Participatory Assessment - Refworld

The UNHCR Tool forParticipatoryAssessmentin Operations

NoteThis Tool is the product of collaborative efforts, resulting fromconsultations and contributions from UNHCR staff and partnersin the field and at headquarters in Geneva; it was piloted in 14countries and has been applied in 40 UNHCR field operations.UNHCR would like to thank all those who contributed to thedevelopment of this Tool.Any part thereof may be reproduced, translated into otherlanguages or adapted to meet local needs without the priorpermission of UNHCR provided that:• All parts are distributed free of charge;• UNHCR is acknowledged.UNHCR would be grateful to receive copies of any adaptationor translation into other languages.First edition, May 2006Office of the United Nations High Commissioner for Refugees94, Rue de Montbrillant1202 GenevaSwitzerlandWebsite: www.unhcr.org

ContentsI. Introduction 1What is participatory assessment? ......................................1What is situation analysis?..................................................2What is this Tool?...............................................................6Who is this Tool for? ..........................................................7When can this Tool be used in the programming cycle?....8Participatory assessment in different contexts....................8II. Guiding Principles 11Ethics of participation.......................................................13Why is participatory assessment important? ....................15III. Steps for conducting participatory assessment 17Overview ..........................................................................17Step 1: Reviewing existing information.....................18Step 2: Mapping diversity...........................................20Step 3: Methods of enquiry ........................................23Method 1: Participatory observation and spotchecks .............................................................25Method 2: Semi-structured discussions..........26Method 3: Focus group discussions................27Step 4: Selecting themes.............................................29Step 5: Facilitating discussions ..................................31Focus group discussions .................................31Facilitating the discussion...............................32Semi-structured discussions............................36Step 6: Systematizing the information gathered ........37Step 7: Follow-up actions...........................................40Step 8: Comprehensive analysis of the findings andprioritization...................................................42Step 9: Recording meetings........................................47Step 10: Participatory planning workshop ...................48

IV. Conclusion 50V. Annexes 51Annex 1: Potential protection risks ................................53Annex 2: Communicating with children ........................56Annex 3: Themes and sample questions on protectionrisks.................................................................58Annex 4: Systematization form......................................62Annex 4a: Sample of systematization form .....................64Annex 5: Participatory assessment prioritization report.66Annex 6: Recording meetings ........................................68Annex 6a: Sample of recording meetings ........................69Annex 7: Sample meeting schedule ...............................70Endnotes 72

in OperationsI. IntroductionRefugees, internally displaced persons and returnees mustbe at the centre of decision-making concerning theirprotection and well-being. In order to gain a deeperunderstanding of the protection problems they face, it isessential to consult them directly and to listen to them. Theirright to participate in decisions on matters that affect theirlives is enshrined in human rights instruments and UNHCRpolicy and guidelines, in particular the Agenda for Protection. 1The participation from the outset of refugee women and men,young and old and from diverse backgrounds, in the definitionof problems and the design of programmes for their benefit iscrucial to serving, assisting, and protecting them and ensuringan effective operation.What is participatoryassessment?Participatory assessment 2 is a process of building partnershipswith refugee women and men of all ages and backgrounds bypromoting meaningful participation through structureddialogue. Participatory assessment includes holding separatediscussions with women, girls, boys, and men, includingadolescents, in order to gather accurate information on the

in Operationsspecific protection risks they face and the underlying causes,to understand their capacities, and to hear their proposedsolutions.Participatory assessment involves discussing with women,girls, boys, and men of concern and analysing jointly withthem the protection risks that they face. It helps mobilizecommunities to take collective action to enhance their ownprotection and forms the basis for the implementation of arights and community-based approach 3 (see Guiding Principles).Participatory assessment is one phase of a comprehensivesituation analysis.What is situation analysis?Situation analysis in UNHCR comprises three closelyinterlinked phases:• Phase 1: Analysis of existing informationAll the available information on a particular situationconcerning refugees, internally displaced persons, and/orreturnees is gathered from a wide range of internal andexternal sources, including Country Reports, AnnualProtection Reports, the proGres database (Project Profile),and Standards and Indicators Reports, as well as frompolitical and legal documents and reports produced byother organizations/partners. The information collectedshould be reviewed from an age, gender, and diversityperspective to identify protection gaps in information, inservices, in assistance or in advocacy.• Phase 2: Participatory assessmentStructured discussions are organized with refugee women,girls, boys, and men of all ages and backgrounds, providingthem with an opportunity to explain the protection risks

in Operationsthey face and to participate as partners in the design ofprogrammatic responses to issues affecting their lives.• Phase 3: Participatory planningA planning meeting takes place to prepare the annualCountry Operations Plan (COP) for submission to UNHCRheadquarters. Participants include donors, host governmentauthorities, implementing and operational partners, andrefugees. 4 Together, they review and analyse theinformation available and develop the operationalobjectives at the country level. 5

Partici ator Assessmentin OperationsSituation analysisPhase 1Analysis of existing information• Socio-economic, political and legalcontext;• Population profile—demographics anddiversity;• Standards and Indicators Reports;• Country Reports;• Annual Protection Reports;• Other agency partner reports.Phase 2Participatory assessmentStructured dialogue with refugee/internallydisplaced/returnee women and men, girlsand boys of different backgrounds to:• Identify protection risks and assistanceneeds;• Identify root causes of protection risks;• Identify community capacities andresources;• Discuss solutions and priorities.Phase 3Participatory planningGovernment counterparts, implementing and operational partners and refugee/internallydisplaced/ returnee representatives to:4

Partici ator Assessmentin Operations• Review and analyse information gathered;• Define protection strategies;• Design programmes with:a. Protection-focused objectives;b. Community-based activities;c. Age, gender and diversity indicators.OutputsProtection strategyAnnual Protection ReportsCountry ReportsDetailed project submissionsSub-agreements with partnersCountry Operations PlanOutcomesResults-based managementRights and community-based approachAge, gender and diversity analysis5

in OperationsCompleting the three phases of a situation analysis leads to amore accurate determination of protection strategies andprogramming for UNHCR’s operations in a specific country.The information collected and analysed through thiscomprehensive process will inform the content of keyprogramme documents such as the Country Operations Plan(COP), Country Reports, Annual Protection Reports, detailedproject submissions, and budgets.What is this Tool?This Tool outlines a series of steps to follow for conducting aparticipatory assessment with refugees or other persons ofconcern. If applied systematically, it will ensure that womenand men of all ages and backgrounds are given the opportunityto identify and voice their own protection risks, priorities, andsolutions, and thus participate meaningfully in the developmentof the annual COP. While some offices already hold regularconsultations with different groups of refugees, this Toolprovides additional guidance with the aim of promoting a moresystematic approach to participatory assessment and of assistingin systematizing the findings for more effective incorporationinto planning processes.The overall goal of this Tool is to assist offices instrengthening partnerships with persons of concern, ingathering baseline data for age, gender, and diversity analysisand in developing the most appropriate protection strategiesthrough:• Analysing protection risks and incidents together withpersons of concern;

in Operations• Involving refugees in the design, planning, implementation,monitoring, and evaluation of services throughout theprogramme cycle;• Being accountable to the populations that UNHCR serves.Who is this Tool for?While there are many different types of participatoryassessments available, UNHCR has developed this Tool toadapt the methodology to support its operations. Thus, thisTool aims to support UNHCR Branch and Field Offices inconducting participatory assessments together with partners. Itis vital that all functions and sectors contribute to participatoryassessment with refugees, as protection risks should bediscussed and considered holistically. Reviewing andanalysing protection risks, priorities and solutions throughparticipatory assessment requires an interdisciplinaryapproach. Therefore, UNHCR promotes the establishment ofmultifunctional teams to lead the Office through the processand to support age, gender, and diversity mainstreaming.A multifunctional team is, at a minimum, composed ofprotection, programme, and community service staff. Ideally,it should include female and male staff, both national andinternational and of different levels. A successfulmultifunctional team approach requires the strong leadershipand commitment of management, especially Heads of Office,and the active engagement of all members of the team. Officesshould ensure that multifunctional teams include the widercircle of actors on the ground, such as partners, governmentalcounterparts, NGOs, other United Nations agencies, anddonors, as appropriate.

in OperationsWhen can this Tool be usedin the programming cycle?As stated in chapter 4 of the UNHCR Manual, a participatoryassessment exercise undertaken with refugees is part of theannual programming cycle. 6 Ideally, an exercise should takeplace before the detailed project submissions are prepared forthe coming year (i.e. September to November). Informationgathered from different groups of refugees during theparticipatory assessment will also form the basis of the AnnualProtection Report, the Country Report and the COP, henceinforming the participatory planning workshop, the design ofprogrammes and the planning process, as required by theresults-based management (RBM) approach. RBM calls forplanning according to results rather than resources. Its fourcomponents are: participatory assessment/analysis among keyactors; core problem analysis; objective setting; andperformance monitoring.The Tool for Participatory Assessment should be used throughoutthe programming cycle to structure dialogue with refugees onthe implementation, monitoring and evaluation of services andprotection assistance. 7 While the focus of the Tool is to linkparticipatory assessment to the programming cycle, as inchapter 4 of the UNHCR Manual, it can and should be used toplan all aspects of repatriation, reintegration, and localsettlement operations (see below).Participatory assessment indifferent contextsWhen conducting a participatory assessment in a non-campsetting involving urban refugees, internally displaced persons,

in Operationsor returnees, the main challenges are identifying ways ofestablishing regular contact with people of concern, gatheringreliable data, and building a complete picture of the protectionrisks. In such cases, just as in camps, the key to applyingparticipatory assessment successfully is to identify the bestmethods of reaching members of the community,communicate information to them on meeting times andplaces, and plan with them. Methods may include workingthrough existing community structures, such as religiousgroups, youth groups, health facilities, community-basedorganizations, and local NGOs. Through these groups accessto the wider urban community can gradually be established.In urban settings, people of concern are often scattered over awide area, making it harder to reach and mobilize them.Multifunctional teams, possibly national staff members andlocal partners, begin by making contact with urban refugeewomen and men already known to them and find out moreabout informal meeting places and networks through which awider participatory assessment can then be conducted.Participatory assessment can be used for inter-agency clusterassessments in situations of displacement 8 as there are manysimilarities in internally displaced persons and refugeemovements. Internally displaced persons move into camp-likesettings, merge into urban areas or stay with host families. Incertain contexts, where people of concern have opted to“merge” in with the local population because of securityconsiderations, careful dialogue with leaders will be requiredto establish effective communication channels and to ensurean inclusive approach. The host community should also bebrought into the process as their views and perspectives willimpact on the situation, particularly in internally displaced andreturnee settings.Participatory assessment can equally be applied in situationsof repatriation, reintegration, local integration, and local

in Operationssettlement. 9 It begins in the country of asylum before refugeesreturn home. At this point, it is essential to discuss with themissues of protection, rights, and duties, including access toland, infrastructure, and services available upon return, and toorganize “go and see” visits for women, men, and youngpeople. Teams in the country of origin can obtain advanceinformation on the returnee population from the proGresdatabase (such as on unaccompanied and separated children orgrandmother-headed households) and meet groups with specificneeds to discuss their concerns and priorities before their return.Conducting participatory assessment with the returningpopulation is a crucial component of returnee monitoring andpaves the way for a community-based approach to reintegration.Early participatory assessment will also support women’s rolein decision-making in peace negotiations and reconstructionefforts and provide ways for adolescent girls and boys toparticipate in building their future.

in OperationsII. Guiding PrinciplesSeveral principles guide the use of this Tool: age, gender,and diversity 10 mainstreaming, a rights-based and acommunity-based approach.• Age, gender, and diversity mainstreaming in UNHCR is astrategy to promote gender equality and respect for humanrights, particularly women’s and children’s rights, and toenhance the protection of all refugees, regardless of theirethnic, social or religious background. This strategy entailsassessing the implications of protection risks and strategiesand programme sector activities for women and men ofdifferent ages and backgrounds. Generally, women andminority groups have less social, economic and politicalpower and are less well represented in formal leadershipstructures. Consequently, they may be overlooked inassessment and planning processes. It is important tounderstand existing power relations, e.g. how people,especially marginalized groups, can be excluded fromaccess to and control over resources and decision-makingwithin a community, which can lead to discrimination.Because of their age, children, adolescents, and olderpeople may also be marginalized. Corrective action istherefore required to ensure that the specific risks they faceare taken into consideration. Proper participatoryassessment involves women, children and older people, aswell as people of diverse backgrounds, in order to focus onways in which age and gender combine with other social,economic, physical, and political factors to marginalize anddisadvantage certain sections of the population.• Community-based approach: a community-based approachmotivates women, girls, boys and men in the community toparticipate in a process which allows them to express theirneeds and to decide their own future with a view to their

in OperationsWhy is participatoryassessment important?An in-depth participatory assessment with refugee communities,as early as possible after their displacement, is important for thefollowing reasons; participatory assessment:• Minimizes the risk of exclusion of certain groups during thedesign and delivery of goods and services. For example, theinadequate placement of health posts and water points, theinappropriate location of and procedure for food distributions,and the unavailability of transportation may place unduehardship on some groups of refugees. Participatoryassessment will contribute to a better understanding of whichgroups of refugees cannot fully access or benefit fromavailable goods and services;• Recognizes the power relations among groups (political,social, economic, gender, etc.) with control over resourcesand those without. Access to services and goods may becontrolled and used by some groups of refugees orhumanitarian workers as a means of wielding power overothers. Participatory assessment provides an insight into thegender, age, race, caste, ethnic, or tribal dynamics that canlead to such abuses and exploitation within and betweencommunities 13 so that preventive measures can be adopted;• Promotes greater respect for the rights of refugee women andgender equality. Women have the opportunity to expresstheir views and concerns, thus increasing the potential forthem to realize their rights;• Promotes participation by children, particularly adolescents,and promotes their recognition as individuals with rights.Children have channels to express their concerns and torealize their rights;

in Operations• Leads to improved accuracy of baseline data. Planning andprogramming will be based on more accurate information—as it will have been provided directly by the people ofconcern—and on a better understanding of the underlyingissues, including inequalities and power relations betweenwomen and men or among diverse groups, which may affectresource allocation. Furthermore, communities that havebeen involved directly will feel greater ownership over theprocess and the resulting programmes;• Improves relations between UNHCR and partners in UNHCR'soperations. UNHCR staff, refugees and implementingpartners, together with other NGOs, United Nations agencies,governmental counterparts and host communities participatein a process in which they build shared understanding,ownership and responsibility for achieving commonoperational goals for the benefit of the people of concern;• Allows for a more holistic, comprehensive understanding andresponse. The information gathered using different methodsof enquiry with different groups reflects a diversity ofperspectives and viewpoints. Links can be made acrosssectors, for example, between the non-provision of textbooksand school drop-out rates or between the absence oflivelihoods, exposure to sexual exploitation, and unwantedteenage pregnancy.

in OperationsIII. Steps for conducting participatoryassessmentOverviewAs outlined below, this Tool is composed of ten steps toassist the multifunctional team in preparing, conductingand following up on a participatory assessment in preparationfor the participatory planning workshop with persons ofconcern, implementing partners and other key actors. 14Step 1: Reviewing existing informationStep 2: Mapping diversityStep 3: Methods of enquiryStep 4: Selecting themesStep 5: Facilitating discussionsStep 6: Systematizing the information gatheredStep 7: Follow-up actionsStep 8: Comprehensive analysis and prioritizationStep 9: Recording meetingsStep 10: Participatory planning workshop

in OperationsStep 1: Reviewingexisting information1Before launching a participatory assessment with refugeesin a specific situation, it is important for multifunctionalteams to compile all the relevant information and existingdocumentation on the refugee and host populations and toorganize themselves. Teams should look over and discussprevious assessments and analyses, as well as any documentsand reports concerning the local social, economic, political,legal, physical and security environment. Teams should alsoreview all relevant UNHCR reports, such as Standards andIndicators Reports, Annual Protection Reports, CountryReports, and reports on SGBV, education, health, food-basketmonitoring, and income-generating projects.While reviewing the documentation, teams should keep in mindthe following factors that may lead to significant inequalitiesbetween persons of concern and place some at risk: 15• Inequalities between women and men (the different rolesassigned by society to women and men can lead to exclusionfrom decision-making opportunities and place women and girlsin particular at a disadvantage in the family and community);• Age (in certain societies, young and older people can beconsidered as having little to contribute and can beoverlooked);• Ethnicity (in relation to more dominant groups or inrelation to host communities);

in Operations• Socio-economic group (poorest, middle-income, highest-income);• Religion (especially where different from other groups orthe host population);• Family composition/type/size of household (e.g. extended,single-headed, child-headed, all-male);• Stage in the refugee cycle (new arrivals vs. earlier arrivals,urban vs. camp-based setting);• Health status (pregnant or lactating women, malnutrition,poor health, chronic illness, etc.);• Disabilities (possibly leading to exclusion from training,income-generating opportunities or food distributions, etc.);• Educational level (literacy, skills, including language skills,non-school attendance);• Non-participation in organized activities/associations/organizations;• Land/shelter/housing availability, access to land, plot sizes,location of key infrastructure, natural resources, localmarkets, services, known zones of conflict or violence, etc.;• Cuts/reductions in services owing to limited budgets (onwhom—women, girls, boys or men—they impact, thereasons these areas were selected for cuts);• Other differences between refugee and local host populations.Teams must consider what effects these factors can have onthe protection of individuals and groups of concern. Structuralinequalities combined with other conditions (such as poorhealth, disabilities, illiteracy and fear) may affect a person’scapacity to access and claim her/his rights to basic servicesand assistance. Taking these points into account whilereviewing the existing documentation will help to betteridentify gaps and key issues for discussion.1

in OperationsStep 2: Mapping diversity2Participatory assessment must seek to include as many diversegroups as possible from refugee, internally displaced andreturnee populations, in order to gain a comprehensive picture ofthe protection risks they face.To define whom to target in the participatory assessment,teams should map out the population of concern and identifythe various social groups. Communities should be brokendown according to age, sex, ethnicity, caste/clan, religion,legal status (asylum-seeker, refugee, stateless persons, etc.),socio-economic status, level of education, whether urban orrural, power relations, power-structures (including politicalaffiliations, if applicable) and any other social distinction, inorder to gain a representative sample. This process assists inidentifying which groups may have been overlooked or mightnot have participated as yet.If installed, the proGres database should be consulted for astatistical breakdown of the population (e.g. children accordingto age groups and ethnic background) and to identify peoplewith specific needs (e.g. grandparents in charge of smallchildren, persons with disabilities, unaccompanied andseparated children). In urban contexts, proGres will provideinformation on where people are located. Mapping locations,access to services, employment, accommodation and securitycan highlight protection risks. When available, the GeographicInformation System will also help to visualize the location of

in Operationsdifferent groups and their respective access to availableresources and services.Engaging the community in mapping exercises on services is auseful participatory method for identifying risks jointly andsharing information. Teams can sit with groups of people ofconcern to ask them to draw a map of the community,highlighting where certain people live (older persons, schoolagedchildren, etc.) and where services are located (schools,hospitals, water points, etc.).Multifunctional teams should plan to meet and discuss with:• Subgroups of women and men separately;• Subgroups of younger children, adolescents, young adults,and older adults separately.2Subgroups by age and sexFemaleMaleChildren 10-13 10-13Adolescents 14-17 14-17Adults 18-40 18-40People over 40 40 plus 40 plusThese age categories are provided as a guide; they may need tobe adapted according to local culture and custom. Whererefugee populations are divided into distinct groups, e.g.different ethnic or religious groups that live apart from eachother, teams will need to meet groups of women, girls, boys,and men from each social or ethnic group. Good mapping will

in Operations2help teams to determine how many diverse groups of peopleby age and sex they will need to meet in order to ensure arepresentative sampling of the population.Teams should also plan to meet:• Groups and individuals with specific needs (e.g. people withparticular disabilities, unaccompanied and separated children);• Other key groups that have been identified as at risk (e.g.single-parent households, a specific ethnic minority group,young girls and boys without any occupation, women andmen without income-generating activities, grandparentswith young children) or groups on which limited informationis available.Multifunctional teams should discuss how they will organizethe participatory assessment exercise and inform the differentstructures in the community about the exercise. Teams shouldinform the refugee leadership, such as formal refugee councils,committees and associations (women’s associations, SGBVcommittees, youth groups, peer educators, etc.) about theexercise and its purpose; however, experience shows thatrefugee leaders do not necessarily represent the real interestsof the community or may not take into account the interests ofsome members of the community. While it is important toenlist their support and cooperation, as direct consultation withvarious groups of concern should not be seen to bypass orchallenge the credibility of existing leadership structures,multifunctional teams should ensure that they reach alldifferent types of groups of persons of concern, and thus notonly those who associate closely with leadership structures.In order to facilitate coverage and to meet as many distinctsubgroups as possible, larger multifunctional teams can splitinto smaller teams of two people each and, following themapping exercise, determine which team will meet whichgroups in the community.

in OperationsStep 3: Methods ofenquiryProtection risks faced by groups of women, girls, boys, andmen of different ages and backgrounds can be complexand are often not very visible. Using the appropriate method ofenquiry in a given situation is therefore crucial to identifyingand understanding the underlying protection risks and thepower different groups exercise over each other, includingbetween women and men, which can lead to protection risks.Enquiry for participatory assessment involves a process oflistening, information gathering, and interactive analysis.Three methods of information gathering and analysis areoutlined below: 16• Participatory observation and spot checks;• Semi-structured discussions (or household discussions);• Focus group discussions.Different methods are appropriate in different contexts. Focusgroups are useful to explore group responses to a topic ofcommon concern but inappropriate for sensitive topics such aspersonal accounts of SGBV. 17 Semi-structured discussions, ordiscussions at an individual or household level, are appropriatefor obtaining more personal, detailed information andanalysing problems that will not easily emerge in a groupdiscussion; participatory observation and spot checks willprovide complementary information to more in-depth3

in Operations3discussions and help visualize particular problems, e.g. to dowith food distributions. If, during participatory observation,semi-structured, or focus group discussions with people ofconcern, sensitive issues emerge, or if team members feel thatthey need to find out more information about certainindividual situations, they should discuss those subjectsseparately in a one-to-one setting with those individualsafterwards.Multifunctional teams should draw up beforehand a scheduleoutlining which method they will employ as well as who willdiscuss with which subgroup of people of concern and whichtheme (see Annex 7 for an example). The number of meetingswill vary depending on the method used and the time andnumber of team members available. Generally, offices shouldplan participatory assessment over a two to three week period.Focus group discussions should involve no more than 10people at a time per discussion. When semi-structureddiscussions are held, one to five people should be involved(see below).Using different methods at different times will allow teams toobtain various perspectives on the protection risks, to crosschecktheir understanding of them and to gather complementaryinformation. For example, they might organize a focus groupto get women’s perspectives on a specific protection risk, thentalk to one or two women individually later to obtain moredetails, and then walk through the camp or urban area stoppinghere and there to ask a few questions to check how widespreadthe problem is. Comparing results from individuals and groupswho represent the diversity of the community, using differentmethods (‘triangulation’), is an important means of checkingthe reliability of the information gathered during theassessment 18 and of validating the team’s understanding of theproblem.

in OperationsMethod 1: Participatory observation and spot checksParticipatory observation is a way of looking at the situation orbehaviour of people so as to compare it with what peoplereport. It also presents a good opportunity to ask questions topersons of concern about how they use certain services, suchas health, water, sanitation, etc. and how they live their lives.It is a useful means of obtaining a better picture of theprotection situation, particularly of aspects that are difficult forparticipants to verbalize. Observation can also help to put intocontext information provided by refugees. For example,refugees may have access to latrines, but a visit to them mayreveal that they are unusable or dangerous for children.Participatory observation may uncover structural problems inthe accessibility of services (e.g. food distributions, health andpolice posts, behaviour of security guards controlling refugeeaccess to UNHCR and implementing partner offices) orinterpersonal behaviour/group dynamics within the community.For example, observation of a water-distribution point revealedthat male community members kept order among the womenand children collecting water by using a whip.Observation sites can include playgrounds, classrooms, firewoodcollection areas, markets, transportation services in the case ofrepatriations, entrances to UNHCR offices, and queues for nonfooditems to check conditions and arrangements for olderpersons, pregnant women, etc. Observations can also be carriedout at locations where partners deliver services, especially inurban areas, e.g. HIV counselling centres, childcare centres,schools.Spot checks and informal chats at distribution points or at anyof the above sites may give a better idea of what individualsthink about their situation (daily workload and challenges) andhow they are organized. Combined with participatoryobservation, spot checks provide an opportunity to review the3

in Operations3different roles assigned to women, girls, boys, and men inactivities such as:• Access to water distribution (who carries water and at whattimes);• Food distribution (who scoops, who collects, who carries,who monitors, and at what times);• Markets (who buys and who sells, who is overloaded withdomestic chores);• Firewood collection (who cuts, who collects and who carries);• Latrines (size, usability by children, distance from homes);• Schools (who attends, who does not, ratio of female/maleteachers);• Committees (what types, who participates, who speaks,who remains silent);• Freedom of movement (who moves about, who does not);• Health and community centres (who uses, who does not);• Documentation and assistance provided for at UNHCR/IPoffices (who is informed, who collects).As staff often do not have access to observing people ofconcern at certain hours (early morning, at night) or in certainvenues, it is important to seek innovative ways to observe orreceive reliable descriptions of various aspects of people’slives.Method 2: Semi-structured discussionsSemi-structured discussions are conducted with a smallnumber of people in an informal and conversational way byusing open-ended questions. They can be conducted withindividuals, families, households, or groups of people known

in Operationsto each other and with similar concerns (e.g. a small group ofboys who are subject to forced military recruitment).Semi-structured discussions help provide detailed data—oftenconfidential—about specific topics (e.g. physical or domesticviolence, exploitation, gender relations, forced recruitment). Inthe process, teams may be able to clarify misinformation,identify gaps in communication channels, and discuss how toensure access for all to information services, as well as toanalyse specific risks and violations of rights in greater detail.Household discussions also present opportunities to visitrefugees with disabilities or other house-bound refugees intheir homes.Method 3: Focus group discussionsA focus group is a group discussion which enables analysisand understanding of a selected topic on the basis of thecommon characteristics of the group (gender, age, ethnicity,socio-economic status, etc.). Meeting with groups of refugeestogether, under the guidance of a facilitator, is useful not onlyfor gathering numerous views simultaneously, but also forobserving the interchanges between and among differentparticipants. Like semi-structured discussions, focus groups,when conducted properly, can provide important qualitativeinformation and an initial analysis of the protection risks facedby women, girls, boys, and men in the community, as well asthe capacities and resources that exist within the community toenhance protection.It is important to conduct focus groups separately with womenand men of all ages, starting from age 10 and up, becausewomen, girls, boys and men of different ages and backgroundsexperience both similar and different protection risks and canaccess and benefit from services and resources differently.Separate focus group discussions may also provide insightsinto cultural practices, traditional protection mechanisms and3

in Operationsother issues which may be affecting community membersadversely and/or may offer opportunities to resolve longstandingproblems by seeking guidance from the community on who canbest address them.Focus group discussions should be structured around a few keyquestions that can be adequately covered in the time periodallotted (see Annex 3). A facilitator needs to remember that thereis no right answer to a given question and that the discussion anddisagreements among participants are as valuable and informativeas the answers of particular individuals.3

in OperationsStep 4: Selecting themesOn the basis of the documentation review undertaken inStep 1 and of the protection issues identified, teams candetermine which themes to discuss with refugees. Such themesmight include livelihoods, education, community participation,health, security, violence 19 or other issues that may haveemerged as priorities in a particular operation 20 . Each of thesethemes is impacted by power relations and can lead toexclusion of certain groups.Themes provide a framework for discussions; the themeslisted are overarching and relate to many aspects of people’slives. When raised, they open up many other closely linkedissues. For example, discussions with grandmother heads ofhousehold might initially focus on education for theirgrandchildren but then turn to their access to food, firewoodand a livelihood and their need to generate an income to avoidexposing their grandchildren to child labour and exploitation.Follow-up participatory assessment exercises may focus ononly one or two themes in particular, depending on theprotection risks and incidents that emerge during the annualparticipatory assessment exercise.Participatory assessment provides an important opportunity toobtain the views of persons of concern on the data beinggathered through the Standards and Indicators Reports. Oncethemes have been selected, multifunctional teams shouldgather related data from the Standards and Indicators Reports,which will have been reviewed during Step 1. When facilitating34

in Operations34discussions and undertaking observation, the data should bekept in mind and, if appropriate, cross-checked with the peopleof concern. In addition, many protection risks are related to theneed of people of concern to generate a livelihood in a contextwhere resources are scarce; gathering information about theeconomic context, sources of livelihood, and survival strategiesenhances understanding of their protection risks.Teams may use the questions provided in Annex 3 to guidethem in their discussions with refugees. Asking thesequestions will help to elicit information on protection risks, therefugees’ capacities to cope with them, and their proposedsolutions. Understanding what coping mechanisms peoplealready have will enable teams to ensure that thesemechanisms do not lead to additional risks and to developsolutions together with people of concern.

in OperationsStep 5: FacilitatingdiscussionsBefore initiating discussions with refugees and otherpersons of concern, teams should review thesystematization form outlined in Step 6. The form will helpteams ensure that the information gathered is well structuredand organized.Focus group discussionsPreparation:• Organize separate meetings each one comprising up to tengirls, ten adolescent girls, ten women aged 18 to 40, tenwomen over 40, ten boys, ten adolescent boys, ten menaged 18-40 and ten men over 40 from the different ethnicgroups. The selection of participants will depend on thereview carried out under Step 1 and the mapping exerciseconducted under Step 2. In meetings involving women, atleast one facilitator should be female (in some cultures,only women can meet with women and men with men).Women and girls usually feel more comfortable speakingamong other women, and men and boys may also feel morecomfortable talking to men;• UNHCR staff or implementing partners should informparticipants a few days in advance so that they can preparefor a meeting, but some spontaneous meetings should alsobe held to ensure people who may not be in regular contactare included. This is relatively easy in a camp setting,345

in Operations345where spontaneous groups, such as unemployed youths,can be brought together;• Ensure that only two members of the multifunctional teamare present for a group no bigger than 10 women, girls,boys or men: ideally, one to act as a facilitator and one as anote-taker, along with an interpreter, if needed. Interpreters/translators need to be thoroughly briefed and trained togetherwith the teams ahead of time; multifunctional teams shouldexplain to interpreters the importance of translating sentenceby sentence and not summarizing what people of concernhave to say. Teams should help interpreters by asking onlyone short question at a time and by reminding them aboutconfidentiality of the discussions;• Organize a meeting space in a safe and comfortableenvironment. Make every effort to ensure that nonparticipants(e.g. male leaders or curious bystanders) arenot present or within hearing distance, particularly as thiscan give rise to subsequent protection risks;• Inform community leaders of the purpose of the meeting;• To create a friendly environment, it is best to hold themeeting sitting in a circle, with the facilitator at the samelevel as the refugees;• Where appropriate, use visual materials, such as drawings,maps, charts, pictures and photos, which can greatlyenhance the discussion;• Allow approximately two hours per focus group.Facilitating the discussiona. Introduction• Start the meeting with a brief introduction that shouldinclude:

in Operations• Who you are;• The purpose and objectives of the participatory assessment;• Why people’s participation is important and an outlineof the process;• Respect for confidentiality and use of the information;• What the assessment may or may not lead to in terms ofoutcome;• How participants will receive feedback later (see Ethicsof participation, page 13.)For example, the assessment might not lead to additionalresources but may lead to reallocating resources toparticular issues. Multifunctional teams should discussbefore beginning the assessment what key messages shouldbe delivered in the introduction;• Ask for permission to take notes. Explain that the writtennotes are for office use only and for recording keydiscussion points;• Invite the group members to introduce each other. Forexample, ask every person to introduce her/himself bymentioning name, displacement details (e.g. where she/heis from—if no security risks are involved in answering—howlong she/he has been displaced) and family situation;• Establish ground rules, e.g. respect for different viewpoints,privacy of information shared in the meeting, there are nowrong answers, only one person to speak at a time, everyonehas the right to speak without being interrupted, to berespected, and to be listened to;• Introduce a culturally appropriate ice-breaker, if needed,especially if you are dealing with young people (see boxon next page and Annex 2 on Communicating withchildren).345

Participatory Assessmentin Operations345Communicating with childrenChildren and youth should always be included inparticipatory assessments. Girls and boys have needs andabilities which are significantly different from those ofadults and from each other. Communicating with childrenhas some particular requirements which include thefollowing:• Being at ease with children, engaging with them inwhatever style of communication suits the individual(e.g. by sitting on the ground, through play, going for awalk) and tolerating expressions of distress, aggression;• Using simple language and concepts appropriate to thechild’s age, stage of development, and culture;• Accepting that children who have had distressingexperiences may find it extremely difficult to trust anunfamiliar adult. It may take time and patience beforethe child can feel sufficient trust to communicate openly;• Understanding that children may view their situation indistinctly different ways from adults: children mayfantasize, invent explanations for unfamiliar orfrightening events, express themselves in symbolicways, emphasize issues which may seem unimportantto adults and so on;• Being sensitive to gender, culture, ethics, and the powerrelations between adults and the child;• Encouraging the involvement of colleagues/ partnerstaff who are familiar with working with children in aparticipatory way.

in Operationsb. Theme discussion• Introduce the theme selected for the focus group discussions;• Before raising protection risks, ask questions about thebackground of the individuals participating in the focusgroup or semi-structured discussion (such as what they do,how they earned an income before they fled, who they livewith, where they live and how old they are);• Ensure that everyone has a chance to speak on the theme,encourage everyone to expand on certain points and avoidmoving quickly through a list of questions. It is importantto be sensitive to cultural norms when conducting thesessions to ensure that no one feels rushed or excluded;• Ask open questions, such as how, what, where, why as muchas possible, especially to clarify or to check understanding.Do not judge people who speak; accept what they say;• Avoid leading statements and questions; questions shouldguide the discussion rather than solicit direct answers fromeach of the participants;• Avoid dominating the discussion; ask simple questions andonly one question at a time;• Steer the group towards analysing the causes of the risks,the skills they have at their disposal to resolve them, andthe role of the community in developing solutions;• Ensure that the protection risks discussed and analysed arelinked to possible solutions that can be formulated inrecommendations and follow-up activities;• Ensure time for refugees to raise their own questions andconcerns;• Ask the participants which of the issues raised theyconsider to be the most pressing;345

in Operations345• See Annex 3 for sample questions to ask during themediscussions.c. Follow-up and next steps• If pressing protection problems emerge from thediscussion, communicate them to appropriate staff andpartners or take action as needed;• Wrap up by thanking all the people who participated fortheir time and by explaining the next steps and follow-upaction (see Ethics of participation, page 13).Semi-structured discussionsSemi-structured discussions are conducted in the same way asfocus group discussions, though with smaller numbers ofpeople, usually individuals or groups of three to four, and for ashorter amount of time, usually an hour. They can be held atthe household level, with families or with people who haveshared similar experiences. Semi-structured discussions cantake place with individuals to cover sensitive, confidentialissues and with households or small groups to gather detailedinformation on specific themes and risks.

in OperationsStep 6: Systematizing theinformation gatheredTeams should meet at the end of each day or session toreview and discuss the data gathered during participatoryobservation/spot checks, semi-structured/household, and focusgroups and to fill out a systematization form for each groupand per discussion (see Annex 4 for a blank form and Annex4a for a sample form). Information gathered from onesubgroup about another should be recorded on forms for thatspecific subgroup. For example, if mothers say that theirdaughters do not go to school because they have chores to do,teams should record that information on a systematizationform on girls. In addition, information gathered during spotchecks and semi-structured discussions should also berecorded on systematization forms.As the form is completed for each subgroup (age and sex), boththe differences and the similarities will become evident and leadto better-targeted planning. Annex 3 contains sample questionsto guide teams as to which types of questions to ask in order togather information needed towards better planning.The systematization form covers the following areas:1. Protection risks/incidents: protection risks are actual orpotential threats to the safety, security and rights of personsof concern, as perceived and experienced by them.Protection risks may derive from fear of or consequences ofviolence, aggression, abuse, exploitation, discrimination or3456

in Operations3456deprivation that have been perpetrated against individuals orgroups. Protection risks and incidents may arise from gaps inthe availability or accessibility of assistance, goods, andservices required to maintain life and a basic standard ofwell-being and/or from inequalities that prevent peoplefrom exercising or claiming their rights. For example, bothgirls and boys face the risk of child labour and militaryrecruitment, but they may experience those risksdifferently. Girls may face the added risks of exposure tosexual exploitation and trafficking, pregnancy and HIV/AIDS. Multifunctional teams will also examine thecircumstances and locations where protection risks andincidents occur; protection risks or incidents described bythe refugees often occur in specific locations, areas orinstitutions, or at points of service delivery. The frequencyshould also be recorded.2. Causes of protection risks/incidents: ‘causes’ refer to thereal reason behind a protection risk, although there is oftennot one but several reasons that may be difficult topinpoint. Identifying the causes helps ensure that actionstaken to address the risk will be effective and notsuperficial. For example, back-to-school programmes forteenage mothers are valuable and deal with the risk of themnot accessing education, but the programmes alone will notlead to a reduction in rates of teenage pregnancies.Understanding the underlying causes requires looking atwhy girls become pregnant at an early age, finding outwhat the young men think about the problem andexamining how the community may respond.3. Capacities within the community: ‘capacities’ refer to theexisting strengths of individuals and social groups.Capacities are related to people’s possessions and skills,their social and organizational structures, networks, abilities,

in Operationsknowledge, and institutions. Capacities are built over timeand determine people’s ability to cope with risks.4. Solutions proposed by refugees to address risks: teamsshould record solutions proposed by the refugee women,girls, boys and men themselves to respond to the risksidentified within the local context. It should be clarifiedwhether the community is willing to volunteer time,organize working groups or committees, and co-manageservices or activities, in order to address the protection issuesidentified. Their solutions should also include proposals foraction by UNHCR, partners and Governments orrecommendations on changes in actual services (see alsoEthics of participation, page 13).5. Most important issues to address: what are the mostimportant issues as expressed by the subgroup (age and sex)that require attention?6. Immediate follow-up action: what actions are needed urgentlyin order to assist refugees with pressing protection incidentsor problems? See Step 7, Follow-up actions.Team members must extract from their discussion notes theinformation corresponding to the different columns of thesystematization form described above. The information needsto be recorded for each subgroup (by age and sex) andorganized by themes. The time and place of the discussion,meeting or focus group and the methods used should also benoted on the form.3456

in OperationsStep 7: Follow-up actions34567Follow-up to participatory assessment exercises is anessential step. First, it lets refugees know that they havebeen heard and that their views are being taken into account,even if funding is restricted. Second, following up keepschannels of communication between refugees and multifunctionalteams open, keeping the exchange of information flowing (seeEthics of participation, page 13) and enabling trust to be builtover time. Third, proper follow up enables teams to validatecertain information.Multifunctional teams should:1. Take immediate action, where feasible, to address protectionrelatedproblems. Simple interventions (appropriate referrals,sharing information, attending to SGBV cases and those withspecific needs, supporting a refugee initiative, discussingissues with implementing partners, promoting age, gender,and diversity awareness, etc.) can make a big difference in theoverall protection situation. At the end of each day,multifunctional teams can list all urgent follow-up actions tobe taken, noting those actions which may not requireresources but perhaps imply procedural changes orinformation-sharing.2. Think preventively and apply preventive measures, if thereare indications that an individual or group is ‘at risk’.

in Operations3. Follow up on commitments and agreements made. A fieldassessment is an opportunity to begin a mobilization processamong refugees and other agencies on the ground. Followingup is also a way of giving feedback to the community ontheir concerns and of demonstrating commitment.4. Provide feedback to the community. After completing theparticipatory assessment, multifunctional teams should agreeon how to inform the refugees of the overall findings of theparticipatory assessment, resulting actions, short and longterm and next steps as well as any limitations. They shouldbrief community structures, such as women’s associations,youth groups and leadership (women and men) structures, toensure that the majority of refugees are informed.34567

in OperationsStep 8: Comprehensiveanalysis of the findingsand prioritization345678This step requires organizing and analysing theinformation gathered for each subgroup as noted on thesystematization form, near the end of the participatoryassessment exercise. While Step 6 consists of recording theinformation largely from the refugees’ point of view, theanalysis undertaken in Step 8 is carried out by the entiremultifunctional team from a holistic perspective and issupported by triangulation methods, which involve comparingthe data from different groups and diverse sources.Team members will analyse the information provided in thedifferent systematization forms and prioritize the most urgentprotection risks raised and solutions proposed in order toproduce an overall synthesis report by age and sex onpriorities emanating from the participatory assessment(Prioritization Report, see Annex 5). So that neither gets lostin the process of producing an overall synthesis,multifunctional teams must capture priorities which reflectboth refugees’ priorities by age, gender and diversity andUNHCR's priorities, as UNHCR has the responsibility to upholdindividual rights. Many times the priorities that people ofconcern themselves pinpoint coincide with upholdingindividual rights. When they do not, teams must ensure thatUNHCR takes action to address rights violations or to actwhen rights are otherwise not being met (for example,violence, SGBV, unaccompanied and separated minors orolder persons left unattended, early marriage, etc.). Part of

in OperationsUNHCR’s work entails mobilizing communities of persons ofconcern on certain issues to which they may not attachparticular importance (see the Manual for Applying a CommunitybasedApproach in UNHCR Operations).There should be one form for each subgroup (age and sex) andteams must ensure that diversity issues are reflected under thesubgroups.1. Protection risks by subgroup (age and sex)All systematization forms need to be analysed by subgroup asidentified during the mapping exercise and listed according toage and sex as per the table in Step 2.• Analyse protection risks: teams will need to examine therisks identified by each subgroup from an age, gender, anddiversity perspective. They must consider how women,girls, boys and men of different ages and backgrounds areaffected differently by the violations of rights. Specificrisks facing particular groups (e.g. socio-economic, ethnic,linguistic or religious minorities) also need to be examined.They will also look for trends, common problem areas anddanger spots and agree on follow-up visits. Teams shouldalso analyse the information gathered according to rightsviolated or rights not respected, even if people of concerndid not identify those issues as pressing/important issues tofollow up.345678 An in-depth analysis of protection risks and priorities willfacilitate the prioritization of the most pressing protectionrisks for each subgroup (age and sex). Teams list these in thesecond column of the Participatory Assessment PrioritizationReport form (see Step 9).

in Operations• Review rights violated: teams should identify immediateprotection needs and which rights have been violated orotherwise not met. For example, an insufficient number ofschools obstructs the right to education, and physicalassault at a food-distribution site violates the right tophysical integrity; Multifunctional teams should list the rights violated inthe first column of the Participatory Prioritization Reportform.345678• Analyse causes: teams should review the causes ofprotection risks as identified by the refugees, includingwhich actors may be responsible, interpersonal behaviourand group dynamics, as well as programme gaps andinadequately designed sectoral activities. Teams shouldanalyse trends in the refugees’ answers to identify recurringcauses for each subgroup (age and sex). It is also importantto analyse which causes result in the systematic exclusionof certain groups from protection and assistance and, inparticular, which ones are the result of age and genderinequalities or other forms of discrimination. Some causesmay lie in traditional community practices or ininstitutional biases; refugees and multifunctional teamsmust be prepared to look at these causes to eliminatediscrimination and associated protection risks. In the third column of the Participatory AssessmentPrioritization Form, teams should record the causes of theprotection risks.

in Operations2. Capacities and solutions proposed by subgroups (age and sex)• Analyse capacities: teams must consider the capacities thatrefugee women and men of all ages have identified to seehow they could be enhanced to address the protection risksand their causes. In some cases, the refugees may have thecapacity to resolve the problem, but they may needmobilizing, capacity building or some additional resources,which may be particularly pertinent for girls, women,adolescents and other groups that are discriminated against,in order to ensure that they are able to participate. Partnersalready working with the refugees may have the expertiseand resources to address the problems identified, by furtherinvolving the community;• Analyse solutions: the solutions proposed by the persons ofconcern should be examined in light of how thesesuggestions could address the protection risks and causesthey report. Where refugees can support themselves,limited community mobilization may be the onlyintervention needed. In some cases, refugees are alreadymobilized to address a protection risk but may needsupplementary support from UNHCR, partners or otheragencies on the ground to be effective. However, it isimportant to monitor closely to avoid exploitation, andrights violations, e.g. traditional justice systems, harmfultraditional practices or exclusion. In other cases, there maybe a problem in the delivery of assistance and services toparticular groups. For example, the elderly and sick may beunable to make the trip to a health facility for treatment, orchildren may miss school to provide an income for thefamily. UNHCR, partners, and other agencies on theground must determine with refugees the most appropriatesolution to a given protection risk and how best to provideprotection and support to the community. In either case, itis important not to substitute the community in the delivery345678

in Operationsof solutions, as doing so weakens the capacities ofcommunity members. Conversely, UNHCR should notdevolve its responsibility to the community, but take steps toempower its members properly. Multifunctional team members will record capacities inthe fourth column of the Prioritization Report form and inthe fifth column record solutions proposed by refugeewomen, girls, boys, and men.3456783. Protection objectivesMultifunctional teams should begin to formulate protectionobjectives based on the protection risks/incidents highlighted,causes, rights violated (or otherwise not met) and capacitiesand solutions proposed by subgroups. In the sixth column, under protection objectives, teamsshould record protection objectives formulated inpreparation of the participatory planning workshop.Step 8 will prepare multifunctional teams for theparticipatory planning workshop, during which all actorswill examine the protection risks with a view to revising/updating existing programme documents and/or developingthe Country Operations Plan.The information in the Prioritization Report in Annex 5will be used as the baseline for developing operationalstrategies (protection and assistance) at the participatoryplanning workshop with partners and refugees. It shouldinform operational objectives and programme design forthe year to come and will be finalized at the participatoryplanning meeting.

in OperationsStep 9: RecordingmeetingsRecording the numbers of people who participated in theassessment, their ages, sex and ethnicity, and otherbackground details helps to validate the information receivedfrom the participants. This kind of record-keeping will alsosupport planning tools and reports such as the CountryOperations Plan and Annual Protection Report. The chart inAnnex 6 and Annex 6a provides an example of how to recordinformation on numbers of people met and the different typesof discussions that took place.3456789

in OperationsStep 10: Participatoryplanning workshop34567810The publication Participatory Planning in UNHCR - A PracticalGuide assists offices in preparing, together with keyactors, an annual participatory planning workshop to developthe Country Operations Plan. The guide underscores theimportance of including all the main actors in the workshop.The participatory assessment process will help to identify andprepare different refugee groups for their participation in theworkshop.Selecting participants among persons of concernWith the assistance of the multifunctional teams, refugees,internally displaced persons and returnees should select areasonable number of community members who represent allages and backgrounds, reflect gender balance, and aregenuinely able to participate. The participants should alsoreceive support in preparing adequately for the workshop, toensure meaningful participation and avoid token presence.Discussion of participatory assessment prioritizationreportThe information gathered, analysed and systematized during theparticipatory assessment process should be shared and discussedat the participatory planning workshop and form an integral partof the substance of the overall content discussion. TheOperations Management Support Software, a key element to

in OperationsUNHCR's effort to institutionalize Results-Based Management,will capture the information from the participatory assessmentprioritization report as the primary basis for formulatingobjectives for Country Operations Plans and projectsubmissions.Multifunctional teams face two challenges throughout thediscussions on the Country Operations Plan: the first is toensure that the participatory assessment findings are genuinelytaken into consideration; the second is to ensure an adequateanalysis from an age, gender and diversity perspective of theprotection risks. Having a good understanding of powerrelations in the community and how groups are excluded willensure that solutions do address risks through affirmativeactions for all groups discriminated against, in particularwomen and children.The Protection Strategies, Annual Protection Report, CountryReports and Country Operations Plans will be reviewed inlight of the analysis of the protection risks gathered throughparticipatory assessment. This analysis provides the basis forbuilding age, gender and diversity perspectives intooperational strategies and responses and undertaking targetedaction to enable women, girls, boys and men to exercise theirrights and to support gender equality.34567810

IV. Conclusionin OperationsThe methodology presented in this Tool can be used forconducting general participatory assessments on a range ofprotection risks and supporting your daily monitoringactivities. It can also serve as a basis for follow up andspecialized assessments using tools designed for specific areassuch as education, health, HIV, nutrition, etc.When conducting participatory assessment exercises,multifunctional teams may be presented with a range of issuesand some persons of concern, especially those who have beentraditionally excluded or discriminated against, may have urgentproblems which will need to be addressed immediately. Tobuild trust, staff and partners will need to spend time workingtogether with communities to address and prevent suchproblems. Over time, this process will enable all the actors tomove beyond the more immediate problems to in-depthdialogue and analysis and the development of creative solutions.Participatory assessment is an important step in buildingpartnerships with all the different groups in the community.

Participatory Assessmentin OperationsV. Annexes

in OperationsAnnex 1: Potential protection risks, a non-exhaustive listGeneral risks:• Gender discrimination;• Age group;• Stage in the refugee cycle (new arrivals, earlier arrivals);• Socio-economic group (poorest, middle-income, highestincome);• Ethnicity (in relation to other more dominant groups or inrelation to host communities);• Religion (where different from other groups or the hostpopulation);• Type of household (extended family, single-headed,grandparent-headed, etc.);• Location in camp/area (proximity to police posts,proximity to the periphery, danger points);• Health status (malnutrition, poor health, chronic illness,disabilities, etc.);• Educational level (literacy, skills, including language skills);• Livelihood activities, access to and control over resources.Physical risks:• Refoulement;• Arbitrary arrest/detention;• Torture, abduction;• Inadequate shelter, inadequate heat, clothing;• Inadequate food and/or means of its preparation;• Inadequate quantity and quality of water per person;

in Operations• Inadequate availability of firewood;• Severe health risks and epidemics, inadequate access tomedical services;• Political violence;• Physical violence, sexual and gender-based exploitationand violence;• Forced military recruitment;• Rape (in camp/prison, during flight, or in host country);• Domestic violence, abuse, neglect;• Early pregnancies;• Natural disasters (fire, flood, earthquake, landslides, etc.);• Trafficking.Social risks:• Lack of recognition as a person, absence of documentation(identity, birth, marriage papers, etc.);• Lack of access to registration process;• Social discrimination/exclusion;• Sexual exploitation, risk of forced prostitution;• Discriminatory practices on the basis of gender, age,religion, tribe, clan, political affiliation, etc.;• Exposure to abuse and exploitation, particularly ofchildren, youth, unaccompanied and separated children;• Separation of girls and boys from their families;• Lack of access to basic education;• Disability;• Forced interruption of education, exclusion, marginalization;• Forced military recruitment.

in OperationsEconomic risks:• No access to a means of livelihood (e.g. employment,piecework, agriculture);• Single parents looking after young children unable toleave the home to find work outside;• Lack of labour power—those who are incapable of workand not living with relatives are likely to suffer more thanthe rest of the population of concern;• Exploitation of labour of persons of concern by local orother displaced employers, exploitation of child labour;• Exploitation of labour by local officials, etc.Potential risks associated with cultural practices:• Female genital mutilation, early marriage, bride price, etc.;• Traditional justice systems.

in OperationsAnnex 2: Communicating with children 21It is common to assume that most children are too young to beaware of what is going on around them or too young to beadversely affected by dangerous or distressing experiences.However, children, like adults, must have channels to expressthemselves. 22 Communicating with girls and boys of all agesand of diverse backgrounds, for a variety of purposes, can bechallenging and requires skills significantly different fromthose required for communicating with adults.Ethical issues concerning informed consent and confidentialityfor girls and boys arise and will vary according to culturalcontext, age, sex of the child, background, etc. The potentialethical challenges for each group/individual should beconsidered and discussed before, during and after undertakingthe participatory assessment.When talking with children, consider:• Keeping a friendly and informal atmosphere so children feelat ease. One suggestion is for the team to say that they wantto learn from what the children have to say. Team membersmay also want to share with the children some personalinformation about themselves (e.g. I have children at home, Ihave a dog/cat, I come from …/I speak … at home), so thatthey are able to see them as “whole people”;• Having some basic knowledge of how to work withchildren in the specific cultural context before engagingwith them;• Identifying in advance what challenges might occur anddiscussing how best to deal with them. Expert support, suchas medical staff, should always be on hand should complexissues arise. Teams should also agree as a group upon basicguidelines when working with the children. This will make

in Operationsit easier to solve problems if a discrepancy in the team’smethodology occurs, as well as preventing disagreements;• Being composed of both women and men when workingwith girls and boys, as some children prefer to speak withmembers of the same sex.Teams should consider the following ethics when communicatingwith children:• Coping with distress: seek expert advice if signs of stressemerge; follow-up support should be available, if required;• Expectations: teams must be clear what kind of informationthey hope to obtain from the children;• Informed consent: teams must obtain permission fromparents before discussing with children. In addition, theirparticipation is voluntary; children have the right to keepsilent or withdraw from the process at any time;• Confidentiality: children should be reminded duringdiscussions of the confidentiality they owe to each other,and the team members owe to them;• Acceptability: children’s views and experiences should beaccepted and never challenged;• Power dynamics and the role of the adult team member:children may be anxious to give the “right answer” and toplease the adult by saying what they think the adults wantto hear. To counteract this tendency, teams should explaintheir role clearly, invite questions, give clear permission tochildren to say what they want or to decline to answer ifthey choose and value their contributions.

in OperationsAnnex 3: Themes and sample questions on protection risksLivelihoods:• What skills do women and men have that will enable themto earn an income?• How much time do women and men have to engage inincome-generating activities?• Who does what in the community and how much time doesit take?• Do women face problems of lack of access to markets,supplies, technology, credit, skills training and information,and lack of decision-making powers? Do men face similarproblems?• Who has access to various resources (e.g. who has jobs,access to markets, access to materials such as firewood)?• Who decides how resources are used? Who decides tointegrate locally and who decides to return?• What is the impact of these problems on girls, boys,adolescents, women, men? Do children work? What typesof work do children do?Education:• What do girls and boys do with their time?• Who goes to school? Who does not get to go to school?• What do girls who do not go to school do with their time?And boys?• What do girls who do go to school do outside school? Andboys?• Are you afraid (are your children afraid) of going to schoolor of anything at school?

in Operations• Who stays at home? Who is in charge? What is the impacton the family?• How are girls and boys looked after if they remain behindto attend school when the parents return home?Community participation:• Do women participate in committees? Why not or howoften? Do children participate in committees?• Do women have access to decision-making? Do they makedecisions? What do women think about that? And men?What is the impact in the community?• What would women and men like to do differently? Howwould you go about change?• How do women and men participate in reconstruction oftheir home country or in decision-making when settlinglocally?Health / Food/Nutrition / Water / Shelter:• What types of health problems are most widespread in thecommunity?• Who takes care of people when they get sick?• Who do people go to see when they are not well? Whathappens if they get sick at night or over the weekend?What types of health problems are covered? Which are notcovered?• Are there children in the community who do not getappropriate food? Other persons without proper/enoughfood? Are there malnourished children in the community?How are they treated? Can we visit them?• How do pregnant and lactating women eat differently fromother household members?

in Operations• How do you use water? How do you maintain personal/community hygiene?• How could houses and neighbourhoods be maintained so asto avoid health risks? What is the layout/design of livingarrangements? Town/camp?Security and safety:• What are the dangers that you experience in this environment?• Do you feel that your physical safety and security are atrisk? At what time? Why?• What is the source of the danger? Who is involved?• What do you worry about when you leave your home?• What do you worry about for your children/husband/wife?• Are you aware of any incidents/problems that havethreatened your friends or neighbours?• How can you put a stop to domestic violence?• Does violence occur? What types of violence?• What do men think about it? And women? Girls and boys?What do you think about it?• What can be done about it?• Where does the violence occur? (See Coping with risks anddeveloping solutions and Prioritizing risks below.)

in OperationsCoping with risks and developing solutions:• How do you think the situation could be improved? Howdo you and your neighbours cope with these risks?• What do you do to protect your children?• What services or activities are available to you to helpaddress these risks? How can they help?• How in your culture/traditions were such problems dealtwith/avoided before your displacement? How can that beapplied now?• Would you be willing to help in improving the situation?How do you think you could help?Prioritizing risks:• Of all the issues just discussed, which do you consider themost important/urgent?• Who should be involved?• What might the community do to address this concern?

inAnnex 4: Systematization formGroup: _________ Subgroup: (Sex: ____ Age group: _______)Date: __________Theme: __________________________________Protectionrisks/incidentsCausesCapacities within thecommunity

AssessmentOperationsNo. of people: _____Location: ________Facilitators: _____________________________Country: _______________________________Solutions proposed bysubgroupsMost important issuesto addressas expressed by personsof concernUrgent follow-up action

inAnnex 4a: Sample of systematization formGroup: Jutes Subgroup: (Sex: Girls Age group: 10-13)Date: 31 March 2005 Theme: EducationProtection risks/incidentsLack of physical protection:some boys among localpopulation shout insults atgirls as they walk to school:• Girls fear going to school• Fear for physical safetyon way to school• Girls might drop out ofschool• Risk of rape or physicalassaultSexual exploitation:• Girls cannot insist on useof condoms (increasingrisk of rape/HIV)• Stigmatization within thecommunity• Earn less than young menengaged in same activityGirls not in school:• Girls leave school toearn an income• Girls drop out of school• Fewer opportunities tosecure a proper future• Early pregnancy ormarriage• Exposure to serioushealth risksCauses• Discrimination• Stigmatization for beinga refugee• Lack of awarenessamong the localpopulation• Fear of rejection orviolence• Trauma• Girls sell themselves toearn an income• No adequate provisionof learning materials• No money for uniforms/shoes for studentattending hostcommunity schools• Poverty and lack ofincome, lack ofmeaningful activitiesCapacities within thecommunityCapacity to build solidarityin community• Physically capable ofdoing different types ofwork• Certain degree ofeducation• Capable of leadingawareness campaignsand peer groupsAdults have the capacity tonegotiate better workingcontracts

AssessmentOperationsNo. of people: 10Location: CityFacilitators: Beatrice and MarcelloCountry: Burkina FasoSolutions proposed bysubgroups• Organize groups ofchildren, girls and boys,to walk to schooltogether accompaniedby parentsMost important issues toaddressas expressed by persons ofconcern• Keeping girls in school• Ensuring physicalprotection throughcommunityaccompanied walksUrgent follow-up action• Work with communityto help organizecommunity walks toschool• Ask other girls aboutsafety issues• Talk with localcommunity• Talk with teachers andparents• Sensitization• Discuss with actors/strengthen peer groups• Raise youth awareness• Reducing risk of rape • Document cases• Visit health centre• Visit families• Discuss with other girls• Discuss problem withboys and men• Refugee adults to liaisewith host communityleaders and negotiatelabour contracts forrefugee parents so girlscan stay in school• Office to assist refugeewomen and men withtraining• Reducing risk of earlypregnancy and marriage• Exploring incomegeneratingschemes forparents and children• Find out more aboutproblem of schooluniform• Talk with other girlsabout livelihoods andother obstacles toeducation• Ask teachers andparents what would help

inAnnex 5: Participatory assessment prioritization reportGroup: ______ Subgroup: (Sex: ____ Age group: _______)Situation (urban, camp or return): ______________________________1. Human rightviolated / unmet2. Protection risks orincidents3. Causes

AssessmentOperationsCountry: ____________________4. Capacities 5. Solutions proposedby subgroup6. Protection objective

Partici ator Assessmentin OperationsAnnex 6: Recording meetingsEnquirymethodFemale, age, background Male, age, background Total persons met withobservationSemistructureddiscussionsFocus groupdiscussions68

Partici ator Assessmentin OperationsAnnex 6a: Sample of recording meetingsEnquirymethodFemale, age, background Male, age, background Total persons met withObserved At schools, water points,food-distribution pointsBorder crossingsSemistructureddiscussionsRefugee leaders: 7Refugee teachers: 5Parents association: 3Refugee health workers: 3Host community: 10Refugee leaders: 7Refugee teachers: 5Parents association: 3Refugee health workers: 3Host community: 10Refugee leaders: 14Refugee teachers: 10Parents association: 6Refugee health workers: 6Host community: 20discussionsAge groups:(10-13): 13(14-17): 14(18-39): 15 (40+): 15Age groups:(10-13): 13(14-17): 14(18-39): 15 (40+): 15Age groups:(10-13): 26(14-17): 28(18-39): 30 (40+): 30IndividualdiscussionsPoorest households: 5Ethnic minorities: 5Host community: 5Implementing partners: 5Various Govt. reps: 5Others: 5Poorest households: 5Ethnic minorities: 5Host community: 5Impl. partners: 5Various Govt. reps: 5Others: 5Poorest households: 10Ethnic minorities: 10Host community: 10Impl.partners: 10Various Govt. reps: 10Others: 1069

Partici ator Assessmentin OperationsAnnex 7: Sample meeting scheduleOffice XX Team A Team B Team CWeeks prior Multifunctional team discusses mapping diversity, methods, themes, facilitatingdiscussions, ways to inform people of concern, ways for urgent follow-up, splitting upinto small teams and sets schedule.Days prior Brief women’s association,cooperatives onparticipatory assessmentDay 1Brief youth committees andschool principals onparticipatory assessmentBrief women and mencommunity leaders onparticipatory assessment09h00-10h00 Observe schools Observe community centre Observe clinic10h00-12h00 Focus group adolescent girls Focus group adolescent girls Focus group women (18-40)12h00-13h00 Systematization form Systematization form Systematization form14h00-16h00 Focus group adolescent boys Focus group adolescent boys Focus group men (18-40)16h00-17h00 Systematization form Systematization form Systematization formDay #09h00-10h00 Observation/spot check Urgent follow-up Home visit10h00-12h00 Focus group men (over 40) Focus group men (over 40) Focus group men (over 40)12h00-13h00 Systematization form Systematization form Systematization form14h00-16h00 Focus group women (over 40) Focus group women (over 40) Focus group women (over 40)70

Partici ator Assessmentin Operations16h00-17h00 Systematization form Systematization form Systematization formDay #09h00-10h00 Home visit handicapped Observation/spot check Urgent follow-up10h00-12h00 Focus group girls (10-13) Focus group girls (10-13)12h00-13h00 Systematization form Systematization form Systematization form14h00-16h00 Focus group boys (10-13) Focus group boys (10-13) Focus group men (18-40)16h00-17h00 Systematization form Systematization form Systematization formDay #09h00-10h00 Home visit Home visit Observation10h00-12h00 Focus group discussion Focus group discussion12h00-13h00 Systematization form In office for other matters Systematization form14h00-16h00 Semi-structured discussion Semi-structured discussion Semi-structured discussion16h00-17h00 Systematization form Systematization form Systematization formDay # Follow-up actions (Informing community, Step 7)Day # Prioritization formRecord meetings and participatory planning71

in OperationsEndnotes1See Agenda for Protection, UNHCR, October 2003, Goal 3,Objective 4: Refugee communities empowered to meet their ownprotection needs; Goal 5, Objective 7: Achievement of self-reliancefor refugees; Goal 6: Meeting protection needs of refugee women andchildren.2 For more information on participatory approaches, see also theUNHCR Manual for Applying a Community-based Approach (forthcoming),Development Assistance for Refugee (DAR) Programmes, A Handbook forPlanning and Implementing, January 2005, Part III, Appendix II, and theHandbook for Self-Reliance, Tools 4 and 5.3 See “Reinforcing a Community Development Approach”, UNHCR,EC/51/SC/CRP.6, 15 February 2001. The Community DevelopmentApproach aims to: strengthen refugees’ initiative and partnership;reinforce dignity and self-esteem; and achieve a higher degree of selfreliance.4 For the purposes of this Tool, the term ‘refugee’ should be read toinclude internally displaced, returnees and other persons of concern toUNHCR.5See Participatory Planning in UNHCR - A Practical Guide.6 See UNHCR Manual, chapter 4, Planning and Assessments.7 See UNHCR Manual, UNHCR, October 2002, chapter 4, section 1.4on Operations Management System.8 The Inter-Agency Standing Committee (IASC) agreed to building astronger humanitarian response capacity by working within an interagencycollaborative approach under which a cluster leadershipsystem would be developed to ensure accountability from operationalagencies. See IASC Principals Meeting, Outcome Statement, 12December 2005, United Nations General Assembly, A/RES/58/177 of2004, and Secretary-General’s report, In larger freedom, 2005. TheIASC itself was established in June 1992 in response to UnitedNations General Assembly Resolution 46/182 on the strengthening ofhumanitarian assistance.

in Operations9 See also Development Assistance for Refugees (DAR) Programmes,Handbook for Planning and Implementing, Ibid., and Handbook forRepatriation and Reintegration Activities, UNHCR, May 2004.10 Mainstreaming diversity means including all backgrounds: ethnic,disability, religious, socio-economic, educational, nationality, etc.11 The Second Interagency Workshop on Implementing a HumanRights-based Approach in the Context of United Nations Reform,Stamford, USA, 5–7 May 2003.12 Adapted from Gender-based Violence Tools Manual, ReproductiveHealth Response in Conflict Consortium, 2004 and Action for theRights of Children (ARC), Situation Analysis, May 2003.13 See also Framework for People-Oriented Planning, UNHCR, 1992.14 See Participatory Planning in UNHCR, A Practical Guide.15 See Annex 2 for a fuller list of the main potential protection risks.16 For more information, see Development Assistance for Refugees(DAR) Programmes, Handbook for Planning and Implementing, UNHCR,January 2005, Part III, Tools for Assessment, Planning, andParticipatory Development.17 Individual cases of SGBV should not be discussed in a group, butcommunity action to overcome and prevent SGBV can and should bediscussed collectively.18 Rapid Rural Appraisal and Participatory Rural Appraisal, A Manual for CatholicRelief Services Field Workers and Partners, Catholic Relief Services,Baltimore, 1999.19 See Annex 3 for sample questions linked to these themes.20 In an internally displaced setting, inter-agency assessment teamscould choose themes based on analyses of the context and protectionrisks of groups of concern.21 Adapted from ARC, October 2002.22 Child participation is strongly emphasized in the United NationsConvention on the Rights of the Child and several of its articles arerelevant in the context of communicating with children: Article 12, forexample, emphasizes the right of the child, who is capable of forminghis or her own views, to express those views in all matters affectinghim or her.

in Operations