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Saturday 15 November 2014

Fwd: Your daily selection of IRIN Africa English reports, 11/14/2014



 
humanitarian news and analysis
a service of the UN Office for the Coordination of Humanitarian Affairs


Any lessons from Operation Lifeline Sudan?

JUBA, 14 November 2014 (IRIN) - Just over 30 years ago Operation Lifeline Sudan (OLS) sought to extend a helping hand to the millions in need and caught up in the second Sudanese civil war (1983-2005).

Today, the international community is grappling with a costly South Sudan crisis. In the past 10 months, thousands of people have died, many more have been injured. At least 1.4 million South Sudanese have fled their homes, with about 469,000 crossing into neighbouring Ethiopia, Kenya, Sudan and Uganda. A large-scale humanitarian operation is under way with the aid community seeking US$1.8 billion in 2014.

IRIN looks at lessons that can, or have already been, learned from the OLS experience.

Coordinate, coordinate

OLS was the largest-ever coordinated humanitarian effort that "allowed the participation of donors and NGOs who were either unable or unwilling to mount relief efforts on their own or under other auspices", notes a report by the Secure Livelihoods Research Consortium (SLRC).

According to the report, cooperation among NGOs was a "product of OLS in general and the ground rules negotiations in particular."

Coordination remains critical in the aid response. The UN Office for the Coordination of Humanitarian Affairs (OCHA) is tasked with the responsibility "bringing together humanitarian actors to ensure a coherent response to emergencies".

The OLS ground rules called for "humanitarian assistance to populations in need, regardless of affiliation," said Dan Maxwell, a professor at Tufts University and the SLRC's team leader. The UN and aid agencies would negotiate with the warring parties for access to deliver food and other relief. While OLS would come in for consistent criticism - from both the international community and the protagonists, OLS operated for over 20 years, ending in 2005 after the signing of the Comprehensive Peace Agreement (CPA).

Engage with all parties to tackle security and access constraints

As in the OLS period, logistical, political and security constraints are plaguing today's relief effort in South Sudan. 

Access by road has remained challenging during the rains, forcing aid agencies to rely heavily on increasingly expensive air assets. According to some aid workers, it was cheaper during OLS to use air assets, as relief items were flown from staging areas in neighbouring Ethiopia, Kenya and Uganda. At present, most aid is flown in from Juba, which is far from crisis-affected areas. Cross-border deliveries to South Sudan from Sudan have recently begun.

Aid agencies rely heavily on increasingly expensive air assets
South Sudan ranks third in the world after Afghanistan and Syria in terms of insecurity for aid workers. According to OCHA, 74 access incidents were reported in September (compared to 58 in August) mainly involving "violence against personnel/assets with several incidents of assault, harassment and ambush/hijackings especially in Central Equatoria, and arrest/detention and threats in Unity and Jonglei". In August, a UN helicopter was shot down in the outskirts of Bentiu, in Unity State.

In South Sudan, the Humanitarian Country Team - which comprises the UN, the International Organization for Migration, international NGOs and Red Cross/Red Crescent Movement representatives - "extensively engages with all parties to the conflict to inform [them] of the impact of access constraints on humanitarian programmes," notes an OCHA access snapshot.

"OCHA's access team - engages with all parties to the conflict to overcome constraints and facilitate access including assurances for flights and convoys," it adds.

Negotiate with conflict parties to avoid misunderstandings

Negotiating with parties to the conflict enabled OLS to become the first relief effort in an active "non-international conflict", which "expanded the realm of possibility surrounding emergency relief and humanitarian response," notes the SLRC report.

Alongside the coordination capacity and official umbrella of OLS, negotiated access introduced "the concept of 'humanitarian governance', or the use of humanitarian aid and human rights principles to influence the behaviour of a state or of non-state actors," it adds.

The SLRC report draws parallels with the OLS era, when assistance for SPLM-controlled areas was perceived by the government in Khartoum as support to the rebels. An independent evaluation from the UN Department of Humanitarian Affairs (DHA) acknowledged: "While OLS agreements recognize ultimate [government of Sudan] sovereignty, in practice, the Southern Sector has developed a tenuous autonomy in relation to the warring parties." Indeed, OLS critics viewed negotiated access as "the programmatic expression of the acceptance of continuing violence".

OLS activities were restricted by the parties to the conflict. People living in areas such as the Nuba Mountains - along what is now Sudan's southern border - remained largely cut off from assistance.

There were few "alternative means for delivering aid", according to SLRC's Maxwell, who said that ignoring the process of negotiating access could have proven dangerous to aid workers and destabilized the entire operation.

A vital lesson from OLS, says the SLRC report, is to continue to engage with both sides in a conflict while respecting sovereignty.

Back in the 1980s negotiating access with conflict parties led to criticism that OLS was perpetuating the conflict - with the assistance provided to displaced people, in and from the south, viewed as providing less incentive for the southern factions to stop fighting.

OLS's shift from only emergency relief to more of a development agenda in the southern sector post-1991 was viewed "as an attempt by Western governments to assist the SPLM/A in resisting the Khartoum government's onslaught," said the report.

In the current crisis, the Juba administration has expressed anti-UN sentiments amid misperceptions that the UN Mission in South Sudan (UNMISS) was supporting the rebels.

Make the most of local networks

OLS was criticized for "passing over opportunities to hire local staff" and for having failed to adequately consider Sudanese observers' and beneficiaries' views, according to the SLRC report.

Luka Biong, the director of the Center for Peace and Development Studies at the University of Juba, noted that then, "International NGOs were becoming de facto governments. They forgot the institutions that are out there."

Biong added: "The idea that traditional institutions are broken during the war is not an ultimate conclusion." For Biong, the lack of an exit strategy meant that when a crisis ended and agencies began to leave, there was no one left to carry on the work.

In recent years, more local staff have been recruited into international aid agencies. In an August op-ed, the humanitarian coordinator in South Sudan, Toby Lanzer, said: "Before the crisis [pre-December 2013], nine in 10 staff members with international NGOs in South Sudan were South Sudanese." 

The conflict has, however, affected the deployment of local staff from different ethnic backgrounds to some hotspots. "The ethnic tensions fuelling the violence meant that some South Sudanese aid workers were not able to work where they were most needed, as their lives were potentially in danger," added Lanzer.

But local networks are crucial in the response. Kibrom Tesfaselassie, who leads UNICEF's rapid response missions to some of South Sudan's most isolated and insecure areas, told IRIN his team is only deployed after "community leaders connect with partners on the ground and request that there is a need."

Despite this, resentment remains with the Juba administration recently rescinding a directive banning the hiring of some foreign workers to give more jobs to local staff.

Stay flexible

While OLS was set up in a different context and can only offer limited guidance to navigating South Sudan's current political framework, veterans of past humanitarian campaigns say lessons remain. John Ashworth, who has extensive experience in peace-building work in Sudan and South Sudan, but working through church groups rather than through OLS, said that flexibility, was crucial.

The OLS system was "very inflexible", said Ashworth. "Things on the ground could change quite quickly. But trying to get that message back to a logistics department… they could actually be several weeks behind real time."

According to the SLRC report, "the timing of food aid delivery was often delayed: hampered by logistical problems and poor infrastructure, as well as from bureaucratic, political, security and environmental constraints."

While the current response is more nimble, a lack of resources is often a problem.

"You can do everything if you can pay for it," said Tariq Riebl, Oxfam's country director in South Sudan. The South Sudan Crisis Response Plan, which has received 70 percent of the $1.8 billion required, is facing competition from other ongoing international crises, including the Ebola outbreak in West Africa.  

Address underlying causes, exploit peacebuilding opportunities

OLS was criticized as being unsustainable and that it "only responded to immediate needs and failed to address underlying causes of the crisis", notes the SLRC report.

Despite attempts to encourage more local food production in the mid-1990s, "the massive food operation was often not tied to any sustainable improvements in people's own livelihoods - and indeed [there was] controversy over whether it should be or not."

While OLS did not set out to end hostilities between warring parties in Sudan, it had some peacebuilding dividends, which critics argue could have been pursued further. "There was a profound connection between OLS and opportunities for peace-making, even if peace was not its stated aim. The operation was mounted to ameliorate the suffering caused by war-induced famine; hence, the final solution to the problem lay in achieving peace," notes an OLS review

In the response to the current crisis, livelihood support is a key component alongside the provision of food, health care, shelter, sanitation and other basic needs. In April, Lanzer called on the parties to the conflict to consider a "month of tranquility" to enable people to move freely to farm or tend to livestock or "or even to seek asylum in neighbouring countries if they so wish". 

Before the current conflict, aid agencies in South Sudan were shifting towards development. Speaking during the launch of the 2013 Consolidated Appeal Process, Awut Deng Acuil, South Sudan's then minister of humanitarian affairs and disaster management, said: "Placing resilience and national institutions at the forefront of aid work will help create a South Sudan which is better able to care for its citizens in times of crisis." The conflict, however, stalled these plans.

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School lessons by radio in Sierra Leone, Liberia

MONROVIA/FREETOWN/DAKAR, 14 November 2014 (IRIN) - With the nationwide closure of schools in Liberia and Sierra Leone due to the Ebola outbreak, and with no immediate prospect of them reopening, a growing number of students are receiving their lessons via radio.
 
"Right now, in the midst of Ebola, the Ministry of Education has embarked on this programme - Teaching by Radio - because we want our children to be engaged academically," said J. Maxim Blateen, the director of communications for Liberia's Ministry of Education. "Our school-going children were just sitting at home, idle. So we wanted to bring them something to keep them learning."
 
Radio is the most widespread and popular form of media in Liberia and Sierra Leone, where upwards of 80 percent of households have access to a radio.  
 
More than one million people in Liberia have already tuned in to the lessons since the programme first aired in mid-September, when schools were supposed to open. 
 
Lessons are broadcast across dozens of local FM stations at least twice a day for 30 minutes at a time, and target children aged six and older.
 
In Sierra Leone, the Ministry of Education, Science and Technology partnered with UNICEF and World Vision in October to target approximately 1.7 million primary and secondary school-aged children, with four, one-hour lessons each day across 41 stations.
 
While many of the lessons follow the national curriculum and are purely academic in nature, such as mathematics, social studies and language arts, others are focused on health and hygiene to help stop the spread of Ebola. Each lesson is followed by an assignment.
 

 
"Education is very jealous," said Tuan Tarper, a language arts teacher in Monrovia. "Once you are not up and close to it, it will go away from you. So if a child stops learning for too long, you will see that child begin to decline."
 
A number of aid agencies, along with the Ministry of Education, have also begun to supply children with home-education kits, including storybooks, paper, pencils and worksheets. 
 
"In other emergencies, if you have displaced people, you'd normally set up temporary learning spaces until you can get kids back to school," said Alexis Bililies, an education specialist with Save the Children. "But because of the risk of cross-infection we can't really encourage that. So we've been giving kids these learning kits to keep them engaged, to give them something to do and to promote self-learning."
 
Save the Children plans to initially distribute 1,000 of these kits to children in either quarantined families or interim care centres in Liberia.
 
"The longer kids are out of school the less likely they are to return," Bililies said. "So since we cannot bring students together, we want to engage them so that there isn't that risk."
 
A steep learning curve
 
While many children told IRIN they appreciate and enjoy the radio lessons, most say it is not the same as going to school.
 
"For me, the lessons they are giving us on the radio are basic," said Hannah Bangure, an 11-year-old at Services Primary School in Freetown. "They don't go into lengthy details and the duration is very short compared to our normal school teaching. But it's helping me to stay in touch with my education, rather than just playing all the time."
 
Bangure said she misses being able to interact with her teacher and getting help on assignments.
 
Ten-year-old Mohamed Conteh, who would have started class 5 at the Holy Trinity Primary School in Freetown this year, said radio school has many challenges.
 
"I'm happy that my father bought a radio specially for me to use during this radio lessons programme," he said. "But I miss my friends. I can't look at the blackboard and write. Instead I have to listen very carefully, which sometimes can be hard if the place is very noisy or the reception is not good," Conteh said, adding that there often isn't electricity or the batteries run out.
 
"It isn't easy," agreed 13-year-old Mary Cole, a student at the Paynesville Kindergarten School in Liberia. "This is radio, so you have to listen attentively to what they are saying. But we are getting it gradually."
 
More interaction
 
Aid agencies and education officials say they are aware that radio lessons are not a perfect solution, but that they are doing the best they can, and adjusting as they go.
 
"This is a difficult time," Blateen said. "But this is the only way to go right now so that they won't forget the things they learned previously. So for now we need to encourage children to listen to the radio and analyse things from the lessons."
 
Blateen said the Ministry is now working with its partners to create even more hours of programming and to better target lessons towards specific class years. In Sierra Leone, they are doing the same, including creating lessons that specifically prepare students for important moving-up or entrance exams.
 
Efforts are also under way to make the radio school experience more like a remote classroom.
 
"The goal we are trying to work towards is to make the radio lessons more interactive," said Alfred Moses Kamara, an education programme manager for World Vision in Sierra Leone, which has been helping the Ministry create the radio school.
 
In Sierra Leone, for example, there are now hotlines students can call after a lesson if they have questions. However, this service is not yet available in all areas and needs the involvement of more teachers.
 
In Liberia, Save the Children is looking at how they can utilize mobile phone technology and text messaging to test if the lessons are being understood and how the lessons are being received.
 
New roles for educators
 
Until schools can reopen, the ministries of education in Sierra Leone and Liberia have begun using teachers and principals as social mobilizers. They train them to promote good hygiene and spread Ebola awareness messages in the fight to end the outbreak.
 
"We're telling our teachers that even though you are at home, you need to engage in this community awareness," Blateen said. "We are saying to them that they need to engage themselves and work with their community to fight this deadly Ebola because that is the only way we will resume our activities and reopen schools."
 
Cole said she hopes this will happen sooner rather than later.
 
"The government does not want us to be infected, so the decision [to keep schools closed] is in the right direction," she told IRIN. "But I am missing school very much. I hope Ebola will go so I can return to school."
 
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