HOW to GUIDE: Protection Risk Analysis, August 2015

HOW TO GUIDE: Protection Risk Analysis, August 2015 HOW TO GUIDE: Protection Risk Analysis

Introduction The Protection Risk ‘bubbles’ analysis exercise is a simple way of highlighting key protection issues that are present in a given emergency context and that need to be taken into consideration throughout the project cycle. It is crucial to consider how these risks affect, and are affected by, our programming as there are simple steps that can be put in place to mitigate or prevent them. This enables responses to better promote the meaningful access, safety and dignity of beneficiaries receiving humanitarian aid.1 The bubbles analysis is intended as:  A very brief overview of protection issues that exist in the context;  A way to ensure issues are not forgotten even in the initial stages of an emergency response;  A tool for teams that are less protection focused (such as shelter, WASH or distribution teams);  A tool that teams regularly update as the situation evolves;  The first step to developing a protection mainstreaming action plan.

Specific uses for the bubbles The bubbles may be used in several ways, at different stages of the emergency: 1. IMMEDIATE: initially, the bubbles may be used as a hand-out to brief field staff on the key protection issues and raise awareness of the environment they are working in (Annex 2). 2. MEDIUM TERM: when sector teams have more time, they can use them in conjunction with the Protection Mainstreaming Framework and sector specific checklists to compile an action plan outlining concrete actions they can take in their programme response (Annex 6). 3. LONGER TERM: it is recommended that as soon as teams have time, they build up a more comprehensive analysis of the context by looking at how the protection risks in the bubbles link with the other parts of the risk equation in Annex 3. This may mean only looking at one specific risk that is widespread. The analysis should include: who/what is causing the protection risk (i.e. who is the threat), who is vulnerable to the risk, and the capacities people have to protect themselves against the risk.

Step 1: Researching protection issues for the bubbles Information on protection risks present in the context can be compiled using any secondary or primary information available. Possible sources include:2

 The Humanitarian Response Platform  Human Rights Watch  Multi Sector Initial Rapid Assessments (MIRA)  Protection advisors  OCHA Sit Reps  Field level cluster meetings  Global Protection Cluster (GPC)  Local communities3

1 According to the Global Protection Cluster, protection mainstreaming can be defined as: “The process of incorporating protection principles and promoting meaningful access, safety and dignity in humanitarian aid”. For more information on protection mainstreaming see: Protection Mainstreaming Briefing Note, October 2014, Caritas Australia, CAFOD, CRS, and Trocaire. 2 http://www.humanitarianresponse.info/home; http://www.hrw.org/; http://www.unhcr.org/pages/49c3646c4b2.html; http://www.globalprotectioncluster.org/; http://www.internal-displacement.org/ 3 Information from communities about what they perceive to be key risks is important. However, non-protection staff planning assistance projects (such as WASH, shelter, NFIs etc.) should be cautious about asking sensitive questions unless trained to do so. 1 HOW TO GUIDE: Protection Risk Analysis, August 2015  Internal Displacement Monitoring Centre (IDMC)  Local partners present in the context  Reliefweb  Local government sources

For the purpose of this exercise the focus is on protection risks, i.e. acts that threaten the safety and dignity of civilians. These encompass acts of violence, coercion and exploitation, discrimination or deliberate deprivation.4 Examples of protection issues can be found in Annex 1; it is not a definitive list but does provide an overview of key issues teams might encounter in emergency contexts (natural and man-made).

It is important to note that each context will be very different and a risk in one context might present itself very differently in another. For example, in some countries traffickers might target vulnerable women for sexual exploitation but in other countries trafficking might involve the forcible recruitment of young men to work on construction sites.

Step 2: Prioritising the protection issues for the bubbles  Each bubble focuses on a core protection area, such as “Gender Based Violence”, “Child Protection” or “Housing, Land and Property.” Within these there may be several protection risks identified. For example, under “Child Protection” the specific issues of child labour, recruitment of children to armed groups and lack of access to education might be included.  Although many protection issues might emerge during the research, it is important to focus on the key issues that are most relevant to the response i.e. those that have newly emerged or those that have been, or are likely to be, exacerbated by, the emergency. For example, households affected by an emergency, who have limited resources to fall back on, might resort to negative coping mechanisms such as the early marriage of daughters, pulling children out of education to work, or recruitment by traffickers.  The analysis does not need to be exhaustive or perfect as it is intended more as a starting point. This may mean compiling only 5-10 bubbles. As the response evolves additional information on the threats, vulnerabilities and capacities can be added to the analysis.  It may be useful to produce just one master version of the bubbles for the whole programme.  An example of the bubble analysis compiled for the Typhoon Haiyan response in the Philippines in January 2014 can be found in Annex 2.

Step 3: Developing an action plan  In order to develop an action plan: o The team should look at the bubbles analysis they have put together for the context (Annex 2). o They should go through each point and discuss how the planned/ ongoing program does, or does not, take each issue into account. o Using the Protection Mainstreaming triangle (see Annex 4) and sector specific checklists (for example Annex 5), the team should decide: . How can the program mitigate this problem? . If the issue can’t be addressed directly, how can the team coordinate with other service providers? o Changes to the design of the programme can be made accordingly.

The aim of the analysis is to be aware of what is going on and adapt assistance accordingly. Where protection risks are identified by the community, but no services exist, or where agencies do not have the skills, systems and protocols in place, we risk doing harm. 4 The widely accepted definition of stand-alone protection, endorsed by the IASC is: “(…) all activities aimed at ensuring full respect for the rights of the individual in accordance with the letter and the spirit of the relevant bodies of law, i.e. human rights law, international humanitarian law, and refugee law.” However, in emergencies the 4 areas mentioned should be prioritised.

2 HOW TO GUIDE: Protection Risk Analysis, August 2015  For an example of a Protection Mainstreaming Action Plan see Annex 6

3 HOW TO GUIDE: Protection Risk Analysis, August 2015 Annex 1: Common protection issues

Gender Based  Rape and sexual assault Violence  Transactional/survival sex  Trafficking  Domestic violence / Intimate Partner Violence  Forced recruitment to armed groups (to fight, spy, pass messages, provide domestic labour and for sexual exploitation)  Female Genital Mutilation (FGM)  Early or forced marriages  Other harmful practices such as accusations of witchcraft or honour crimes Child  Physical violence (such as corporal punishment in schools) protection5  Sexual violence against boys and girls  Psychosocial distress and mental disorders in children  Forced recruitment of children to armed groups  Child labour6  Separated or unaccompanied minors  Lack of access to education  Lack of birth certificates Physical safety  General insecurity and criminality of civilians  Violence (such as extrajudicial killings, kidnappings, unlawful detention, torture)  Deliberate controls on freedom of movement  Deliberate targeting of protected infrastructure (such as schools, hospitals) where civilians may be  Landmines and explosive remnants of war  Refoulement (illegally sending back refugees to their place of origin)7 Housing, Land  Loss of land tenure documentation (lost or destroyed) and Property  Forced evictions/displacement from homes and land  Destruction of property and civilian infrastructure  Unsafe or inadequate housing  Lack of land, property and housing rights for women Exclusion/ lack  Lack of personal documentation so services can’t be accessed of access to  Lack of information about the availability of services services  Deliberate denial of access to basic services  Exclusion of specific ethnic, tribal or religious groups from services  Exclusion of vulnerable groups from services such as older people, people living with disabilities, children or female headed households, people living with HIV/Aids

5 According to the Convention on the Rights of the Child, a “child” is defined as anyone under the age of 18 6 Not all work done by children is harmful to their development or education. Child labour instead refers to work that is harmful (mentally or physically) and that interferes with their access to education. 7 Refoulement is when refugees are forcibly returned to a country where they have reason to fear persecution. This an illegal practice under international law. 4 HOW TO GUIDE: Protection Risk Analysis, August 2015 Psychosocial  Distress caused by witnessing or experience acts of violence distress  Distress caused by loss of loved ones  Distress caused by displacement from, or loss of, home  Distress caused by loss of livelihoods  Feeling of fear living in insecure environments  Loss of routine, social networks and sense of stability  Anxiety from lack of information on available assistance Annex 2: Bubbles analysis – Philippines

5 HOW TO GUIDE: Protection Risk Analysis, August 2015 Annex 3: Protection Risk Equation8

8 From the Australian NGO Mainstreaming Protection Project, Protection Training Guide and Toolkit, p.23. The questions to help break down the equation are lifted from Actionaid’s Safety with Dignity handbook, p.100 6 HOW TO GUIDE: Protection Risk Analysis, August 2015 Annex 4: Protection Mainstreaming Triangle

What this means… Indicators

An All programming is underpinned Relevant basic questions are included in sectoral needs al by an understanding of the assessments to ensure protection is mainstreamed ysi protection context throughout Analysis of protection issues is compiled and updated as s the programme cycle needed throughout the project/programme cycle All data collected is disaggregated by sex, age and disabilities Programmes are continually adapted in response to the protection context Ta The differing needs and capacities Priority groups most affected by the crisis are identified for rg of the most vulnerable women, the provision of assistance eti men, girls and boys are identified Community members/groups are involved in the process ng and assistance is targeted to select criteria for targeting / accordingly Assistance packages are designed to meet the differing pri needs of women, men, girls and boys of diverse groups ori ty gr ou ps Co Staff and partners advocate and Staff and partners coordinate internally across projects to or work with relevant actors to ensure protection mainstreaming is consistently included di enhance the protective in all sectoral responses na environment, avoid duplication Staff and partners participate in existing coordination fora tio and prevent, mitigate and and share information on protection / protection

7 HOW TO GUIDE: Protection Risk Analysis, August 2015 n respond to protection risks mainstreaming & Ad Staff and partners raise unaddressed protection issues with vo duty bearers ca cy

M Staff and partners have necessary Staff and partners have information on existing protection ap knowledge, information and services and how to contact them pi training to support communities ng in accessing existing services Staff and partners are trained on when and how to refer & cases Re fer ral

Inf Accurate and timely information Members of the community, including those from diverse or is readily available to women, groups, understand the role of the organisation and its m men, boys and girls on who we work, including the level of assistance that may be ati are, what we’re doing and what available to them on services are available Staff and partners use a range of communication methods, sh appropriate for the context and target audience, to share ari information ng Community members receive information so they understand what they can expect in terms of behaviour of staff and partners Co There is active and inclusive Staff and partners are trained on and use a range of m community engagement in all participatory techniques to ensure active inclusion of m stages of the programme cycle vulnerable groups un that builds on and strengthens There is ongoing community dialogue and regular meetings ity existing community and state are held with community members/ diverse groups en structures, resources and Programmes build on existing strengths in the ga capacities communities ge m en t Fe Men, women , boys and girls are Communities are able to provide feedback and make ed able to provide feedback and complaints about the organisation and its programmes ba report concerns in a safe, safely, privately and confidentially ck dignified and confidential A fair and impartial response mechanism is in place to m manner, and receive an ensure feedback is acted upon ec appropriate response when they Safe and confidential information management systems for ha do so complaints are in place

8 HOW TO GUIDE: Protection Risk Analysis, August 2015 nis m s

St Staff and partners have Staff and partners have signed and are trained on the aff appropriate knowledge and organisation’s code of conduct and child/vulnerable adult / organisational support to conduct protection (or safeguarding) policy pa themselves and their work in a There is diversity amongst staff and partners and they can rt be easily identified by communities safe and appropriate way9 ne All staff and partners have clear roles and responsibilities r and are supervised co All staff receive adequate staff care and can access nd additional support if required uc t

9 “Staff” includes directly hired staff, partners, personnel and associates who are engaged in providing or supporting the activities of the agency 9 HOW TO GUIDE: Protection Risk Analysis, August 2015 Annex 5: Checklist for Shelter

ANALYSIS  Ensure that protection or community services staff work alongside shelter specialists and site planners in all multi-sectorial assessments and specialized shelter assessments to ensure that the protection implications of shelter interventions are taken into account at the onset.  Ensure that the proposed locations for shelter are considered in terms of the risk of physical attacks, risks to safety such as mined areas, or environmentally unsuitable areas such as steep hills, subsiding land areas and areas prone to flooding, volcanic activities and other potential natural disasters;  It is essential to understand land tenure arrangements, including statutory/legislative and customary access rights to land, water and other natural resources as well as inheritance rights. This precaution will reduce the risk of eviction or conflict erupting due lack of clarity of these issues. When unsure consult Protection Cluster (Housing, Land and Property Group where possible);  Assess whether access to shelter is causing tension or conflict;  Take into account local material, existing capacities and the environment. Whenever possible, locally acceptable and available materials and labour should be used to benefit the local economy, while not depleting local resources

TARGETING PRIORITY GROUPS Safety & Dignity  Ensure that shelter has been designed and built with adequate escape routes in the case of emergency evacuation, and information and training are provided on fire safety and evacuation procedures;  Provide efficient lighting throughout the site, particularly communal areas such as sanitation facilities;  Respect minimum space standard in shelters to minimize risks of exploitation and abuse;  Plan separate bathrooms and toilets for men and women, avoid dark and isolated areas;  Include partitions and door locks (when culturally relevant) to better protect women and girls, particularly single women and female-headed households;  Provide shelter materials and distance between dwellings that offer greater privacy and dignity, especially in cultures where men’s and women’s are markedly separate;  If required for safety, ensure that there are separate living areas available to groups such as single women, people with disabilities and unaccompanied children, and these areas are protected from targeting of abuse or violence;  Avoid any shelter or settlement activities that involve forced relocation or return;  Ensure adequate safe recreational spaces for children to play and for community groups to meet where family members can watch them from shelter to avoid children playing in remote areas;

Meaningful access  Ensure that essential services (e.g. health facilities, food distribution and water points, schools, etc.) and materials can be easily and safely accessed from the shelter and settlement locations;  Treat displaced persons equitably, whether they are living in: host-family arrangements, collective centres, urban or rural locations, in camps, or planned camps;  Ensure that agencies consider the needs of different ethnic, racial, national or social groups in shelter allocation, ensuring that the quality of shelter is equitable across all groups;  Prioritize people and groups on the basis of need – do not prioritize certain groups because their solutions are easier to achieve;  Ensure that shelters are accessible and appropriate to all groups and individuals, note in particular concerns of persons with physical or mental disabilities and older persons– where necessary, make individual changes to household shelters, or build all shelters to be universally accessible;  People with disabilities and older persons may not be able to come to distribution/facility sites (e.g. food, water). Plan additional measures to reach persons with disabilities and older persons; 10 HOW TO GUIDE: Protection Risk Analysis, August 2015  Ensure bathrooms are accessible to persons with disabilities and older persons, and safe for children;  Ensure particularly vulnerable groups such as female headed households, older persons and persons with disability have equal access to distributions and ability to transport them;  Treat owners, tenants, the landless, informal dwellers and secondary occupants equitably even if return, resettlement and reintegration options are different for different groups;  Recognise the joint ownership rights of both male and female heads of household and prevent discrimination;  Support and assist displaced persons until such time as they are no longer disadvantaged as a result of their displacement;  All efforts should be undertaken to secure safe housing for unaccompanied children and establish monitoring procedures by specialized agencies and the community itself;  Ensure that unaccompanied older persons are assisted in constructing their own shelters;  Develop appropriate response to help vulnerable groups to access aid, transport shelter material and construct shelters. Pay particular attention to assistance needed by persons with disabilities and older persons to ensure construction of accessible shelters;

COORDINATION AND ADVOCACY  Identify local authorities responsible for shelter provision and support their role where possible;  Ensure that local authorities are involved in site planning and selection so as to avoid problems and ensuring consent and participation from local leaders. Provide technical and construction assistance;  Work with the community to set up monitoring or similar mechanisms to assess the living conditions of persons with specific needs in the community, such as older persons living without adult family members or child-headed households  Monitor safety of affected populations on an ongoing basis and advocate with local authorities or other duty bearers for improved safety and/or services.

MAPPING AND REFERRAL  Compile and share information between staff on existing service providers in the community (police, health care – medical and psychosocial – family tracing, safe houses etc) and how to contact them if staff come across people who have been exposed to harm;  Provide information about people’s entitlements and where and how they can access remedies, resolve disputes or apply for compensation – by referring to relevant authorities, legal services, or another agencies specialising in housing, land and property rights;  Provide information about actors who are supporting people to secure or replace documentation such as birth certificates, marriage certificates, death certificates, passports, land titles or other property documentation.

INFORMATION SHARING  Ensure consultation with host communities, government authorities, as well as beneficiaries, men, women, boys and girls. Involve persons with disabilities and older persons in your needs assessments in order to have accurate information about their specific needs;  Share information with the community, in a variety of formats (such as leaflets, radio broadcasts, posters, meetings, house to house visits etc) about the organisation, the planned project, and the selection for criteria;  Disseminate information about the Guiding Principles on Internal Displacement and implement programmes that support displaced people’s rights;  Provide information to beneficiaries in different forms (visual, oral, aural etc) about expected behaviours of staff, contractors and volunteers and about the ways they can report a problem.

COMMUNITY ENGAGEMENT  Observe and ask about local construction practices and use appropriate method when possible;  Involve women and men in the planning and in the implementation of distributions; 11 HOW TO GUIDE: Protection Risk Analysis, August 2015  Provide support to diverse groups that are not traditionally involved in construction activities but may be interested in participating in shelter programmes;  Ask disaster-affected populations, including diverse groups, to help identify safe locations for shelters and settlements as well as shelter design;  Train and practice emergency evacuations with affected populations;  Ensure that disaster-affected populations are fully involved in the planning and management of their return, resettlement and reintegration;  Support IDPs to upgrade their own shelters from transitional to more permanent structures, as their situation evolves;  Reinforce the community’s self-help capacity: encourage traditional construction methods, particularly in areas where transportation of shelter material is restricted for logistical or security reasons; give women the opportunity to equally participate in the process; equip beneficiaries with knowledge of safe construction practices;  Cash-for-work and food-for-work schemes as well as childcare arrangements can be useful to support households with specific needs in building their own shelters. Monitor the implementation of such schemes to avoid exploitative and fraudulent practices;  Work with the community to identify skilled women and men and adolescent girls and boys who can support shelter construction, from both the IDP and the other affected communities;  Obtain permission (temporary or permanent) before using or building on any land or property, in writing where possible;  Consider assistance to host families and host communities, such as support in expanding or adapting the host family shelter;

FEEDBACK MECHANISMS  Conduct regular structured dialogues and discussions with individuals and groups of different ages, gender and backgrounds, particularly those with specific needs on shelter issues, to ensure that any protection concerns highlighted are discussed and resolved;  Set up mechanism for complaints and appeals, and ensuring that men, women, boys and girls are both comfortable to access these complaints mechanism;

STAFF CONDUCT  Avoid and monitor any exploitative labour especially child labour or sexual exploitation on construction sites;  Ensure that all staff, contractors, volunteers etc are trained on the Code of Conduct and understand what behaviours are expected and/or forbidden;  Provide both women and men with the same benfits for their input and their work in construction: e.g. if work is paid, ensure that both women’s and men’s work is paid and is equal;

12 HOW TO GUIDE: Protection Risk Analysis, August 2015

Annex 6: Shelter and protection mainstreaming action plan10

Losing a home can be a devastating experience, particularly in the context of an emergency. The provision of appropriate and safe shelter solutions is one way to promote the safety and dignity of beneficiaries as shelter not only helps reduce physical exposure to violence but can also provide an important sense comfort and security psychologically. As a potentially large asset, the way shelters are designed and allocated is crucial so ensuring meaningful access and establishing accountability processes (covering information sharing, beneficiary participation, feedback processes, and staff behaviour) should be a priority. This document is a working document to be used by field staff to actively explore how the shelter program can be adapted to promote the safety, dignity and access of beneficiaries.

Action points Person No. responsible 1 Groups not receiving assistance; minority, indigenous groups - Undertake analysis of specific groups and their - remote communities needs [Analysis] - Use a variety of feedback mechanisms at project and organisational levels to monitor if key groups are excluded [Feedback Mechanisms] - See if our program can be adapted to offer more targeted assistance [Targeting Priority Groups] Children, elderly, People Living with Disabilities - Consult vulnerable groups on the design and - location of shelter projects to take account of particular needs in this context: see section 5 below for details. [Community Engagement] - See if program can be adapted to meet specific needs11 [Targeting Priority Groups] - If roofing kit package does not include labour support vulnerable households can be offered

10 This example refers directly to the protection risks highlighted in the bubbles exercise in Annex 2. The core components of the triangle in Annex 3 are included in brackets after each action point to demonstrate how the core components of the triangle inform the action plan. These are for illustrative purposes and do not have to be included in the final version. 11Specialist organisations who can provide advice and adapting programming may include the Global Protection Cluster, UNFPA, UNHCR, Handicap International, UNICEF

extra labour support to minimize the risk of exploitation [Targeting Priority Groups] - Use age/sex disaggregated feedback to monitor if interventions are appropriate [Analysis] 2 Loss of birth certificates /ID and access to services - Coordinate with organizations working on the - replacement of key documents and set up referral system12 [Coordination & Advocacy] - Link with service providers for electricity, education, health services [Coordination & Advocacy] Loss of land titles / - Understand the extent of loss of land title in - Lack of rental agreement our targeted communities [Analysis] - Consider including document recovery or training component in project [Targeting Priority Groups] - Coordinate with the local authorities and other organisations working on land and property issues and set up referral system13 [Coordination & Advocacy] 3 Loss of ID documentation - See section 2 above -

Relocation of families - Coordinate with Protection/Shelter cluster to - align with key messaging about relocation and suitable alternatives [Coordination & Advocacy] - Coordinate with local government to find alternative solutions for those living in unsafe zones [Coordination & Advocacy] 4 Reunification / keeping HH together - Ensure that beneficiary selection takes into - consideration any family members (PLWD, elderly etc) currently isolated but who might

12Normally the State is responsible for providing protection to its citizens. Where they are unable or unwilling to do this, other actors may provide services. In the case of documentation, they may include organisations such as UNHCR. 13 Service providers may include organisations such as UNHCR

benefit from re-joining their family [Targeting Priority Groups] - Target households as opposed to families for assistance [Targeting Priority Groups] - Refer any cases of separated and missing members for family14 [Mapping& Referral] 5 Debris and damaged houses - Coordinate with organisations clearing debris - [Coordination & Advocacy] - Seek input from beneficiaries about safety issues in and around houses [Community Engagement] - Ensure that land around shelters is cleared of debris and made safe [Targeting Priority Groups] - Adapt design to ensure easy access for those with mobility issues15 [Targeting Priority Groups] Crime and insecurity - Discuss with community to decide key actions - regarding safe location and design adaptations such as locks and basic lighting options16 [Community Engagement] 6 Trauma and anxiety from Typhoon - Integrate accountability mechanisms to give a - degree of control back to people - provide clear information throughout project cycle; solicit participation from beneficiaries and choice about where they want to live and what type of assistance is offered; enable beneficiaries to safely feedback/complain

14 Service providers may include organisations such as the Red Cross/Crescent 15 Access: 1:10 slope on ramps (where possible); handrails and handles; even steps no higher than 16cm or deeper than 26cm; doors 90cm wide; non-slip flooring. See for example the Help Age and ADFT guidelines. 16 Design: work with beneficiaries to design shelters; include locks on windows and doors; provide lighting, solar lamps, torches or whistles; secure and private WASH facilities. Location: work with community to identify hazards in locality; ensure safe approach (clear away debris, add handrails etc) and distance to latrines, water points and other key services. Provide safe communal WASH services (separate, safe and private latrines and washing facilities for men and women. See for example World Vision Mainstreaming Protection Guidelines, IASC Gender Handbook etc). Consider linking shelter projects with livelihoods project.

[Information, Community Engagement, Feedback Mechanisms, Staff Conduct] - Train and monitor staff/volunteers on referral pathway and appropriate behaviour [Staff Conduct] Lack of communication with separated friends and family - Ensure that project keeps targeted families - intact [Targeting Priority Groups] - Refer cases of separated family members [Mapping & Referral] Fear of insecurity - Safe location and design adaptations (See - section 5 above) 7 Risk of exploitative work practice. - Ensure staff respect labour rules [Staff - Conduct] - Ensure children under 18 are not employed as labour in the project [Staff Conduct] Trafficking encouraged by the loss of homes and livelihoods - Training for staff on how to spot such practices - and on external referral pathway17 [Staff Conduct] - Identify if any beneficiaries can benefit from other programmes including livelihoods [Coordination & Advocacy] - Include women, elderly and PLWD as well as men in construction teams or any skills training modules18 [Targeting Priority Groups] - Ensure staff avoid and monitor any exploitative labour (including chid labour) in project construction sites [Staff Conduct] 8 Risk of rape in overcrowded evacuation centres - Coordinate with Protection/Shelter cluster to - ensure most vulnerable families receive shelter assistance [Coordination &Advocacy] - Training for staff on how to spot such practices and on external referral pathway19 [Staff

17 Service providers may include organisations such as IOM, UNFPA. 18 If there is no feasible way they can be included in construction or trainings consider other options such as: employing older persons to provide childcare to children of workers; employing older persons, people living disabilities or women to provide food for construction workers or at trainings; consider including vulnerable HH in cash transfer option;

Conduct]

Exploitation and abuse / transactional sex - Train and monitor staff, volunteers, - contractors, engineers and foremen on the Code of Conduct and internal complaints mechanisms [Staff Conduct] - Set up feedback/ complaints system and provide information to beneficiaries about how they can complain [Feedback Mechanisms] - Roofing kit package does not include labour support so make allowance for vulnerable households to be offered extra labour support to minimize risk of exploitation [Targeting Priority Groups] Domestic violence - Safe location and design adaptations (see - section 5 above). In addition, support sub- division of shelters for privacy [Targeting Priority Groups] - Training for staff on how to spot such practices and on external referral pathway [Staff Conduct] Trafficking - See section 7 above -

19 Service providers may include UNHRC, ICRC, IRC, IMC etc