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EmergencyCapacityBuilding(ECB)Project–ConsortiumIndonesia ManualBookfor:ECB‐JointNeedsAssessment(JNA)BukuPanduanManualuntuk: KajiCepatTerpaduatasKebutuhan

September2012

EmergencyCapacityBuilding(ECB)Project–ConsortiumIndonesia ManualBookfor:ECB‐JointNeedsAssessment(JNA)BukuPanduanManualuntuk: KajiCepatTerpaduatasKebutuhanSeptember2012

TABLE OF CONTENTS

This manual handbook has four main sections, both in English and Bahasa.

Buku panduan manual ini memiliki empat bagian utama, baik dalam versi Bahasa

Inggris dan Bahasa Indonesia.

Section 1 : Methodology and Guidelines for the Joint Needs Assessment (JNA) .................... 1

Section 2 : Joint Needs Assessment (JNA) Questionnaire – Key Informant (KI) /

Community Group (CG) .................................................................................................................17

Section 3 : Joint Needs Assessment (JNA) Questionnaire – Key Informant (KI) /

Community Group (CG) - Instruction ....................................................................................24

Section 4 : Joint Needs Assessment (JNA) Direct Observation (DO) .............................................36

Annex : ECB – Consortium Indonesia DREP .............................................................................................. i

Bagian 1 : Metodologi dan Panduan Kaji Cepat Terpadu atas Kebutuhan .............................39

Bagian 2 : Kuesioner Kaji Cepat Terpadu atas Kebutuhan – Narasumber Kunci / Diskusi

Kelompok ...............................................................................................................................................56

Bagian 3 : Kuesioner Kaji Cepat Terpadu atas Kebutuhan – Narasumber Kunci / Diskusi

Kelompok - Instruksi Pengisian ................................................................................................63

Bagian 4 : Kaji Cepat Terpadu atas Kebutuhan – Observasi Langsung .....................................76

Lampiran : Konsorsium ECB Indonesia DREP ............................................................................................ x

PREFACE Humanitarian response has become core mandate for many international non – government organizations (INGO) working in the developing countries, particularly in countries considered prone to disaster like Indonesia. In the past, INGOs in Indonesia would respond to disaster using their own strategy, tools and approach, independently from each other; and coordination and information sharing during the response period was very rare. As a result, it was not unusual for INGOs and even the government to use different information as the basis for response. It was also common to find overlapping of responses and assistance in one place, while other affected areas were under-served. Not to mention the poor quality of the response as it was designed not based on reliable or appropriate data. The Emergency Capacity Building (ECB) project , which started in 2005 with the pilot phase and then continued in 2008 until now, was designed to improve the capacity of the ECB member organizations’ speed, quality and accountability in emergency response. Being operational in a disaster – prone country and having lots of experience in responding to various types and scales of disasters in Indonesia, ECB Indonesia consortium has identified early on the need and importance of having accurate and reliable data in order to design high quality and accountable emergency response interventions. After a lengthy, dynamic, complicated (and sometimes painful) process at both ECB Indonesia and global levels, ECB Indonesia consortium has finally completed the development of a Joint Needs Assessment tools (JNA), along with the guideline and methodology, that can be used by humanitarian actors to conduct emergency needs assessment and collect data and information on the scale and impact of the disaster. Use of single, uniform tools will help the emergency responders in obtaining compatible and reliable data and information that can be shared among the humanitarian actors and government agencies for making

decision on the response strategies and/or interventions. The Joint Needs Assessment (JNA) tool is one of the ECB Project’s tangible outputs that hopefully will contribute to the improvement of quality of the humanitarian responses in Indonesia and in other countries. As the lead agency for ECB Indonesia consortium, CRS would like to thank all ECB Indonesia member organizations and their focal points for all of their hard works, contribution and support to the development and finalization of the JNA. Our sincere gratitude also goes to ACAPS for their continuous technical support and guidance from the beginning of the JNA conception through the completion of the tool and guidance. The success of JNA development and introduction to wider humanitarian communities in Indonesia would not have been possible without the support of UNOCHA Indonesia who in many instances had advocated, to government agencies and other international and national humanitarian organizations in Indonesia, for the use of JNA in emergency response. Thank you, Catholic Relief Services (CRS)

INTORDUCTION This manual, ECB Joint Needs Assessment (JNA), was produced as part of the Emergency Capacity Building (ECB) Project as a guidance on carrying out a joint (multi-agency, multi-sector) needs assessment (JNA) in the Indonesia context. The ECB Project itself is a global humanitarian initiative led by six international agencies working through five ECB consortia. Since 2005, the project has sought to improve the speed, quality and effectiveness of emergency preparedness and response in the humanitarian community by building capacity at the field, organizational and humanitarian sector levels. The key principles of collaboration, partnership and non-duplication frame the way that participating agencies work together. ECB – Consortium Indonesia has developed a rapid Joint Needs Assessment (JNA) methodology and tool in consultation with the Government of Indonesia and the United Nations Office for Coordination of Humanitarian Affairs (UNOCHA) Country Team. This methodology includes pre-agreements between actors to deploy a common approach, a standard data collection template, and a database for the management and analysis of data. This manual aims to provide information on the methodology and on the use of JNA tool (questionnaires, direct observation form). ECB Project hopes this manual will assist humanitarian community and Government of Indonesia on conducting a rapid needs assessment to be able to provide humanitarian responses which will be timely, efficiently, effectively and at appropriate scale and scope.

PENDAHULUAN Buku petunjuk ini, Kajian Cepat Terpadu atas Kebutuhan (Joint Needs Assessment) dari ECB, dibuat sebagai bagian dari Emergency Capacity Building Project (Proyek Pembangunan Kapasitas untuk Situasi Darurat) sebagai panduan dalam melaksanakan kajian terpadu (multi-lembaga, multi-sektor) atas kebutuhan dalam konteks Indonesia. ECB Project sendiri merupakan sebuah inisiatif kemanusiaan global yang dilakukan bersama oleh enam lembaga internasional yang bekerja melalui lima konsorsium ECB. Sejak tahun 2005, proyek ini telah berupaya untuk meningkatkan kecepatan, kualitas dan efektivitas kesiapsiagaan dan tanggap darurat di komunitas kemanusiaan dengan membangun kapasitas di tingkat lapangan, di tingkat organisasi dan di tingkat sektor kemanusiaan. Prinsip-prinsip kunci untuk kerjasama, kemitraan dan menghindari duplikasi menjadi dasar untuk mengembangkan metode untuk bekerja sama bagi lembaga-lembaga yang berpartisipasi. ECB Konsorsium Indonesia telah mengembangkan metodologi dan perangkat Kajian Cepat Terpadu atas Kebutuhan (Joint Needs Assessment atau biasa disingkat JNA) melalui konsultasi dengan Pemerintah Indonesia dan UN OCHA (the United Nation Office for Coordination of Humanitarian Affairs) Country Team. Metodologi ini meliputi kesepakatan awal antar para pelaku untuk menggunakan pendekatan yang sama, model pengumpulan data yang baku, dan database untuk manajemen data dan analisisnya. Panduan ini bertujuan untuk memberikan informasi mengenai metodologi dan penggunaan perangkat JNA (kuesioner, form pengamatan langsung). ECB Project berharap panduan ini akan membantu komunitas kemanusiaan dan Pemerintah Indonesia dalam melakukan kajian cepat atas kebutuhan sehingga dapat memberikan respons kemanusiaan yang tepat waktu, efisien, efektif dan dengan skala dan ruang lingkup yang sesuai.dan ruang lingkup yang sesuai.

1

Emergency Capacity Building (ECB) Project –

Consortium Indonesia Joint Needs Assessment (JNA)

Section 1 Methodology and Guidelines for the Joint Needs Assessment

(JNA)

Developed by ACAPS in collaboration with ECB Indonesia

2

ABBREVIATIONS

ACAPS : The Assessment Capacities Project

BMKG : Badan Meteorologi, Klimatologi dan Geofisika

BPS : Badan Pusat Statistik

CBDRM : Community Based Disaster Risk Management

CLA : Community Level Assessment

DREP : Disaster Response Engagement Protocol

ECB : Emergency Capacity Building

FAO : Food and Agricultural Organization

GBV : Gender Based Violence

GIS : Geographic Information System

GoI : Government of Indonesia

IASC : Inter Agency Standing Committee

ICRC : International Committee of the Red Cross

IM : Information Management

JNA CG : Joint Needs Assessment Community Group

JNA DO : Joint Needs Assessment Direct Observation

JNA KI : Joint Needs Assessment Key Informants

JNA : Joint Needs Assessment

M&E : Monitoring and Evaluation

MIRA : Multi Cluster/Sector Initial Rapid Assessment

NATF : Needs Assessment Task Force

NGO : Non-Government Organization

PLN : Perusahaan Listrik Negara

PMI : Palang Merah Indonesia

PMT : Project Management Team

RCA : Response Coordination Agency

SOPs : Standard Operating Procedures

UN : United Nations

UNDP : United Nations Development Program

UNFPA : United Nations Population Fund

UNHCR : United Nations High Commissioner for Refugees

UNICEF-MICS : United Nations International Children's Emergency Fund - Multiple Indicator Cluster

Survey

UNOCHA : United Nations Office for the Coordination of Humanitarian Affairs

WASH : Water, Sanitation and Hygiene

WFP : World Food Program

WHO : World Health Organization

3

TABLE OF CONTENTS

Table of Contents .............................................................................................................................................................. 3

1. INTRODUCTION ....................................................................................................................................................... 4

1.1 Secondary Data .......................................................................................................................................... 6

1.1.1 Secondary Data Information Sources ............................................................................................... 6

1.1.2 Pre disaster Information by Sector ................................................................................................... 7

2. THE USE OF PRIMARY DATA AND THE COMMUNITY LEVEL ASSESSMENT (CLA) ................ 10

3. JOINT ANALYSIS FRAMEWORK ..................................................................................................................... 12

4. PREPAREDNESS .................................................................................................................................................... 13

5. JNA SCHEDULE: ROLES AND RESPONSIBILITIES ................................................................................. 14

TABLES AND FIGURES

Table 1. JNA: Initial Days and Initial Weeks ........................................................................................................... 5

Table 2. Team Composition: Roles and Responsibilities ............................................................................... 11

Figure 1: Assessment Outputs (reports) and Components of the JNA Within the

Phases of a Disaster .................................................................................................................................................... 13

4

JOINT NEEDS ASSESSMENT (JNA) METHODOLOGY AND GUIDELINES

1. INTRODUCTION

The Indonesia Emergency Capacity Building Project (ECB) consortium began working on the Joint

Needs Assessment in 2007. This work preceded developments at the global level on coordinated

assessments, including the work of the Needs Assessment Task Force (NATF) established in 2009.

The approach presented in this document presents a practical guide to carrying out a joint (multi-

agency, multi-sector) needs assessment (JNA) in the Indonesia context1. It is based on lessons learned

from various applications of the JNA in Indonesia since 2007, lessons learned in other country

contexts, and on global thinking on good assessment practice as set out in the IASC NATF Operational

Guidance for Coordinated Assessments in Humanitarian Crises and the Multi-Cluster/Sector Initial

Rapid Assessment (MIRA). ACAPS has worked closely with ECB2 in Indonesia on this approach since

2011.

The time frame of the JNA focuses on the initial days and weeks after a sudden onset disaster, referred

to as known as phases 1 and 2 in the NATF documents, with the recognition that not all disasters are

sudden in their onset and an appropriate trigger mechanism should be adapted for slow-onset events

according to ECB’s Disaster Response Emergency Protocol (DREP). The assessment methodology

consists of three key elements3:

1) The use of secondary data, including pre and post disaster data and lessons learned.

2) The use of primary data and a community level assessment.

3) A process for joint4 analysis.

The methodology outlined here aims to achieve an overall assessment of the impact of a disaster by

utilizing qualitative and quantitative information available through secondary data sources including

the Government of Indonesia (GoI) and Stakeholders as well as an understanding of the nature of the

disaster’s impact and priorities of affected people through primary data collection.

In the initial days and weeks after a disaster, the key decisions that need to be made, and the

decisions that will be informed by a JNA, are strategic ones. The focus of the JNA is the

assessment that will take place during the initial weeks of a disaster and which includes community

level primary data collection. Where possible, it is recommended that ECB conduct a light assessment

of affected areas to produce an initial understanding of the impact of a disaster if one has not been

produced by other stakeholders (such as the GoI or OCHA). This should aim to be complete within the

first 3 days after the disaster.

For most disasters it is generally recommended a key joint information product (or report) be

produced:

A JNA report; either provides an initial understanding of the impact of the disaster in OR a more

detailed overview of the impact of the disaster within the initial weeks which includes a

component of primary data collection from the community level.

1 Hereafter referred to as the JNA. 2 For information on ECB see www.ecbproject.org. For information on ACAPS, see www.acaps.org. 3 This is closely aligned to that recommended in the MIRA, but adapted to the country context. 4 Joint here means multi-sector and multi-stakeholder.

http://www.ecbproject.org/http://www.acaps.org/

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Table 1 JNA: Initial Days and Initial Weeks Initial days, first 72 hours Initial weeks, first 15 days

The initial assessment aims to:

Estimate scale and severity.

Locate affected populations.

Identify risks.

So that it can:

Inform initial response decisions.

Inform phase 2 rapid assessments.

It will do this through:

Collation of secondary data (pre and post

disaster information and lessons learned).

Primary data collection of qualitative

information at sites identified by

Purposive sampling.

Observations and information will be

collected in a structured way from key

informants.

In the initial weeks the JNA aims to:

Highlight priority geographic areas.

Identify priority sectors.

Identify how the lives of people have

changed as a result of the disaster

(impact).

Establish the general situation across

affected areas.

So that it can:

Inform initial planning of response, modify

and revise initial decisions if appropriate.

Define focus for in-depth assessments

Contribute to a shared understanding by

stakeholders informs decisions.

It will do this through:

Collation of secondary data (pre and post

disaster information and lesson learned).

Primary data collection formats used to

gather systematized impressions of the

impact, key informant interviews,

community group discussions and direct

observation by assessment teams

(qualitative but more detailed than in

initial days).

Purposive sampling of sites

Emphasis on comparisons (across regions,

sectors, groups, and time)

Phase 1 and 2 assessments will not give detailed, technical, representative, specialized information for programmatic planning.

While the phase 1 information is being compiled, plans will already be underway for the phase 2 assessment (if required).

While the phase 2 assessment is underway, clusters will plan for phase 3 in-depth assessments (if required).

Information should be made available to decision makers as soon as possible (even before

reports are released and finding finalized).

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1.1 Secondary Data

Pre and post disaster secondary data is an integral aspect to understanding the impact of a disaster

upon affected communities. Pre-disaster secondary data provides a multi sectoral baseline from

which the impact of the disaster can be measured, and it can be used to help understand the likely

impact of a disaster. Information such as baseline population figures, demographic breakdown, and

other information about how people live in affected areas should be combined with post disaster

secondary data about a disaster. Post disaster secondary data in the initial days of a disaster makes

sense of the evolution of the disaster upon affected communities and locations. It comes from a range

of sources including media reports, reports from local institutions and organizations in the affected

areas, government, satellite imagery and weather reports. Improved management of pre-disaster

information facilitates easier, faster use of post disaster data to develop an understanding of the

impact of a disaster. Lessons learned from similar disasters and from previous disasters in the same

area can also help flesh out a more detailed understanding of the likely needs of affected communities

and the probable trends of the (impact of the) disaster’s evolution.

As noted, the first assessment output from the JNA will be prepared largely using secondary

information. The JNA report that will be produced on the initial weeks will have a larger proportion of

primary data, but will still rely heavily on the analysis of secondary information.

Estimates of the number of people affected by a disaster will be based on collated estimates of the

proportion of people affected (usually given by local government authorities) combined with pre-

disaster population data. The best estimates of the number of men, women, boys, girls, and groups

with specific needs (i.e. older persons, persons with disabilities, pregnant and lactating women, and

ethnic/religious minorities) affected by the disaster in the initial days and weeks will be made using

the known demographic breakdown of the population and the approximate number of affected

people.

1.1.1 Secondary Data Information Sources

Recommendations for types and sources of secondary information are provided below for each sector

part of the KI/CG form. PMT members should regularly review these and add/modify sources

according to the Indonesia context. This can be done both nationally for the country as a whole as

well as by adding additional types and sources of secondary information that are regionally relevant.

All data should be collected and considered with a gender lens.

All questions in the KI/CG form are intended to enable a before/after comparison of the impact of a

disaster. Secondary information can help assessment teams both identify the availability of

community resources and services before a disaster as well as characterize certain aspects of

communities before the disaster. These pre disaster characteristics will include, but not be limited to:

vulnerability of specific groups, coping strategies, and resiliency.

Secondary pre and post disaster information should also be used to triangulate other information

sources. Analysis of pre and post disaster information, lessons learned, and primary data will then

enable an identification of priority needs, priority groups, and their locations. Within each sector,

consideration should also be given to measuring national and local capacity to respond.

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1.1.2 Pre disaster Information by Sector

The below provides a sample of information needs and sources. PMT members will need to regularly

flesh out and update this list and as lessons are gleaned from disaster responses. The PMT may also

wish to include actual internet addresses of secondary data sources for ease of cross referencing.

A. Livelihoods

What specific information is needed?

Common livelihoods practices in the affected area – where possible, disaggregated by age, sex,

ethnicity or other diversity parameter.

Cost of key commodities – i.e. labour, livestock, fuel etc.

What are possible sources of information?

Village Potential surveys (BPS).

Monitoring and evaluation reports (M&E) – NGO, UN, GoI.

Census data (BPS).

UNDP.

FAO.

Regions in Figures (BPS).

B. Shelter


Type of shelter is common in the affected area, including:

o Materials used for construction and repair.

o Permanence of structures.

Information on where people lived and in what household composition before the disaster –

where possible, disaggregated by age, sex, ethnicity or other geographically relevant diversity

parameters.

Average household composition and size.



Previous emergency response reports – NGO, UN, GoI.

M&E reports from shelter agencies – NGO and UN.

Census data (BPS).


C. Displacement


Types of displacement common to Indonesia – this will need to be context specific.


Lessons learned from previous disasters where displacement occurred.

Risk mapping.

Community evacuation plans.

SOPs of CBDRM .

D. Water, Sanitation and Hygiene (WASH)


Rates of use of improved/unimproved water sources.

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Rates of use of improved/unimproved sanitation.

Types of water sources in affected areas.

Types of sanitation options in affected areas.

Access to and use of hygiene materials.

Incidence of water borne diseases in affected areas.

Incidence of vector borne diseases in affected areas.


Public works department reports:

o Water pipe networks.

o Water source mapping.

PDAM reports.


Local government reports.

M&E reports from WASH agencies – NGO and UN.

Lessons learned from previous disasters where WASH was a priority concern.

WASH risk assessments.

UNICEF-MICS.


E. Health


Infrastructure reports identifying types and locations of private and public health service

providers in affected areas.

Data on morbidity and mortality – disaggregated by age and sex.

Disease incidence – including both communicable and chronic disease rates.

Information on immunization and vaccination.

Rates of HIV/AIDS.



Ministry of Health – national, province and local.

WHO.

M&E reports from health agencies – NGO and UN.

PMI, Red Cross, ICRC.

M&E reports on health concerns of specific groups – older persons, person with disabilities,

and information on non communicable diseases.

Regions in Figures (BPS)

F. Food


Food consumption patterns in affected areas.

Types of food eaten in affected areas.

Sources of locally consumed food – market, subsistence farming/fishing/hunting.

Cooking practices.

(Mal) Nutrition rates in affected areas – disaggregated by sex and age.

Rates and locations of food insecure populations.


9


Department of Food Security and Agriculture.

Ministry of Social Welfare.

Ministry of Health.

M&E reports from food and agriculture agencies – NGOs, WFP, FAO, WHO.

Lessons learned from previous disasters.

Risk assessment reports, poverty mapping.


G. Education


Infrastructure reports identifying types and locations of schools in affected areas.

Literacy rates – disaggregated by sex, and age if possible.

School enrolment rates – disaggregated by education levels.



Ministry of Education district and province reports.

M&E reports from education agencies – NGO and UN.


H. Protection


Vulnerability data on specific groups: women, children, older persons, persons with

disabilities, ethnic and religious minorities.

GBV data.

Child protection data: trafficking, child labour, street children, child headed households,

children’s priority needs.

Security information – especially in conflict areas.

Human rights violations.


Ministries covering: gender, children, older persons, persons with disabilities, ethnic and

religious minorities.


M&E reports from protection agencies – NGO, UNICEF, UNHCR, UNFPA.

Census – disaggregated demographic data (BPS).

Human rights agencies: Human Rights Watch, Amnesty International, Indonesian human

rights NGOs, UNHCR, UNICEF.


I. Information


Information sources in affected areas.

Use and availability of different types of media in affected areas.


PLN, BMKG.


10

Lesson learned reports from previous disasters.

Reports from information agencies.

UNDP.


J. Overall


Groups with specific needs in affected areas.


Ministries covering: gender, children, minorities, older persons, persons with disabilities.


Census – disaggregated demographic data. (BPS).

2 THE USE OF PRIMARY DATA AND THE COMMUNITY LEVEL ASSESSMENT (CLA)

Primary data refers to data collected specifically for the purpose of the current JNA. In phases 1 and 2,

primary data will come from a few main sources: key informant interviews; community group

discussions; and direct observations by field teams.

In the initial days, the vast majority of information for JNA Report will come from secondary data.

However additional primary data gathered through structured interviews with key informants (such

as local government officials, NGO partners or project staff based in affected areas) will contribute to

the qualitative picture of how people have been affected. NB interviews can be carried out over the

phone if required.

In the initial weeks, information on the nature of the impact including priorities and needs as

articulated by the affected population will come from a community level assessment in selected sites

and be added to compiled secondary data. Information from the community level assessment will

come from community group discussions, key informant interviews and direct observation from

assessment teams. Information will be collected in structured formats for ease of collation,

comparison and analysis.

A clearly articulated, well designed approach to collecting primary data in the field, with tools and

methodology that is appropriate to the time frame of the disaster is an important element of the JNA.

Sites where information is collected in order to develop a JNA reports will be selected through

purposive sampling. In the initial days, information will be obtained from where it can be based on

communications, known contacts, access, and time constraints.

The level of primary data collection that is appropriate for the initial weeks of a disaster is the

community level. This is because time constraints do not usually allow for levels of planning and

resourcing required for statistically representative sampling or random sampling that would be

required to adequately utilize household or individual level information.

A purposively selected sample of sites that characterize a cross section of the different kinds of

villages, sites and affected population groups will be used for the community level assessment. The

number of sites selected will depend on access, available human resources, logistics, distance and time

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travel as well as the heterogeneity/homogeneity of the population and the geographic area affected.

The aim of the assessment is to assess sites of each “type” (based on variations in population and

variations in location) until no new information about the impact of the disaster is found. In practical

terms, this usually means agreeing on a set number of sites to aim for at the outset.

The aim of the assessment is not to assess as many sites as possible; purposive sampling cannot

provide statistical representation of affected populations. Rather, emphasis is placed on high quality

assessment at a limited number of sites to understand the impact of the disaster on the population, to:

Help determine the most urgent needs.

Identify community priorities.

Ground-truth information from secondary data sources.

Give voice to affected communities.

At each site visited, the assessment team will collect information based on: community group

discussions5, key informant interviews and direct observations. Formats and guidelines have been

developed to collect this information in a structured way, enabling collation and the identification of

trends.

The key features of team composition for the community level assessment are:

Ensuring the needs of women can be assessed (e.g. ensure inclusion of trained female

assessors).

Teams should be multi-stakeholder in composition6.

Team members should (as much as possible) have expertise in different clusters/sectors.

Teams should include sufficient people to cover all of the assessment related tasks.

The following table recommends size, composition and duties of assessment field teams.

Table 2 Team Composition: Roles and Responsibilities

Team of 4-5 people

for each team Roles and responsibilities

1 team leader Introductions at the community level.

Community transect walk for observation and checklist.

Ensure the team agrees on a consolidated DO format.

Ensure the team members consolidate the female CI and CG

information and male CI and CG.

Thank the community before leaving.

Lead a consultation meeting with community leaders and government

officials to share and validate findings.

2 female assessors* Community transect walk for observation and checklist.

2 Female community group discussion.

2 Female Key informant interview.

5 It is suggested that there be separate male and female community group discussions at each site. 6 Where possible, field teams should be multi-stakeholder in composition and include members from different

agencies. This helps ensure that teams are as unbiased as possible across all areas and contributes to the joint ownership of the whole JNA (not just a particular area or sector where an agency may be operationally focused). Past experience has also highlighted that mixed teams are well received by local authorities because it sends the message that stakeholders are working together.

12

Team of 4-5 people

for each team Roles and responsibilities

Consolidation of female CG and Female KI.

2 male assessors* Community transect walk for observation and checklist.

2 Males community group discussion.

2 Male Key informant interview.

Consolidation of male CG and Female KI.

Whole team Reach consensus on DO and consolidated information by gender

* The total number of those assessors will very much depend on agencies resource availability.

Community level primary data collection forms are used to gather information in a systematized

way. Tools have been developed using existing assessment Indonesia tools as well as tools

recommended by the global body on needs assessments (the NATF) and global clusters.

Each time a JNA is carried out; community level primary data collection forms should be revised and

made ready for that specific JNA. All tools and forms should be translated into Bahasa Indonesian and

field tested as part of JNA preparedness.

Once community level primary data forms have been finalized for the JNA, a data entry platform

needs to be established. To ensure timeliness of information, concerted effort should be made to

ensure that data entry can take place parallel to data collection (ideally, agencies involved in data

collection should be involved in data entry data)7.

A consolidated database will be used to generate initial tables and graphs that can be used to visualize

the data and be shared by and with participating agencies to support analysis. All JNA agencies

participating in secondary and/or primary data collection are involved in joint analysis. Joint, or

cross sector, analysis takes place in a meeting where key information from each sector is reviewed to

determine and agree upon priorities and recommendations. It is based on the assessment framework

outlined below.

3 JOINT ANALYSIS FRAMEWORK

The analysis framework outlines what the JNA is trying to find out. Key aspects that the joint

assessment needs to address are the following8:

1) About the disaster itself (including likely evolution).

2) Magnitude/scope (geographic and number of affected people) and pre-existing. vulnerabilities

(across sectors/clusters and by sector/cluster).

3) Nature of the impact on affected population.

4) Government capacity and response.

5) Non-government capacity and response.

6) Access and constraints: logistics, transport.

7) Coverage and gaps.

8) Priorities.

7 This requires agencies being able to dedicate capacity to data entry (computers and personnel) in the field so

that data that comes in is entered the same day or the following day by. Leaving the data entry until all of the sites have been assessed adds days, and inaccuracy, to the overall process.

8 These are based closely on the headings defined in the IASC MIRA assessment framework.

13

Secondary and primary information collection will be designed around addressing these headings.

They will also form the structure of the outputs of the assessment (the JNA reports).

4 PREPAREDNESS

Assessment preparedness involves key stakeholders agreeing on:

Assessment content: the information needed to plan a response to a disaster.

Assessment mechanism: roles and responsibilities for how the JNA is carried out.

Key aspects of assessment preparedness include (please refer to ECB – DREP for detail guidance).

Will participate in the assessment, including consideration of agency capacity and staff

availability for different aspects of the JNA.

Agreeing on standard operating procedures (SOPs).

Agreeing on assessment formats that can be rabidly adapted based on the specific disaster

context ready for use (including tested translation of tools and key definitions).

Preparation of a field guide for assessment teams that covers key definitions and explanations

of the assessment.

Preparation of an “orientation module” for field teams.

Training of trainers who will deliver the orientation module and be available as team leaders

or as part of the CLA coordination team.

Agreeing on templates for phase 1 and phase 2 reporting.

Determining data entry, processing and information management arrangements (including

GIS).

Planning how joint analysis of information will be conducted (and agreeing who will be

involved).

Planning how information will be shared and with whom.

Figure 1: Assessment Outputs (Reports) And Components of the JNA Within the Phases of a Disaster

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5 JNA SCHEDULE: ROLES AND RESPONSIBILITIES

Following table will explain more detail on JNA schedule, began from initial meeting up to information

sharing and lesson learned. Most of the roles and responsibilities is connected to ECB – DREP and

please refer to foot note attributed on this table to see the reference on DREP9.

Activity Details Responsibility

Disaster

Monitoring

(ongoing)

Disaster monitoring should be an ongoing activity for ECB

agencies.

Where there is early warning that a disaster is imminent (e.g.

cyclone) or where monitoring indicates that conditions are

approaching the need for humanitarian intervention (e.g. flood

levels), a coordination meeting should be called. Any ECB

agencies can call said meeting.

All ECB agencies,

ECB Country

Manager, JNA focal

point in

coordination with

the dedicated JNA

person from each

ECB agency.

1. Response

Triggers & Co-

ordination

Meetings10

The PMT Initial Response Meeting will take place:

• As soon as a disaster that is likely to require intervention has

occurred.

• When early warning signals indicate a disaster that is likely to

require response is imminent (e.g. cyclone, flood).

• When response triggers have been activated for slow onset

events.

When there is activation, the Response Coordination Agency

(RCA) will be agreed during the PMT Initial Response Meeting

(including its functions and responsibilities).11

According to DREP.

Assessment aspects

of the emergency

meeting will be lead

by the JNA focal

person.

2. Preparatory

Work12

• Plan primary

data collection

• Liaise with

government

and other

stakeholders

• Review

secondary

data13

This work begins immediately based on decision from the PMT

Initial Response Meeting

Secondary data lead and team prepare information for:

Using the agreed assessment format to collect (by phone if

appropriate) information from key informants in affected

areas.

Rapid review of available pre and post secondary data

(government sources, media, NGOs, weather bulletins etc. and

lesson learned).

RCA leads and coordinates the team, including:

Rapid review of assessment formats.

Data entry platform finalized (IM lead).

Train staff who will enter the data.

Site selection.

Team defined by

RCA including JNA

Focal Point and

human resourcing

with appropriate

information

management (IM)

skills.

9 Pages noted on the DREP’s pages already modified into annex format and please find the annex at the end

section of this document, so the page is not as the same as the DREP pocket book but the content is the same. 10 For more detail about Response Triggers and Co-ordination Meeting, please refer to ECB DREP, especially

section 1.1 and 1.2 (p. ii). 11 RCA’s function and responsibilities is explain on ECB DREP, section 2.2 (p.iii). 12 Preparatory work could be seen from the PMT Initial Meeting (section 1.2; p.ii), RCA functions and

responsibilities (section 2.2; p.iii) and ECB – CI Field Facilitator (section 2.3; p.v). 13 To support the secondary data review, especially sources from RCA or other consortia members that are not

deployed for filed assessment, this task could be support by JNA Dedicated Person.

15


Mobilization of field teams.

Preparation for orientation meeting.

Locate to coordination hub in affected area (where

applicable).

Liaison on data entry and processing (with IM lead).

Liaise through appropriate authorities at local site level.

Findings in secondary data review then shared based on

Information Sharing mechanism on the DREP (please see

explanation on activity 7 on this matrix).

3. Field

Assessment

Team14

As soon as it is clear that a more detailed JNA will take place, the

assessment team who will be involved in the field assessment

should be mobilized at a suitable location for orientation and

training. Even if teams have been pre-trained, a 1-2 day

orientation is necessary.

This will include:

Familiarity with assessment format.

Data collection techniques.

Data entry techniques and arrangements.

Team formation (mixed teams by agency and by

sector/cluster).

Definition of team leaders.

Logistics planning (vehicles, locations).

Assessment coordination hub established.

RCA

JNA Focal Point

Trainers from PMT

should be agreed in

advance

4. Community

Assessment

and Data

Entry15

Agree on number of days allocated for data collection (as agreed

during PMT Initial Response Meeting)

Daily phone-in reporting from teams to monitor progress and

adjust field plans

Data entry carried out in parallel to assessment.

Closure meetings with local authorities in the field.

De-brief at coordination hub with team leaders

RCA (Coordination)

Field teams

composed of staff

(pre determined as

part of

preparedness) in

affected areas).

Support on data

entry provided by

IM lead.

5. Compilation

of initial

findings and

report

Initial findings should be prepared within 2-3 days of data collection

finishing.

Assessment coordination team (RCA), including the FF and JNA

dedicated person who are deployed, should provide graphs and

tables based on the information needs identified in the

assessment formats.

Secondary data should also be made available at this time.

Responsibility for

generating initial

tables and graphs

for analysis and

interpretation is

with IM lead and

RCA

14 For more detail on Field Assessment Team, please refer to ECB DREP, section 2.2 (p.iii) and 2.3 (p.v) and

section 3.1 page vii. 15 For more detail on Community Assessment and Data Entry, please refer to ECB DREP, especially at the

Assessment section (p.vii).

16


RCA responsible for

data compilation

6. Joint analysis

validation of

key findings

Multi-agency representation as well as the assessment

coordination team to carry out a round table review of the initial

findings.

This will also include agreeing on key findings and priorities as

well as recommended actions as a result of the JNA.

At this point, additional stakeholders (i.e. clusters/PMI) should

add any initial information (e.g. secondary or pre-crisis

information) and analysis for inclusion in the JNA report.

While all effort should be made to include other stakeholders in

the process, it is a time bound process and the assessment team

has the ultimate responsibility to ensure a JNA product is

completed and made available.

Final report is compiled.

RCA

Humanitarian/

emergency

response person

from each ECB

agency

Facilitated by JNA

focal point and ECB

Project Country

Manager

7. issemination

of Report

and

Findings16

Finding shared as per plan. NB – findings can be shared in draft

form, do not wait for completion of final report to share findings.

Uploaded as soon as possible to agreed website.

Shared in a meeting called by RCA for all interested

stakeholders.

RCA to call meeting

and prepare

presentation.

OCHA

8. Lessons

learned

Once assessment is complete and response is underway, a review

of the assessment process should be carried out to identify

necessary modifications for future assessments.

JNA focal point to

ensure lessons

learned workshop

is planned within 3

months of JNA

16 For more detail on Dissemination of Report and Findings, please refer to ECB DREP, especially at the

Information Sharing section 4.3 (p.viii), this information sharing also including the initial findings until the Situation Report. This section arranges the mechanism on information sharing.

17


Consortium Indonesia Section 2 Joint Needs Assessment (JNA) Questionnaire

Key Informant (KI)/Community Group (CG)

18

Emergency Capacity Building (ECB) – Joint Needs Assessment (JNA) Tool Key Informant / Community Group

1. IDENTIFICATION INFORMATION 1.1 Date of assessment: ____ / ____/ _______ (DD/MM/YYYY)

1.1.1 Type of Disaster:

Earthquake Volcano Flooding Tsunami Typhoon/Cyclone Drought Conflict Epidemic Vector Disease Landslide Technological Failure Fire Transportation Failure/Accident

1.2 Type of Assessment: (tick only one)

Male Key Informant Interview Male Community Group Female Key Informant Interview Female Community Group

1.3 Site of Assessment: Province: District: Sub-district: Village: Hamlet/RT-RW: PCode: GPS coordinates: 1.4 Type of site (tick all that apply)

Living Arrangement Setting Population Type

Public Building Camp Residing at site of original home Other, specify:______________

Informal settlement Host families Staying in original home

Rural Urban Peri - urban Other, specify:

Non displaced Displaced Mixed

1.5 Site can be reached by? (tick all that apply)

Regular car Only 4x4 vehicle Only Boat No access at all Truck Only walking Motorcycle Other, specify: ______________

1.6 What are the main livelihoods of people in the area? (tick up to three for men and up to three for women)

Livelihood Men Women

Agricultural (subsistence farming/livestock rearing, farm land own)

Mining

Industry (including industrial labor)

Construction (including construction labor)

Trade/business (including large, medium, small scale)

Transportation (including public transport driver, motorcycle taxi, paddy cab, etc)

Finance (i.e banking, koperasi simpan pinjam, etc)

Services (including barber shop, taylor, etc)

Agricultural labor (who doesn’t own farm land, daily free labor)

Fishery

Civil servant

Military

Police

Housewife

Assessor Information Questionnaire No: ___ Name :___________________________ Organization :___________________________ Tel :

19


Unemployed

Other, please specify:

1.7 Since the disaster, has there been any emergency aid provided to this site? Yes No 1.7.1 If yes, by whom? (tick one)

Government Do not know Other: ______________

2. SHELTER 2.1 Because of the disaster, are there people in this area who are not living in their homes? Yes No 2.2 What is the level of damage to houses the site? (use the pictures, identify what proportion of homes in the site

are)

1. Percent of houses that are totally

destroyed and uninhabited ______________%

2. Percent of houses that are partially

damaged, but inhabitable ______________%

3. Percent of houses that have little or

no damage and are inhabited ______________%

2.3 Before the disaster, what were the main types of housing in the community? (tick one)

Permanent Semi permanent Non permanent 2.4 What are the main shelter concerns for men/boys and women/girls after disaster? (tick up to 3 for men/boys and

up to 3 for women/girls)

Shelter concern after the disaster Men/Boys Women/Girls

No shelter

Shelter too damaged to safely inhabit

Over-crowded

Materials for repair not available (referring to housing prior to disaster)

Skills / labor for repair not available (referring to housing prior to disaster)

Potential grievances on land issues

Lack of basic household items

Shelters offer insufficient privacy (where people stay now)

Shelters offer insufficient protection against natural elements (where people stay now)

Protection of household assets

Other, specify:

2.5 Is the lack of bedding materials (such as: blankets, mats, mosquito nets etc.) a problem at this site, especially for

children, older persons, persons with mobility challenges? Yes No 2.6 Is there an urgent need for clothing at the site that satisfies cultural rules for dignity and propriety (shirt, pants/

sarong, underwear)? Yes No

3. DISPLACEMENT 3.1 What best describes this site? (tick one)

Community has remained at place of origin Some people have been displaced from homes, but remain in their community of origin Some (under 50%/less than half) have left and relocated elsewhere due to the disaster, most remain at place of

origin Most (over 50%/more than half) have left and relocated elsewhere due to the disaster

20

IDPs have come into the site displaced from elsewhere, but all are from the same original site IDPs have come into the site displaced from elsewhere and from multiple other sites Other, specify: ______________

3.2 If there are displaced people, why can they not live in or return to their original homes? (tick one)

Not safe, disaster conditions House too damaged in place of origin Other, specify: ____________ No transportation to place of origin Place of origin is insecure Basic services in place of origin non functional post disaster

3.3 If there are displaced people, where do they live in this site now? (tick all that apply)

With host family Public buildings No displaced people In an organized/official IDP camp Outdoors in temporary improvised shelter (squatting on a plot of land) Other, specify: ______________ On original land (rented or owned, but not inside original house)

4. WATER AND SANITATION 4.1 Are people in this area accessing clean water? Yes No 4.1.1 If no, why not? (tick all that apply)

No clean water Discrimination No water carriers/jerry cans Unsafe to get water Other, specify: ______________

4.2 What are the major water sources? (tick all that apply)

Before the disaster After the disaster

Clean water (improved sources) Purchased/Bottled water Piped/PDAM water Deep well Spring Other, specify:


Unclean water (unimproved sources) Contaminated water supply River Other, specify:


4.3 Who collects the clean water? (tick one) Before the disaster? Men Women Girls Boys Anyone/mix Not applicable After the disaster? Men Women Girls Boys Anyone/mix Not applicable 4.4 Is it difficult for people in this area to keep themselves clean?

If yes, why? (tick all that apply)

Yes No No

water No

privacy No place to wash

Unsafe to collect water

Water unclean

No soap (hygiene

materials)

Other, specify

Men

Women

Boys

Girls

4.5 Are most households in the community able to store household water? Yes No 4.6 Where do men/boys and women/girls in this site go to the toilet, before and after the disaster? (tick all that

apply)

Type of Toilet Before After

Men/boys Women/girls Men/boys Women/girls

Safe sanitation (improved sanitation )

Private latrine

21



Public latrine

Other, specify:

Unsafe sanitation (unimproved sanitation)

Open defecation

River

Other, specify:

4.7 Did/do women/girls have access to sanitary napkins or other relevant hygiene materials? Before disaster Yes No After disaster Yes No

5. HEALTH 5.1 Are there any health services functioning for the community? Yes No

5.1.1 If yes, what type of health services are still functioning in the affected area? (tick all that apply)

Hospital Maternity Hospital Poliklinik Other, specify: __________ Puskesmas Pustu Praktek dokter/bidan Poskesdes Polindes Posyandu

5.1.2 Do they have basic medical supplies? Yes No 5.2 What type of health worker are still working on the area? (tick all that apply)

Doctor Nurse Midwives / Traditional Birth Attendant Do not know No health worker Other, specify: ______________

5.3 Have people in this site changed their use of health care services since the disaster? (tick one)

Increased community use of health care services Decreased community use of health care services Change of reasons for visiting health care services No change

5.4 What are the main health concerns in this site? (tick all that apply)

No concern Skin diseases Acute respiratory infections Diarrhea diseases Malaria Chronic illness Injuries from the disaster Access to safe birthing support/facilities Other, specify: ______________

5.5 Do you know of any problems with feeding/breast-feeding children since the disaster? (tick all that apply)

Breast feeding (children

22

No change Decreased amount of food/number of meals

6.2 If amount of food/number of meals has decreased, why? (tick all that apply) Not enough food available Quality of food poor Stress/anxiety Fuel for cooking too expensive No access to markets Other, specify: ______________ Food too expensive No utensils (dishes for cooking and eating)

7. EDUCATION 7.1 After the disaster, has school attendance decreased? Yes No

7.1.1 If yes, why? (tick all that apply)

No teachers School used for other purposes Not safe to get there Lack of school uniform Children too scared to attend Schools too damaged No educational materials Lack of transport to get to school Unable to pay fees Parents want to keep children with the family Other, specify: ______________

8. PROTECTION 8.1 What are the main needs for children since the disaster? (tick up to 3)

Safe place to live Reunification with family Return to school Protection from road traffic Protection from domestic violence Protection from child trafficking Safe places to play Health care Psychosocial support Protection from child labor Protection from early marriage Other, specify: ______________ Care for children who are separated/alone

8.2 Since the disaster, has there been an increase in the numbers of children living on their own?

Yes No 8.3 What are the main issues people in this area face in terms of safety and security? (tick all that apply)

Attacks or bombings Armed violence Abuse of the population Crime / banditry Abduction or hostage taking Forced military recruitment There are no problems Do not know Clashes between armed groups Displacement Gender Based Violence Arbitrary arrest or detention There is not enough security Killing Other, specify: ______________ Continued threats from natural disasters Deliberate killing of civilians by military/armed groups/security actors

8.4 Before the disaster, were people able to move freely between places? Yes No 8.5 Since the disaster, are people in this area able to move freely between places? Yes No 8.5.1 If not, why not? (tick up to 3)

Activities by armed groups General violence / banditry / crime Curfews or travelling restrictions Tribal conflict Gender restrictions/discrimination Natural obstacles to movement Presence of landmines Continued threats from natural disasters Lack of money to pay for transport Lack of transport means Lack of functional transport network Other, specify: ______________ Lack of ID cards/travel documentation

8.5.2 If people cannot move freely between places, how does this impact them? (tick all that apply)

Reduced access to clean water Reduced access to health services Risk of physical harm Reduced access to food sources Inability to access fuel sources Other, specify: ______________ Lack of access to adequate shelter/protection from elements Reduced access to livelihoods opportunities

8.6 Is loss of documentation a concern for people in this area? Yes No

23

9. INFORMATION 9.1 Where did people get information before the disaster, and where do they get information now? (tick all apply)

Information source Before After

Television

Newspapers

Mobile phone (SMS)

Community/religious leaders

Government leaders

Humanitarian workers

Radio

Sign boards

Internet

Word of mouth (friends, family, neighbours)

Other, specify:

9.2 What are the most important information needs for this area? (tick all apply)

Emergency relief services Health information Markets Emergency hotline numbers Separated/missing family members Weather Security Situation in area of origin (for IDPs) Other, specify: ______________

9.3 What are the barriers to accessing information area? (tick all apply)

No electricity Lost phone charger Information not in local language No barriers No mobile and land phone coverage No credit for phone Information inaccessible (for illiterate, visually impaired, deaf) Other, specify: ______________

10. OVERALL 10.1 What are the main community needs since the disaster? (tick up to 3)

Temporary shelter Food Water Children returning to school Health care Clothing, footwear, bedding Sanitation/toilet facilities Cultural and religious activities Communication/information systems Fuel and cooking materials Repairing damaged house Restoration of livelihood activities Safety and security Transport and access to markets Support for feelings of fear and insecurity Other, specify: ______________

10.2 Are any of the following groups more vulnerable since the disaster? (tick all that apply)

Older persons (ages 60+) Widows Ethnic minorities Persons with disabilities Do not know Children Religious minorities Child headed households Other, specify: ______________ Female headed households

Other Comments/Observations?

24


Consortium Indonesia Section 3 Joint Needs Assessment (JNA) Questionnaire

Key Informant (KI)/ Community Group (CG) – Instruction

25

Emergency Capacity Building (ECB) – Joint Needs Assessment Tool Key Informant / Community Group

JNA QUESTIONNAIRE INSTRUCTIONS The following note assists in explaining the assessment tool for use with KI and CG for primary data collection. Ideally, the tool will be used separately for MALE and FEMALE community groups and for MALE and FEMALE key informants. Discussions should be led by two male (for male) and two female (for female) assessors so that one assessor can facilitate the discussion while the other records the responses. The multiple choice options that are given here should not be read out like a check-list, rather they pre-defined options to assist in the clear recording and analysis of information. They can also be used to help the assessment team discuss the questions. If answers to questions are given that are not pre-defined, write them clearly in the space marked other. Do not tick other without writing the answer. Questions have been developed so that all sections should be answerable by the community. Assessments teams must be sure not to leave any sections unanswered and avoid answering do not know whenever possible. When you introduce the assessment to the community, make it clear that no one is obliged to participate in the discussion. It is completely voluntary. Also make it clear that the purpose of the assessment is to help decision makers understand the impact of the disaster and the needs that they (the community) think are important. Let the community know that your colleagues are carrying out similar discussions in other sites. Be sure that they understand there is no promise of assistance linked to this assessment and that, due to the time frame; it is unlikely you will be able to come back and check the information with them or share the overall findings. Be very clear that no names will be recorded and the assessment is anonymous.

1. IDENTIFICATION INFORMATION Note to assessment teams Questions 1.1-1.5 should be answered by the assessment team, NOT asked to the community. 1.1 Date of assessment: ____ / ____/ _______ (DD/MM/YYYY) Enter the date the assessment is carried on out by using: date/month/year. 1.1.1 Type of Disaster: Check the boxes which describe the type of disaster. Note that there may be more than one (i.e earthquake that causes tsunami).

Earthquake Volcano Flooding Tsunami Typhoon/Cyclone Drought Conflict Epidemic Vector Disease Landslide Technological Failure Fire Transportation Failure/Accident

1.2 Type of Assessment (tick only one) Record whether the assessment is collecting information from a male KI, a female KI, a male CG or female CG.

Male Key Informant Interview Male Community Group Female Key Informant Interview Female Community Group

1.3 Site of Assessment Record the location of the site where the assessment is being carried out. P-codes should be available from GoI sources and used when inputting the assessment site locations. GPS coordinates: (Coordinate system: WGS84 Lat/Long, Format: decimal degrees) Province: District: Sub-district: Village: RT-RW: leave blank if do not know PCode: leave blank if do not know GPS coordinates: example: -6.175393, 106.827235. Dot is decimal and comma is to separate lat and long.

Assessor Information Questionnaire No: ___ Name :___________________________ Organization :___________________________ Tel :

26

1.4 Type of site (tick all that apply) o Note the type of settlement at the site, filling in what kind of settlement best describes the site. BUT if it is a

mixed settlement, this question will not be able to be used to differentiate between sites. The assessment team may take a decision at the start of the assessment to differentiate by settlement in which case people living in public buildings, camps, informal settlements etc should be assessed separately.

o Tick the box which best describes the setting, tick only one box. Setting column describes administrative status of the site located is, whether at rural, urban, peri-urban, etc.

o Tick the box which best describes the population type, tick only one box. Population type normally the type formed after the disaster happened, whether they still stay at their homes, or not at all.

If a settlement, setting or population type is reflected that is not mentioned here, please note it in the line marked other, specify.

Living Arrangement Setting Population Type

Public Building Camp

GoI or other stakeholder organised collection of displaced people (a camp can be both tented or in a public building)

Residing at site of original home but not in home due to damage or danger

Other, specify:______________

Informal settlement spontaneous collection of displaced people

Host families friends and/or relatives

Staying in original home

Rural Urban Peri - urban Other, specify:

Non displaced People still living in their homes

Displaced People who are not living in their homes as a result of the disaster (this can include people living near their homes, but not inside it, as well as people who are living further away)

Mixed Combination of displaced and non displaced populations

1.5 Site can be reached by? (tick all that apply) Record how the site can be accessed by response stakeholders (GoI, UN, and NGOs). Tick the box which identifies the highest level access. For example, if you tick the box regular car, then it is clear that the site is also accessibly by walking, motorcycle, and 4x4 vehicle. If a type of transport is not mentioned here, please note it in the line marked other, and write down it.

Regular car Only 4x4 vehicle Only Boat No access at all Truck Only walking Motorcycle Other, specify: ______________

1.6 What are the main livelihoods of people in the area? (tick up to three for men and up to three for women) o Male assessors should ask male KIs and CGs to indicate the three main types of livelihoods activities for men in

the site before the disaster. o Female assessors should ask female KIs and CGs to indicate the three main types of livelihoods activities for

women in the site before the disaster. o If there is a type of livelihood for either men or women which is common but not listed, note it in the line marked

other, specify and count it as one of your three ticked boxes. Include more than one other if necessary. It is suggested that these livelihood categories be reviewed based on secondary data for the affected area prior to teams going to the field.


Agricultural (subsistence farming/livestock rearing, farm land own)

Mining

Industry (including industrial labor)

Construction (including construction labor)

Trade/business (including large, medium, small scale)

Transportation (including public transport driver, motorcycle taxi, paddy cab, etc)

Finance (i.e banking, koperasi simpan pinjam, etc)

Services (including barber shop, taylor, etc)

Agricultural labor (who doesn’t own farm land, daily free labor)

Fishery

Civil servant

27


Military

Police

Housewife

Unemployed

Other, please specify:

1.7 Since the disaster, has there been any emergency aid provided to this site? Yes No o If emergency support has been provided to the site by any agency (humanitarian, government, military or other),

tick yes. o If no support has been given, tick the no box. 1.7.1 If yes, by whom? (tick one) o If support has been provided indicate the source. o If you don’t know, tick do not know. o If the source is not government, then indicate what that source on the line following other, specify. At this early stage in the disaster, it is sufficient to know if aid has been given and if it was a government or non-government source. Other information about distributions of relief will be obtained through post disaster secondary data.

Government Do not know Other

2. SHELTER 2.1 Because of the disaster, are there people in this area who are not living in their homes? Yes No Report whether any families in the site have had to leave the shelter of their homes because of the disaster. This will include people who are living near their house, but outside of it, as well as people living in evacuation centers or other public buildings, or with relatives and/or, and people who have set up temporary informal camps in the open. 2.2 What is the level of damage to houses the site? (use the pictures, identify what proportion of homes in the site

are) Use these pictures to help people identify the degree of damage to houses at this site. NB other questions and post disaster secondary data will inform assessment teams about state of shelter in IDP original locations. Use the following to help discussing this with the CG/KI:

Not many: 0-25%

Some: 25-50%

A lot: 50-75%

Most: 75-100% Discuss and come to a decision that the CG/KI agrees with. Ensure that the % recorded add up to 100%. i.e. 25%+25%+50% OR 30%+ 50%+20% etc.

1. Percent of houses that are

totally destroyed and uninhabited

______________%

2. Percent of houses that are partially

damaged, but inhabitable ______________%

3. Percent of houses that have

little or no damage and are inhabited

______________%

2.3 Before the disaster, what were the main types of housing in the community? (tick one) o Permanent housing describes houses with a fixed concrete foundation and fixed roof. o Semi permanent are houses which may have a concrete foundation but have walls or a roof of materials which

need to be replaced regularly. o Non permanent shelter is shelter which is made from renewable/replaceable resources and which is not fixed to

any kind of foundation. Please make sure that the answer is from KI/CG.

28

Permanent Semi permanent Non permanent 2.4 What are the main shelter concerns for men/boys and women/girls after disaster? (tick up to 3 for men/boys and

up to 3 for women/girls) o Male assessors should ask male KIs and CGs to indicate the three main shelter concerns for men after the disaster

in the site. o Female assessors should ask female KIs and CGs to indicate the three main shelter concerns for women after the

disaster in the site. o If there is a type of shelter concern for either males or females after the disaster which is common but not listed,

note it in the line marked other, specify and count it as one of your three ticked boxes.

Shelter concern after the disaster Men/Boys Women/Girls

No shelter

Shelter too damaged to safely inhabit

Over-crowded

Materials for repair not available (referring to housing prior to disaster)

Skills / labor for repair not available (referring to housing prior to disaster)

Potential grievances on land issues

Lack of basic household items

Shelters offer insufficient privacy (where people stay now)

Shelters offer insufficient protection against natural elements (where people stay now)

Protection of household assets

Other, specify:

2.5 Is the lack of bedding materials (such as: blankets, mats, mosquito nets etc.) a problem at this site, especially for

children, older persons, persons with mobility challenges? Yes No This question identifies shortages of specific household non food items; note whether people – especially more vulnerable persons who cannot move around easily (and therefore feel the cold more and need more physical protection from the weather) need bedding items. Tick yes if items are needed; tick no if they are not. 2.6 Is there an urgent need for clothing at the site that satisfies cultural rules for dignity and propriety (shirt, pants/

sarong, underwear)? Yes No This question wants to know whether people have lost their clothes during/since the disaster. It also wants to check whether certain groups of people are missing appropriate clothing (this is especially important for women and older persons who may feel uncomfortable or ashamed wearing Western dress). Tick yes if clothing items are needed; tick no if they are not.

3. DISPLACEMENT 3.1 What best describes this site? (tick one) This question seeks to get information on what type of displacement, if any, has happened at this location. Tick the box which best describes the composition of the site after the disaster. If none of the boxes give a good picture, tick other, specify and fill in the best description you can.

Community has remained at place of origin If the community has remained at the place of origin (tick box 1), then skip to section 4. This answer means the community does not stay/move outside their house or community to other community/place.

Some people have been displaced from homes, but remain in their community of origin This could mean people are staying beside/very close to their previous residence or that they are further away on high ground, in a school etc, but still on the origin community. Origin community could be RW/RT, Kelurahan, etc.

Some (under 50%/less than half) have left and relocated elsewhere due to the disaster, most remain at place of origin

Most (over 50%/more than half) have left and relocated elsewhere due to the disaster IDPs have come into the site displaced from elsewhere, but all are from the same original site IDPs have come into the site displaced from elsewhere and from multiple other sites Other, specify: ______________

29

3.2 If there are displaced people, why can they not live in or return to their original homes? (tick one) This question asks why people who have been displaced and can no longer live in their homes, cannot return. Tick the box which best describes the reasons people can’t return to their homes after the disaster. If none of the boxes give a good picture, tick other, specify and fill in the best description you can.

Not safe, disaster conditions this implies natural disaster conditions make it unsafe

House too damaged in place of origin Other, specify: ____________

No transportation to place of origin Place of origin is insecure implies insecurity not related to the natural environment

Basic services in place of origin non functional post disaster Basic services could be health service, market, educations, etc 3.3 If there are displaced people, where do they live in this site now? (tick all that apply) This question asks where displaced people are living at the site. There may be more than one place, so tick the box or boxes which best describe(s) where displaced people are living after the disaster. If no boxes give a good picture or if there is an additional category, tick other, specify and fill in the best description you can.

With host family Public buildings No displaced people In an organized / official IDP camp Outdoors in temporary improvised shelter (squatting on a plot of land) Other, specify: ______________ On original land (rented or owned, but not inside original house)

4. WATER AND SANITATION 4.1 Are people in this area accessing clean water? Yes No Indicate whether people in the site have clean water after the disaster. Tick yes if they have clean water, tick no if they do not. If the answer is yes, skip to question 4.2. NB this question is more about the people’s own perceptions of the water they have access to. Other experts can identify in more detail the safety of the water as needed. 4.1.1 If no, why not? (tick all that apply)

No clean water Discrimination No water carriers/jerry cans Unsafe to get water Other, specify: ______________

Record the reasons why people do not have access to clean drinking water after the disaster. 4.2 What are the major water sources? (tick all that apply) Indicate the main water sources used in the site before and after the disaster to identify how the situation may have changed as a result of the disaster. If there is a water source which is common but not listed, note what it is in the line marked other, specify.

Before the disaster After the disaster





4.3 Who collects the clean drinking water? (tick one) This question helps raise a red flag as to whether water collection exposes people up to protection risks. This is especially important in conflict zones. Identify those who were/are mainly responsible for collecting water both before and after the disaster. If it is anyone or a mix of males and females, tick that box. If water is available to everyone in their homes, tick not applicable. Before the disaster? Men Women Girls Boys Anyone/mix Not applicable After the disaster? Men Women Girls Boys Anyone/mix Not applicable

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4.4 Is it difficult for people in this area to keep themselves clean? o Male assessors should ask male KIs and CGs if men/boys are able to stay clean after the disaster. o Female assessors should ask female KIs and CGs if women/girls are able to stay clean after the disaster. Record in the box on the below left if men, women, boys and girls are able to keep themselves (their physical bodies) clean. Tick either yes or no for men, women, boys and girls. For each group who answered yes, record in the box on the below right why they cannot keep clean. If there is a reason that is not listed, note what it is in the line marked other, specify.

If yes, why? (tick all that apply)

Yes No No water

No privacy

No place to wash

Unsafe to collect water

Water unclean

No soap (hygiene materials)

Other, specify

Men

Women

Boys

Girls

4.5 Are most households in the community able to store household water? Yes No Indicate whether people in the site are able to store water for household use after the disaster. Tick yes if they have water storage, tick no if they do not. This is important if people were used to having piped water and did not require storage at the household level, or they had inbuilt household tanks for storage. If a tanker comes only daily or less and people do not have water storage containers (e.g. jerry cans), it will be a problem for them. 4.6 Where do men/boys and women/girls in this site go to the toilet, before and after the disaster? (tick all that

apply) o Male assessors should ask male KIs and CGs where men/boys toileted/defecated both before and after the

disaster. o Female assessors should ask female KIs and CGs where women/girls toileted/defecated both before and after the

disaster. o If there is a type of toileting/defecation practice that is common but not listed, note what it is in the line marked

other, specify.



Safe sanitation (improved sanitation )

Private latrine

Public latrine

Other, specify:

Unsafe sanitation (unimproved sanitation)

Open defecation

River

Other, specify:

4.7 Did/do women/girls have access to sanitary napkins or other relevant hygiene materials? Record whether women and girls in the site used sanitary hygiene materials both before and after the disaster. Tick yes if they did/do, tick no if they did not/do not. Secondary data may provide information on how women managed hygiene needs before the disaster. They question improves understand of why types of sanitary/hygie

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