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Guidelines Emergency | International Committee Of The Red Cross | International Federation Of Red Cross And Red Crescent Societies
Guidelines for assessment in emergencies March 2008 International Red Cross
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personal theory of teaching learning and assessment part ii- field ii spring 2017
ICRC and International Federation of Red Cross and Red Crescent Societies 2008.
Any part of this handbook may be cited, translated into other languages or adapted to meet local needs
without prior permission from the International Federation of Red Cross and Red Crescent Societies or
ICRC, provided that the source is clearly stated.
All reasonable precautions have been taken by the ICRC and International Federation of Red Cross and
Red Crescent Societies to verify the information contained in this publication. However, the published
material is being distributed without warranty of any kind, either express or implied. The responsibility for
the interpretation and use of the material lies with the reader. In no event shall the ICRC or International
Federation of Red Cross and Red Crescent Societies be liable for damages arising from its use.
This publication does not necessarily represent the decisions or the stated policy of the ICRC or
Telephone: +41 22 734 6001
Web site: www.icrc.org
About these guidelines____________________
1.1 Why is an assessment methodology necessary? __
1.2 Who will use these guidelines? ________________
1.3 How to use these guidelines ___________________
The assessment concept __________________
2.1 Project cycle _________________________________
2.2 The aim of an assessment _____________________
2.3 Types of assessment __________________________
2.3.1 Rapid assessment ______________________
2.3.2 Detailed assessment ____________________
2.3.3 Continual assessment ___________________
2.3.4 Differences between the three types
of assessment _________________________
Vulnerability and capacity framework _
3.1 Assessment of priority sectors __________________
Before the field visit _______________________
5.1 Preliminary review of secondary information _____
5.2 Is an assessment needed? _____________________
5.3 Prepare the assessment _______________________
5.3.1 Define the objectives and terms
of reference ___________________________
5.3.2 Decide on the type of assessment ________
5.3.3 Decide whether or not to include partners _
5.3.4 Carry out a detailed review of secondary
5.3.5 Define the information needed ___________
Abbreviations and acronyms ____________________________
5.3.6 Decide on the areas to visit and the target
population ____________________________
5.3.7 Organize the collection of information ____
5.3.8 Gather the means (human resources,
timing, logistics, etc.) ___________________
During the field visit _______________________
6.1 Fieldwork: principles __________________________
6.2 Fieldwork: activities ___________________________
6.3 How to collect information _____________________
6.3.1 Observation___________________________
6.3.2 Interviews _____________________________
Assessment techniques ____________________
7.1 Participatory tools_____________________________
7.1.1 Daily calendar_________________________
7.1.2 Historical timeline ______________________
7.1.3 Proportional piling _____________________
7.1.4 Seasonal calendar _____________________
7.1.5 Pair-wise ranking ______________________
7.1.6 Stakeholder analysis ___________________
7.1.7 Why-why tree _________________________
7.1.8 Capacity of peoples organizations_______
After the field visit _________________________
8.1 Analysis _____________________________________
8.1.1 Inconsistent information _________________
8.2 Summarizing information ______________________
8.3 Synthesizing information _______________________
8.3.1 Step 1________________________________
8.3.2 Step 2________________________________
8.3.3 Step 3________________________________
8.4 Assessment report_____________________________
8.4.1 Analysis and reporting tools _____________
8.4.1.1 Diagram of interactions_______________
8.4.1.2 SWOC analysis _____________________
Graphs ____________________________
Maps ______________________________
Transect walk _______________________
Part 2: Content of an assessment __________
The household economy approach_____
Definition of household economy ________________ 95
The household economy approach ______________ 95
Steps in data collection ________________________ 95
Checklist for assessment _______________________ 101
The project cycle_______________________
Vulnerability and capacity flowchart ______
Process and content of an assessment_____
The assessment process _________________
Example of a womans daily schedule
(Afghanistan) __________________________
Example of a seasonal calendar _________
Pair-wise ranking example of food
sources _______________________________
of a GFD _____________________________
Why-why tree example of a food
shortage ______________________________
Diagram of interactions _________________
10 Key elements to look for after a rapid
onset disaster _______________________________ 105
SWOC analysis matrix example
of a GFD _____________________________ 79
Evolution of maize prices on market X
in 2000 ______________________________ 80
Food economy zones ___________________ 81
Hazard/risk map ______________________ 82
Spatial map ___________________________ 84
Spatial map ___________________________ 86
Transect walk Recorded information_____ 89
Transect walk transect diagram_________ 90
Analytical process _____________________ 100
Advantage and disadvantages of the three
types of team structure __________________
and Performance in Humanitarian Action
Urgence Rhabilitation Dveloppement
Eddy Posthuma De Boer/International Federation
1.1 Why is an assessment
methodology necessary?
Whilst good information does not guarantee a good programme,
poor information almost certainly guarantees a bad one.
The use of a standard methodology means that the information
obtained through the assessment can be compared with data
collected during previous assessments.
The guidelines are designed for use by anyone undertaking an
all members of the International Red Cross and Red Crescent
generalists, as no specific technical knowledge is required to use
Generalists are people without a particular field of specialization,
unlike, for example, a water and sanitation engineer or a nutritionist.
Generalists play a crucial role in assessments, especially when a
broad analysis is needed of the main problems and their impact.
A team of generalists using these guidelines can split up and cover
a large area in a short space of time. The guidelines will help them
to gather information about the overall situation and key sectors
(health, water, sanitation, etc.). The use of generalists increases
flexibility and reduces time and expense. But it does not exclude the
need for specialists. The results of a general assessment will provide
the basis for a focused deployment of specialists.
1. About these
These guidelines provide advice on how to carry out an assessment. The International Red Cross and Red Crescent Movement
(the Movement) is involved in a wide variety of situations. Each
assessment is different, reflecting this diversity. These guidelines
do not explain every activity for every assessment. They do,
however, provide a framework within which an assessment can be
organized. By working through the guidelines, you should be able
to cover all the main issues required for a successful assessment.
Some parts of the guidelines will be more useful than others,
depending on the type of situation that you face. The suggestions
presented here can be adapted to suit your particular situation.
Curiosity and rigour are the key attributes of an assessment. These
guidelines are intended to help you apply them in the context of
Chapters 1 to 3 cover general concepts.
Chapters 4 to 8 (Part 1) focus on the assessment process.
The order of the chapters is roughly equivalent to the order in
which tasks are carried out in a real assessment planning, fieldwork, analysis and reporting. However, assessment is not a linear
process and most of these tasks overlap.
Part 1 has been slightly adapted from the International
Federations Guidelines for emergency assessment (1st edition,
Chapters 9 and 10 (Part 2) focus on the content of an assessment.
Part 2 provides guidance on the elements to look at in order to
gain a better understanding of an emergency situation. This is
known as the content of an assessment.
We suggest that you read the entire document through first in
order to understand the structure and to familiarize yourself with
the contents. When using the guidelines to manage a real assessment, you will find yourself moving backwards and forwards
The ICRC has developed summary guidelines on the household
economy approach. The International Federation provides
checklists on what to look at in two specific time periods: 24
hours after a disaster and 4872 hours after a disaster.
2.1 Project cycle
The project cycle consists of a number of phases (see Figure 1),
which can broadly be described as follows:
assessment: gaining an understanding of a situation in order to
identify the problems, their sources and consequences;
planning/programming: organization of a project/programmes
implementation: actions taken to assist the population;
monitoring: continuous observation of the project/programmes progress;
review: a comprehensive examination of progress of a project/
programme carried out by a relevant member of operational
evaluation: an independent, objective and thorough examination of a policy, programme, support service or emergency
operation, including its design, implementation and impact.
2.2 The aim of an assessment
The aim of an assessment is to understand a situation in order to
identify the problem(s), the source of the problem(s) and the consequences of the problem(s).
The purpose of an assessment is not to identify an intervention
but to find out whether an intervention is needed or not.
2.3 Types of assessment
There are three types of assessment: rapid assessment, detailed
assessment and continual assessment (see Table 1).
2.3.1 Rapid assessment
Undertaken after a major upheaval, such as an earthquake or sudden population displacement, a rapid assessment gathers information on the needs and existing capacities of the affected population, possible areas of intervention and resource requirements. A
rapid assessment normally takes one week or less. It should be followed by a detailed assessment.
2.3.2 Detailed assessment
A detailed assessment may be carried out for any of the following
a rapid assessment has been done, and more detailed information is required to enable recommendations to be made;
the Movement is considering starting operations in a new area
and requires detailed information to inform the decision;
the Movement suspects that the situation is changing
gradually (e.g. a slowly developing drought) and needs more
2.3.3 Continual assessment
Continual assessment takes place when the Movement has carried
out a detailed assessment and is now operational in an area.
It involves regularly updating information on the situation
and seeking relevant feedback from the beneficiaries in order to
facilitate decision-making on long-term activities.
Effective continual assessment helps to spot when changes occur
and, when they do, to initiate a rapid or detailed assessment.
Information gathered during continual assessment is used as
secondary information during rapid and detailed assessments.
An indicator is a quantitative or qualitative variable that is converted
to provide a simple and reliable basis for assessing achievement,
change or performance. For example, comparing the price of staple
foods with daily labour rates might give a good idea of poverty
trends in an urban area.
The indicator approach reduces the need for lengthy interviews and
hence reduces the danger of assessment fatigue. Indicators are,
however, difficult to define and using them incorrectly can be
2.3.4 Differences between the three
All assessments are based on the same principle (the identification
of vulnerabilities and capacities) and follow the same process
(observation, interviews and collection of information). However,
the way in which information is collected depends upon the type
Detailed assessments generally take about one month but could
take more or less time depending on the size of the area, the complexity of the issues and the resources available.
Number of locations visited.
Fewer sites are visited in a
rapid assessment than in a detailed assessment, so it is important to choose the sites carefully.
Number of people interviewed. Fewer people are interviewed in a rapid assessment than in a detailed assessment;
within this constraint, it is crucial to consult as broad a variety
of people as possible.
Assumptions. In a rapid assessment, time in the field is short.
In some cases, therefore, you will have to rely on assumptions.
Assumptions are based on previous experience of similar emergencies and knowledge of the affected area. In a detailed or
continual assessment, there is more time in the field and less
need to rely on assumptions.
Secondary information. In a rapid assessment, there is less
time to collect first-hand information, so more emphasis is
placed on secondary information.
Even in a rapid assessment, it is important to understand the context,
as it may be critical to the welfare of the affected population. For
example, the basic needs of displaced people may seem obvious.
Under certain conditions, however, the distribution of essential items
(e.g. shelter materials) may endanger the beneficiaries, as the items
may be attractive to looters.
to visit all
locations and talk
to full range of
access to people.
enough locations
and interview a
(small sample).
indicators, Red
Insufficient time to
gather full information.
to interview full
informants, but
generalist, with
previous exposure to this type
supported by spe- (generalist)
Vulnerability and capacity framework
All assessments are based on the International Federations vulnerability and capacity framework. This consists of an analysis of the
problems and peoples capacity to address them. A Red Cross Red
Crescent intervention may be appropriate if peoples capacities are
not sufficient to cope with the problems. The process is illustrated by the flowchart in Figure 2.
Vulnerability and capacity flowchart
What coping
Why are coping strategies not adequate?
What is the gap between needs and capacities?
Does assistance from
other sources fill the gaps?
Can/should gaps be filled
by Red Cross Red Crescent?
Design Red Cross Red Crescent intervention
Vulnerability is defined as the conditions determined by
physical, social, economic, environmental and political factors
or processes which increase the susceptibility of a community to
the impact of shocks/hazards.1
All people are vulnerable to something (e.g. a farmer is
vulnerable to the failure of rains). Do not make assumptions
about vulnerability based on experiences elsewhere.
Capacity is defined as: The resources of individuals,
households, communities, institutions and nations to resist the
impact of a hazard.2
Coping mechanisms are the adapted/unusual strategies that
people choose as a way of living through difficult times.
Coping mechanisms can be classified as:
Strategies that are not damaging to livelihoods (e.g. shortterm dietary changes, collection of wild fruits, sale of nonessential assets, migration of individuals for work, extra work
hours, use of skills, solidarity, etc.). These are easily
Strategies that may be damaging to livelihoods (e.g. sale of
property, sale of productive assets, large-scale deforestation,
child work, prostitution, banditry). These tend to be harder to
Adapted from Inter-Agency Secretariat of the International Strategy for Disaster Reduction
(UN/ISDR), Living with Risk: A global review of disaster reduction initiatives, 2004, Annex 1.
International Federation, VCA training guide, Geneva, 2008, p. 25.
When carrying out an assessment, you should prioritize the
and good cross sectoral
are essential, since all sectors
link and influence
The outcomes of the assessment will improve the quality of
It is also important to identify the National Societys capacities
and what its role, based on its mandate, is in times of
shock/hazard. When collecting this information, the National
Societys response contingency plan (if available) should be taken
3.1 Assessment of priority sectors
Assessment should be looked at from two perspectives: the process
and the content (see Figure 4). Chapters 48 focus on the process.
The assessment process is the way in which an assessment is conducted. It sets out the various steps or methods that should be
applied in order to help the quality of the work and the outcome.
There are three major phases of an assessment process:
before the field visit;
during the field visit;
after the field visit.
Process and content of an assessment3
reporting (after
the field visit)
information (during
(before the field visit)
Risk/opportunity/
Source groupe Urgence Rhabilitation Dveloppement (URD)
Although the assessment per se is done in the field, the work carried out before and after the field visit is of equal importance and
will have a clear impact on the overall quality of the assessment.
Figure 5 illustrates the assessment process. Bear in mind that certain activities do not necessarily progress in a linear fashion.
Analysis and secondary information review, for example,
should be done continuously throughout the process.
Phase 1: Before the field visit
Preliminary review of secondary information
If YES: Prepare the assessment.
Define the objectives and draft the terms of reference, if needed.
(See Section 5.3.1.)
Decide on the type of assessment to be carried out. (See Section 2.3.)
Decide whether or not to include partners. (See Section 5.3.3.)
Make a detailed review of secondary information. (See Section 5.3.4.)
Define the information needed. (See Section 5.3.5.)
Decide on the areas to visit and the target population. (See Section 5.3.6.)
Organize the collection of information. (See Section 5.3.7.)
Gather the means (human resources, timing, logistics, etc.).
(See Section 5.3.8.)
Phase 2: During the field visit
(look, smell,
hear, feel, touch)
(see Section 6.3.1.)
(See Section 6.3.2.)
Phase 3: After the field visit
Analysis of information + decision on recommendations
Reporting (See Section 8.5.)
Before the field visit
This section helps you to make the initial decisions:
What are the objectives of the assessment?
What type of assessment is appropriate?
5.1 Preliminary review of
Secondary information is information that has already been
collected, either by the Movement or by other organizations.
Secondary information can relate to an earlier situation or to
the current one. It can be in written form (reports, etc.) or oral
Conduct a quick review of secondary information to help you
decide whether an assessment is necessary. Check media reports;
contact representatives of other humanitarian agencies and the
government; talk to people who have recently come from the
the nature of the signals that make you think an assessment
the gaps in your knowledge.
5. Before the
5.2 Is an assessment needed?
You may decide to carry out an assessment for a number of reasons:
A shock, or sudden change, has occurred (e.g. volcanic eruption, military offensive).
You think that an emergency may occur in the future (e.g.
growing political instability, drought).
You need more information about an existing emergency.
You need more information about a specific situation.
You need information to complete your guidelines.
You may, however, decide that an assessment is not appropriate
Access to the affected area is impossible.
Existing information (other agency reports, etc.) is adequate.
Many agencies are already doing assessments in the affected
area, and you are confident that they will cover the needs adequately and in a timely manner (avoiding raising false expectations or creating assessment fatigue).
A decision not to intervene has been taken.
Assessment fatigue may occur when an area has been assessed
many times by different agencies. The people are frustrated because
they are expected to answer the same questions repeatedly, often
with no obvious result. They lose patience with humanitarian
assessments. Under such circumstances, an assessment is unlikely to
5.3 Prepare the assessment
Once the decision to do an assessment has been made, there are
certain issues that must be addressed before undertaking the field
Consider the reasons for carrying out an assessment. Define the
objectives of the assessment, the questions that need to be
answered and the activities that this will entail. Determine, as
specifically as possible, the output required from the assessment
team. Be realistic. Gauge the minimum amount of information
needed to achieve the required output. Think about who will use
the information and what their needs might be. The people who
will use the information include some, or all, of the following:
staff in the delegation, in the Geneva secretariat and in ICRC
fund-raisers;
communication and media departments;
If needed, draw up terms of reference explaining precisely what
the assessment team is expected to achieve.
5.3.2 Decide on the type of assessment
Determine the type of assessment: rapid, detailed or continual
5.3.3 Decide whether or not to include
Decide whether the assessment will be done on your own, in coordination with Red Cross and Red Crescent partners or with external partners (joint assessment).
Use all available and appropriate Movement resources. If more
than one Movement partner takes part in the assessment,
consider the capacities of each and define its role. Roles should be
the specific mandates, operational specialities and potential
roles of each partner;
National Society law and practice in the affected country;
the Code of Conduct for the International Red Cross and Red
Crescent Movement and NGOs in Disaster Relief;
human and operational resources;
constraints on specific partners.
If the National Society of the country concerned does not participate
in the assessment, it is recommended that its staff members be
briefed both before and after the assessment.
External partners (joint assessment)
It may be possible to carry out joint assessments with other organizations (governmental and/or non-governmental). Joint assessments can have the following benefits:
Cooperation and coordination in the planning and implementation of projects are improved.
Resources are used efficiently (shared staff and logistics, etc.,
during the assessment).
The likelihood of assessment fatigue is reduced.
There are many ways of dividing responsibilities during joint
assessments. Two possible scenarios are:
Tasks are divided according to each agencys areas of specialization. For example, an International Federation Field Assessment
and Coordination Team (FACT) assesses water supplies and
access to health care, while the United Nations Childrens Fund
(UNICEF) assesses schooling needs for displaced children.
Agencies with similar interests carry out the same tasks but in
different geographical areas. For example, the ICRC and the
World Food Programme (WFP) each carry out a food security
assessment in a different, pre-defined geographical area.
Joint assessments are feasible if:
Participating agencies share common values and operating
Participating agencies use the same, or compatible, assessment
Under certain circumstances, joint assessments are not appropriate. For example:
Assessments are mandate specific (e.g. ICRC protection work).
Organizational values and operating principles are not
Collaboration could jeopardize the principles of neutrality and
Organizations and/or individuals are perceived as being biased.
Wherever possible when carrying out a joint assessment, establish
formal agreements specifying the roles and responsibilities of each
organization. If a joint assessment is not feasible, it is still essential
to know which other agencies are undertaking assessments.
Repeated assessment of the same region can be inefficient and
counter-productive and can adversely affect accuracy and security.
Reviewing other agencies assessment reports is an essential component of a secondary information review.
5.3.4 Carry out a detailed review
of secondary information
One of the assessment teams first tasks is to undertake a detailed
review of secondary information. Look for:
background information about the area in question;
information directly related to the issues specified in the terms
information about the causes and nature of recent changes.
Secondary information helps to form an initial idea of what the
problems might be and is useful when planning the first field
interviews. For example, if an agricultural area is affected by
drought, you will need to discuss, among other things, crop yields
Field assessment reports from the Red Cross Red Crescent
Social, economic, political and historical studies by
governments, universities and research groups.
Technical surveys from government ministries, universities,
non-governmental organizations (NGOs), United Nations
(UN) agencies.
Red Cross Red Crescent vulnerability and capacity
assessments (VCA).
Government census data.
Eyewitness accounts (people who have recently come
from the affected area).
Verbal communication with experts on the affected area
or the relevant technical issues.
There are many other possible sources. In each situation,
consider what information will be useful and where this might
Criteria for secondary information
Decide how accurate and useful the secondary information is likely to be by asking yourself the following questions:
How was the information collected? What was the methodology used?
In what way might the information be biased? (Consider the
purpose for which it was collected.)
Be prepared to have initial ideas
contradicted, and look out for the
5.3.5 Define the information needed
The information needed will depend on what reliable information
is already available and the objectives of the assessment. For example, dont ask about the employment rate if the Ministry of labour
already produces reliable statistics on this aspect and dont question
people in urban areas about the crop growing cycle in rural areas.
5.3.6 Decide on the areas to visit
and the target population
Regions, areas, locations
Always include details of secondary information sources in the
It is rarely possible to visit the entire region of interest.
Representative areas must therefore be selected. Statistical methods for doing this are not normally feasible because of time and
access constraints. Use the review of secondary information to
identify areas and populations that fit the criteria below.
Priority 1: Area and/or population directly affected
For example, an earthquake zone, an area of armed conflict,
or a population forcibly displaced from their homes.
Priority 2: Area and/or population indirectly
For example, areas economically affected by conflict in a
Priority 3: Area and/or population unaffected or
The emergency has no significant impact on lives and
livelihoods (very useful for comparison with affected areas).
In a rapid assessment, there is normally only time to visit locations
and populations in the Priority 1 category. In detailed and continual assessments, a selection of areas from all three categories
should be visited. Sometimes it is impossible to gain access to
Priority 1 areas. If this is the case, try to talk to people who have
come from these areas.
Explain the reasons for your choice of areas in the assessment
report. The list of areas to visit may change after the first field visit.
If, after starting the fieldwork, it becomes clear that you have overlooked certain important areas, these can still be added. However,
if you have a set timeframe, this means that other areas will have
Ideally, you should decide which sampling methods you are going
to use before going to the field. If need be, you can also decide this
when you are on the spot.
If the areas chosen are large, containing many villages or municipalities (locations), it may be necessary to undertake a second
level of selection. There are two options:
Random sampling. Do this when locations and households
livelihoods are similar. List all the locations and randomly pick
the number that you intend to visit.
Purposive sampling. If the locations and/or households
livelihoods differ significantly, choose a variety of locations
and/or households reflecting different characteristics (ethnicity,
economics, town/village, etc.).
It is generally better to visit more locations and interview less people in each than vice versa.
In many emergency situations, humanitarian hubs
develop around key towns. Organizations congregate in
these locations and coverage of needs is generally good in the
immediate vicinity. However, gaps in coverage often exist between
or outside the hubs. When deciding upon the areas and locations to
visit, try to include some of these gap areas.
Example of random sampling for households
Step 1. Decide how many households to
The number of households interviewed will depend on the
time available and the size of the community. Carry out a
minimum of three interviews in each location, but do
more if you have time. Allow one hour for each interview,
with 30 minutes between each of them.
Step 2. Identify the households
Stand in the centre of the location. Spin an object on the
ground or throw a pen in the air and see where it lands.
Walk in the direction indicated by the end of the bottle or
pen until you reach the edge of the location, counting the
number of houses that you pass. Divide this number by the
number of households that you wish to interview; this
gives the interval between houses as follows (see Figure 6):
You want to interview three households.
You walk in the direction indicated and count 15 houses as you walk.
The interval between sample houses is therefore 15/3 =
5 (15 houses counted, 3 sample houses).
Choose a number at random between one and five; this
is the first household that you will interview.
After this house, walk in the same direction and count
another five houses; this is the second household to be
Carry out the same procedure to choose the third and
last household.
Centre of location
Example of purposive sampling for households
Use purposive sampling if households differ significantly.
For example, you may want to interview some households
because they are socially marginalized or because they have
distinct livelihoods. There are two ways to take the sample:
Groups are concentrated in particular sections of the
village or town. Carry out random sampling, as
described above, for each section.
Households are scattered across the village or town. If
you can identify the households in which you are interested from a village or town census, pick the appropriate number at random from this census. If census data
are not available, ask local people to help you identify
the required number of households from each group.
5.3.7 Organize the collection
The assessment team compiles a checklist of the information
required and the likely sources before going to the field. This is an
important part of the assessment process, as it provides a focus for
team discussion. Every assessment requires a specific checklist.
Standard checklists are not appropriate because:
The process of compiling the checklist is crucial.
Alternative approaches to random sampling
If houses are arranged in streets, pick a street and follow
the same procedure described in Step 2.
If accurate population data are available, households
can be picked at random from the list of names.
Initial checklists should include the following:
topics to be addressed;
methods to be used to collect the information;
people to talk to and how the interviews will be organized;
the responsibilities of each team member.
More detail on the collection of information is provided in
Checklists should not be treated as
questionnaires. They are intended as a
memory aid. During interviews, refer
occasionally to your checklist to ensure that
you cover everything. Remain open to new
information that emerges from the
interviews. The more experienced you
become, the less you will need the checklist.
5.3.8 Gather the means (human
resources, timing, logistics, etc.)
Appoint a team leader (if not already done) and decide upon the
structure of the team. This could take any of the following forms:
generalist(s): one or more people with experience but no specific technical background;
specialist(s): one or more people chosen because of their specific experience and skills;
multi-disciplinary: a group of specialists and possibly generalists representing all aspects of Red Cross Red Crescent work
(engineers, health workers, etc.).
the three types of team structure
Generalist(s)
Team can be assembled
quickly (because it is not
necessary to look for people
with specific skills). Hence
useful for rapid assessments.
Lack of specific skills means
that follow-up assessments
are needed when technical
Can provide a good overall
Technical problems may be
Staff from any discipline can
do the assessment; hence
appropriate for continual
In extreme situations,
assessment teams may need
to provide assistance (e.g.,
during conflict).
Can quickly identify
problems in their area of
May focus too much on own
specialist issues and miss the
investigated in detail, thus
avoiding need for
Difficult to assemble the full
range of professions;
therefore assessments are
Diverse experiences provide
broad basis for analysis.
May not need all technical
Difficult to coordinate team
methodologies, complicated
Large teams can present a
security threat and can be
intimidating to small
The advantages and disadvantages of each approach are outlined
Choose the appropriate team structure based on the circumstances surrounding each assessment, especially the type of information you have decided to collect. Other factors to consider
Language: If possible, include people who speak the language(s) of the area to be assessed. Include one interpreter for
each team member who does not speak the local language(s).
Gender balance: Try to have a mix of men and women in the
Local representation: It is sometimes useful to include representatives of the population living in the affected area.
Bias: All people are biased; their perceptions are based on cultural background, experience, professional training and many
other factors. Try to ensure a balance in the perspectives of
Whenever possible, it is best to use staff (National Society or delegation) already based in the country or area to be assessed. This
means that assessments can be done frequently, travel and other
costs are reduced, and the links between assessment, project planning and implementation are enhanced.
Make sure that national staff members are
comfortable with the idea of going to the
selected sites. For example, they may be
from an ethnic group that is not well
perceived in a particular area.
Before going to the field, the team leader should make sure that
all team members are fully briefed on:
the terms of reference or what is expected from the assessment ;
the plan of action, including the methodology to be used and
working relationships: the responsibilities of each team member, reporting lines, etc;
logistical arrangements for the assessment (transport, accommodation, etc.);
security, i.e. the existing situation and procedures to be
followed during the assessment;
other issues relevant to the particular assessment.
It is vital that all people involved in the assessment (including
interpreters) participate in the organization of the field trip.
Before going to the field, make sure that:
The time available (i.e. effective time spent in the field) is
adequate to achieve the objectives of the assessment.
The period (time of the year) is appropriate for such an assessment.
All logistic and administrative issues have been taken care of.
6.1 Fieldwork: principles
The following principles should be applied during fieldwork:
Consult the people affected. Encourage the people affected
by the emergency to explain how they view the situation. Even
in rapid onset emergencies it is possible to seek the opinions of
Consider the particular needs of different groups and
individuals (men, women, the elderly, children, etc.). People
will be affected differently by the emergency and their needs
will differ accordingly.
Consider the reliability of information. Information may
be fact (definitely true), opinion (depend upon the perspective of the person giving the information) or rumour
(based on unverified information).
Consider bias. Everybody is biased. Analysis of information
should take into account the potential bias of the informants
and of those carrying out the assessment.
Seek out marginalized groups and ensure that their
interests are taken into account. Consider who has
power and whose voice is not heard. Marginalization may be
based on gender, ethnicity, social status and/or many other
Look for changes and trends that affect society. Try to
understand what is causing these changes.
Look out for the unexpected. Be prepared to have your
assumptions challenged. Be alert and try to find out what issues
are most important to the people you are talking to.
Consider the impact of certain issues on society as a
whole. For example, HIV/AIDS is not just a health issue. In
many parts of the world, it has a devastating social and economic impact.
Throughout the assessment, think about how the
information will be used. Ask yourself what sort of pro-
gramme might be appropriate to deal with the issues being
raised. Consider the potential positive and negative effects of a
Time field visits carefully. Try to avoid times when people
are particularly busy or when there is a holiday or celebration.
Some people are absent during particular seasons, and activities
and vulnerabilities may vary from season to season.
6.2 Fieldwork: activities
Every day in the field is different and must be planned accordingly. There are a number of basic steps, however, that the assessment
team should follow.
The steps described below do not need to be undertaken in the order
in which they are listed; some may be carried out simultaneously if
the assessment team is large enough. It is often necessary to repeat
some steps if contradictions and inconsistencies are found.
Step 1 Plan each day carefully.
Prepare for the days work (usually the evening before).
Decide which location(s) will be visited.
Draw up checklists of the main information required.
Agree on the ways the information will be collected (these can
be amended during the day).
Define responsibilities (who will do what).
Step 2 Talk to the local authorities.
Talk to the local authorities (and other interested people) when
you arrive in a location. Explain who you are, the reason for your
visit and how you are going to go about collecting the information. It is sometimes useful to have a pre-prepared sheet consist-
Step 3 Use observation techniques.
Take an informal walk around the area accompanied by local people. This will give you an initial impression of the community.
Throughout the fieldwork, continue to observe everything around
you (see Section 6.3.1).
Step 4 Interview people.
Identify groups or individuals to talk to in order to gather the
required information (see Section 6.3.2).
Step 5 Organize team meetings.
All members of the assessment team should meet at given
moments during a day in the field, ideally at midday and at the
end of the day. This gives them an opportunity to share ideas and
agree on amendments to the schedule.
Step 6 Organize a community meeting
Whenever possible, hold a meeting with representatives of the
community when the field assessment has been completed.
Explain what you have done, but do not make commitments or
promises regarding assistance.
ing of a description of your organization and contact details. This
6.3 How to collect information
Information is collected through observation and interviews.
Observation is often underrated as an information source. An
enormous amount of information can be gathered very quickly
through observation. Crucially, it gives a feel for the situation
sounds, smells and visual impressions. This is, after all, the point
of going to the field. Guiding principles of observation include:
Start the assessment with a walk around the location. During
the assessment take the opportunity to observe as much as you
can. If you are discussing water, ask to see the water source. If
people describe a foodstuff that you do not know, ask to see
(and taste) it. You can learn a lot by spending time in communal meeting places (cafs, tea shops, etc.). Look around and talk
Observation is useful for cross-checking information. For
example, you are told that all the livestock has been lost in the
recent drought. Soon afterwards you see a large herd of goats.
This does not necessarily contradict what you have been told
many explanations are possible but it does provide the basis
for the next line of questioning: Who do these animals belong
to?, How did they survive the drought?, and so on.
Walking through the area with local people facilitates discussion. The atmosphere is informal, and questions are prompted
by the things you see. This is more natural than referring to a
prepared checklist. Very importantly, walking and observing
are excellent ways to come upon unexpected information.
Observation is the most straightforward approach to assessing
infrastructure and logistics. Driving along a road is a sure way
of finding out if it is passable (but be careful in conflict areas:
both landmines and explosive remnants of war may represent
security problems).
Ultimately, one piece of advice covers all situations: Be curious!
Observation is not just about seeing, but
also about hearing, smelling, feeling and
Interviews are the backbone of a field assessment. Each piece of
information sought should be looked at from three perspectives:
Who is (are) the best person(s) to talk to regarding this particular information?
Is it better to talk to the person(s) individually or in a group?
Which type and technique of interview should be used?
Choose whom to talk to.
Key informants are people who have specific knowledge about
certain aspects of the community. They are useful sources of information in rapid onset emergencies where time is limited. Typical
examples include farmers, health workers, government officials,
members of womens groups, children and young people, local
NGO staff, and traders. But anyone who has an interesting perspective and is able to express it well can be included. Look out
for such people throughout the assessment.
Key informant interviews are based on the specific knowledge and
experience of the informant. If the interviewee is a doctor, the discussion will probably focus on health issues. However, keep in
The fact that the informant is a doctor (or an engineer or any
other profession) does not mean that he or she is knowledgeable about all aspects of a topic; a hospital surgeon may know
little about primary health care issues in rural areas.
Professional people, because of their social position and contacts with other professional people, may have a good knowledge of the political and social environment and may be able to
provide information that goes beyond their field of work.
You will need to use your judgement in order to decide what sort
of information the informant can usefully provide. Start the interview with general topics, and then move on to specific areas of
Decide whether to conduct group
or individual interviews.
Interviews may be conducted with groups or individuals.
Group interviews allow interaction between people. By encouraging an atmosphere of constructive debate, you can cross-check
information and probe issues. For example, one person may say
that the most serious problems relate to the quality of health services, but others may not agree. A debate, even if it is inconclusive,
can give you an impression of the diversity of problems that affect
Group interviews are useful for two purposes:
To gather information about a wide range of topics. Assemble
a group of people with different backgrounds who, together,
can provide a overview of the situation.
To gain a deeper understanding of particular issues (cash-crops
harvest results, functioning of health services for livestock,
etc.). In this case, a group of people with similar backgrounds
is useful. This type of interview is called a focus group
When carrying out group interviews, be aware that:
Some people are naturally more outgoing than others.
Some people are confident within a group because of their status in local society. Conversely, people from marginalized
groups may be reluctant to speak openly, particularly if their
views are controversial.
Encourage a relaxed, informal atmosphere; seek the opinions of
those who are reluctant to speak. Manage the more confident
people so that they do not dominate the discussion.
If the local society is very hierarchical, there will be limits
to the diversity that you can achieve in a group. If there is
no chance that people will speak freely, or if their free participation
may cause problems for them or for others, it is better to convene
separate groups in which status is more balanced (or interview
people separately).
Individual interviews are useful for three purposes:
To obtain technical information from people representing specific professions, such as health workers or employees of the
To gain specific knowledge about a households livelihoods.
To delve into sensitive issues that are not appropriate for group
discussion (e.g. sexual abuse among refugee populations).
To save time, when there is not enough time to organize a
Before conducting an individual interview, make sure that
it will not put the person in a difficult situation. Whenever
feasible, clearly explain to the rest of the community why you want
to talk specifically to that person and on what topic.
Select the type of interview to conduct.
An interview can be semi-structured (checklist), structured (questionnaire) and unstructured (no points prepared in advance).
Semi-structured interviews are advised as they are the best way to
get good information. With the help of the checklist, you will be
able to cover all the points that you want to raise, while remaining flexible to allow the discussion to take a different direction if
A semi-structured interview is one in which the interviewer selects
a few key topics to be addressed and remains open to other possibly relevant topics arising in the course of the discussion.
Structured interviews or questionnaires are not included in these
guidelines because they are not very useful in general assessments.
Situations are often highly uncertain, and a flexible process of
assessment is required. Questionnaires are based on a fixed set of
questions, defined before fieldwork begins. Moreover:
Using questionnaires to examine complex and/or sensitive
information can produce misleading information.
The design of a good questionnaire demands technical expertise, experience and a good understanding of the context.
Questionnaires can supplement information obtained through
semi-structured interviews and observation (particularly in technical fields such as water and sanitation). If a questionnaire is to
be used, it should be designed by a specialist in the relevant sector
who has a good understanding of the specific emergency context.
Choose an appropriate interview technique.
Most interviews (both group and individual) are based on the vulnerability and capacity framework. Your aim is to understand the
problems that people face and the ways in which they cope with
them. Some problems are easy to identify, for example houses
destroyed by floods; for others, such as the abuse of civilians during war, you may need to dig deeper. Even seemingly straightforward issues may turn out to be more complicated when examined
When conducting a semi-structured interview, try to make the
interviewee(s) feel relaxed. Refer to your checklist and look out for
new information. Raise topics in different ways in order to crosscheck the information you receive.
People will inevitably bring up problems without being prompted. When this happens, encourage them to explain their concerns
and how they deal with them. It is normal for people to be reluctant or to find it difficult to explain every aspect of their coping
strategies because:
Some components are so integrated into their lifestyles that
they do not see them as specific strategies. For example, sharing resources between households.
Individual components of their coping strategies may contribute
very little and people do not think it important to discuss them.
When all the small components are added together, however,
they often make a significant contribution to livelihoods.
Activities may be illegal, for example small-scale trading without a licence or scrap metal collection involving unexploded
ordnance, and people are reluctant to divulge details to
strangers. Nor are they likely to go into detail about activities
such as prostitution, theft and sale of illicit items.
People may deliberately withhold information in order to make
their situation seem worse than it actually is in the hope that
this will encourage the Red Cross Red Crescent to help them.
The above constraints emphasize the need for a subtle approach.
Direct questions are not appropriate. Instead, probe the issues
carefully by asking questions in different ways and looking for
complementarities and contradictions in the information you
receive. Be sensitive; if people are uncomfortable with your questions, do not insist.
Start with a general conversation about life in the area, things you
see around you, etc. Do not lead straight into direct questions
about problems because:
This sets the wrong tone. You want to hear about positive as
well as negative aspects of life in the community.
Concentrating on problems gives the impression that your
objective is to find out what the Red Cross Red Crescent can
give. This encourages people to present shopping lists of
7.1 Participatory tools
Following is a range of tools or techniques that can be applied
during interviews to encourage interaction with informants and
to clarify the information that they provide.
These tools are designed for use with informants who are not
accustomed to analytical surveys. Use your discretion when applying
these tools; they are not appropriate in every situation. It is up to the
assessment team to decide which tools to use in a given situation.
7.1.1 Daily calendar
Daily calendars provide an insight into how different members of
a community spend their time and if and how this is changing.
They can also help in the choice and the design of programmes.
For example, if people spend five hours a day collecting water, it
is worth considering initiating a project to improve the water supply. Comparing current daily schedules with previous ones helps
identify trends. For example, if people are walking two hours to
find firewood, whereas previously they could find it within half an
hour, you can conclude that there may be a deforestation problem
or the forest may be contaminated by mines or explosive remnants
of war. In that case, a project to promote fuel-efficient stoves combined with other relevant activities might be useful.
It is often interesting to carry out the exercise separately with
different members of a household (e.g. children, men and
Ask participants to describe a typical day, giving as much detail
as possible about their activities and the amount of time each
takes (see Figure 8).
Example of a womans daily
schedule (Afghanistan)
Wake up. Fetch water.
Work in the kitchen garden.
Go to the market to buy food.
Men eat lunch.
Women eat lunch.
Clean dishes/kitchen.
Put wood or fuel in bukhari (heater)
to warm water.
Put youngest children to bed.
Dinner for women.
The aim of a historical timeline is to understand the recent history of the area and its inhabitants by identifying the main events
that have affected peoples lives. The exercise can be done during
a general group interview; the more diverse the group, the broader the perspective on local history.
Source ALNAP
Draw a line and pinpoint two or three important events that
have occurred within living memory. Place them in chronological order on the line.
Explain that the objective is to fill in the gaps on this line with
Ask people to recall significant events of the past (both positive
and negative) and when they happened in relation to the other
events already identified. Encourage them to explain the causes of the events and their impact.
7.1.3 Proportional piling
Proportional piling is a useful exercise for estimating quantities
and proportions, especially when working with people who are
not used to quantifying data. For example, you may need to know
the proportion of the community that is in each of five livelihood
groups or the income that a family receives from several different
Collect 100 dried beans (or pebbles or anything similar; they
just all have to be more or less the same size).
Explain the objective of the exercise. For example, for income
sources, ask household members to describe each source in turn.
List these and then ask them to divide up the beans according to
the relative importance of each source (see Figure 10).
7.1.2 Historical timeline
Consume own
In addition to quantifying data, proportional piling is a good
facilitation tool. In a group, giving people an activity of this kind
can break down barriers. It can also act as a focus for discussion.
There is usually a lot of debate about the relative size of the piles,
and this encourages participation and enhances accuracy.
7.1.4 Seasonal calendar 4
Seasonal calendars are a useful tool in rural environments where
production varies throughout the year. They can reflect all significant events occurring during the year. Seasonal calendars should
ideally be established for a period of 18 months, in order to reflect
seasonal cross-over periods. Calendar design is usually based on a
normal year, thus facilitating the subsequent deduction of
deviances observed during assessment. Whatever the ultimate
approach, calendars must indicate the reference year. It is best for
seasonal calendars to be made to begin at a significant period of
the year (rather than, for example, on 1st January). Seasonal calendars should include a row for each of the following:
the local name for seasons and their meaning in terms of activities and production;
climatic features (mainly rainfall patterns);
Adapted from Alain Mourey, Manuel de nutrition pour lintervention humanitaire, ICRC,
Geneva, 2004, p. 433.
stockbreeding practices:
seasonal feeding variations;
livestock migration patterns according to species;
breeding seasons according to species;
birth periods according to species;
wool and hide production;
plant or agricultural production (detailed according to the type
of crop and its use, e.g. sale, fodder, home consumption, etc.):
land preparation and ploughing;
sowing and harvest period according to crop;
parasite and pest control;
surplus sale/complementary food purchase;
seasonal market price variations;
the calendar of secondary production activities according to:
type, location, operator and contribution to the household
required work intensity and attribution:
hunger season;
cross-over periods;
Figure 11 provides an example of a simplified seasonal calendar
restricted to 12 months for ease of illustration.
Example of a seasonal calendar5
(fungi, sores)
International Federation, VCA toolbox, Geneva, 2007, p. 96.
Pair-wise ranking (also called paired ranking) is a participatory
method used to define priorities or to determine relative importance. For example, several informants may be asked to indicate
their problems or needs in order of priority, and the assessment
team can then verify the consistency of the answers. Alternatively,
economic status categories can be defined and described in terms
of means and occupation, whilst differences between poor, average and well-off households can be established. Proportional piling may then be used to attribute population percentages to each
wealth group.
Pair-wise ranking is also a very useful method to define preferences or order of importance. For instance, to determine the
importance of food sources (i.e. the issue), informants are asked to
indicate the different sources they rely on. These different issues,
or sources, are then entered in the rows and columns of a matrix;
the heading of column 1 is identical to that of row 1, that of column 2 is identical to that of column 2, and so on. Issues are then
compared to one another once, and informants asked to state
their preference; for example, Do you prefer issue 1 or issue 2?
or Which is more important: source 1 or source 2?. The answer
is then recorded in the corresponding box. The issue, or source,
that is most frequently selected is the most important (i.e. it has
the highest priority); this permits the ranking of all issues or
sources by order of importance (See Figure 12).
Geneva, 2004, p. 429.
7.1.5 Pair-wise ranking6
Pair-wise ranking example
of food sources
In the example in Figure 12, totals are as follows:
Production was found to be more important three times: 3.
Gathering was said to be more important twice: 2.
Purchase was said to be more important once: 1.
Gift was not once said to be more important than another
In other words, the most important food source in the opinion of
this group is clearly its own production, followed by gathered and
then purchased foods. This group appears to rely on gifts only
7.1.6 Stakeholder analysis 7
The following method is adapted from Serge Ghinet (Ghinet,
Humanitarian action evolves in a diversity of contexts in terms of
vulnerability to crises, social and functional dimensions, and
diverging interests and issues at stake. By looking at these different factors, it is possible to identify the different stakeholders in a
Geneva, 2004, p. 426-427.
On a practical level, this involves:
identifying the affected people and groups in a specific
defining who does what, when, how, where and why;
identifying individual interests;
understanding power relations;
defining the need for assistance;
understanding operational strengths and opportunities.
Stakeholders are identified according to different criteria:
social status (their position in the social structure);
identity (their image in a system of communication and
project (its purpose or objective as determined by circumstances and available resources);
power (their ability to influence other stakeholders);
their function and role within the social system under consideration;
the issues at stake for them arising from specific events, and
especially from humanitarian action.
Stakeholder analysis is conducted for each of the above parameters, based upon an analysis matrix. Stakeholders determine the
The general objective of stakeholder analysis is to ensure that
operations take place in the best possible conditions. To this end,
the interests, activities and needs of stakeholders need to be identified and taken into account in dialogue with them, so that
mutually beneficial arrangements can be reached.
columns, and the issues determine the rows. Figure 13 shows an
example of stakeholder analysis matrix relating to a general food
distribution (GFD).
example of a GFD
(to control it)
(to show
(to sell it)
and harvest)
(if they cannot
(if tradesmen
GFD)
(the GFD
(to avoid unrest
on how such
7.1.7 Why-why tree
The why-why tree allows for a participatory debate on the underlying causes of a specific problem. It also facilitates the prioritization of such causes. It clearly illustrates the relationship between
the cause and effect. By going to the roots of an issue, this tool
makes it possible to better define objectives and to choose appropriate intervention strategies.
Figure 14 provides an example of a why-why tree in a context
where the main problem is a food shortage. By looking at the real
causes of the food shortage, it becomes clear that a seed distribution, for example, would probably not be an appropriate response,
despite what may have been thought earlier.
The above simplified matrix does not include such stakeholders as
the humanitarian agency involved in the GFD, donors, and third
parties that support the war effort. Stakeholders must be analysed
in this example according to their relevance to the GFD; necessary
negotiation must be undertaken in order to ensure the smooth
delivery of the planned food assistance, i.e., its acceptance by all
stakeholders. Here again, participatory dialogue is the only possible approach.
Why-why tree example
of a food shortage
7.1.8 Capacity of peoples organizations
This is a tool for organizational analysis. It can help a community to identify the peoples organizations that are important to it.
Peoples organizations include religious institutions, schools,
financial committees, hospitals, coordinating bodies and local
identify the various types of support available to people, which
can gradually help build up local capacities
determine the kind of organizational support a peoples organ-
ization needs in order to address problems and risks and to
build up its management capacity.
Conduct a semi-structured interview. Use guiding topics such as:
History of the peoples organization.
When and why was it formed.
Number of active and passive members.
Membership trend (number increasing or decreasing?).
Attendance meetings.
Are its committees functioning?
Does the group have a community development plan?
What has the group contributed to the community so far?
to market foods
Analysis is the process whereby information from all the different
sources is synthesized to enable you to answer the following
What are the capacities of the affected population? How well
can they cope with the problems?
Is other assistance currently available to the affected population?
Is there a need for the Red Cross Red Crescent Movement to
intervene? If so, what type of intervention is required?
Analyse information continuously
throughout the assessment. Do not leave
analysis until the end of the assessment.
The one exception to this rule concerns
analysis of sectoral information. If the team
does not include specialists, information
relating to a particular sector should be
analysed whenever possible by the relevant
specialist after the assessment is over.
Once it comes to the project design in a
specialized field, consultation with
specialists is required.
resolving inconsistencies in the information that you collect;
8. After the
synthesizing information from different sources in order to
reach conclusions;
making recommendations for the future;
drafting an assessment report.
8.1.1 Inconsistent information
In any assessment, you will be faced with the problem of inconsistent information. This arises when informants provide different
answers to the same question.
One person tells you that the water source runs dry for two
months of the year, whilst another tells you that it never runs
One person tells you that all the animals from the village are
dead. Another tells you that half of the animals are alive and
grazing far away.
There are some measures you can take to minimize and resolve
such inconsistencies. The first is to think about the information as
you collect it. This helps to spot inconsistencies. Ask yourself the
Does the new information support or contradict secondary
Does information gathered from one informant support or
contradict information from another?
Does the information make sense? For example, if someone
tells you that the crop yield was zero, yet you see freshly harvested corn in the village, there is an inconsistency.
Asking yourself these questions leads you to think of new questions
to ask community members or to look for alternative information
sources to clarify the situation. Observation is often useful.
As a general rule, try to verify important information by comparing
input from at least three different sources. These sources should be as
diverse as possible. If several different sources provide the same
information, it is probably correct. This process is called
The second measure is to discuss findings regularly with other
During fieldwork. Meet at least once during a day in the
field (normally at midday). Compare information, discuss
inconsistencies and agree on modifications to the schedule of
At the end of each day. After each day in the field, discuss
the information that has been gathered and the conclusions
After the fieldwork. At the end of the fieldwork, the team
meets to agree upon final conclusions.
The third measure is to consider the reason for the inconsistencies. There are three common possibilities:
Perception. There is not always a correct answer. Peoples
interpretation of events depends upon their individual circumstances.
Access to information. Some people are better informed
about a particular subject than others.
Misrepresentation. Sometimes people purposely provide
Decide whether an inconsistency will affect the assessment conclusions and the proposals for future programmes. If the discrepancy is not critical to future programmes, try to resolve it but do
not spend too much time on it. If you cannot resolve it, you
should include a note of explanation in the final report.
If the inconsistency does significantly affect final conclusions, try
to resolve it by:
deciding which of the three above-mentioned reasons (or combination of reasons) is relevant;
considering why the information differs;
estimating the confidence you have in each of the sources (perhaps one source is more credible than another);
checking the information either talk again to the original
informants or identify new informants who might be able to
If these measures do not resolve the discrepancy, you will have to
make a judgement. In this case, the team leader decides upon the
conclusion, based on discussions with the team and after consideration of all the available information. It is essential that:
Conclusions based on judgements are clearly identified in the
assessment report, together with details of the assumptions
made in reaching these conclusions.
Recommendations for follow-up are made.
8.2 Summarizing information
Information will be collected from many different sources. If it is
to be useful, it must be summarized. This section provides guidance
on summarizing information from the various types of interview.
Information must be summarized from general to specific. The
following classification can be followed:
1 Secondary information will be used to describe the global situation/problem/reason why an assessment was done. Include in
the reporting all relevant secondary information that was
2 Group interviews and individual interviews with key informants will provide general information about livelihoods and the
overall situation in the area visited. Summarize the information
about livelihoods and the identification of wealth groups (poor,
average, better off ). For each location visited, summarize
household conditions. Highlight changes and trends. If there
are big differences between households within a location,
provide separate information for each type of household.
Examples of topics to be included in the summary
For broader understanding
Approximate number of individuals
or households (specify)
Is this year good, bad or normal?
If the year is bad, what are the
Main income sources in a normal
Effect of the emergency on income
sources for rapid and detailed
assessment or effect of the intervention on income sources for continual
Details of coping strategies
Could coping strategies have negative short- or long-term effects?
Is current income sufficient to cover
all needs?
3 Household interviews will provide more specific information
For more specific understanding
Number of households visited.
of this type in location.
Condition of housing (satisfactory,
unsatisfactory, unacceptable). Give
brief details if unsatisfactory or
Diet (main sources of food and
changes from normal).
Use of water (adequate quantity,
Health (illnesses and availability of
Asset sales. Do people sell household possessions? If so, which
Womens roles and responsibilities.
Childrens lifestyles. How are these
Size and composition of households
(average number of men, women
This section describes a three-step process for synthesizing information from different sources and presenting the conclusions in a
format that is useful to programme planners. Each step consists of
a table, together with notes explaining how to complete it. This
process is based on the vulnerability and capacity framework.
8.3.1 Step 1
If normal,
Problem ranking: Did all informants agree about the ranking of
problems? If not, give details (which problems were considered most
severe by each group of informants).
Other comments on information in the table:
List all the problems identified during the assessment. Be specific.
Do not say that the problem is floods. Do say that the problems
caused by the floods are, for example:
destruction of houses;
8.3 Synthesizing information
List each of these as a separate problem in the table. Rank the
problems in approximate order of severity (the most severe first).
Note whether each problem is normal or new. A normal problem is one that happens every year (e.g. a hunger period before
the harvest). A new problem is one that has resulted from the current emergency (e.g. contamination of water supplies after floods).
For normal problems, note how often the problem occurs (e.g.
once a year or once every three years). For new problems, note
when the problem started (with a date, when possible).
8.3.2 Step 2
strategies received
Location(s) of affected population(s).
Is this their normal residence? If it is not, why were they displaced? When were they displaced?
How accessible are the locations? Give details of constraints
linked to seasons, infrastructure (roads, airports, etc.), security
Do any of the coping strategies have negative consequences on
peoples current welfare and/or long-term livelihoods?
Are some people excluded from assistance? If so, why?
Identify the population affected by each of the problems
identified in Step 1. Describe each population. For example:
the people who live near the river; the residents of village
X; the members of clan Y; or children in village Z.
Estimate the number of people in each affected population,
based on the information collected during the assessment.
It is often difficult to estimate numbers, as information from
If estimates from different informants are reasonably close, take
an average of the estimates. For example, informant A gives an
estimate of 500 people, informant B estimates 550 and informant C estimates 575. The number used for the final report is
the average of these figures: (500 + 550 + 575)/3 =~ 540.
If estimates from different sources vary greatly, you will have to
judge which source is most reliable. For example, informant X
gives an estimate of 500 people, informant Y estimates 1,500
and informant Z estimates 1,600. You know that informant X
is more reliable than the other two. You might, therefore, use a
figure of 700 (or 800 or 900 or another average depending on
your assumptions).
Estimates are fine in the framework of an assessment. But should
an intervention effectively take place, more detailed calculations
Explain the needs that result from each of the problems. For
Problem 1: The well has run dry. The people need a source that
provides at least 15 litres per person per day within 500 metres
Problem 2: People are unable to access enough food. They need
a supplement of 50 per cent of their food needs for three
Wherever possible, quantify needs. For example, each household
needs a supplement of 75 kg of grain per month.
Describe existing coping strategies related to each problem and
Problem: water point is dry.
Affected population: village X.
Coping strategy 1: women and children walk three hours to
Coping strategy 2: people wash themselves less frequently.
Describe assistance that people currently receive. Assistance may
come from within the community or outside it. It may come from
traditional systems or ones set up specifically to address this problem. For example:
Traditional systems: religious groups within the community
always provide some help to the poorest.
Specific systems: relief is provided by an international agency
that is responding to this emergency.
Do coping
(100-A-B)
Explain how percentages were calculated.
For each affected population, list the needs that were identified in Step 2.
Indicate whether existing coping strategies and current assistance are sufficient to cover needs (yes or no).
Where possible, estimate the extent to which coping strategies and
assistance cover these needs. For example:
Problem. Houses have been destroyed in floods.
Coping strategies. People buy building materials, salvage
materials from their wrecked houses and obtain materials from
relatives or kinships. Through a proportional piling exercise
(see Section 7.1.3), you estimate that these strategies cover
about 65 per cent of needs. (A)
Assistance. The municipality gives some building materials.
This covers 10 per cent of needs. (B)
By combining their own coping strategies with assistance from
the municipality, the people are able to cover approximately
65+10 = 75 per cent of their needs for building materials.
8.3.3 Step 3
There is a gap in needs coverage of 10075 = 25 per cent of
needs (100-A-B). This might be covered by the Red Cross Red
8.4 Assessment report
For each assessment, compile a report structured according to the
headings agreed within your delegation. The amount of detail
included under each heading will depend on the circumstances of
each assessment.
It is important to present the conclusions of the assessment as
clearly as possible. The use of a standard format helps readers to
Keep the assessment report as short as possible, but make sure no
The assessment team is not expected to produce a complete programme design. However, ideas from the team are extremely useful to programme planners. There are three possible conclusions
from the assessment (see Vulnerability and capacity framework,
There is no need for an intervention (the capacity of the affected population is sufficient to withstand the problems).
There is a need for intervention, but the Red Cross Red Crescent
is not the appropriate agency to make this intervention.
There is a need for intervention and the Red Cross Red
Crescent is the appropriate agency to make it.
If you conclude that the Red Cross Red Crescent should intervene, write a brief summary of how it should intervene.
An assessment can lead to a precise project proposal or may remain
just as a recommendation. In the latter case, the collection of more indepth information will be required before a project can be designed.
8.4.1 Analysis and reporting tools
There are some tools that can help in analysing and/or reporting
important information. These visual supports are generally easier
to read and understand than a long text/explanation.
8.4.1.1 Diagram of interactions
The diagram of interactions shows the relationships (power and
solidarity) between a given group of people and other stakeholders. You can either create the diagram directly with the people you
are interviewing or collect all the information first and recreate the
diagram afterwards. This can serve as an excellent annex to a
Place the category of people of interest in a circle in the middle of
the diagram. Then add a circle for each stakeholder, sized and
positioned according to its importance/influence. Then draw
arrows corresponding to the type of relationship. Figure 15 shows
an example of a diagram of interactions.
Diagram of interactions
from Guarnio village
from Marchissy
IDPs from Fuerty region
8.4.1.2 SWOC analysis8
This tool enables analysis of the strengths, weaknesses, opportunities and constraints (SWOC) of a given programme. It comprises a four-box matrix, each box corresponding to one trait.
Figure 16 shows an example of a GFD.
Alain Mourey, Manuel de nutrition pour lintervention humanitaire, ICRC, Geneva, 2004, p. 449.
of a GFD
Distributions regular
Ration monotonous, discourages
Ration adequate
Appropriate distribution method
the appetite of small children
Occasional insecurity on the way
Beans difficult to cook
Monitoring of the health status
The attitude of armed groups
Registration for the therapeutic
and distribution point
Heavy load to carry home
Discussion sessions regarding
The resulting SWOC analysis provides the basis for enhancing
strengths, investigating opportunities, resolving, where possible,
weaknesses and constraints, and explaining the inevitability of
8.4.1.3 Graphs9
Graphs are widely used in a humanitarian setting; they are useful
for showing distributions, the evolution of a given characteristic
(malnutrition, the price of basic food commodities, etc.) or the
relationship between two varying characteristics. They commonly
comprise a horizontal axis (x-axis, or abscissa), which usually
reflects the independent variable, and a vertical axis (y-axis, or
Alain Mourey, Manuel de nutrition pour lintervention humanitaire, ICRC, Geneva, 2004, p. 430.
ordinate), which reflects the dependent variable. Two-axis graphs
may be represented in different ways; graphs may also be used to
reflect proportions, by subdividing a given area (pie charts, horizontal, vertical or aggregate column charts, etc.). Figure 17 shows
the evolution of staple cereal prices over time.
Figure 17 shows a substantial (more than three times) and steady
increase in maize prices between January and June 2000, with an
abrupt drop in August. These developments warrant explanation
in the report. Nowadays, most computers are equipped with software for producing quick and easy graphic illustrations.
Maps help to visualize a space and how that space is occupied.
Like graphs, maps are a common tool in humanitarian action.
They usually show physical features such as overland routes,
dwellings, administrative boundaries, infrastructure, waterways
(hydrography) and relief. It is best to keep them as simple as possible for field use and to restrict them to those elements that are
necessary. A map can be produced (either because an appropriate
one does not exist or to suit specific purposes) by using a compass
and a mile counter, or even just by observation. Figures 18, 19, 20
and 21 shows different sample maps.
8.4.1.4 Maps
Figure 19 Hazard/risk map10
Example (from Make that Change)
collapse due
International Federation, VCA toolbox, Geneva, 2007, p. 78-79.
Figure 20 Spatial map11
International Federation, VCA toolbox, Geneva, 2007, p. 80-81.
Figure 21 Spatial map12
Example (from Indian Red Cross Society, Training of
Trainers Curriculum for Community Based Disaster
Elderly couple living alone
Low bridge cut off
Trucks can be hired here
International Federation, VCA toolbox, Geneva, 2007, p. 82-83.
8.4.1.5 Transect walk
A transect walk involves walking through the community to
observe the people, the surroundings and the resources. It is used
to note the sites and topography of the area and to understand
inter-relationships in their natural surroundings.
A transect walk is usually done early in the research process
because it gives an overall view of the community. Thus, it enables
to observe things that may require further investigation later on
Write down what you see and hear as you go along (See Figure 22).
Later this can be transferred to a transect diagram (See Figure 23).
Transect walk Recorded
Transect walk, VCA, Izmir, Turkey, 2006
International Federation, VCA toolbox, Geneva, 2007, p. 89.
Figure 23 Transect walk transect diagram14
Hilly, slopy, valley
Rocky, hilly, valley
settlements, health, school,
Settlements, farming,
measures, water
Soil erosion, water
contamination, mosquito
Erosion, mosquito
breeding, unprotected
Slopy ground, stagnant
deforestation, use
of artificial fertilizer
Stagnant nature of
water, slopy ground
Church, aloe for medicine
Aloe for traditional
Rocks, catchments, food
production, water pump,
Dam, catchments,
Water, aloe and
Aloe, water
Hilly, slopy, valley, flat
Hilly, slopy, rocky, flat
settlements, grazing,
water point, water
harvesting, soil and
Farming, grazing,
Farming, grazing, soil
Erosion, poor sanitation
at water point, open well
Erosion, soil degradation,
depletion of underground
Unprotected spring,
deforestation, slopy
ground, use of artificial
fertilizer, overuse
(pressure) on water point
nature of the ground,
overgrazing, use of
Church, aloe for
Road access, rocks for
construction, soil erosion
control measures, food
production, potential
Rocks for construction,
road access, soil and
measures, food production, potential catchments
Grazing area,
water well, rocks
Aloe, eucalyptus trees
International Federation, VCA toolbox, Geneva, 2007, p. 90-91.
Part 2: Content of an assessment
Content of an
CICR/Louis Virginie
Part 2 focuses on the content of an assessment. It provides guidance on those elements that should be looked at in order to gain
a better understanding of an emergency situation.
The content of an assessment relates to how people are coping
after a crisis or a shock. This can be determined by a comprehensive and integrated review of the context, the crisis or shock, the
agencies involved, the problems faced by the populations directly
or indirectly affected, and the response strategies they have put in
It goes without saying that most of the information is obtained by
talking to the communities concerned using a participatory
In Part 2, the ICRC covers the household economy approach,
while the International Federation details the elements to look at
24 hours and 4872 hours after a disaster. While Part 1 (process)
tackles issues of common interest to both organizations, the information in Part 2 (content) is relative to the work of each organization.
CICR/Moeckli Olivier
9.1 Definition of household
The household economy is the sum of the ways in which households access, strengthen and maintain their cash and in-kind
incomes to cover their essential needs (food, cash income, and
assets such as savings, livestock, land, etc.).
9.2 The household economy
The household economy approach aims to study if and how
households manage to cover their essential and non-essential
needs. Ultimately, it shows whether or not a given population is
economically insecure and therefore in need of assistance. It is
done by comparing a normal, baseline year (reflecting the usual
conditions when the population is able to cover its essential needs)
and the year in question, especially after a crisis or shock. The
comparison makes it possible to determine if the population is
worse, the same or better off than in the past.
9.3 Steps in data collection
Using the data collection methods described in Part 1 (process),
follow the steps below to build up a clear view of the situation.15
J. Seaman et al., The Household Economy Approach: A Resource Manual for Practitioners, Save the
Children Fund, London, 2000.
9.The household
Assess the household economy
Food and income are generally obtained through own-food production, purchases, salaries, hunting, backyard gardening, etc.
Gather information on the types of activities/means to obtain
food and income, the frequency of these activities, and the members of the household who participate in these activities. Estimate
how much income each activity contributes to the households
earnings. Define the households expenditures.
Identify livelihood zones
Livelihood zones are geographic areas where the majority of
households share the same economic dynamic (e.g. agro-pastoralists, cash-crop farmers, etc.). Livelihood zones may overlap with
another one (e.g. employees and self-employed persons in a city or
pastoral and farming activities in a rural area).
Identify the various relevant livelihood zones in a selected area.
Identify wealth groups
Wealth groups are groups of households that have similar
resources and capacities to exploit various food and income
options within a livelihood zone.
Identify the key factors that differentiate wealth groups (poor,
average, better off ).
Understand links to markets
and observe market changes
Knowing what the normal links between communities and their
different markets are helps to understand and predict the available
options in times of crisis.
During a crisis, observe changes both in the labour market (more
or fewer job opportunities, lower or higher wages, etc.) and in
prices of key commodities and/or access to them. Identify the rea-
Calculate the effect
of the shock/hazard
The consequences of a shock/hazard on a household in any location will depend on the specific combination of:
the magnitude and nature of the shock/hazard (scale, severity,
the economy of the household;
opportunities to compensate for loss of income;
choices that households make owing to the particular
degree of market dependency;
It is important to analyse the consequences that a particular
shock/hazard, such as insecurity, displacement, drought, floods,
etc., can have on a households ability to access essential needs.
This requires looking into its coping mechanisms, vulnerability
level and/or level of resilience.
Coping mechanisms are the adapted/unusual strategies that people choose as a way of living through difficult times.
Strategies that are not damaging to livelihoods (e.g. short-term
dietary changes, collection of wild fruits, sale of non-essential
assets, migration of individuals for work, extra work hours, use
of skills, solidarity, etc.). These are easily reversible.
son(s) for those changes (conflict and/or damage to infrastructure,
Vulnerability is defined as: The conditions determined by physical, social, economic, environmental, and political factors or
processes which increase the susceptibility of community to the
impact of shocks/hazards16. All people are vulnerable to something (e.g. a farmer is vulnerable to the failure of rains).
Vulnerability can be reduced by increasing and protecting livelihoods and decreasing the degree of exposure to hazard.
It is important to distinguish between shocks/hazards originating
from outside the community (those that affect all people in the
same locality) and shocks/hazards that principally affect only individual households (e.g. the breadwinner is HIV positive, discrimination, etc.).
Resilience is the ability to reduce, prepare for, resist and recover
from shocks/hazards. A totally vulnerable household means a
household without any resilience to face a shock/hazard; a household that can absorb a shock/hazard is a household with an appropriate level of resilience.
The longer the shock/hazard lasts, the more the sources of income
and coping mechanisms are at risk, to the point that they may all
be lost. All that remains then is work capacity and even that can
be weakened by hunger and failing health. When households lose
their assets, they lose their means of living.
People who have a good wealth status can be affected by a shock
or hazard as severely as those with a bad wealth status. In that case,
both are similarly vulnerable. The main difference will be their
capacities to cope. A formerly rich household may be less able to
cope (as it is not used to poverty).
Determine for how long a household can keep on with the chosen coping mechanisms.
Which of the existing food and income options can be expanded under the current circumstances?
What additional options can be pursued?
Analyse the external
The external environment/factors influence the vulnerability and
resilience of households. They include laws (written or customary), existing infrastructure (roads, etc.), and services (credit,
schools, etc.). They are represented by the various institutions.
Institutions can mean both membership organizations and invisible
rules of the game. They include:
formal membership organizations, such as cooperatives
and registered groups;
informal organizations, such as exchange labour groups or
rotating savings groups;
political institutions, such as ministries, laws and regulations
including land tenure;
economic institutions, such as markets, private companies,
banks or the tax system;
socio-cultural institutions, such as kinship, marriage,
inheritance, religion.
A good policy/institutional environment makes it easier for people to secure and protect livelihoods, while a bad policy/institutional environment may exacerbate vulnerability conditions.
Local institutions influence the household economy approach
directly, by determining which activities are legal/illegal and
appropriate/inappropriate for women and men, by creating incentives to pursue certain activities and choices over others and by
influencing perceptions of the effectiveness of particular strategies
in achieving desired outcomes. Local institutions also affect
household livelihood strategies indirectly through their influence
on access to and control of household assets.
Governance is about much more than government and involves
power in the much broader sense in that it is exercised by all actors
and stakeholders in a given situation, including the private sector,
civil society and international organizations. This wider power
system also affects peoples capacities to take precautions against
hazards and their rights to express their needs and to have access
to the relevant technical knowledge and preparedness measures
that can reduce their vulnerability.
Analyse the capacity of the
population and the intervention
Analysis of all the above-mentioned points enables us to assess the
capacity of the population to prevent and overcome shocks/hazards. The result of the analysis will determine if an intervention is
necessary and, if so, what sort of intervention.
Capacity of household to prevent
and/or overcome shocks/hazards
Decide if an intervention is necessary.
If so, determine the type of intervention.
The following checklist provides some of the key elements to look
at when carrying out an assessment in order to better define the
household economy and the external environment. Not all the
elements need be included every time: the choice will depend on
the objective of the assessment and the situation at hand. By the
same token, other relevant elements not listed can be added.
livestock and yield (milk, meat, skin);
cultivated acreage and yield;
tools (hand tools, agricultural tools);
means of production for craft and trade activities (equipment,
facilities, other resources);
inputs for production (seeds, fertilizers, chemicals for crop production, fodder, drugs for livestock, wood for carpentry, spare
parts for mechanics/plumbing);
availability of commodities (supply/trade for household or as
inputs to production);
communication resources (telephone, radio, television,
access to communication services and media.
9.4 Checklist for assessment
right to access and use land;
availability of fishing resources;
water availability and accessibility (human consumption, livestock, irrigation from sources, wells, ponds, boreholes, etc.);
natural energy availability/accessibility (wood, dung, etc.);
pollution- and hazard-free environment.
labour force availability (within the household);
availability of salaries (daily, weekly, periodically, wage rates, etc.);
price of commodities (for the household or as inputs to
debts/savings;
public safety nets (subsidies, pensions);
governmental and private services (health, sanitation, support
services to crops and livestock production, libraries, recreation);
social networks (kinship and family, church associations, work
networks, other local associations);
social coping mechanisms;
local civil society organizations (non-governmental organizations, community-based organizations).
adequacy and applicability of state and customary laws;
access to local decision-making and political processes (formal
and informal, through good governance, transparency, forums
for community input, vibrant political parties, etc.);
access to legal redress.
CICR/Ana Gerlin Hernandez Bonilla
CICR / Moeckli Olivier
The following checklists aim to help identify the information that
should be collected as a priority when carrying out a rapid assessment in the first 24 hours and 72 hours after a rapid onset disaster,16 such as a major flood or earthquake. The checklists contribute relevant information for early recovery assessment needs
and prepare the ground to continue the assessment process in a
more detailed manner for 1 to 30 days after a disaster.
During a rapid assessment, it is important to focus on the changes
between the situation before the disaster and the situation after the
disaster. Therefore, assessments in emergencies place people and
their livelihoods at the centre of the action and determine how
one or more of the five components generating vulnerability17 are
The analysis of the information gathered should facilitate a clear
The degree of peoples livelihood resistance and resilience,
enabling them to survive and adequately meet their basic
needs. This will help to understand and determine their wellbeing status and any income-generation concerns.
Peoples existing level of well-being in terms of health (including mental health), nutrition, water and sanitation, employment, housing, etc.
Another checklist for carrying out a food security assessment, especially, but not exclusively,
in slow onset disasters (e.g. drought), can be found in How to conduct a food security assessment:
A step-by-step guide for National Societies in Africa, International Federation, 2006.
17 Terry Cannon, Reducing Peoples Vulnerability to Natural Hazards, April 2007.
10.Key elements
to look for after
The level of self-protection, which is linked to having adequate means to ensure the protection of people, the home,
goods and means of production, as well as having skills and
techniques which contribute to such protection.
The conditions of social protection, which in general is provided by local institutions and which involves precautionary
measures that people cannot arrange by themselves.
Governance,18 which refers to the way in which power is exercised in the management of financial, social and national
resources to respond to the situation.
Once rapid assessments have been completed, decision-makers are
better equipped to facilitate actions that save lives, protect vital
needs, support basic social services and preserve livelihoods.
In early recovery assessment, the main purpose is to find out how
the disaster has impacted on:
peoples means of making a living, including their assets and
activities (livelihoods);
peoples ability to safely and adequately shelter themselves
(beyond the first days/weeks);
health, including the effects of trauma on peoples ability to
access to key services such as health, water and sanitation,
electricity, transport, education, etc.;
peoples vulnerability and strategies for coping with the disaster.
The assessment should also facilitate better understanding of:
the interaction of livelihoods, shelter, health and access to key
services in terms of reducing or increasing peoples vulnerability and ability to cope;
peoples own assessment of their key needs and highest
the capacity and interest of International Federation members
to respond, particularly the National Society of the affected
World Bank, Governance and Development, Washington D.C., 1992 (non-official translation).
whether there are any stakeholders, policies or processes that
may positively or negatively affect the ability to respond to the
priority needs identified by the affected communities;
what other organizations are doing, so that programmes or
activities are not duplicated.
The following formats for 24 hour assessment and for 72 hour
assessment have been divided into two main categories:
the institutional conditions to respond after a disaster;
the community conditions and capacities to cope with the
National Society response capacity
Type and scope of disaster
Has headquarters or branches been affected?
Has the National Society the capacity and resources
to respond quickly?
Has the National Society the capacity for or experience
of international coordination?
First 24 hour field assessment
Refer to National Society
assessment (Form A)
Refer to immediate
Assessment planning completed.
Team A reviews secondary data.
Teams B conduct field assessments.
Staff assigned to government authorities Emergency
Operation Centres (EOCs)
National Societies EOC established and operational.
Partner National Society/International Federation involved
in the National Societys EOC.
Communication and information protocols
Information analysed.
Decisions facilitate response.
Follow National Societys
First-aid teams
First 24 hour field
DMIS reports
NDRT deployment
Preliminary appeal?
RDRT?
Parallel actions related to response
while assessment process starts
NS/branches GPS coordinates
self-assessment form (A)
Expected scope of the disaster?
Does the National Society have experience in
managing a disaster on the same scale or worse?
at headquarters and
branch levels after
5 Ability to fund
6 Telecommunications Land Mobile HF/VHF/
7.a Warehousing
and relief goods.
7.b Do you have stocks
available to meet current
beneficiary needs?
7.c If yes, for how
Minor damage: Building can be safely occupied but needs minor repairs.
Moderate damage: Building cannot be safely occupied and requires major repairs.
Destroyed: Obviously destroyed and requires rebuilding.
Note: If necessary, sketch a map to show location.
In general, before
issues to highlight?
(National Societies,
ICRC in-country)
EOC and UN
Experience coordinating international response without assistance?
Rapid field assessment form (B)
3 Name of assessment team leader:
4 Name of contact person
in the community and contact
8 Homes affected
# Minor damage
# Moderate damage
9 # of families
(provide % if number
is not possible within
displaced evacuated
10 How are people
being sheltered?
Shelter/host families/
Describe shelter situation
Describe damage and access
11 Status of roads/
12 Conditions/access
of (as applicable):
13 Effect on
(e.g. livestock,
poultry, etc.)
16 What are the
losses in fishing?
Expected needs:
15 What are the
Crops/gardens
losses in agriculture?
14 Brief description of livelihood groups and how they are affected
(Observation) Describe livelihood losses
17 Answer the following questions
a Is the local government active in the disaster response?
b Is the community responding to the disaster?
c Are NGOs responding in the disaster area?
72 hour field assessment
Refer to rapid field
assessment (Form B)
Assessment planning completed
Team A: Reviews secondary data and
National Society response capacity.
Teams B: Conducts field assessments, etc
self-assessment (Form A)
Update on whether National Society headquarters
or branches have been affected.
Update on the National Societys capacity to respond
quickly with resources and if it has experience with
Volunteers and staff management capacities.
Information collected from secondary data and
triangulated through coordination with other actors.
Staff assigned to government authorities EOC.
Host National Societys EOC fully operational.
in Host National Societys EOC.
Communication and information protocols.
72 hour field
National Society/branches GPS
coordinates (If available):
What is the scope of the disaster compared
with the first 24 hours?
2 Describe what has
24 hour report at
branches in terms
Structural/infrastructural, staff, volunteers, other:
Capacity to fund the operation?
6 Telecommunications In general:
HF/VHF/SMS
and relief goods
What relief items or services (with specifications) will you
need in the first four weeks of the response?
What is the priority of goods, individual items
How many do you need and will you be able to distribute?
What is the likely priority of delivery by village/area, etc.?
RDRT:
Has the National
Society requested
and agreed on any
9 Describe what has
changed in terms
of safety or security
Field assessment form (B)
(provide percentage
if number is not possible
(Observation) Describe conditions
10 How are the means of
communication functioning?
Land line, mobile phone, VHF, HF, etc.
What are the climatic factors?
Is the current shelter resistant to rain, wind,
sun, cold?
What is the physical status
of existing structures?
How many people lack adequate shelter?
Which social groups are most
at risk and why?
Is food available in the disaster
Yes No What kind?
Is there enough food for the potential number
of people potentially affected?
Is this food accessible to all
the affected people, or do only
a few have access?
Do people have access
to cooking facilities?
Utensils: None Few Many
Do people have access to a safe place
to prepare food and eat it?
What are peoples dietary habits (main food products they normally consume)?
Are there specific groups that face difficulties in obtaining food in this site?
What was the health and nutritional
situation of the people before the
disaster? Explain:
Is there a health emergency?
What did a typical household used to have?
What is the customary provision of clothing,
blankets and bedding for women, men, children
and infants, pregnant and lactating women,
and older people?
What is the immediate risk to life?
experiencing serious trauma or
other psychological effects since
Describe access and conditions
Is any disaster-related problem affecting health facilities?
What health activities should
the Red Cross Red Crescent engage
in to supply needs/resources?
Number and kind of specific health
target/vulnerable population
14 Safety, security and protection
Have families been separated?
Approximate number:
Are there any potential security
Has registration of affected people
Details of registration process:
Are there unaccompanied minors?
Is there any need for restoring family links?
Are people subject to:
Gender-based or psychological intimidation:
Are people taking risks or is access to basic
needs blocked by weapon contamination
(mines/ERW)?
above normal?
Is it increasing or
enough water for:
Are people using
Do people treat
carried and stored water at home by:
Are there adequate hand
at key points and are
Is soap or an alternative
16 Sheltering
and key services:
If homes have been severely
On the site of their former homes?
In camps? Yes No
15 Water and sanitation
Do people use their homes
for productive activities?
Did people use their homes to store:
Have they lost access to this space
to produce goods?
Provide shelter or food for animals?
Are they unable to run small businesses?
How has the disaster affected this use?
Has the disaster affected their productive
Describe the physical status climatic
Need to resist heavy rain:
Need to resist heavy wind:
Need to resist hot weather:
Need to resist cold weather:
of activities households use
to make a living? (e.g. farmer
with smallholding, office worker, wage
labourer, remittances, a combination
of activities, etc.)
What were the main sources of income
and food prior to the disaster?
What are the main agricultural
What has happened to households
that run shops?
Who does what on the land
Have communities lost key items (assets) that they need for their work (e.g. fishing
or farming equipment, means of transport, tools or equipment, etc.)? Explain:
Update damage and access
11 Status of roads.
Have important environmental assets been
damaged or destroyed which may affect
peoples future ability to make a living?
The International Red Cross and Red Crescent Movement, born of a desire
to bring assistance without discrimination to the wounded on the
battlefield, endeavours, in its international and national capacity, to prevent
and alleviate human suffering wherever it may be found. Its purpose is to
protect life and health and to ensure respect for the human being. It
promotes mutual understanding, friendship, cooperation and lasting peace
amongst all peoples.
It makes no discrimination as to nationality, race, religious beliefs, class or
political opinions. It endeavours to relieve the suffering of individuals,
being guided solely by their needs, and to give priority to the most urgent
In order to enjoy the confidence of all, the Movement may not take sides
in hostilities or engage in controversies of a political, racial, religious or
The Movement is independent. The National Societies, while auxiliaries in
the humanitarian services of their governments and subject to the laws of
their respective countries, must always maintain their autonomy so that
they may be able at all times to act in accordance with the principles of the
It is a voluntary relief movement not prompted in any manner by desire for
There can be only one Red Cross or Red Crescent Society in any one
country. It must be open to all. It must carry on its humanitarian work
The International Red Cross and Red Crescent Movement, in which all
societies have equal status and share equal responsibilities and duties in
helping each other, is worldwide.
of Red Cross and Red Crescent
Societies promotes the
humanitarian activities of National
Societies among vulnerable
By coordinating international
disaster relief and encouraging
development support it seeks
to prevent and alleviate
the National Societies and
of the Red Cross together
constitute the International
118000 04/2008 E 2,000
the Red Cross (ICRC) is an
organization whose exclusively
humanitarian mission is to protect
the lives and dignity of victims of
war and internal violence and to
provide them with assistance. It
directs and coordinates the
conducted by the Movement in
situations of conflict. It also
endeavours to prevent suffering
by promoting and strengthening
humanitarian law and universal
Etablished in 1863, the ICRC is at
the origin of the International Red
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