Strategic Planning and Resource Mobilization
CAP, CHAP or other common inter-cluster strategic planning and resource mobilization processes can seem extremely complex and daunting for Cluster Coordinators and Cluster partners, especially if in the midst of crisis or if undertaking this kind of analysis and planning for the first time. Here we have compiled a few key resources to review when you are beginning the strategic planning process.
A few tips when working on CAP, CHAP or other strategic planning processes:
• Use pre-existing EMIS or other education data as much as possible to give useful baselines or to infer prioritization of particular groups or geographic zones. You may find useful information on the UNESCO Institute of Statistics Site [LINK], but ideally your Ministry of Education should be able to provide some data.
• Use the INEE Minimum Standards as the framework or organizing principle for your plans. Not only will this ensure all domains of education in emergencies are considered, but it is a globally recognized tool that will lend credibility to your plans and provide a common language and reference document for your partners.
• Contact your OCHA Information Management Officers or Maps specialist and ask for help to create maps to illustrate your plan and support your prioritization – maps that indicate impact of disasters on education, levels of education pre-crisis overlaid with crisis data, cluster partner coverage, are all very useful and provide helpful visuals for donors and other external audiences.
• Amplify the voices of the community. Wherever possible gather the opinions of children, parents and teachers from the affected community. Almost always, education is a top priority and communities themselves will have resources to draw upon and ideas to strengthen your plans. As a compliment to needs assessment data, communicating direct quotes within the strategic plans or during presentations to donors can lend weight to your funding appeal and strengthen the case for education in emergencies as part of an accountable humanitarian response.
• Keep it simple. While much of the guidance surrounding these processes is complex and highly involved and implementation is often hugely challenging, education in emergencies interventions in acute emergencies do not have to be strategically complicated: providing safe spaces, providing teaching and learning materials, training teachers in psychosocial support and lifesaving messages on the basis of identified needs and key gap areas. Keeping your core plan and objectives strategic and focused will help when it comes to resource mobilization and communicating the work of the cluster.
• Engage with other Clusters. Education can be an entry point for the work of other clusters such as WASH, Child Protection, Health, Shelter and Nutrition. Making these linkages as part of the planning process, and building inter-cluster collaboration into strategic plans is mutually reinforcing and can strengthen the case for education to receive humanitarian funding.
• Do you have any lessons learned or tips to share? Send them to email@example.com so we can benefit from your experiences!