes.  Support groups to be as specific as possible when discussing the third question. A large focus of this activity surrounds the challenges faced when trying to incorporate questions on GBV risk within sectoral assessments. This may include pushback within any individual organization, within a cluster or amongst clusters for multi-sectoral assessments. Support participants to consider their current restrictions on time and resources and how they will advocate for inclusion of the GBV risks.  Ask each group to briefly report back on their discussions. The purpose of this exercise is to illustrate that the assessment recommendations should not involve developing new, or stand- alone assessment processes, but that the information in the assessment section of the thematic area should be used to assist cluster/sector actors to integrate GBV issues into their existing assessment processes.  Emphasize to participants that we can only assess and seek out information for that which we will be able to respond. 12 Activity Option 3: Conducting Assessments

TIME: 30 min

OBJECTIVE: Understand how information on GBV risks can inform sector-specific GBV mitigation strategies

HANDOUTS:  None  Alternative option to print out Area of Inquiry/GBV Risk table in PPT slide 13

TIPS FOR FACILITATORS:  Familiarize yourself ahead of time with the different areas of inquiry specific to this sector and the related areas of risk, potential for GBV and mitigation strategies.  Expect to assist teams in thinking through further examples. Facilitators will need to rotate among groups to further support.  Participants that have a strong background in GBV/protection and/or assessment or analysis should be spread out across the groups.

INSTRUCTIONS:

 Split participants up into groups. Give each group one section of the assessment table in their thematic area to review, so that most groups are looking at generally the same number of assessment questions within the table. (So, for example, if the cluster/sector being trained is protection, the first group might look at “Participation and Leadership” and “Documentation, Profiling and Registration” under Protection Programming; the second group might look at “Physical Safety in and around Sites”; the third group might look at the questions in the policy section; and the fourth group might look at the questions in the communications and information sharing section. The idea is to try and evenly distribute the number of questions to review across all the groups.)  Ask each group to review the areas of inquiry for that section and to highlight 3 more areas of inquiry for which they will fill out the table.  Ask each group to post their table on the wall. Teams can rotate and view each other’s work if time allows. Alternatively, teams may present the links that they drew in their groups.  The purpose of this exercise is to illustrate that information gained from assessment can and does affect sectoral strategies that mitigate risks for GBV. This activity supports staff to analyze the relationship between the areas of inquiry and the ways it may impact or inform their sectoral activities.  This exercise should emphasize the integration of GBV risks within sectoral assessments as compared to developing new, or stand-alone assessment processes.  Emphasize to participants that we can only assess and seek out information for that which we will be able to respond. 13 Activity: Ask participants to stand if they believe the statements are correct and to sit if they believe the statements are incorrect. These statements (in their correct form) can be found on page 35 of the Guidelines. Review any statements about which participants are unsure or may have differing ideas about the correct response.

• Do consult GBV specialists throughout the planning, design, analysis and interpretation of an assessment. TRUE • Do not use local expertise. FALSE • Do strictly adhere to safe and ethical recommendations for researching GBV. TRUE • Do share data that may be linked back to a group or an individual, including GBV survivors. FALSE • Do seek out GBV survivors to speak to them specifically about their experiences of GBV. FALSE

14 • Assume that reported data on GBV or trends in reports represent actual prevalence and trends in the extent of GBV. FALSE • Include GBV specialists on inter-agency and inter-sectoral teams. TRUE • Not include female assessors and translators when conducting assessments. FALSE • Conduct consultations in a secure setting where all individuals feel safe to provide information and participate in discussions and decision-making. TRUE • Provide training for assessment team members on ethical and safety issues. TRUE

15  At the end of this section ask participants if there are any questions.  If time permits, prioritize 1-3 questions that may be discussed in plenary. Base this selection on the activity executed and the current challenges experienced in integrating GBV risks in sectoral assessments.  Emphasize the final point: Always involve women and other at-risk groups in the design and assessment of sectoral assessments

SESSION 2: HPC Walk Through Element 2: Resource Mobilization

TIME: 60 min (including activities)

OUTCOME: Develop skills for recognizing and including GBV prevention and/or risk mitigation activities, with appropriate funding requests, in proposals and donor advocacy

OBJECTIVES:  Review the information in the Resource Mobilization sub-section of the Thematic Area  Review of sample sectoral proposal for inclusion of GBV issues

MATERIALS:  TAG-specific PPT

HANDOUTS:  Sample cluster/sector proposal from the setting (ideally this will have been requested in advance from the cluster/sector lead)

TIPS FOR FACILITATORS:  The purpose of the proposal review from the setting is to get participants to think as concretely as possible about how they might integrate strategies for addressing GBV into their own proposals. Facilitator(s) should make every effort to obtain a proposal from the setting for review. The proposal does not have to be current; it could be from a completed project. If it is not possible to get a proposal from the setting, facilitators may wish to “create” a short proposal that would reflect the typical content of a proposal for that cluster/sector in the setting where the workshop is being held. # Notes 16  Ask participants to turn to the resource mobilization section with their thematic area.  Give them 5 minutes to read the recommendations within the section. After they have read the section, briefly go over the points in the PPT slide about why the information exists within the Guidelines.

17  Read the slide 18  Emphasize that resource mobilization moves beyond proposal development alone to also include advocacy amongst donors and other activities. 19  Direct participants’ attention to the illustration  Emphasize that proposals will include all elements within the program cycle as illustrated in this section of the Guidelines. This illustration emphasizes the need for gender or GBV assessments/audits in order to inform proposed interventions through an analysis of risks versus benefits that would ultimately lead to impact.  In considering the element looking at risks versus benefits, the facilitator may emphasize different types of risks, such as limited resources or personnel, low capacity in or awareness of GBV, dysfunctional or absent services in which to respond to respond to GBV.  Emphasize to participants that we only seek out information and engage in programming for that which we can mitigate risks and uphold ‘do no harm’ principles. 20  Explain that there are several examples per section within a proposal -  Emphasize that is it not expected that all GBV considerations will be integrated within any one proposal 21 but instead that these examples provide opportunities for reflection and inclusion.  Comprehensive program strategies and proposals should integrate known GBV risks and plans for risk mitigation across these different areas (situation analysis, rationale, description, and M&E) 22  The Gender Marker is not just a measuring tool but, most important, a capacity building tool. It is designed to help sector partners routinely use gender analysis as a basis for designing projects that ensure that all segments of the affected population have equal access to protection and assistance.  Explain that conflicts and natural disasters have different impacts on women, girls, boys and men. Risks, vulnerabilities, capacities, needs and access to services and resources vary across contexts and among at- risk groups. The gender marker can be used as a tool to support quality programming that mitigates GBV by considering gender across needs assessments, project activities and outcomes.  For example: Using sex and age disaggregated data (SADD) in needs assessments, including training for

both male and female staff in key sectors (health, psychosocial, security and legal) in project activities, and measuring the involvement of males and females, youth, older people and disabled (amongst others) in program activities as an outcome. 23  Read out the examples from the slide 24  Ask participants if they have any other examples of mitigation strategies  If support or prompts are needed:  Highlight specific program areas, for example, in protection the ‘documentation, profiling and registration’ of IDPs  Consider having participants break off into pairs or groups of 3 to share their ideas

25 Activity: Resource Mobilization

TIME: 45 min

OBJECTIVES: Learn how to integrate GBV risks within sectoral proposal development

MATERIALS:  PPT  Flipchart and marker

HANDOUTS:  Sectoral proposal (abbreviated 2-3 pages maximum)

TIPS FOR FACILITATORS:  Reduce the length of the proposal appropriate to the literacy level and language of participants.  Adapt proposals to ensure that all proposal components in the guidelines are present.  Proposals may be collected from several sources: 1) requested of participants to bring from their own organization or work, 2) requested of cluster coordinators, 3) downloaded from the OPS system and adapted, or 4) developed based on the HRP and sectoral focus at the time of the training.  It does not have to be a current proposal (in case there are challenges in sharing a current proposal).  Ensure that proposals are printed out ahead of time.

INSTRUCTIONS:

 Distribute the selected proposal from the sector/cluster being trained.  Split participants up into small groups and, if the proposal is long, let different groups review different aspects of the proposal for inclusion of GBV. Determine the number of groups according to how many sections there are for review. If the proposal is short, ask each group to review the entire proposal. Allot 15 minutes for the review. Tell participants to take notes directly on the proposal about how GBV issues are integrated, and how they could be better integrated.  Facilitate a brief report back and discussion.

26  At the end of this section ask participants if there are any questions.  If time permits, review and discuss the questions in plenary.  Emphasize the final point: GBV mainstreaming activities need not be a separate effort that requires additional resources but instead should be considered ‘best practice’ when integrated in sectoral programming.

SESSION 3: HPC Walk Through Element 3: Implementation (Programming, Policy, Communication and Information-sharing)

TIME: 75 minutes (including activities)

OUTCOME: Understand different types of [CLUSTER/SECTOR] program/policy/communications activities, relevant to the setting, that can work to prevent and reduce the risk of GBV.

OBJECTIVES:  Review of implementation guidance  Brainstorm about how cluster partners can reduce risk of GBV  Small group break-out to discuss feasibility of recommendations in implementation guidance and what support is required for cluster/sector partners to facilitate implementation

MATERIALS:  Flip chart posted to the front of the room with the phrase written in advance: “I am a XXX (fill in with the cluster/sector name) professional, and I can prevent and mitigate GBV by…”

HANDOUTS:  Implementation of Guidelines Worksheet

TIPS FOR FACILITATORS:  During this session, participants will be broken up into small groups to discuss amongst themselves which recommendations within the implementation section of the Guidelines are already being implemented, and which remain to be implemented and/or which additional activities specific to the context, may be needed. A group member should hold onto these worksheets after the exercise is over because the same groups will reference them in an action planning exercise at the end of the day. If there is time, facilitator(s) may wish to collect and photocopy the worksheets (then returning them to the group) so as to be sure to have an extra copy for each group.  Alternatively, if it is not possible to print, there is limited time or the facilitator prefers to use the questions and instruction listed on the PPT, ensure that flipchart or paper is available for teams to write their feedback.  The facilitator is recommended to select either Option 1 or Option 2 for the Implementation-focused Activity. Option 1 is recommended for field staff that are focused on applied action and are ready to review mitigation strategies against current operational challenges that may inform action planning. Alternatively, Option 2 allows participants to review current strategies to understand how mitigation of GBV, is, or is not, included. Slide Notes # 27  Review the slide with participants.  Now give participants 5 minutes to read their implementation section  On a flip chart paper, have written the phrase: I am a XXX (fill in with the cluster/sector name) professional, and I can prevent and mitigate GBV by…  Identify someone to start the activity. They complete the sentence with an activity within the implementation section. Once they have finished, move on to the next person. The next person has to first say what the person before them said, and then add their own activity. Do this until everyone has had a chance to go. There should be no repeats of activities.  NOTE: if the group is very large, this activity can take a long time. You have a maximum of 15 mins to complete it. Therefore, with large groups it may be best to pair people off so that they can identify the activity together and help each other complete the phrase.

28  Read the points on the slide 29  Not all of these strategies will be applicable to the specific context; and for those that are, they may not all be priorities at this point in the emergency.  Emphasize that these mitigation strategies were developed across various contexts globally, and therefore require adaptation, prioritization and contextualization to obtain greatest relevance and impact. 30  These examples come from the different sections within the implementation section, which moves

across programming, policies, communication and information-sharing  Mitigation strategies will relate to different types of interventions within any one sector’s programming For example, shelter programing is responsible both for the design and layout of shelters for displaced person as well as for the distribution of non-food items. An example of a mitigation strategy in the design of shelters would be to ensure that shelters for single female-headed households are not placed at the perimeter of a camp. Alternatively, a mitigation strategy for NFI distribution would include the creation of separate lines for women and men or the presence of female staff (in addition to male staff). (Rotate example with that pertinent to the cluster/sector of focus) 31 Activity Option 1: Implementation

TIME: 45 min

OBJECTIVES: Operationalize GBV prevention, mitigation and response strategies within sector/cluster programming

MATERIALS:  TAG-specific PPT  Flipchart and marker  Post-it

HANDOUTS:  None

TIPS FOR FACILITATORS:  Assess the size of training group, literacy and language; if helpful consider asking working groups to focus on specific sections of the implementation section to reduce time spent reading.  Alternatively, consider reducing the mitigation strategies to a brief one page list of key strategies based on current program strategies and context. This can be printed out ahead of time, allowing participants to refer to the more comprehensive guidelines once they have prioritized specific mitigation strategies.

INSTRUCTIONS:

1. Break participants up into small groups. Give each group one sub- section of the implementation section to review, so that most groups are looking at generally the same amount of information. Alternatively, give each group the one page of synthesized mitigation strategies. 2. The groups should take no more than 25 minutes to discuss items 1-4 on the PPT. This review is meant to help them consider their priorities for action planning (the same groups will reconvene for the coordination discussion). Teams should identify one note taker to write down: 1) prioritized mitigation strategy and 2) operational challenges. 3. Teams should prioritize strategies that apply to their work currently. The purpose of this activity is to identify concrete activities and opportunities to operationalize risk mitigation within ongoing cluster activities. Teams should be as specific as possible when identifying operational challenges (these will inform their action plans). 4. After 20 minutes of discussion teams should rotate so they can review another group’s brainstorming. During this step of the activity teams are to review the prioritized strategies and related operational challenges; and to provide recommendations (on post-it) to trouble shoot the challenges. Facilitators may recommend for one team member to stay with their flipchart to explain their prioritized strategies and related challenges. Teams should have 10 minutes to feedback before returning to their station. 5. However, facilitators may provide 10 minutes for teams to review the recommendations of their counterparts to solidify final actions (these will be referred to in the coordination section). 6. Because the discussion will inform that action planning across all the elements of the HPC, there is no reason to facilitate a report-back. However, the facilitator should ask if there are any questions or brief

comments that participants wish to share. 7. Ask one member of each group to hold on to their flipchart! It will be referenced later in the training. 32 Activity Option 2: Implementation

TIME: 45 min

OBJECTIVES: Identify GBV prevention, mitigation and response strategies within sector/cluster programming

HANDOUTS:  Implementation of Guidelines worksheet

TIPS FOR FACILITATORS:  Assess the size of training group, literacy and language; if helpful consider asking working groups to focus on specific sections of the implementation section to reduce reading.  Alternatively, consider reducing the mitigation strategies to a brief one page list of key strategies based on current program strategies and context. This can be printed out ahead of time, allowing participants to refer to the more comprehensive guidelines once they have prioritized specific mitigation strategies.

INSTRUCTIONS:

1. Break participants up into small groups. Give each group one sub- section of the implementation section to review, so that most groups are looking at generally the same amount of information. Alternatively, give each group the one page of synthesized mitigation strategies. Teams should have 10 minutes to review the strategies independently or to read through them as a group. 2. Distribute the handout Implementation of Guidelines Worksheet; each group should look at the bullet points in their designated area of the implementation section and consider: what recommendations are currently being implemented in their settings; and what recommendations are not being implemented. 3. The groups should take no more than 30 minutes to discuss. This review is meant to help them consider their priorities for action planning that will occur later in the day (the same groups will reconvene for the action planning discussions). They should have someone keep notes and be as specific as possible. 4. Because the discussion will inform that action planning later in the day, there is no reason to facilitate a report-back. However, at the end of the 30 minutes facilitators should provide 5 minutes for any questions or brief comments that participants wish to share. 5. Ask one member of each group to hold on to their worksheet! It will be referenced during the action planning session at the end of the day.

33  At the end of this section ask participants if there are any questions.  If time permits, review and discuss the questions in plenary.  Select which discussion questions are of the greatest priority; focusing either on selection criteria or more broadly on mainstreaming priorities.  Emphasize the final point: Never to single out GBV survivors and vulnerable groups.

SESSION 4: HPC Walk Through Element 4: Coordination

OUTCOMES: Develop an understanding of the importance of coordination on GBV prevention and risk mitigation actions with both GBV specialists and other sectors; learn which types of activities can benefit most form such coordination and why

OBJECTIVES:  Brainstorm about coordination related to GBV risk reduction  Understand different opportunities for coordination amongst other sectors and also with GBV specialists

HANDOUTS:  Print-out of referral mechanisms in their area (referral coordination activity; ideally this will have been requested from cluster/sector leads ahead of time)

TIPS FOR FACILITATORS:  This session is meant to assist participants to become familiar with the recommendations for coordination that are within their Thematic Area section. If facilitator(s) know that coordination is a challenge in the setting, they may wish to spend more time thinking more concretely with participants about how it can be improved.  It is recommended to execute the referral and response module with participants prior to this section so as to permit participants to engage in the activity that focuses on coordination within referral mechanisms.  Provided are three options for activities. The first builds from the initial implementation activity and permits staff to focus on coordination mechanisms and information sharing that may permit these actions to materialize. The second speaks more broadly to different coordination opportunities as a sector, both with GBV specialists and non-specialized actors. The third and last option focuses on referrals and should be prioritized if a referral pathway is available or if staff have noted confusion in how to engage in the coordination mechanisms of a referral pathway.  It would be recommended to use the first activity if the team is ready to move toward more concrete action plans as compared to the second activity option which is useful for more general brainstorming, not specific to a specific programmatic strategy. # Notes 34  Emphasize that coordination is something that cuts through the programme cycle and should happen at all stages.  As a first step, cluster/sector actors can coordinate with GBV specialists to access their specialized technical support. Listed in the PPT slide are some ways that GBV specialists can assist. To support such coordination, sector/cluster actors should designate a focal point to participate in or engage with the GBV coordination mechanisms; similarly, GBV focal points should engage with sectoral coordination mechanisms in a meaningful way.  Programmers should also link with other humanitarian sectors to meet GBV-related risk reduction priorities. Some recommendations regarding key linkages for coordination with other sectors are indicated within the thematic area (to be considered according to the sectors that are mobilized in a given humanitarian response).

35 Read the points on the slide 36 Read the points on the slide 37  These are just some examples of coordination activities with GBV specialists -  Humanitarian actors are not expected to become GBV specialists; for that reasons these two slides 38 illustrate examples of activities that benefit from a GBV specialist’s support  Remind participants that we must uphold ‘do no harm’ principles across all humanitarian action; thus when working to integrate GBV risk reduction activities and to improve response to GBV incidents it is recommended to enlist the support of specialists

39  These are just some examples of coordination activities with and among other clusters/sectors (one example provided – facilitator may adapt to best fit)  Emphasize the need for clearly articulated roles and responsibilities and accountability mechanisms that support efficient coordination and tracking against anticipated outcomes  Remind participants that these are global recommendations; it is not anticipated that the listed opportunities for inter-cluster/sector coordination will be apply in all cases to the local context. 40  Emphasize to participants the need to always consider cross-cutting issues such as age, disability, etc.  Time permitting, the facilitator may discuss the ways that some of these cross-cutting issues affect or interact with GBV, for example: the increased rates of GBV against persons with disabilities or the frequent inaccessibility of services amongst disabled groups, particularly persons with intellectual impairments. 41 Activity Option 1: Coordination to Support Program Implementation

TIME: 25 min

OBJECTIVES: The purpose of this activity is to identify concrete activities and opportunities to operationalize risk mitigation within ongoing cluster activities

HANDOUTS:  Flipchart or implementation worksheet from previous section

TIPS FOR FACILITATORS:  The intent of this activity is to support participants to think about the partnerships and key actors with which they will need to coordinate their actions. This discussion may focus on the relationship between GBV specialists and non, coordination at a cluster level or more specific programmatic coordination in any one sector.

INSTRUCTIONS:

1. Participants should return to their groups from the implementation activity. 2. The task is to identify key actors with whom they will need to coordinate and the specific coordination activities they will undertake together. 3. Participants should be as specific as possible to ensure recommendations will be actionable. 4. The groups should take no more than 25 minutes to finalize this section of their plan. 5. Teams should prioritize strategies that apply to their work currently.. Ask teams to be as specific as possible when identifying coordination mechanisms and systems of accountability. 6. Because the discussion will inform that action planning across all the elements of the HPC, there is no reason to facilitate a report-back. However, the facilitator should ask if there are any questions or brief comments that participants wish to share. 7. Ask one member of each group to hold on to their flipchart or worksheet! It will contribute to the final action plan. 42 Activity Option 2: Coordination across other Sectors and with GBV Specialists

TIME: 25 min

OBJECTIVES: The purpose of this activity is to identify concrete activities, specific individuals, roles and platforms that may GBV risk mitigation and enhanced response to GBV incidents through coordination.

MATERIALS:  PPT  Flipchart and marker

HANDOUTS:  None

TIPS FOR FACILITATORS:  Facilitator should support participants to be as detailed as possible in their coordination recommendations. It would be very common for participants to speak more broadly; however, the activity is most useful when applying it to specific current strategies and related opportunities for coordination.

INSTRUCTIONS:

1. Break participants up into small groups. Ask groups to review and discuss the questions listed on the PPT. Groups can focus on certain sectors; for example, education actors may have one group looking at WASH, mine action and nutrition while another looks at health, shelter and CCCM and another coordination with GBV specialists. Teams should nominate one note taker that will record outputs from their discussion. 2. Each pair should open the Guidelines to the coordination page and—looking specifically at the recommendations related to their cluster/sector of focus -- discuss 3. The groups should take no more than 25 minutes for this activity. This review should help them consider the different actors, their responsibilities and accountability mechanisms that may support intended outcomes. 4. Teams should prioritize actors currently present in their sphere of work and existing coordination mechanisms that they can influence, or those absent that need to be advocated for. 5. Because the discussion will inform that action planning across all the elements of the HPC, there is no reason to facilitate a report-back. However, the facilitator should ask if there are any questions or any discussion points participants wish to share. 6. Ask one member of each group to hold on to their flipchart! It will be referenced later in the training. 43 1. It is recommended to execute the Module 4 Referral and Response prior to engaging in the coordination module. 2. Review the Guidelines recommendations regarding referrals. Remind participants that meeting these responsibilities doesn’t require professional counseling expertise, but rather a sensitivity to the needs of survivors, a commitment to confidentiality and other survivor-centered principles, and an awareness of referral options.

44 Activity Option 3: Coordination for Referrals

TIME: 30 min

OBJECTIVES: The purpose of this activity is to help them consider priorities in responding to incidents of GBV and mechanisms for coordination that support efficient response or may be strengthened.

HANDOUTS:  None

TIPS FOR FACILITATORS:  Assess the size of training group, literacy and language; if helpful consider asking working groups to focus on specific sections of the implementation section to reduce time spent reading.

 Alternatively, consider reducing the mitigation strategies to a brief one page list of key strategies based on current program strategies and context. This can be printed out ahead of time, allowing participants to refer to the more comprehensive guidelines once they have prioritized specific mitigation strategies.

INSTRUCTIONS:

1. Break participants up into small groups. Each group should get a copy of the published referral mechanism appropriate to their context (ideally this will have been requested from the GBV coordination mechanism ahead of time). Participants should review the first question on the PPT against the current referral mechanism; noting available services and actors in the area. 2. Teams should move through the next two questions, discussing concretely their role in responding to GBV incidents, both what they immediately do and where they may refer. Emphasize that it is important in their discussion to highlight what is happening in the field and what they actually do, as compared to what is illustrated in the referral pathway. Acknowledge to participants that these may likely differ. 3. Ask teams to discuss situations in which referral mechanisms are not functioning or services are not in place. 4. The groups should take no more than 30 minutes to discuss items 1-4 on the PPT. 5. Teams should prioritize actions and issues that apply to their work currently. This activity seeks to identify concrete activities and opportunities to strengthen cluster/sector response to GBV incidents. Teams should be as specific as possible (these will inform their action plans). 6. Provide 10 minutes for teams to feedback in plenary. Facilitators should be considerate that referral pathways are challenges in various ways, lack of resources, culture, capacity of actors, impunity, etc; often putting frontline providers in the challenging position of having little support to know what to do. Facilitators should create a supportive environment in which participants feel welcomed to share their concerns and frustrations. As appropriate, facilitators can work to draw the conversation to practical aspects of coordination that this sector may engage in in order to strengthen response to GBV incidents. 7. Ask one member of each group to hold on to their flipchart! It will be referenced later in the training.

SESSION 5: HPC Walk Through Element 5: Monitoring and Evaluation

OUTCOME: Understand why and how to collect appropriate data and how to analyze that data to improve GBV prevention and risk mitigation programing

OBJECTIVES:  Overview of the importance of collecting indicators  Discussion on the challenges for collecting the needed information  Description of the indicators for the cluster/sector and how the framework works

HANDOUTS:  Example Indicator Reference Sheet Female Participation  Blank Indicator Reference Sheet

TIPS FOR FACILATORS:  Use this session as an opportunity to link the M&E framework in the Guidelines to basic M&E theory/processes.  Remind participants of the example indicators they have seen throughout the training in different parts of the

HPC (assessment, implementation, coordination, etc.)  There are two activities proposed for this section of the HPC. The first option focuses on the methodology for collecting data; defining indicators, data sources, and targets for example. This would be a particularly useful activity for a team that is developing an M&E plan or that has selected priority indicators. The second activity focuses on analyzing data to further inform one’s programming. This second option is best applied to a sector that has received findings from a recent endline that includes protection and GBV information.

# Notes 45  Review the indicators within the Guidelines, including: The M&E framework for the Guidelines--this includes a description of the M&E section for your thematic area and how the framework works. The components of the sector-specific indicators, including who is responsible for collecting these indicators, when to collect and report the indicator, and how to interpret and use the indicators. An indicator reference sheet, which lays out how to collect data on specific indicators. This includes a description of what the data should be collected for each indicator, how to collect the data, and a proposal of what tools can be used to collect the data. 46  Monitoring and evaluation is a critical component of the programme cycle.  M&E is critically important because evidence on effective integration of GBV programming in other sectors is still weak. M&E can be a tool for ensuring that effective GBV integration is maintained, and to improve accountability to affected populations.  The GBV Guidelines M&E framework provides indicators across the programme cycle to help: a. Track the outputs resulting from interventions to affected populations. b. Chart the outcomes of programme activities c. Measure progress toward the objectives of programme proposals, while highlighting the perspectives of affected population and considering their diversity by disaggregating data by sex, age, disability and other vulnerability factors mentioned in the at-risk exercise.  Each thematic area includes a non-exhaustive set of indicators for monitoring and evaluating the recommended activities at each phase of the programme cycle. Most indicators have been designed so they can be incorporated into existing sectoral M&E tools and processes, in order to improve information collection and analysis without the need for additional data collection mechanisms. Humanitarian actors should select indicators and set appropriate targets prior to the start of an activity and adjust them to meet the needs of the target population as the project progresses.

47  M&E occurs over three stages, preparing, monitoring and reporting

 For example, PROTECTION actors develop a funding proposal and include recruitment and capacity building of female officers to make security services more gender-representative, gender-sensitive and responsive to GBV. As part of the M&E plan in the proposal they include an indicator on the # of female security personnel present in a specified location. (INSERT EXAMPLE FROM SECTOR/CLUSTER OF FOCUS)

In the monitoring stage, they collect the data using key informant interviews or safety audits.

Lastly, they analyze the information collected by using a ‘GBV lens’ to interpret how the lack of female representation in security personnel may affect GBV prevention and mitigation.

48  The monitoring framework is applied continuously throughout the programme cycle.  Most indicators require field monitoring, particularly under ‘Implementation/Programming’, while others are at the country or regional level for example under ‘Implementation/Policies’.  Refer to an example indicator of the sector/cluster of focus, for example: ‘# of CCCM assessment teams with at least one GBV specialist’  Ask participants to find this indicator in the last section of the Guidelines, just as an example.  To the extent possible, indicators should be disaggregated by sex, age, disability and other

vulnerability factors (see “Introduction: Key Considerations for At-Risk Groups” for more information on vulnerability factors). We recommend for indicators to be disaggregated by sex, age, disability and other vulnerability factors to better respond to the unique needs of different populations.  Footnotes note where these indicators came from; for example many of these indicators were drawn from the OCHA Humanitarian Indicator Registry. [The Humanitarian Indicator Registry is an online tool to assist countries in selecting indicators. The indicators listed in the registry have been developed by the global clusters, based on sector-wide, agreed industry standards such as Sphere and International Network for Education in Emergencies (INEE), to help country teams identify output and outcome-level indicators relevant for assessing needs and monitoring response.] 49  Remind participants that it is crucial that the data not just be collected and reported, but also analyzed with the goal of identifying where modifications may be beneficial.  The GBV Guidelines M&E framework provides indicators across the programme cycle to help analyze existing data using a ‘GBV lens’ to improve GBV prevention and response. In the development of the indicators, existing tools and indicators were scanned from all clusters or sectors. It is important to reiterate that the indicators in the Guidelines were adapted from existing sources referenced in the document but should also be interpreted using a GBV lens.  Lastly, the purpose of collecting and reporting this data is for action across the stages of the programme cycle. 50  Read a few examples from the list provided  Participants should use a ‘GBV lens’ to interpret potential findings from the indicators of of the sector of focus. Interpret the findings using a ‘GBV lens’ to report and act on the findings of this indicator— consider the underlying differences and GBV-related risks for not including GBV risks as a vulnerability criteria. For example, transactional sex resulting from not female single headed households not being identified during registration processes. Interpret how this may affect GBV prevention and response. The results can be disaggregated by age group and gender to understand the differences between different affected groups. Failing to meet a target can lead to response and resource mobilization in future funding proposals and during future coordination meetings. For example, if a sector has aimed for 50% female participation in assessments but falls short of reaching that target, they may consider changing the time and/or location of the consultations, or speaking with the affected community to better understand the barriers to female participation. The knowledge gained through this process has the potential to strengthen sectors’ interventions even beyond the actions taken related to GBV. 51  Highlight key issues related to M&E of GBV and to the M&E framework within the Guidelines:

Improvement/success is not demonstrated by a decrease in reported cases. Actually an increase in reporting can be a good thing that can result from GBV survivors seeking care when new services are introduced or improved.

 A key consideration for data collection is to determine whether it is ethical and safe to gather and report the information before it data collection begins (see above, “Element 1: Assessment, Analysis and Planning” for further information).

 Data sources should be explored in each context for the most appropriate source for gathering the information. Targets noted with an asterisk should also be defined in the context.

52 Activity Option 1: Monitoring and Evaluation

TIME: 30 minutes

OBJECTIVES: Plan how to collect appropriate data to improve GBV prevention and risk mitigation in sectoral programing

MATERIALS:  Paper

HANDOUTS:  Example Indicator Reference Sheet Female Participation  Blank Indicator Reference Sheet

TIPS FOR FACILATORS:  The PPT slide provides an overview of the activity. If time is short, consider speaking through the different components of the indicator reference sheet in plenary if it’s not possible to execute the activity itself.

INSTRUCTIONS: 1. After participants prepare their M&E plan and select their relevant indicators, which are their measures of achievement, then they can begin to collect the information. However, before they collect the information they must know what and how to collect. They can do this using a simple tool called the Indicator Reference Sheet (IRS). 2. This includes: a. What will be monitored and when b. How and who will collect the information c. Concerns about data quality, and d. How to analyze and report the information 3. Participants should review the indicators in the Guidelines and prioritize 1-2 4. Pass out handout Example Indicator Reference Sheet_Female Participation. Review the IRS with participants to familiarize them with its contents.  Read each column under the Indicator Description and note that this comes from the information in the Guidelines.

5. Participants will then have the opportunity to complete an IRS on their own, using an indicator from the Guidelines. Break participants up into groups of two. Pass out the handout Blank Indicator Reference Sheet. Ask each pair to select only one indicator and spend 15 minutes completing the sheet. Participants should make this as feasible and realistic as possible by answering each section of the sheet using existing resources and staff.

6. Facilitate a brief report-back on how the participants completed the IRS. Clarify any questions and emphasize how the IRS can be an important tool for M&E.

53 Activity Option 2: Monitoring and Evaluation

TIME: 30 minutes

OBJECTIVES: The purpose of the activity is to demonstrate how information can and should inform the integration of GBV prevention and mitigation strategies. MATERIALS:  Paper

HANDOUTS:  Example of a sectoral endline or evaluation report (ideally this will have been requested in advance from the cluster/sector lead)  Alternative example of an endline or evaluation report focused on gender or GBV (as above)

TIPS FOR FACILATORS:  This activity requires having endline or evaluation data available for analysis.  It is recommended to provide a synopsis of information so that participants are able to review it in a

short period of time.  This report should include information on gender as related to the sector of focus as well as protection issues; you may also incorporate GBV specific information that has been published by the sub-cluster or other sources. The information must be specific to the local context, and if possible timely to reflect the current situation.

INSTRUCTIONS: 1. Participants should review the sectoral (or gender, GBV) findings from the evaluation or endline report. Provide a handout to each individual and 5-10 minutes for review. 2. Participants should discuss the different variables that may be contributing to gender inequality and ultimately GBV; focusing on 1) existing cultural or societal variables and 2) risks created by sector specific humanitarian programming. 3. Participants should then brainstorm how they could mitigate GBV risks across the three different types of programming (prevention, mitigation and response). Remind participants that they were introduced to the section of the Guidelines that illustrates specific prevention and mitigation strategies and that they may refer back to this section. 4. Participants should be increasingly familiar with these strategies, however, this provides another opportunity for individuals to look at different strategies not previously reviewed. Encourage participants to once again review the different strategies and to discuss those that would be applicable. 5. If possible, participants should highlight one activity per area of focus (prevention, mitigation, response) that they would pursue. 6. Provide teams 10 minutes to report out if time permits. 54  At the end of this section ask participants if there are any questions.  If time permits, review and discuss 1-2 questions in plenary. Select which discussion questions are of the greatest priority.  Emphasize a critical point regarding GBV indicators: Number of reported cases cannot be used as an indicator of success. It is important to think about monitoring progress and impact from the start, tracking multiple indicators that demonstrate effective programming and accountability to affected populations.

SESSION 6: Putting it All Together: Developing an Action Plan

TIME: 1 hour (including activities)

OUTCOMES: The purpose of this activity is to brainstorm initial ideas for GBV prevention, mitigation and response within their sector and to identify essential commitments that may be followed up after the training

OBJECTIVES:  Using the information from the training, participants will develop an action plan for moving forward with implementation of the recommendations in the Guidelines

MATERIALS:  Note there is no PPT for this session.

HANDOUTS:  Copies of completed Implementation of Guidelines Worksheet (if used)  Developing an Action Plan Worksheet Handout

TIPS FOR FACILITATORS:  The small groups for this exercise will be the same ones as for the Implementation session. The rationale for

this is that these small groups identified gaps in GBV integration that they can now brainstorm together about how to address. If groups were divided to focus only a small section of the implementation section, they can apply the same focus on the recommendations within that section according to the entire programme cycle (or alternatively, they may write overall reflections and recommendations for action).  However, if facilitator(s) determine that there is a more useful or efficient way of splitting up groups for this final activity, they should adjust to the context

# Notes 55  Break participants up into the same groups they were in for the Implementation section. Participants will reference their previous discussion (worksheet or flipchart) to consider gaps in programming that need to be addressed moving forward. Give each group the SAME sub- section of the implementation section to review that they did or alternatively ask them to make broader recommendations.  Distribute the Developing an Action Plan Worksheet. Group members should consider how they will address gaps in implementation. In particular: In the indicators column of the worksheet, identify the relevant indicators from the M&E section of the Thematic Area that they will use to track progress. In the next steps column, ask participants to reflect on how this recommendation will be implemented ACROSS THE PROGRAMME CYCLE (i.e., how will the recommendation be addressed in assessment and planning; in resource mobilization; in implementation; and in coordination). Participants should be as specific as possible when completing all columns. Participants will have 1 hour to complete this activity. The facilitator may adjust the timing as he/she sees fit. These action plans will be recorded and shared for further review.

SESSION 7: EVALUATION, POST-TEST, AND CLOSING

TIME: 20 minutes

OBJECTIVES:  Complete post-test and evaluation  Distribute certificates (optional)

HANDOUTS:  Post-test  Evaluation  Certificates (optional)

TIPS FOR FACILITATORS:  While participants are completing their post-test and evaluations, photocopy action planning sheets from the previous session (if possible), so that the facilitators and any other key actors in each of the groups from the previous session have a record of the commitments that the cluster/sector actors have made. Alternatively, plan to send these action sheets to the cluster coordinator after the training and to share with participants by email.  After the training, facilitator(s) may wish to meet with other members of the GBV community in the setting to discuss how best to support the action plans created during the training.

# Notes 56  Thank participants for their participation.  Distribute post-tests. Remind participants that they can use symbols rather than names, but the symbol

must be the SAME symbol they used on the pre-test.  After completing the post-test, participants should complete the evaluation.  Once all participants have completed both the post-test and the evaluation, the facilitator(s) can distribute the certificates (optional).