Emergencies

Early Recovery

Early recovery is an approach that applies development principles of sustainability and local ownership in humanitarian action1. This definition is adapted from the definition contained in Early Recovery Guidance Note, Cluster Working Group on Early Recovery, April 2008. Early recovery is therefore not a phase, but an integral part of humanitarian response and a core component of humanitarian action. It aims to shape the manner in which humanitarian response is conducted, such as the questions asked in a need assessment and the modalities for delivering assistance to:

  • ensure that humanitarian response operations become assets for longer term recovery;
  • support recovery initiatives by affected communities; and
  • stabilize local and national capacities as quickly as possible to encourage a quicker and sustainable transition to longer-term recovery.
The early recovery approach is a core component of the CCCs. Delivering life-saving assistance to reach the benchmarks defined in the CCCs will always be UNICEF's primary focus during an emergency. The early recovery approach offers a crucial platform during response for injecting longer-term strategic planning, national ownership, capacity development, disaster risk reduction, and equity support as early as possible. This is critical to achieving better and more sustainable outcomes for children, helping reduce dependency of affected populations on humanitarian assistance, as well as the amount of time required for them to recover.
1. This definition is adapted from the definition contained in Early Recovery Guidance Note, Cluster Working Group on Early Recovery, April 2008.
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Operations

  • HR
  • Supply
  • Funding
  • Planning
  • Cluster Approach
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HR

  • Clarify the responsibilities of UNICEF and its partners regarding education in humanitarian situations.
  • Strengthen existing coordination mechanisms or, if unavailable, mechanisms in collaboration with national authorities to ensure that the humanitarian response is timely and coordinated, and that conforms to humanitarian principles and agreed-upon standards and benchmarks.

    Support a multi-sectoral rapid assessment mechanism and format, including priority education information.

    development kits or enter into stand-by agreements with suppliers and partners.

Supply

  • Support national authorities in planning for appropriate temporary learning spaces; establish codes of conduct to address all forms of violence, sexual exploitation, abuse and discrimination in learningsituations; and ensure joint preparedness planning with WASH and protection clusters and partners (see also WASH and child protection CCCs).

Funding

  • Promote school emergency preparedness plans, advocate for safe school structures and include basic disaster risk-reduction measures in school curricula.
  • Develop the capacity of education authorities in preparing the school system, at all levels, to respond to emergencies.

Planning

  • Clarify the responsibilities of UNICEF and its partners regarding education in humanitarian situations.
  • Strengthen existing coordination mechanisms or, if unavailable, mechanisms in collaboration with national authorities to ensure that the humanitarian response is timely and coordinated, and that conforms to humanitarian principles and agreed-upon standards and benchmarks.

    Support a multi-sectoral rapid assessment mechanism and format, including priority education information.

    development kits or enter into stand-by agreements with suppliers and partners.

Clusters

  • Support national authorities in planning for appropriate temporary learning spaces; establish codes of conduct to address all forms of violence, sexual exploitation, abuse and discrimination in learningsituations; and ensure joint preparedness planning with WASH and protection clusters and partners (see also WASH and child protection CCCs).

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  • Promote school emergency preparedness plans, advocate for safe school structures and include basic disaster risk-reduction measures in school curricula.
  • Develop the capacity of education authorities in preparing the school system, at all levels, to respond to emergencies.

Additional Resources

External Resources

Trainings

Research