HA training Protection Mainstreaming for participants (1) (2).pdf

Protection Mainstreaming in Humanitarian Action Workshop objectives Day 1 Getting familiar with each other, the workshop and the topic Understanding Protection Mainstreaming and the key elements Day 2 Understanding Protection Mainstreaming in different aspects of...

Protection Mainstreaming in Humanitarian Action Workshop objectives Day 1 Getting familiar with each other, the workshop and the topic Understanding Protection Mainstreaming and the key elements Day 2 Understanding Protection Mainstreaming in different aspects of humanitarian action Day 3 Zooming in on PSEA and Coordination of Protection Mainstreaming Making a Protection Mainstreaming Action Plan  Learning outcomes 1. Describe what protection mainstreaming in humanitarian responses means 2. Appreciate and recognize the relevance and value of protection mainstreaming to humanitarian operations and promote this to others 3. Demonstrate their understanding of the four key elements of protection mainstreaming and analyse their practical application throughout the project cycle 4. Mainstream key elements of protection mainstreaming within the assessment, design and evaluation of a secor program 5. Recall the different tools and resources they can use to support protection mainstreaming efforts and activities MODULE 1.1 Why Protection Mainstreaming? In order for access to be meaningful assistance and services must be: a. Available in sufficient quantity and quality b. Provided on the basis of need and without discrimination c. Within safe and easy reach d. Known by people potentially accessing services e. Physically and financially accessible f. Culturally relevant and socially acceptable Key messages All humanitarian actors have a role to play in protection mainstreaming By mainstreaming protection, actors can support people to safely access and enjoy their rights and humanitarian services MODULE 1.2 What is Protection Mainstreaming in Humanitarian Assistance? What do you understand by the term mainstreaming?  Examples of mainstreaming 1. Gender mainstreaming and GBV - considers the impacts of activities on men, women, boys and girls at all stage of the program cycle, also keeping the dynamics of GBV in mind, striving for gender equality 2. Child protection mainstreaming; maximise child protection and minimise risks to children in design and implementation of programs, do no harm 3. HIV / AIDS mainstreaming: enables development actors to address the causes and effects of HIV / AIDS in an effective and sustained manner 4. Disability mainstreaming; achieving equality for persons with disabilities 5. MHPSS mainstreaming; including specific social concerns within sector activities WASH In Cote d’Ivoire, a water and sanitation program was building latrines in new schools. Girls were asked about the design of latrines. The first design was changed following the girls’ requests. Girls were given several options and the one they had chosen was cheaper and was also likely better from the protection point of view. They chose a latrine without doors (snake entrance with a simple rope to indicate if it was being used) so they could not be trapped inside or feel claustrophobic; the entrance was also modified so while boys’ entrance was in the back, the girls’ entrance was in the front, more visible to outsiders and far from the boys’ entrance. Food distribution In a refugee camp in Ethiopia, community members reported that unaccompanied children, children with vulnerable caregivers and children whose parents are temporarily not available in the camp are having difficulty receiving their food ration at the distribution centre. After assessing the situation and discussing with the agency distributing food, an NGO decided to set up a protection help desk at the food distribution centre to assist the children in collecting their ration. Social workers assigned by the NGO accompanied the children to the distribution centre after conducting the necessary investigation to confirm their status and helped them through the distribution process. This intervention enabled the children to receive their rations without much difficulty and was replicated in other refugee camps. Health A health NGO was providing health services to an IDP camp, housing 10,000 IDPs on the outskirts of Herat. All the health services were being provided out of a permanent structure to the west of the camp that also provided adequate shelter and easy vehicle access. After 6 months of operation, through feedback sought from IDP leaders, the NGO realised that the Hazara population of the camp were not accessing the health centre, as they were located on the east side of the camp and did not walk through the Pashtun dominated section of the camp. Walking around the edge of the camp to access the health services would have taken over an hour. The NGO developed a health outreach service that went to the west side of the camp twice a week to ensure the Hazara population was also accessing health care.  GPC: “The process of incorporating protection principles and promoting meaningful access, safety and dignity in humanitarian aid.” Key messages The Global Protection Cluster defines protection mainstreaming as “the process of incorporating protection principles and promoting meaningful access, safety and dignity in humanitarian aid.” Protection mainstreaming focuses not on what we do (the product) but rather on how we do it (the process). Protection should be mainstreamed through all sectors and all phases of the program/project cycle MODULE 1.3 What are the key elements of Protection Mainstreaming? Video https://www.youtube.com/watch?v=W01dgbxpyOU&feature=emb_imp_woyt Key elements of protection mainstreaming 1. Prioritise safety and dignity and avoid causing harm 2. Meaningful Access - in proportion to need and without any barriers 3. Accountability 4. Participation and Empowerment Prioritising safety and dignity and avoid causing harm Avoid or at least mitigate effects of physical or psychological threats faced by affected people in humanitarian action Prioritising safety and dignity and avoid causing harm 1. Safety can be impeded by physical threats such as violence, assault, coercion and environmental threats. 2. Dignity can be impeded by physical and psychological threats such as lack of respect, lack of confidentiality and privacy, and lack of consultation and participation. Safety and dignity: examples A safe-scaping exercise was undertaken by the Women’s An NGO organised NFI and food distributions to start Refugee Commission as part of research into the safety of from about 12 noon in a displacement camp. Due to adolescent Somali girls in refugee camps. It is a useful the fact that the camp was a 2 hour drive from the city methodology that could be integrated into standard center and they had to pack the trucks in the morning assessment and monitoring processes. The process they sometimes arrived after 2pm. By the time included interviews with adolescent girls, as well as distributions had been completed families often had to adolescent boys and adult key informants, walk home in the dark with valuable commodities. gender-segregated focus group discussions and a Families were attacked on the way home and their ‘safe-scaping’ mapping exercise which identified places possessions looted, women were also subjected to where girls and boys felt unsafe in accessing WASH sexual violence walking home in the dark. facilities and in other aspects of camp life, and gave girls the opportunity to identify ways to increase their safety. Meaningful Access Ensure access in projects in correspondence with their needs and without barriers and overcome physical barriers for different groups Meaningful Access In order for access to be meaningful assistance and services must be: a. Available in sufficient quantity and quality b. Provided on the basis of need and without discrimination c. Within safe and easy reach d. Known by people potentially accessing services e. Physically and financially accessible f. Culturally relevant and socially acceptable Meaningful Access: examples After the earthquake in Haiti in 2010, reaching vulnerable In an IDP camp, water and sanitation engineers built groups such as older people was a real challenge. Most wells in locations that made most sense from a humanitarian agencies went through camp committees to technical point of view. However, those locations all identify the most vulnerable groups, and were not fell within an area where the majority ethnic group necessarily aware of the needs and even of the existence resided. This group then decided to charge fees for of these vulnerable people. In its earthquake emergency the minority group to gain access to the wells. response, HelpAge International relied on a network of Tensions between the two groups increased older women and men to identify the vulnerable older dramatically. people in the camps and ensure their registration to access relief distribution. Through this solidarity network, older people were able to accompany the most vulnerable to the distribution points, identify additional issues affecting them, and ensure an adequate referral either to HelpAge teams or to other organisations working in the camps. In 2011, when Hurricane Thomas threatened the camps with heavy rain and wind, the older people’s network was active in warning older displaced people and their relatives of the upcoming danger, and helping them identify preventive Measures. Accountability Maximal transparency Feedback and complaint mechanisms They need to be accessible and inclusive Accountability Why is Accountability important? Accountability to beneficiaries: set-up appropriate mechanisms through which affected populations can measure the adequacy of interventions, or address concerns and complaints Accountability The 5 IASC commitments: 1. Leadership / Governance; ensuring feedback and accountability mechanisms are integrated 2. Transparency; accessible and timely information so that they can make informed decisions 3. Feedback and complaints; actively seek the views of affected populations to improve 4. Participation; enable people to make an active role in decision making processes, engage them 5. Design, monitoring and evaluation; make sure that the goals and objectives are constantly being evaluated for improvement with involvement of affected populations Accountability: examples In Timor Leste four agencies undertook a series workshops During the distribution of food and non-food items a with community groups to establish Codes of Conduct for number of individuals became very angry with the agency staff that worked in their communities. The NGO workers. The situation escalated and the NGO workshop introduced some of the standards of behaviour staff had to withdraw halfway through the distributions expected by the agency, including actions to meet the because these individuals were getting very angry commitment to protection from sexual exploitation and and threatening violence. In a security de-briefing the abuse. Some of the behaviours included prohibition on staff members were asked what had happened. They sexual relations with program affected populations, recounted that individuals had been shouting at the discrimination, and soliciting of personal gifts. Community staff because they were not clear why some people members were invited to add behaviours that they expected were being given more food than others. In addition, from staff working in their communities and to suggest how they felt that one particular ethnic group had been staff might be held accountable for those behaviours. The prioritised in the distribution. The agency had not codes of conduct were translated and given to the provided information about the distribution: how community members at the end of the process as well as much affected populations should expect to receive being shared with all staff working in the communities. and how the distribution would be organised. Participation and Empowerment Ensure active involvement or full control of humanitarian intervention Right to participate in matters affecting them Participation and Empowerment Why is Participation and Empowerment important? Participation and Empowerment: support the development of self-protection capacities and assist people to claim their rights, including - not exclusively - the rights to shelter, food, water and sanitation, health and education. Participation and Empowerment Participation and Empowerment Empowerment is not something that is “done” to people, it is the process in which individuals in the community analyse their situation, enhance their knowledge and resources, strengthen their capacity to claim their rights, and take action to achieve their goals Accountability: examples An NGO worked with local authorities in establishing and In communities in southern Sudan, an NGO was responsible for providing support to a local primary school. Program staff distributing food to large numbers of IDPs in formal and informal familiarised themselves with all aspects of the right to settlements. The NGO had received large donations of mixed education, both national and international. They then met beans from different donors. The beans were sent to the with community leaders, parents and others to discuss distribution sites and over the first month of distributions each opening the school. This discussion emphasised children’s family was given 1kg of mixed beans. At the end of the first month rights to education, requirements that parents send their the Education Ministry came to speak with the NGOs involved in children to school, and then opened up to a discussion on food distributions. They had reports from the local schools that where the school would be located, the components of none of the IDP children were able to attend schools to continue the educational curricula, standards for teachers required their education – the reason given by parents was that they were by the government and that tuition was free. Other forms of required at home for cooking. It transpired that the beans that had disseminating information once major decisions had been been distributed were not the beans normally used by the IDP made were used including signs and events within the population and they required much longer for cooking – community. furthermore the types of beans that were mixed together required different lengths of time for cooking. Mothers said their children needed to sort the beans before cooking every day; it was a lengthy and tedious job. Key messages There are four key elements critical to protection mainstreaming: Prioritise safety and dignity and avoid causing harm; Meaningful Access; Accountability; and Participation and Empowerment. Good humanitarian programming is central to protection mainstreaming, but it also requires intentional, proactive steps to support safe and dignified programs.  MODULE 1.4 Who is responsible for Protection Mainstreaming? Key messages All humanitarian actors have a responsibility to mainstream protection, not only protection programming actors. Pre-training assessment outcomes - Defining gender mainstreaming and how to use this effectively during our projects Considers the impact of activities on men, women, boys and girls at all stage of the program cycle. Ensure that the needs of each gender is reflected and that everyone benefits equally from the project. - How to minimize unexpected/ accidental negative impacts Do no harm / risk assessments, safe procedures and policies, training of staff, consult with a diverse group of people from affected population, keep checking after implementation, respond to feedback and complaints - The definition of protection mainstreaming The process of incorporating protection principles and promoting meaningful access, safety and dignity in humanitarian aid. Protection mainstreaming is not what we do, but how we do it. - The pillars of protection mainstreaming Safety and dignity; avoid or at least mitigate effects of physical or psychological threats. Meaningful access; ensure access in projects in correspondence with their needs and without barriers Accountability; transparency and setting up mechanisms for feedback and complaints Participation and empowerment; support development of self-protection and the claim of people’s rights Looking forward to today MODULE 2.1 Protection Mainstreaming: Assessment and Analysis (Part I) Mainstreaming Protection in Assessments Important points to keep in mind: Participatory and representative assessment process. Categories of people - men, boys, women, girls, elderly and persons with disabilities. Categories of people that will be context-dependent include: ethnic/religious minorities, vulnerable or marginalised groups. If there are questions specific to understanding protection risks, these should be asked by protection specialists and are beyond the scope of mainstreaming. Only ask questions in relation to the 4 pillars or protection mainstream - try not to run a protection assessment to avoid causing harm: -Do not ask questions about individual incidents or try to ‘investigate’ any protection issues. -Do not ask any specific questions about gender-based violence. -Ensure that staff involved in the assessment know how to appropriately refer any protection issues that come up in the assessment. If protection concerns do come up, remember to use the appropriate referral mechanism.  Understanding Vulnerability Profile 1 - A 10-year old girl. Has a mother and father and is currently able to access school on a regular basis. Profile 2 - A local committee member. She is a woman who has been supported by an NGO trying to fulfill gender balance in local committees, but she is from an ethnic minority group that is discriminated against. As a result, she is being verbally abused and targeted by men in the community as she tries to do her job. Profile 3 - A farmer. Had to leave his land to seek a safer location for his family. He has all his crops destroyed and farming equipment stolen. He has no access to land in his current location. Profile 4 - A man with a disability. Has a job working with the local Red Crescent society. Profile 5 - A cleaner at a UN PK base. She is being coerced to provide sexual favours to one of the UN workers. She feels she might lose her job if she refuses or complains. Profile 6 - A worker for a national NGO. Employed by a local human rights NGO that is being targeted by the government. A couple of his colleagues were arrested last month. Profile 7 - A grandmother. She is living with her daughter and her family. They have enough food and support. Profile 8 - A mother with 5 children. Lost her husband and two children are missing after recent flooding. She has no stable income to support her remaining 3 children and is very distressed. Profile 9 - An IDP returning to his place of origin. Received a support package to return, that will allow him to rebuild his home and buy some livestock. Profile 10 - A newborn baby. The daughter of a family that has just been recognised as refugees by the UNHCR and will shortly be moving to Norway. Understanding Vulnerability 1. Vulnerability is determined by a number of factors that will change with context 2. A thorough context analysis is critical before designing any program in order to identify and respond to vulnerability factors 3. Vulnerability may change over time. It is important that assessment of vulnerability is reviewed regularly MODULE 2.1 Protection Mainstreaming: Assessment and Analysis (Part II) Analysing Protection Risks in Programs Protection needs identified need to be analysed to inform decisions on how to address them. Threat + Vulnerability / Capacity = RISK Analysing Protection Risks in Programs A woman goes out of her village to collect water. A man blocks her way and threatens her with violence. The actions of the man are the threat. The woman may be vulnerable because she is a woman, or from a certain ethnic group, and also because she has no water source in her village. She may also be vulnerable because of the time of day she is travelling to get water and the number of times she needs to go to get water. The community may have the capacity to organise women to travel to the water source in groups or to advocate to the community leaders for a closer water source. Analysing Protection Risks in Programs RISK = the chance that individual(s) will be affected by a THREAT. THREAT = potential for physical or psychological harm and/or potential barrier to access. Potential perpetrators could be armed forces, militia groups, community members, family members, or even aid workers. Potential barriers to access could be a physically inaccessible entrance to facilities, or management of a service by a particular ethnic group to the exclusion of other groups. VULNERABILITY= what makes the potential victim susceptible(more likely to experience harm) to the risk: e.g. their location, the timing of the activity, lack of knowledge about rights or safe practices, their gender, their age, their ethnic/religious group, their disability. CAPACITIES = strengths both individuals and communities have to keep themselves safe: e.g. designated safe spaces, community plans, linkages with protection-sensitive institutions, awareness of rights and responsibilities. In order to address the protection risk within a program it is important to identify ways to reduce the threat, reduce the vulnerabilities and increase the capacities. Key messages Protection should be mainstreamed in assessment processes Protection mainstreaming needs to be informed by an analysis of the real and potential protection risks that may arise in a sector program Vulnerability is not inherent Vulnerability will be determined by a number of factors that will change with context. Factors might include: severe deprivation, serious discrimination, abusive or exploitative relationships, high levels of distress and unsafe or negative coping mechanisms MODULE 2.2 Protection Mainstreaming: Project Design and Implementation Design / Implementation of Sector Program Prioritise safety and dignity and avoid causing harm - Complete a ‘Do No Harm/ Local Capacities for Peace’ assessment and/or regular conflict sensitivity assessments. - Ensure all staff and agency affiliates understand and sign a Code of Conduct and Child Protection Policy. - Make the Code of Conduct and Child Protection Policy available to disaster-affected populations in a language and format that can be understood. - Keep recipient data confidential. - Have clear policies and procedures in place to guide staff on how to respond if they become aware of, or witness, abuses and on the confidentiality of related information. - Ensure distribution sites are located in an area that will not expose the population to further harm. - Assess the safety of all distribution points, including routes to and from. - Analyse any protection risks that arise using the risk equation. - Monitor the safety of distribution points and access routes on an on-going basis. - Organise the food distribution at the safest time of day ensuring enough daylight for travelling. - Provide information on protection from sexual exploitation and abuse. Ensure staff and others involved in the distribution have been made fully aware of, and signed, a zero tolerance policy on sexual exploitation and abuse. - Rotate distribution teams regularly and have a balance of male and female staff. - Ask whether people feel safe prior to, during and after distributions in post-distribution monitoring. - Provide a small budget line for potential corrective action (e.g. the establishment of a child friendly space at the distribution site). Design / Implementation of Sector Program Eliminating or mitigating barriers to access. - Monitor access of affected population, considering obstacles such as check points, blockades or the presence of landmines. - Distribute equal amounts of food and NFI, unless justified on basis of unique needs and clearly communicated to all. - Display food and NFI entitlements clearly at distribution points in relevant language and pictorial form. - Register women and child-headed households in their own names. - Implement special measures to facilitate access of vulnerable groups such as provision of safe spaces for children or means to facilitate access for persons with disabilities. - Distribute food first to individuals and groups with specific needs, such as pregnant and breastfeeding women, the elderly, child-headed households, persons with disabilities. - When food is distributed to target specific individuals or groups, check the food was received and met their needs during post-distribution monitoring. - Provide a small budget line for potential corrective action (e.g. ramps for access). Design / Implementation of Sector Program Accountability - Ensure all staff and agency affiliates understand and sign a Code of Conduct and Child Protection Policy. - Make the Code of Conduct and Child Protection Policy available to disaster-affected populations in a language and format that can be understood. - Provide information on protection from sexual exploitation and abuse. - Display food and NFI entitlements clearly at distribution points in relevant language and pictorial form. - Have clear policies and procedures in place to guide staff on how to respond if they become aware of, or witness, abuses and on the confidentiality of related information. - Establish safe and confidential procedures for receiving, managing and responding to any feedback or complaints. Design / Implementation of Sector Program Participation and empowerment - Ensure meaningful participation in design, monitoring and evaluation of the project. - Ensure a balanced representation of vulnerable people in discussions with the disaster-affected population. - Ensure that women, men, girls and boys are fully involved in decisions relating to their situation. - Ensure that local authorities and host communities are informed, consulted and included in decisions on location and planning of services. - Involve all categories of affected persons (such as children, persons with disabilities and older persons) in assessments in order to collect accurate information about their specific needs. Evaluating the Project Tools to assist with protection mainstreaming: 1. Minimum Inter-Agency Standards for Protection Mainstreaming (WVI) 2. Disabilities among refugees and Conflict-Affected Populations – resource Kit for Field Workers (WRC) 3. Minimum Standards for Child Protection in Humanitarian Action (CPWG) 4. GBV Guidelines (IASC) 5. Humanitarian Charter and Minimum Standards in Humanitarian Response (Sphere) 6. GPC Sector Checklist Key messages Protection mainstreaming requires concrete, intentional actions that address all four key elements of protection mainstreaming in the design of a sector project The GPC Sector Checklists provide a useful tool to assist with and review design processes MODULE 2.4 Safe Communication of Protection Incidents Safe and Ethical Responses You are a food security advisor with no specific expertise in protection. You are visiting a livelihood project early in the morning. While you are there, a boy runs over to your group and tells your team that a woman has been attacked earlier that morning. He takes you to see the woman who is highly distressed. Are the suggested actions safe or unsafe? Why is the action safe or unsafe? Safe and Ethical Responses Response Safe / unsafe Ask the woman if she is hurt Checking for immediate medical needs is a first step in response Ask for details of what happened Ask who is responsible for Without proper training to interview attacking her survivors, staff should not attempt to gain further information about an Ask for details of when and where incident it happened  Safe and Ethical Responses Response Safe / unsafe Ask what specific help / assistance Trying to help a survivor access appropriate she needs. Ask if she is happy for services is important. Staff should have a list of you to contact someone to get referral services in the area. Ask the survivor for support or help consent before contacting any services Give the person contact information If the survivor is not comfortable with you for health, counseling or other contacting services on their behalf, provide them relevant services with contact information of services that could help Don’t say anything at the time, but Do not call the police on behalf of the survivor later call the police from unless they requested you to do so and provided somewhere private consent  Safe and Ethical Responses Response Safe / unsafe Report the incident to your You should always report the incident to your manager or a manager / protection staff protection staff member. They will be able to provide you member and ask for advice with further support and the appropriate way to respond Do nothing if it is a domestic Domestic violence is a serious offence in most countries. violence or family/community You should provide the same support to a survivor of matter domestic violence as for any other human rights violation. Ignoring is not acceptable. Check safety: your safety, the safety of other staff members Before taking any action, check your and others’ safety and the safety of the affected person and the community What to do if you witness or hear about an incident? Before the incident 0. Be aware of services around where you work and have their contact details ready. 0. Be aware of the services you are trained for and are not trained for When you see or hear about an incident 1. Before you take any action, check your own and others’ safety 2. Check for immediate medical needs. If they are required, alert medical, emergency or security services. Obtain consent if possible 3. Be supportive and caring, calming, offer first aid when you are trained and it safe 4. Inform people about referral services and offer assistance for access if appropriate and possible; facilitating transport, make phone calls, inform people nearby, write contact details down of referral services, opening times, etc. 5. Ask consent before you take any action or contact anyone. Respect the decision of the person. After the incident 6. Notify your manager or the protection officer 7. Review your program design and implementation to see if this incident could have been prevented Resources for help 1. Psychological First Aid: Guide for Field Workers and Psychological First Aid 2. Sample SOP for Responding to Allegations or Incidents of Human Rights Abuses 3. Minimum Standards for Child Protection in Humanitarian Action 4. Inter Agency Minimum Standards for GBV in Emergencies Programming Minimum Standards for Child Protection in Humanitarian Action: Information management Key points for information management: 1. Collaborate with other protection actors to develop, adapt, share and translate standardised information management tools - training, systems, referral pathways 2. Apply the principles of confidentiality and do no harm at all times 3. Risk analysis before sharing information; identifiable, tracing back to individuals, establish safeguards Inter Agency Minimum Standards for GBV in Emergencies Programming (standard 5: psychosocial support) Inter Agency Minimum Standards for GBV in Emergencies Programming (standard 7: referral pathways) A referral pathway is a flexible mechanism that safely links survivors to services Initial pathway should include health, psychosocial support, case management and safety/security Established by a coordinator mechanism, but in absence programme actors could establish their own through assessments They must ○ Prioritise survivor safety and confidentiality ○ Respect survivor’s choices Inter Agency Minimum Standards for GBV in Emergencies Programming (standard 14: collection and use of survivor data) Survivor data: ○ Should be collected in a way that limits identification / is non-identifiable in reporting ○ Can only be shared with the informed consent of the client ○ Should only be shared with those who are authorized ○ Should be stored safely There should be agreements how data will be shared, protected and used Key messages Avoid causing harm should be central to all agency responses to allegations or incidents of abuse Agencies should document referral pathways and contact details for specialist medical, legal, psychosocial and protection services, ensuring this information is regularly updated and available to all staf Only agencies with special mandates or trained human rights or protection monitors should engage in systematic monitoring and reporting of human rights violations MODULE 3.1 Focus on Protection from Sexual Exploitation and Abuse (PSEA) Video https://www.youtube.com/watch?v=NfMKMCYFgPo Protection from Sexual exploitation and abuse Case study: Nyala is a sex worker around North Wollow. Once in a while she is seen with male NGO staff in the evening and early morning going to their houses or leaving their houses. She has also been heard saying that business is doing well and she can now afford to have a good life. It is said that she has leaves her child with her mother who is currently receiving aid through one of the NGOs in the area. 1. Does this concern you? Why or why not? 2. This concern is reported to you since one of the male NGO staff is your colleague; what do you do? Protection from Sexual exploitation and abuse Key definitions Sexual abuse - the actual or threatened pysical intrution of a sexual nature, whether by force or under unequal or coercive conditions. Sexual exploitation - any actual or attempted abuse of a position of vulnerability, differential power, or trust for sexual purposes, including but not limited to profiting monitorily, socially or politically from the sexual exploitation of another. Other definitions adapted by your organisations?  Protection from Sexual exploitation and abuse What we need to be aware of: Our organisations’ PSEA, child safeguarding and code of conducts and standards set therein. Power differences/dynamics between aid/humanitarian workers and those we are serving. Management responsibility to create and maintain an environment free from sexual exploitation and abuse. Consent and informed consent - not applicable in the case of sexual exploitation and abuse. If you are a PSEA focal point, provide regular training and refresher sessions for staff/colleagues to reinforce the message and commitment to preventing sexual exploitation and abuse Are we in or connected to the Ethiopia PSEA network? Key messages SEA by humanitarian workers constitutes acts of gross misconduct and are therefore grounds for termination of employment. Sexual activity with children (persons under the age of 18) are prohibited regardless of the age of majority or age of consent locally. Mistaken belief regarding the age of a child is not a defence. Exchange of money, employment, goods or services for sex, including sexual favours or other forms or humiliating, degrading or exploitative behaviour is prohibited. This includes exchange of assistance that is due to affected populations. Key messages Sexual relationships between humanitarian workers and affected populations are strongly discouraged since they are based on inherently unequal power dynamics. Such relationships undermine the credibility and integrity of humanitarian aid work. Where a humanitarian worker develops concerns or suspicions regarding SEA by a fellow worker, whether in the same agency or not, he or she must report such concerns via established agency reporting mechanisms. Humanitarian workers are obliged to create and maintain an environment which prevents SEA and promotes the implementation of their code of conduct. Managers at all levels have particular responsibilities to support and develop systems which maintain this environment.  MODULE 3.2 Coordination for Protection Mainstreaming IASC Statement 2013 Statement affirms the commitment of the IASC Principals to ensuring the centrality of protection in humanitarian actors and of coordinators, country teams an clusters Primary responsibility to protect people lies with the States In situations of armed conflicts, non-State parties to conflict are obliged to protect person affected and at risk in accordance with international humanitarian law - essential role for humanitarian community HC, HCTs and Clusters need to ○ develop and implement a comprehensive protection strategy to address risks and to prevent and stop the recurrence of violations of international human rights and humanitarian law ○ Strengthen collection, management and analysis of information to inform and adjust early warning, preparedness, response, recovery and policy efforts and support strategic and coordinated advocacy ○ Place protection at the centre of international humanitarian action. Protection Clusters play a crucial role in supporting humanitarian actors to develop protection strategic, including to mainstream protection Responsibilities and Actions It is important to coordinate with the Areas of Responsibility (AoR); 1. Child Protection; AoR within the Global Protection Cluster (GPC), facilitated through the Child Protection Working Group (CPWG). UNICEF is the designated Focal Point Agency for the Child Protection AoR, it coordinates the CPWG and is the provider of last resort 2. Gender-Based Violence; co-facilitated by UNICEF and the United Nations Populations Fund (UNFPA) as designated Focal Point Agencies and providers of last resort. 3. Housing, Land and Property; AoR created in 2007, UN Human Settlements Programme (UNHABITAT) is the designated Focal Point Agency and coordinates the global HLP AoR 4. Mine Action; UN Mine Action Service (UNMAS) is the global lead on Mine Action and chairs the AoR. Key messages Inter-cluster and Intra-cluster coordination is critical to facilitating protection mainstreaming. The field protection cluster has an important role in supporting other clusters to mainstream protection; it is the responsibility of the cluster leads to ensure protection mainstreaming happens. MODULE 3.3 Mainstreaming Action Plan (Part I) Mainstreaming Action Plans Successful Mainstreaming Action Plans (MAPs): 1. Are based on understood gaps through assessments or baselines 2. Are time-bound 3. Are costed 4. Are realistic 5. Are measurable 6. Have management support 7. Have a monitoring system to track change Key messages For protection mainstreaming to be effective it needs to be linked to specific and concrete actions. Actions to mainstream protection need to be properly supported with time, personnel and resources  MODULE 3.4 Post-assessment https://docs.google.com/forms/d/e/1 FAIpQLSf7Gq-8uRo6MoNE66qAd mkCqVxn72bTGQKxMMoO7-IjYli2 CQ/viewform?usp=sf_link End of the training Thank you so much!