Emergency Preparedness Guide for people With Disabilities Special Needs
Session 3.4 emergency needs assessment
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Transcript of Session 3.4 emergency needs assessment
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Emergency Needs Assessment
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• There has been a flood in the Kathmandu valley in Nepal.
• Aid workers have arrived to distribute relief to the cyclone-affected families in the valley.
• A single family relief kit consists of a bucket, a mug, tarpaulin sheet, some bamboo poles & pegs.
• International observers are also on the scene to report the activities to the UN, the media, and the Government of Nepal.
Group Activity
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Few questions on the same…• Did you consult the affected population, before
starting the aid distribution?• Did you assess their capacities?• Did you prioritize their needs?• How did you ensure that the aid is being given
to the most needy… or most vulnerable?• Did the Aid Workers possess appropriate
technical qualifications, attitude & experience to carry out an assessment?
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Did you use any Core Standards?
• Participation• Initial
Assessment• Response• Targeting• Aid Worker
Competencies & Responsibilities
To someone with a hammer in his hands, every
problem looks like a nail.
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What is Assessment?
• A continuous process of understanding the risks faced by the disaster affected communities and the resources they have to tackle the same.
Discuss (in groups): What do you understand by post disaster needs assessment? Time: 3 minutes
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Why to assess? It helps in understanding
the status of affected people and define their immediate needs
Allows information gathering for analysis
Assists in determining whether there is an emergency
Provides a basis for emergency response, programme planning and implementation
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An Emergency Situation…
• “is any situation where there is an exceptional and widespread threat to life, health or basic subsistence which is beyond the coping capacity of individuals and the community.”
Oxfam definition of a Humanitarian Emergency
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Click to edit the outline text format Second Outline
Level− Third Outline
Level Fourth Outline Level
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• Ninth Outline LevelClick to edit Master text styles
– Second level• Third level
– Fourth level
» Fifth level
An Emergency Situation…• Follows from a disaster, and
– Puts large number of lives at risk– Demands immediate action– Calls for exceptional measures
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What to assess?
• Is it an emergency or not?• What type of emergency is it?• Which groups are affected? • Who needs help? • Which groups are worst affected?• What is their situation now?• What resources do they have?• What resources do they need? • How soon?
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No. of lives saved
Trade-off between Speed and Accuracy
Time
Accuracy
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Click to edit the outline text format Second Outline
Level− Third Outline
Level Fourth
Outline Level− Fifth
Outline Level
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− Eighth Outline Level
• Ninth Outline LevelClick to edit Master text styles
– Second level
• Third level
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» Fifth level
Assessments should…• Provide a demographic
profile of the people affected.
• Determine their immediate priorities.
• Identify the vulnerabilities and coping capacities
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Click to edit the outline text format Second Outline
Level− Third Outline
Level Fourth
Outline Level− Fifth
Outline Level
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• Ninth Outline LevelClick to edit Master text styles
– Second level
• Third level
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Assessments should…• Answer the question: what
is the main problem?• Provide sufficient
information to enable decisions
• Be an interagency, multi-sectoral initiative
• Be carried out quickly
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Click to edit the outline text format Second Outline
Level− Third Outline
Level Fourth
Outline Level− Fifth
Outline Level
− Sixth Outline Level
− Seventh Outline Level
− Eighth Outline Level
• Ninth Outline LevelClick to edit Master text styles
– Second level
• Third level
– Fourth level
» Fifth level
Assessments should…
• Provide a comprehensive picture of the scope of emergency rather than a blinkered sector specific detail…
• “Half details of the whole picture are better than whole details of half the picture”
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Click to edit the outline text format Second Outline
Level− Third Outline
Level Fourth Outline Level
− Fifth Outline Level
− Sixth Outline Level
− Seventh Outline Level
− Eighth Outline Level
• Ninth Outline LevelClick to edit Master text styles
– Second level• Third level
– Fourth level
» Fifth level
Assessments should…
Use agreed upon and appropriate Standards
Use samples rather than generating too much data that could not be analyzed
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Assessments would be useless, if they…• do not generate recommendations for
immediate action• do not indicate the resources needed for
immediate action• are not able to ‘trigger’ effective response• are not shared
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BiasOrganisational
mandate or speciality
Biased Report
Agency Resources
Real Needs
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Reducing Bias
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Monitoring: continuous assessment
Continued monitoring helps in learning, identifying new problems & applying midcourse corrections
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General criteria for good assessment practice• Timeliness – providing information and analysis in
time to inform key decisions about response
• Relevance – providing the information and analysis most relevant to those decisions
• Coverage – adequate to the scale of the problem
• Continuity – providing relevant information throughout the course of a crisis
• Validity – using methods that can be expected to lead to sound conclusions
• Transparency – being explicit about the assumptions made, methods used and information relied on to reach conclusions, and limits of accuracy of the data relied on.
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• Now let us see what Sphere has to say about needs assessments.