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Maldivian Red Crescent is a voluntary humanitarian organization established in Maldives. It is a member of the International Red Cross and Red Crescent Movement. Its mission is to volunteer, participate and partner in delivering humanitarian service to the most vulnerable with a vision to be a model National Society contributing to overcome humanitarian challenges. The primary objective of MRC is to prevent and alleviate suffering with complete impartiality, making no discrimination. Maldivian Red Crescent works in three main service delivery areas: Disaster Management, Health and Social Care and Youth.
To make a contribution please contact:
A: Maldivian Red Crescent Headquarters, 4th Floor, Maldives Post Building, Male’, 20026, Republic of Maldives.
T: +960 334 1009
F: +960 334 7009
W: www.redcrescent.org.mv
Maldivian Red Crescent, Maldives, 2012
Copies and translations of all or part of this document may be made for non-commercial use, provided that the source is acknowledged. The Maldivian Red Crescent would appreciate receiving the details of its use.
VULNERABILITY AND CAPACITY ASSESSMENT
TOOLBOXA concise guide for VCA facilitators(ANNEX 3 TO THE VCA GUIDELINE)
789991 5998549
ISBN 99915-99-85-1
Document by: Financial and Technical support by:
Disclaimer: This book is adapted and contextualized from the Vulnerability and Capacity Assessment Series, International Federation of the Red Cross and Red Crescent Societies (IFRC), 2005.
Maldivian Red Crescent, Maldives, 2012
Copies and translations of all or part of this document may be made for non-commercial use, provided that the source is acknowledged. The Maldivian Red Crescent would appreciate receiving the details of its use.
STRATEGIC GOALS
DISASTeR MAnAgeMenT: enhance local preparedness, response and recovery through community-based initiatives and advocacy.
HeAlTH AnD SoCIAl CARe: Promote healthy living through community based initiatives.
YouTH: Mobilize youth as agents of change in addressing youth related issues.
oRgAnIzATIonAl DeVeloPMenT: Build a sustainable national society by enhancing institutional structures, systems, skills and capacities to deliver quality services.
WHAT GUIDES OUR WORK
MISSIon: To volunteer, participate and partner in delivering humanitarian service to the most vulnerable.
VISIon: To be a model national Society contributing to overcome humanitarian challenges.
PRIMARY oBjeCTIVe: To prevent and alleviate suffering with complete impartiality, making no discrimination.
(ADAPTeD FRoM IFRC VCA ToolBox)
VulneRABIlITY AnD CAPACITY ASSeSSMenT
ToolBox A concise guide for VCA facilitators (Annex 4 To THe VCA guIDelIne)
CREDITS:
Document Author: Maldivian Red Crescent
Technical Input by: Ahmed Siyah, CBDRR Project officer, Maldivian Red Crescent Aminath Sharmeela, Programme Manager, Maldivian Red Crescent Colin Fernandez, Disaster Risk Reduction Advisor, IFRC South Asia Regional Delegation Fathimath Rishana, CBDRR Project Coordinator, Maldivian Red Crescent Fathimath Himya, Programme Field officer, Maldivian Red Crescent Ibrahim Fawaz, Development Coordinator, Maldivian Red Crescent Ibrahim Solah, Programme Field officer, Maldivian Red Crescent IFRC Climate Center Maldivian Red Crescent Volunteers Mohamed Adeel, CBDRR Project officer, Maldivian Red Crescent Shaziya Ali, Programme Field officer, Maldivian Red Crescent Shesh Kafle, Canadian Red Cross Society
Financial support: Canadian Red Cross Society, Community Based Disaster Risk Reduction Project 2010 – 2015 International Federation of the Red Cross and Red Crescent Societies (IFRC)
Photography: MRC Photo library
ConTenTS
Section 1
Introduction to VCA 1.1 Importance of VCA in Programming ............................................................7
1.2 Participatory Rural/Relaxed Appraisal (PRA) Tools..........................8
1.3 Principles of PRA ...........................................................................................................8
1.4 Do’s and Don’ts for the Facilitator ...................................................................9
1.5 Skills Required for Facilitators .........................................................................10
Section 2
VCA Assessment Tools Tool 1: Review of Secondary sources ...................................................................15
Tool 2: Semi Structured Interview (SSI) ..............................................................21
Tool 3: Focus group Discussion ................................................................................27
Tool 4: Direct observation .............................................................................................31
Tool 5: Mapping .......................................................................................................................35
Tool 6: Seasonal Calendar..............................................................................................41
Tool 7: Historical profile and visualization ..........................................................45
Tool 8: Household / neighbourhood vulnerability assessment ........51
Tool 9: livelihoods and coping strategies analysis...................................55
Tool 10: Venn diagram .......................................................................................................63
Section 3
VCA Planning Tools Tool 11: Ranking ....................................................................................................................69
Tool 12: Problem and Solution tree ........................................................................73
SECTIOn 1InTRoDuCTIon To VCA
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InTRoDuCTIon To VCA
The Maldivian Red Crescent (MRC) perceives the Vulnerability and Capacity Assessment (VCA) process as an opportunity to understand the Maldivian communities from all aspects. MRC understands and accepts the potential for VCA to be an all inclusive assessment that is meant to empower the community to take action towards reducing its vulnerabilities, address its problems and increase its resilience.
In short, Vulnerability and Capacity Assessment (VCA) is a process;
1. That captures and understands the vulnerabilities and capacities of a Maldivian community at a given time.
2. It enables the community to decide and design activities that can help improve their own situation.
3. It empowers community to take action based upon their analysis and priorities.
4. Raises community priorities to the local government authorities to act upon them.
VCA makes it possible for national Society to work with vulnerable communities to:
• help them understand the hazards they face – natural, health and social;
• assist them in taking the necessary measures to improve the situation, based on their own skills, knowledge and initiatives.
In its basic form, VCA enables people to prepare for hazards, health and social risks and prevents them from turning into a disaster or which would be difficult to manage by the community themselves.
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The VCA process helps communities to:
• gather baseline information, which serves as a crucial reference for emergency needs assessments following a disaster;
• better understand their environment;
• increase awareness of their capacities to cope with issues, risks and hazards;
• reach agreement with local authorities on actions needed to prevent or reduce the potential effects of a disaster or an epidemic outbreak;
• implement and evaluate projects in the areas of prevention, preparedness and risk reduction.
Red Crescent volunteers frequently act as facilitators and catalysts in the VCA process. It is therefore crucial that they possess the necessary knowledge and skills for implementing a VCA. They must be capable of obtaining reliable information, and apt at working in close collaboration with communities to address the most pressing issues. In developing risk reduction programmes, local branches must also be able to clearly distinguish those projects best suited to response, from those requiring support from other organizations. This guide is designed to prepare volunteers to undertake a successful VCA, and to support those leading the process.
1.1 Importance of VCA in Programming
• To integrate community – centered solutions in response to the various risks communities face.
• Monitor current and future disaster in targeted communities linked to design of locally-specific solutions.
• expand public awareness and education, as well as the
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understanding of locally prevalent hazards and risks, and promote a culture of safety and resilience.
• undertake practical measures to protect or render safer critical community infrastructure (e.g. roads, drainage, schools, and health centers) in relation to locally prevalent hazards.
• Promote and encourage community ownership and long term program sustainability.
• To empower communities in taking action on their priorities.
1.2 Participatory Rural/Relaxed Appraisal (PRA)
Tools
The VCA process uses a number of participatory tools to assist communities in knowing and analysing their risks. Participatory Rural/Relaxed Appraisal was developed in India and Kenya, mainly by ngos working at the community level to collect, analyse and evaluate local knowledge and information during the 1980's. PRA places an emphasis on empowering communities to assume an active role in analysing their conditions, problems and potentials in order to change their situation. Changes are to be achieved by collective action and the local communities are encouraged to take the lead in implementing their plans for change.
1.3 Principles of PRA
The focus on participation is central to PRA and it is therefore necessary to know the Principles of PRA as this would help in more effective implementation. The person who facilitates the VCA process with the community needs to keep in mind the following principles.
1. learning from the community: Communities have a wealth of knowledge and information and it is necessary to learn from them.
2. Respect differences: It is important to accept diversity of
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cultures, ideas and opinions which will only increase the richness of the VCA process.
3. learn from mistakes: everyone makes mistakes and it is necessary to learn to embrace mistakes as a learning process.
4. Sharing of experiences: To promote an environment where participants are confident to share their experiences and information which would contribute to the overall knowledge of the community.
5. Relaxed and informal: The process should be done in a relaxed environment and without any pressure for getting outputs. This will promote better communication, friendship and trust.
6. Involvement of the entire community, especially the most vulnerable: It is necessary to get the views and opinions of the entire community which would prevent biases towards any specific group of the community. As stated earlier, the core of the PRA is participation and thus, having all sections of the community involved makes it more participatory.
1.4 Do’s and Don’ts for the Facilitator
Do’s Don’ts
Involve all participants and encourage quieter persons to take part
Don't judge opinions as right or wrong
understand the ideas and opinions of others, otherwise ask for clarification
Don't allow a few individuals to control a process
Find a common language and symbols, which all participants can understand; try not to use jargon
Don’t lecture or dictate and don’t assume a teacher’s role
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Do’s Don’ts
explain the topics clearly, so participants can provide accurate information and produce good diagrams
Don’t use only adult men - women, children and young people also have important information
Be flexible and do not put pressure on participants to finish a given exercise in a given time
Don’t leave the group during the exercise process; the facilitator’s presence is important
Show interest and respect in what the participants know
Don’t rush through the process or try to do too many tools on one day
give everyone a chance to talk and listen to people
Don’t lead the conversation all the time - there should be equal chances to share
"Pass the stick" – give the participants the opportunity to do the tools by themselves
Don’t bring in your own preconceived ideas into the process
1.5 Skills Required for Facilitators
each tool requires a set of skills in order to implement it correctly. The star rating indicates the skills and capacities needed for that tool (one star means a lower level of skill, five stars means a high level of skill). Participants mainly need visual, oral and/or written skills. For those tools that require good facilitation skills (two stars and above), the people involved need to have relevant experience or training.
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Sl. No
Tool Visual Oral Written Facilitation
1. Review of Secondary Sources
★★★ ★★
2. Semi-Structured Interviews
★★★ ★★★ ★★★
3. Focus group Discussions
★★ ★★★ ★★★ ★★★★★
4. Direct observation
★★★ ★★★
5. Mapping ★★★ ★★ ★★ ★★★★
6. Seasonal Calendar
★★★ ★★ ★ ★★★
7. Historical Profile/ Historical Visualization
★★★ ★★ ★★ ★★★
8. Household Vulnerability Assessment
★ ★★★★ ★★ ★★★★★
9. livelihoods And Coping Strategies Analysis
★ ★★ ★★ ★★★★★
10. Institutional Venn Diagram
★★★ ★★ ★★ ★★★★★
SECTIOn 2 VCA ASSeSSMenT ToolSThis section talks about various tools to be used with communities.
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Tool 1: ReVIew oF SeConDARY SouRCeS
The Tool:
A review of secondary sources means collecting information that already exists, usually in the form of written reports or documents. A review of secondary sources includes studying documents and reports produced by other organizations, local government authorities and social institutions. Any data that is approved by the relevant institution (provided in formal letter head, signed by a signatory or stamped) can be referenced and annexed as secondary sources. In addition, information collected from Desktop study in Step 0 of the MRC VCA guideline (2011) can be referenced to be used as secondary data as well.
objectives:
• It can give an overall picture of the community and supplement the information gathering from the other participatory tools.
• It is helpful for monitoring and evaluation of the project and even accessing the impact.
• get an overview of the situation based on the work already done by others.
Advantages:
• A review of secondary sources can be a time and cost effective way of getting a broad perspective of the issues facing the community.
• These sources may provide information that cannot be gathered at the community level (including about infrequent hazards or evolving risks such as climate change).
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• Data can be useful to establish a baseline for indicators to be measured against later.
Criteria to be considered as a Secondary Sources:
• Any published report by the private sector, other organisations, research institutions or the government.
• Information is provided in an official letter head, signed by head of the institution or has the official stamp of the institution.
Steps to follow for carrying out review of
secondary sources:
Step 1: Determine what information you want to collect
A wide range of information is available and is needed to provide an adequate picture of the situation in a community. In order not to get overwhelmed, it is important to remain focused only on the information necessary and relevant to the VCA and the kind of project that will stem from it.
Step 2: Make a list of potential sources of all information
• government offices like Atoll Council office, Island Council office
• libraries
• other ngos and other organizations that have been working in that area
Step 3: Collect the information for making the community profile
Some types of information you might want to consider collecting:
• location and geography of the community
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• Main economic activity and income breakdown (by household, by person)
• Access to community (road infrastructure and transportation methods)
• Population (total births, deaths, distribution of age, occupations, migration)
• Community resources (services available to community members)
• Traditional community organizations
• History of risks in the community, including health risks such as dengue or malaria outbreaks, or disaster risks such as floods or storms
• Vulnerable areas, such as low-lying areas or densely populated areas where there are many vulnerable people, e.g. a low-income area
• Changes in climate and changes in vulnerability (e.g. migration, economic developments etc.)
Step 4: Analyse the information
• The information gathered will provide a first impression and overview of the community, the problems it is facing and the capacities it has to address them.
• look for any information gaps that remain after you have reviewed the secondary sources. These gaps will be the basis for further investigation using other tools.
• After the VCA has been conducted, the information from secondary sources can also help to interpret the information gathered through other tools.
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Focus on Climate Change:
It is important to have the scientific and documented sources on climate change and cross-reference this with community perspectives. It will also show the relationship between global/national levels to the local level.
Information to be collected from related institutions on change in weather patterns – temperature, rainfall, trends in underground water availability etc. This can be collected from the department of meteorology and other government institutions.
Scientific reports from various research institutions, IPCCC reports, un etc is also a good source for getting secondary information.
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Tool 2: SeMI STRuCTuReD InTeRVIew (SSI)
The Tool:
A semi-structured interview is a form of guided interview in which only a few questions are decided upon ahead of time. The interviewer does not use a standard survey questionnaire; instead, s/he has some general topics to cover through the discussion. Relevant topics (such as hazards or health issues) are initially identified and the possible relationship between these topics and the issues are analysed. These issues, such as the capacity to organize, prepare and respond and the ability to recover from a particular hazard or threat, become the basis for more specific questions which do not need to be prepared in advance. Many, perhaps most, of the questions are formulated during the interview. These questions are usually prompted on how the respondent responds to earlier questions.
SSI can take the following forms:
• Key informant interviews – Talking to people who can provide specialized information which might not be known to the general community, for example an elderly person in the community who can shed light on the history of the island.
• Individual interviews – one-on-one interviews are useful when the subject is sensitive or difficult to talk about in groups.
• group interviews – used to gather information about the community at the same time. Care needs to be taken not to cause tension by asking sensitive issues in a group. Such issues are better asked during individual interviews. groups should not be more than 25 members as this would make facilitation and discussions chaotic.
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objectives:
• gain a deeper understanding of the issue.
• examine values and attitudes as well as understanding and knowledge.
Advantages:
• The interviewer can go further in-depth on the basis of the information shared by the respondent.
• There is more flexibility in the questions asked than with a standard questionnaire. The technique is less one-sided, as it allows the interviewee to ask questions to the interviewer as well.
• The information obtained from this tool will provide not just answers, but the reasons for the answers.
Steps to follow:
Step 1: Decide who will do the semi-structured interviews
To ensure quality, create a small team of interviewers, generally of two to four people.
Step 2: Decide who will be interviewed
one may want to do a SSI with a small group of people at once or prefer to carry out one-on-one interviews to get individual perspectives on the same topic.
Step 3: Decide on the topic and guide questions
Preparing an interview guide and some general questions in advance ensures that all areas are covered.
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Step 4: Conduct the interview
Keep the interview informal and mix questions with discussion. Ask open-ended questions where the interviewee can answer not using just a ‘yes’ or ‘no’.
Sample topic: How do people in this community cope with dengue outbreak?
Guide questions:
1. What are the problems caused by it (economic, social, etc.)?
2. How does the community respond to the problem?
3. What are the overall coping strategies?
Step 5: Record the information
either by taking notes, or recording the interview. whatever the option, it is necessary to seek permission or ask the interviewee if s/he is comfortable with it. Before starting the interview it is important to brief the interviewee about the purpose of the interview and seek permission. If he/she is uncomfortable doing the interview, interviewer should respect his/her decision to end the interview at any time. If the interviewee prefers to his/her identity anonymous, his/her decision should be respected by all parties present in the interview and should not be cited in any document.
Step 6: Analyse the information
This can be done with the rest of the interview team or individually. Cluster similar answers together and identify the key issues emerging from the interviews.
Step 7: Discuss the results
Discuss the overall results of the analysis with community members so that they can challenge the perceptions of the interview team. This can make the process even more participatory.
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Focus on Climate Change:
Meetings with older people, women, fisheries department representative to identify any unusual trends in the weather, fish catch, water availability, water levels etc.
How these changes are affecting men and women different is to be asked in these interviews.
Also important is to break down technical words into more simplistic terms which communities can related to.
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Tool 3: FoCuS gRouP DISCuSSIon
The Tool:
A focus group discussion is a qualitative information-gathering tool whereby a group of selected individuals, guided by a facilitator, are invited to give their thoughts and views on a specific issue. unlike group interviews, participants are from similar and often specialized backgrounds, who through their interests or profession are involved with the issue. Although the discussion may focus on a specific topic, the group members may talk freely and spontaneously about the issue.
objectives:
• get an idea of the way specific groups of people think about a particular matter.
• Identify causes of and possible solutions to problems in implementing a project.
• understand the impact of activities, including the impact of health or disaster education on people’s awareness.
Steps to follow:
Step 1: Determine the purpose of the focus group discussion
Decide on the specific focus of your discussion and set clear objectives. This will assist in selecting the most appropriate questions and group to get the discussion going.
Step 2: Decide who to include
Participants should be selected in such a way that they will feel
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comfortable to talk about the issue in front of each other, taking into consideration age, gender, race and economic background. As much as possible try to find participants with common interest and do not insist if the group is uncomfortable to discuss the topic in each other's presence: maximum amount of people to be in a FgD is 10.
Step 3: Determine the questions you will ask
It is important that the discussion is centred on a common theme. All questions should be open ended questions that encourage discussion.
Examples of questions include:
• What are the health problems in the island?
• When do these problems happen? Any specific period during the year?
• Who is most affected by these problems?
• What are various health infrastructures on the island?
• Are the present health facilities adequate to address the problems?
• If not, why is it not able to address the problems?
• What is the support required?
Step 4: Select the recording method
Recording can be done either by audio-taping the discussion or by taking thorough notes. ensure participants are in agreement with the conclusions of the discussion and reassure them that the information recorded is being used only for the research. It is important to encourage participantion from all participants in the group as every person has immense information to the theme of the discussion.
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Step 5: Summarize the points made
At the end of the discussion, summarize the key points made, ensure the participants are in agreement on the points, and invite additional comments.
Focus on Climate Change:
During the Focus group Discussions, consciously link climate change with the topic being discussed. Questions can be asked on the trends and changes which are occurring in the community; how it is affecting community life; are there any new health issues in the community; how it is affecting their livelihoods; what steps are they taking etc.
Discuss on the existing hazards and whether there has been an increase in frequency and intensity of it. Also discuss whether there is an element of unpredictability to these hazards. Focus on the long term patterns of the hazards.
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Tool 4: DIReCT oBSeRVATIon
The Tool:
Direct observation is a process of individuals or a group move around the community in a planned manner observing objects, people, events and relationships. It is used throughout the VCA process. Before direct observation is done, it is necessary that the participants understand clearly what they need to observe so that it contributes to the various participatory tools.
objectives:
• Document behaviour, physical aspects of a community and activities.
• Strengthen the information to the other participatory tools.
• Support observations and conclusions made while using other tools.
Advantages:
• Direct observation is an essential tool as it helps the VCA team to understand the context in which the information is being gathered.
• The tool enables communities to validate the conclusions reached through the use of other tools to gain a more complete understanding of the community and the relationship between its members.
• Direct observation makes it possible to describe things that may be hard for participants to express.
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Steps to follow:
Step1: Decide what areas you are going to focus your observations on
while carrying out informal observation, it is necessary to make a list of things to look for specifically. Such a list might include:
Infrastructure
• Types of housing and other infrastructure, use of latrines
• Construction materials, design and proximity of buildings
• Types of roads and transportation
• green spaces and playgrounds
Health, sanitation and other essential services
• Sanitation (sewers, availability of running water, functionality and type)
• Availability of electricity, water and telephone
• Basic health services
• Distance people have to travel to schools and health centres
• unsafe areas (prone to water logging, strong winds, erosion etc)
• People’s daily activities
Step 2: Communicating what needs to be observed by the practitioners
All members including the VCA practitioners should be assigned to observe specific things so that a large amount of information is captured and not missed out.
Step 3: Map out the routes to be taken
each group should be given a map or briefed thoroughly on the
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routes they should take. This will ensure maximum coverage and at the same time minimise duplication and save time as well. where ever possible each group can be accompanied by community informant who can direct and provide more insight during the observation.
Step 4: Record the data
All groups should ensure that they list all their observation in a logical manner and wherever possible should be supported by pictures.
Step 5: Summarize the information
The facilitator needs to summarize the data with the practitioners so that nothing is missed out.
Focus on Climate Change:
During the direct observation, it is important for the participants to capture signs which could reflect changes in climate. Are there any obvious changes taking place? Do the aged of the community notice any changes in terms of vegetation, sea level, prolonged dry spells etc? All of this is to be consciously asked and taken into consideration while observing the community and its environment.
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Tool 5: MAPPIng
The Tool:
Mapping is a visual representation of the village in the way their community sees it. It is a useful tool to encourage and motivate community participation and raise interest levels. Maps can include various information such as infrastructure, roads, homes, demographic information, safe and unsafe areas; institutions such as schools, health etc; way of setting out in visual form the resources, services, vulnerabilities and risks in a community. It is important that the information marked in the map is relevant to the planning as there could be a situation of having too many information which is not used.
There are three main kinds of community map:
Spatial Map
To get an overview of the main features of an area in relation to its surroundings. Map features could include the arrangement of houses, fields, roads and other land uses and which resources are assessable and owned by the community or individuals. This map is also used as the base map on which both the hazard as well as the capacity map would be based on.
Vulnerability Map
To show hazards or risks and which ones pose a threat and when, which ones are unpredictable or occur after heavy rains. It can also identify the health and social risks of the community.
Capacity Resource Map
To show local resources and capacities as well as gender differences or land use zones.
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objectives:
• Providing a space for discussion among the community to understand the village dynamics and development concerns of the villagers.
• Stimulate discussion on resources and risks in the community.
• Find out about the resources/vulnerabilities that exist and identify appropriate activities.
• gain a common understanding of issues facing the community.
• Assist community with planning and designing projects.
Advantages:
• Mapping is a visual exercise and enables communities to see quickly and analyse the linkages, patterns and inter-relationships between issues and risks they face, hazard location, service distribution or resources.
• Maps can give a broad overview of a particular area of interest, such as health, disaster risk or financial and human resources and how they have changed over time.
• Mapping can cover many different sectors in one go and can therefore be less time-consuming than using a combination of other information-gathering tools.
• Community maps are useful for assessment, planning, monitoring and evaluation.
guidelines for drawing/developing maps:
• encourage community to draw their own maps.
• encourage community people to mark the hazards, vulnerabilities and capacities on the maps.
• It is necessary for the facilitator to simplify the terms ‘hazards,
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vulnerabilities and capacities' which would make it easier for community members to understand and mark.
• Map always have to be drawn so that north faces upwards on the paper used.
• legends/markers have to be simple and clearly depicted on the map. legends/markers need to be on the map to be viewed. They need to be written in Dhivehi.
• A note taker needs to be assigned, who will capture discussions.
Steps to follow:
Step 1: Determine who will participate
More community participation is better for doing mapping as this gives an opportunity for everyone to participate or contribute to the information. This will also make the maps more accurate. It is important to have representation from all sections of the community and encourage their participation during the development of the map. It is also important to have elderly people represented as they can provide more insight into the changes the community has experienced. In addition, ensure that the group is gender balanced and that all groups are represented.
Step 2: Drawing the maps
Methods:
• Develop 1 spatial Map. Place cellophane/transparency paper on top of the spatial map and draw the vulnerabilities on the cellophane and complete it with legends. once vulnerability map is complete again place a Cellophane/transparency paper on top of the Vulnerability Map (on cellophane) and mark all the capacities and legends on the corner. This method can be used to show both vulnerabilities and capacities in one map or Vulnerability or Capacity Map can be placed on the spatial map
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separately to view vulnerabilities and capacities separately.
• Develop 2 spatial maps. use 1 Map to draw the vulnerabilities and the other to mark the capacities. All maps should be complete with legends.
• Develop 1 spatial map and mark both vulnerabilities and capacities in one map. Vulnerabilities and capacities should be separately indexed and marked on the legends.
use flipchart paper, markers and crayon/fibre colors to draw the maps. wherever possible use blown up maps to ensure visibility and clear mapping . when drawing the maps try to develop maps to scale to make it as accurate as possible.
Spatial Map: Try to get hold of existing spatial map. It might be possible to obtain it from the Island Council or from other government sources. Blow up the map so that community members can mark out the required information on the map easily. using an existing map will be more accurate and can save a lot of time for both the practitioners and the community members. If an island map is not available, community members can be asked to develop a spatial map of their island during the mapping process. Depending on the method used 1 or 2 spatial maps might need to be developed.
Vulnerability Map: once the spatial map is completed, facilitators should explain what the vulnerabilities are and assist the group in identifying the vulnerabilities in the community and mark it on the map. As much as possible encourage the community members to complete the map and facilitators should only facilitate the process. All markings on the map should be properly referenced on the side on the map in the legends.
Capacity Map: explain to the community members what capacities are and assist them in marking the capacities in the community. All markings on the map should be properly referenced on the side of the map in the legends.
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Step 3: Analyse map and information
Analyse the information presented on the maps. what are the similarities? what are the differences? use it as a tool to generate discussions with community members about the problems in the community, such as:
• what can the community change to reduce their vulnerabilities?
• How can the community influence change with the support of others in the medium term?
• what must the community transform that requires long-term support, technical and financial means?
This map can also stimulate discussion for planning projects with vulnerable community members.
Focus on Climate Change:
Are the hazards different now than they were 10/20/30 years ago and how?
Are there any new areas being affected by hazards which was not there earlier?
Are there any changes in the fish catch (an increase or decrease) and what is the reason for this?
Is there sea erosion and what is the scale of it? Are there new areas of it?
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Tool 6: SeASonAl CAlenDAR
The Tool:
The seasonal calendar is a popular tool which reflects the perceptions of the local community regarding changes over a wide range of items such as hazards, migration, diseases and livelihoods over a year.
objectives:
A Seasonal calendar can obtain information about;
• weather patterns, such as heat spells, floods, sea surges, drought etc.
• Social and economic conditions such as periods where local businesses do well, times when crime rates are observed to be high etc.
• Community events such as marriages, holidays and festivals, and seasonal activities such as harvesting.
• Periods of stress, hazard, disease, food shortage, debt and/or vulnerability. It highlights what people do during these periods, their coping strategies, when they have savings and when they have time for community activities.
• livelihood options and pattern of the community.
• To understand how each item is related and influence each other.
• examine the relationship between climate and other categories.
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Advantages:
• The seasonal calendar helps the VCA team to see the hazards and risks in terms of their occurrence.
• The analysis can help a community to rethink its living habits according to its vulnerability to various risks and hazards.
Steps to follow:
Step 1: Set the timeline for the calendar
Since in Maldives almost everyone uses the solar calendar, the timelines for the seasonal calendar is set from jan – Dec of the previous year to keep it simple and standard.
Step 2: Determine the categories to be mapped
The chart is created with the months of the year along the horizontal axis and the events, activities and significant climate phenomena listed in the vertical axis. This would include natural hazards, health issues, water availability, livelihoods etc.
Step 3: Determine values
Ask participants to fill in the calendar. If it is difficult to capture precise information, start with general information, such as when the peak of the rainy season is and when the peak of the dry season is. use a three point scale to show the frequency (1 = low , 2 = medium and 3=high). when marking the rates ask open ended questions to encourage discussion and take notes. Make sure the discussions brings out the rationale behind the ratings.
Step 4: Analyse the information
It is important to analyse the information by discussing with the community on how the categories relate and affect each other, what are the roles of men and women of the various categories etc.
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Focus on Climate Change:
1. Include the different livelihood practices in the community. If a livelihood has different components (such as planting, harvesting, crop rotation for farming), mark their seasonality separately.
2. Migration: This could be due to the lack of opportunities in the island during a certain period in the year or better opportunities elsewhere.
3. Illness: This could also be due to the changing climate patterns or due to social reasons.
Questions to be asked:
1. Have there been changes in timing of livelihood activities in the community? For example an agricultural community has the harvesting time or type of crop changed.
2. Have there been any livelihood options which have been abandoned or drastically changed which were related to the climate? It could be a certain fish not present anymore or diminished in size or number.
3. Is there any differences in the timing of seasons as compared to 10/20/30 years ago?
4. How have livelihood strategies changed based on the changing seasons?
5. Have there been an increase/decrease in frequency, duration and intensity of the natural hazards (heat spells, floods, sea surges, drought etc) as compared to 10/20/30 years ago?
6. Is there an increase in migration of the community; when and why?
7. Has some diseases become more common when compared to before?
8. Are there any new illnesses which are present and why so?
9. Are there any traditional warning signs for natural hazards? Are they still used?
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Tool 7: HISToRICAl PRoFIle AnD VISuAlIzATIon
The Tool:
Historical profile and visualization are tools for gathering information about what has happened in the past. The two variations can assist in building a picture of past events that has an effect on a community and future projections. They can track changes in the environment and community behaviours and shed light on causal links and influence decisions taken by community in the planning process.
objectives:
• get an insight into past events, such as hazards and development events, and what changes have occurred over time.
• gain an understanding of the present situation in the community (causal link between past and present in terms of health issues or hazards and vulnerabilities).
• gain an understanding of how things may continue to change in the future (trends).
• Make people aware of changes and present perceptions.
Advantages:
• The tools are a powerful way of allowing people to voice opinions and share their history.
• It can serve as a basis for discussions on future programmes or projects within the community.
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Part I: Historical Profile
The aim of a historical profile is for the community to identify all the events and activities which the community find important to the development of their community. Through the profile, members of the community, especially the younger generation, will get to know and understand how the community has evolved. People will also be stimulated to think ahead: what do past changes tell us about trends in risks? what needs to be done to manage those risks?
Steps involved:
Step 1: Historical criteria
Significant past events in the community and developmental milestones will be captured. events that did not impact the community but are traditionally referred to or accepted as historical events by the community will also be captured.
Step 2: Select the participants
It is good to have a broad mix of people in the group, including leaders, teachers, young and old. ensure that there is a gender balance and elderly people with knowledge of past events are included.
Step 3: Plan the group discussion
Plan a group discussion (refer community meeting method - VCA guideline step 5) and invite the people who will be able to provide historical information about the community.
Step 4: Listing events
explain the purpose of the tool. Then start off by asking people if they can recall major events in the community. Have a general discussion and guide them to the kind of information that we are trying to collect.
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Step 5: Impact of hazards
Draw a line to represent time and mark one event that everyone recognizes to have impacted the community. This provides a reference point for history. Then ask them to think of events that occurred before and after that event and mark them on the line.
These may include:
• Major hazards and their effects;
• Changes in land use (crops, forest cover, houses, etc.);
• Changes in land tenure;
• Changes in food security and nutrition.
Step 6: Record the information
The information should be captured into a table as prepared below, going back as far as possible, it is important to get exact dates or where the date could be verified. The events should be in chronological order.
Year Event Remarks
1940 electricity for the island
Island got only 8 hours of electricity
1980 Sea surges Damaged 5 houses
1982 Fishing boat went missing
6 people on board. not found to date
1990 new school opened upgraded from grade 7 standard to o’level standard
2004 Indian ocean tsunami 5 people missing, 200 houses effected
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Part II: Historical Visualization
Steps involved:
Step 1: Identify the participants
Identify the elderly and young people in the community who are willing to participate.
Step 2: Define the themes
Decide on the themes you would like to address and ensure that all the participants agree to them. These might include: diseases, access to food, sea level, violence and crime, fish catch, housing, people, temperature, rainfall among others. This will help in gaining a better understanding of the current situation in the community and create awareness of how the situation has changed over time.
Step 3: Select the symbols
Allow participants to assign a symbol for each theme. Assign a certain value for each symbol such as ten, a hundred or a thousand for the symbol.
Step 4: Discussion
Promote a discussion with all participants. This step should be brought to a halt once the group has collected the relevant information on the period from the selected starting date up to the present.
Step 5: Conclusions
Analyse the information gathered and draw conclusions accordingly. The result will provide an insight into the development of the community over time and into past hazards and changes in their nature, intensity and behaviour.
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Step 6: Projection
The next step is to develop a future projection using the outcomes of steps 1 to 5 for each category based upon the trend which is showing in the tool. Communities would want assistance on how to respond appropriately to the negative trends.
Focus on Climate Change:
Since we are doing an integrated approach, other possible areas which could be reflected in the tool are (apart from disasters);
• Changes in land use (forest cover to housing or agriculture or vice versa).
• Changes in food security (where the community faced high food shortages).
• Changes in any policy which affected their livelihood (where to fish); price of fuel and agriculture inputs.
Questions to be asked:
1. Are there any trends in the frequency of events (hazards) over time?
2. what are the current practices of the community to cope with these changes? Are they working?
3. what events do you expect will occur in the future?
4. Does this perception of future events affect your plans for the future?
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Tool 8: HouSeHolD / neIgHBouRHooD VulneRABIlITY ASSeSSMenT
The Tool:
This tool is a graphic means of assessing the main vulnerabilities, health risk and social problems faced by individual households and neighbourhood. once people have a clear idea of what their main vulnerabilities are, it can contribute to better identification and development of actions and priorities to reduce the potential effects of a threat.
objective:
• Assess the household/neighbourhood’s level of vulnerability in relation to likely natural hazards, social and health risks.
Steps to follow:
Part I: Household Vulnerability Assessment
• get participants to identify the main threats/problems they face, placing these along the horizontal axis of the chart.
• Then name every area of the house, both indoors and outdoors, along the vertical axis of the chart. Specify the material or the condition of the selected element using a ranking order from 1 to 5 according to the level of risk, with 1 being the lowest and 5 the highest.
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Part II: Neighbourhood Vulnerability Assessment
To assess neighbourhood vulnerability, consolidate all the information gathered from the individual household vulnerability assessments into one chart. This can be done at a later date by the VCA team or collectively by the participants.
Next Step:
As mentioned above, if a member of the VCA team is chosen to compile the neighbourhood vulnerability information in order to save time it is important that the information is shared back with the community as it can be a very powerful way of showing a community what its risks and vulnerabilities are.
The information can be used to verify conclusions made based on information collected through other means, for example through triangulation as in VCA guideline.
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Tool 9: lIVelIHooDS AnD CoPIng STRATegIeS AnAlYSIS
Introduction:
In simple terms, livelihood means how an individual or household uses the resources available to earn income, either financial or in goods, to support their lives. The income gained from a livelihood will determine the status of a person or household – especially the food intake and their general health (mental as well as physical). livelihood will also determine how much money can be allotted by a family to protect them from a natural hazard and health risk for example, building a strong house.
It is usually in the household that decisions are made about how to use the resources that are available. each household has a “bundle” of assets (resources) that enable them to earn an income and/or to farm (subsistence). Some of those resources or assets may be tangible (e.g. land for farming, livestock, a sewing machine, carpentry tools, and cash for investment). others may be intangible, such as skills, education or “social capital” (connections that help to secure income or welfare).
The Tool:
This tool uses a combination of interviews and diagrams (usually at the household level) to represent the various ways that income is generated to enable people to live. It collects information on the assets or resources available to the household for its livelihood activities. It assesses how these are used to form the livelihoods that they depend on. These can then be linked up with the hazard analysis in the household/neighbourhood vulnerability assessment (Tool 9) to see how livelihoods can be disrupted in disasters.
In this exercise, it is important to include money sent by family members to their households on the island, gender and age.
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The tool is used to analyse livelihoods, and the following aspects need to be assessed:
• The assets or resources available to households. Together with the other participatory tools, this will help to give a picture of the capacities of the community to withstand/respond and recover from the risks they face.
• The damage and disruption to those assets and resources when a hazard occurs. If possible, this should take account of different patterns of damage depending on the intensity and duration of the hazard (e.g. Tsunami or sea surge of different strengths).
• How the livelihoods and their assets can be protected and strengthened from the impact of hazards – what strategies are already available or can be improved.
• The problems they face in implementing their strategies for protecting their assets/resources.
objectives:
• understand the traditional coping capacities of communities and what needs to be done to strengthen these capacities.
• understand how people obtain their basic needs and any additional income. It will also indicate the strength and resilience of people’s livelihoods with respect to hazards.
• livelihoods assessment will help to design community-based activities that can protect and strengthen livelihoods, making the communities more resilient and capable of withstanding the impact of hazards.
• Assist in designing interventions in other programme areas (e.g. health, water and sanitation, food security). Through such integration, the relevance of other programmes can be seen in relation to vulnerability reduction.
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Part 1- Preliminary activities: livelihood Analysis
from other available sources
• Collecting information on the assets of a household can be carried out at various levels of detail, depending on the time available and the intended size of the sample.
• Review the information gained from other tools, especially the hazard map, seasonal calendar and resource map. These helps to determine the criteria to select sample households from different socio-economic groups. The result will form a structured sample, chosen at random but from specific known groups that will be representative of the whole location.
• Decide how many and which particular households to be interviewed.
• The interview process involves getting to know household members, composition, age, gender breakdown, followed by questions on livelihoods and coping strategies according to the instructions described in the semi-structured interview (Tool 2).
• Discussion can include how the household copes in times of stress (especially in response to the impact of known hazards such as droughts, floods). This will be included in the analysis of coping strategies.
• The discussion could also look at changes over time. what are the changes in coping strategies and livelihoods, and what are the causes and effects of these changes?
Steps to follow
Step 1: Identify livelihood activities
list the various livelihood activities that involve each member of the household. It will be easier to do this first, and then identify the assets that are used in the process. Some people may have more than one activity, and some of the activities may be seasonal. Make
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note of these different activities and the months when they take place. Some activities may be directly affected by hazards (see Step 3 in this tool), for example, if someone is reliant on earning income from fishing, then storms, erratic weather and sea surges could affect the livelihood disproportionately.
Data collection sheet for Step 1
Information can be collected through discussions and interviews with household members. note that different people may have varying opinions about their work and activities: it is useful to try to cross-check the information in more than one visit (but avoid creating mistrust between household members!).
Do not forget to ask about people who may not be living at home, for example who have migrated, but still have a connection with the household.
Basic Household data
Person (name if willing)
Gender & Age
Main Livelihood activity (seasonality)
Secondary data and other livelihood activities (seasonality)
1.
2.
3.
4.
5.
Step 2: Identify household assets and resources
list all the assets and resources available to the household. The assets can be divided into the following groups:
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natural: land, water supply, fishing resources
Physical: Tools, equipment, transportation, electricity, water taps or wells.
Financial: Savings (including jewellery, if relevant), access to financial resources.
Human: education, training, qualifications, skills etc.
Social: Participation in community groups, connections with kin in other villages or towns, linkages with a religious institution.
Assets of household xxxx Below each heading, describe the assets (resources, capabilities) that provide food, income and well-being
Natural Physical Financial Human Social
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Step 3: Identify the hazards that threaten the assets
From the assets and resources that have been identified as crucial to the household’s livelihoods, indicate (through participatory discussion with the household members) how the known hazards can affect them.
Hazard Natural Physical Financial Human Social
(name of hazard/health issue/social problem
(Impact of the hazard on natural assets)
(Impact of the hazard on physical assets)
(Impact of the hazard on financial assets)
(Impact of the hazard on human assets)
(Impact of the hazard on social assets)
Step 4: Identifying and analysing coping strategies
Coping strategies are what people do in order to cope with the impact of the hazards they have encountered in the past.
From the livelihoods analysis already carried out; identify those assets and resources that are likely to be affected by a certain hazard to ensure continuity of the livelihood and survival when hazard occurs. So, for example, where a community has identified sea surges as a hazard that affects them every few years, what patterns of behaviour and practices people do. These could be
• Changing location and timings of the livelihood practice
• Increase investment to the supplementary livelihoods
• Safeguard assets and resources
• Sacrifice assets when it is essential for survival e.g. which assets or resources are lost first? In what order are they sacrificed? This will help to assess the likely impact of hazards
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of varying duration or intensity, e.g. a longer-lasting flood may cause worse losses of livestock than a shorter one.
Assess whether the impact of different coping strategies has a worse effect on some household members than on others. For instance, are elderly people likely to have reduced food intake compared with younger members of the household? Do women endure greater losses than men?
Next steps
• Identify the measures that could be taken to prevent or reduce the loss of assets and resources as a result of a hazard impact.
• which of these measures can be done by the household?
• which measures require external support?
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Tool 10: Venn DIAgRAM
The Tool:
This tool is used to know and study the relationships between various institutions perceived by the community. It is popularly known as ‘roshi’ (round bread) diagram as this exercise uses circles of various sizes to represent the various institutions or persons at the community. The bigger the circle signifies the more importance of the institution while smaller the circle signifies the opposite.
The tool can also bring out the strength of relationship between the community and the institution by the distance of the circle placed away from the community circle. The closer the circle is placed to the community signifies the strong relationship between the two and further it is placed signifies a weaker degree. Discussions on this can bring out interesting information on the reasons on the distance and size of the circles.
objectives:
• To provide an insight into the power structures, relations and decision making process of the village.
• To know the various institutions and their influence on the community.
• To know the degree of interaction among the institutions.
• To understand which institutions the community resorts to in time of emergencies and need for support.
Advantages:
• It can clarify the different interest groups, institutions and decision-making patterns.
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• It shows the claims people have on others during a period of hardship and how institutions, both internal and external, operate to provide resources during an emergency.
Steps to follow:
Step 1: Identify the organizations/institutions
Have participants identify the main organizations inside (Island Council, women Development Committee) and outside the community (e.g. International ngos)
Step 2: Placing institutions
get the participants to cut or draw circles of different sizes.
The size of the circle would reflect the resourcefulness and importance of that institution to that community.
next would be to place the circle in reference to the community. The community circle is always placed in the centre. The distance the institution circle is from the community circle will reflect the relationship between the two. For example the further the distance would mean weaker relationship.
A third step would be to show relationship between institutional circles. A thick line would reflect a good relationship while a thin line would mean the opposite.
Step 3: Analyse the information received
• why are the circles big or small? Is that the way it should be? Should there be a change of size?
• why circles are far when they need to be closer to the community? what needs to be done to bring these circles closer to the community?
• How does this distance translate into the development of the community?
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Focus on Climate Change:
1. which of the institutions can be of help to the community in terms of;
• Information
• Resources – physical, financial
• Knowledge building/training/capacity building
2. which institutions are of assistance in times of disasters or health emergencies?
SECTIOn 3VCA PlAnnIng ToolSThis section includes methods for using the results of the information-gathering tools for the development of community plans.
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Tool 11: RAnKIng
The Tool:
Ranking means placing something in order. This tool is also known as pair-wise ranking method and is very helpful in knowing and prioritizing the problems faced by the community. In this exercise, two items are compared to each other at a time. This process is continued until all the items are compared with each other. The frequency of the number of times each item is preferred over the other is counted and the item with the highest number becomes the biggest priority for the community. It is important to facilitate a discussion with the community to arrive at a preference between two items. This exercise is extremely good in mobilizing high community participation and discussions.
objectives:
• Quickly identify problem areas and preferences as individuals see them and compare them with the assessments of others.
• guide people to rank problems in terms of:
• what can be changed about the situation?
• what can be influenced about the situation?
• what must be accepted about the situation?
• Have the community themselves decide what is a priority to be addressed.
• To ascertain the priorities of the community.
• To understand the decision making processes of the communities and the factors that influence people’s decisions.
• To help create a planned intervention based on the priorities of the community.
• To generate a high level of involvement and participation from the community.
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Advantages:
• This tool can be useful to assess people’s expectations, beliefs, judgements, attitudes, preferences and opinions.
• It is a helpful follow-up tool to take participants one step further in their critical thinking, as well in the analysis of any situation.
Steps to follow:
Step 1: Name Listing
From the various participatory tools and discussions with communities, list all the problems which were mentioned and identified.
Step 2: Name Ranking
with this list, do the household survey asking each household that they have five votes and they need to assign these votes to the problems on the list. The household can assign all five votes to one listed problems or spread it among a maximum of five listed problems.
Step 3: Name Collation
After the required number of households have been completed, the votes are to be tallied and ranking assigned. This would give a picture of the priorities of the community.
If the facilitators are able to mobilize a sufficient number of members from the community, then Steps 4 and 5 can be done. If a sufficient number is not possible, it is fine to finish the tool in Step 3.
Step 4: Identify the priority
list the top six problems in a table as given below. Ask the
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participants to compare each problem with another and rank which is more important of the two. Ask questions “which do you prefer?” or “which is the bigger problem and why?” to decide on either of the two. Follow this process until all the possible combinations have been gone through and selected. Fill in the decisions into a table.
P 1 P 2 P 3 P 4 P 5 P 6 Score Rank
P 1
P 2
P 3
P 4
P 5
P 6
Step 5: Analyse the results
Calculate the scores of each of the items and rank them in descending order. when the participants have finished ranking, ask them to interpret the results. Have them identify which criterias are dominant, which are less important, and which item would be given overall priority. Based on the results of the problem ranking tool, this can be further analysed through the problem tree (Tool 12).
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Tool 12: PRoBleM AnD SoluTIon TRee
The Tool:
The problem and solution trees are flow diagrams which show the causes and solutions of a specific problem. From here, community members can look for the root causes that need to be addressed in order to reduce vulnerability and risks. This tool can help to give structure when analysing information obtained from other tools.
objectives:
• Direct participants towards analysis of the situation and to build up a picture of the major problems the community faces.
• Identify and analyse the root causes that need to be addressed to reduce vulnerability.
• Identify appropriate and specific solutions for the various problems identified.
Steps to follow:
Problem Tree
• From the problem prioritized from the problem ranking tool (Tool 11), take each problem separately for a detailed analysis.
• give participants a sheet of paper and ask them to write down one major problem on it.
• using the main problem, ask the participants to discuss on the possible causes to the problem (wHY IS THe PRoBleM exSISTIng oR wHAT IS THe CAuSe oF THe PRoBleM). There could be more than one cause to the main problem and this should be listed separately. This would give the first level of causes.
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• Based on the first level, the participants are to take each of the causes and identify its causes. This would provide a further level of causes. This process can be done until, a root cause is identified. This is observed when the participants feel that there is no more causes beyond what they mentioned.
• The role of the facilitator is crucial for the successful analysis of this tool and should guide the participants appropriately so that they can identify the causes to the problems.
Solution Tree
The Solution Tree is a mirror image of the Problem Tree. This means that for each of the problem identified at various levels, there is a subsequent solution to it.
• on a separate sheet of paper, ask the participants to write what solution they want from the problem identified. For example, if the problem is identified as ‘lack of drinking water’, then the statement for the solution tree would be ‘availability of adequate drinking water’. In simple terms, the problem is to be converted into a positive statement.
• now for each of the problems identified, the participants are to discuss and find a solution/positive statement for them.
• once every identified problem has found its respective solution, the exercise is completed. Based on the solution tree, the community would be able to develop it's community plan.
noTeS
zone oF InTeRVenTIonHAA ALIFU ATOLL
HAA DHAALU ATOLL BRANCH
SHAVIYANI ATOLL
NOONU ATOLL BRANCHRAA ATOLL
LHAVIYANI ATOLL BRANCH
BAA ATOLL
KAAFU ATOLL
MALE’ BRANCH
ALIFU ATOLL
VAAVU ATOLL
FAAFU ATOLL
MEEMU ATOLL BRANCH
DHAALU ATOLL
THAA ATOLLBRANCH
LAAMU ATOLL
GAAFU ALIFU ATOLL BRANCH
GAAFU DHAALU ATOLLBRANCH
GNAVIYANI ATOLLBRANCH
SEENU ATOLL BRANCH
BRANCH
UNIT
HUMANITYThe International Red Cross and Red Crescent Movement, born of a desire to bring assistance without discrimination to the wounded on the battlefield, endeavors, 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 among all peoples.
IMPARTIALITYIt makes no discrimination as to nationality, race, religious beliefs, class or political opinions. It endeavors to relieve the suffering of individuals, being guided solely by their needs, and to give priority to the most urgent cases of distress.
NEUTRALITYIn order to continue to enjoy the confidence of all, the Movement may not take sides in hostilities or engage at any time in controversies of a political, racial, religious or ideological nature.
INDEPENDENCEThe 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 Movement.
VOLUNTARY SERVICEIt is a voluntary relief movement not prompted in any manner by desire for gain.
UNITYThere 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 throughout its territory.
UNIVERSALITYThe 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.
The Seven Fundamental Principles of the International Red Cross and Red Crescent Movement
Maldivian Red Crescent is a voluntary humanitarian organization established in Maldives. It is a member of the International Red Cross and Red Crescent Movement. Its mission is to volunteer, participate and partner in delivering humanitarian service to the most vulnerable with a vision to be a model National Society contributing to overcome humanitarian challenges. The primary objective of MRC is to prevent and alleviate suffering with complete impartiality, making no discrimination. Maldivian Red Crescent works in three main service delivery areas: Disaster Management, Health and Social Care and Youth.
To make a contribution please contact:
A: Maldivian Red Crescent Headquarters, 4th Floor, Maldives Post Building, Male’, 20026, Republic of Maldives.
T: +960 334 1009
F: +960 334 7009
W: www.redcrescent.org.mv
Maldivian Red Crescent, Maldives, 2012
Copies and translations of all or part of this document may be made for non-commercial use, provided that the source is acknowledged. The Maldivian Red Crescent would appreciate receiving the details of its use.
VULNERABILITY AND CAPACITY ASSESSMENT
TOOLBOXA concise guide for VCA facilitators(ANNEX 3 TO THE VCA GUIDELINE)
789991 5998549
ISBN 99915-99-85-1
