Cash and Market Based Programming in Crisis Settings

HCRI70082 Cash and Market Based Programming in Crisis Settings 15 Semester 2 Postgraduate Taught Level 7 Helene Juillard Unit coordinator Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 Cash and vouchers assistance (CVA) is used at scale to respond to emergencies in disaster and humanitarian settings. In 2019, it represented almost 18% of the total humanitarian assistance delivered, a 100% increased from 2016. CVA is one option humanitarian organisations envisioned to do more with less and in a way that emphasises crisis affected household choice and dignity. Yet, it is difficult to close the skill gaps on the topic. While there are a few cash and market courses targeting practitioners, this class offers students a combination of lectures and practical exercises on the topic.  Cash and vouchers assistance (CVA) is used at scale to respond to emergencies in disaster and humanitarian settings. In 2019, it represented almost 18% of the total humanitarian assistance delivered, a 100% increased from 2016. CVA is one option humanitarian organisations envisioned to do more with less and in a way that emphasises crisis affected household choice and dignity. Yet, it is difficult to close the skill gaps on the topic. While there are a few cash and market courses targeting practitioners, this class offers students a combination of lectures and practical exercises on the topic. The unit aims to:Cash and vouchers assistance (CVA) is used at scale to respond to emergencies. As per the latest State of the World of Cash report, CVA represented in 2019 almost 18% of the total humanitarian assistance delivered, a 100% increased from 2016. CVA is one option humanitarian organisations envisioned to do more with less and in a way that emphasises crisis affected household choice and dignity. Yet, it is difficult to close the skill gaps on the topic.  While there are a few cash and market courses targeting practitioners, this class offers students a combination of lectures and practical exercises on the topic. It is open to students who have previous knowledge of the aid world and of the project cycle.  The course will start with an introduction to the humanitarian system and how cash and based programming have emerged. It will then move on to describing and explaining the potential for cash to be used to deliver humanitarian projects as well as the extent to which market-based programming can further support the economic recovery of a given crisis affected area.   Secondly, the course will discuss practical considerations that make the use of cash an appropriate option. The concepts discussed during the lectures will then be applied as students will be asked, in group, to discuss the modality choice for a given project. Leaning about Humanitarian cash transfers equips individuals with valuable employability skills essential for success in today's  humanitarian job market. Participants develop editorial and analytical skills, enabling them to evaluate complex information and make evidence-led decisions. The course emphasizes constructing and maintaining compelling arguments. Communication skills are honed, particularly in comprehending large amounts of information and drawing reasoned conclusions. Meeting deadlines becomes second nature, showcasing discipline and time management abilities. Graduates excel in both autonomous work and group settings, embracing teamwork and diverse perspectives. It empowers individuals with a diverse skill set that enhances their employability. Analytical thinking, evidence-based decision-making, and the ability to construct persuasive arguments are highly valued in professional settings. Strong oral and communication skills enable effective comprehension and articulate conclusions. Meeting deadlines reflects discipline and time management expertise. The course also fosters collaboration and autonomy, allowing graduates to thrive individually and as team players. By undertaking the module, individuals gain a competitive edge, opening doors to rewarding career opportunities. Explain the different cash and market related concepts and terminologies;Understand the extent to which the increased uptake of cash and voucher assistance is shaking up the overall humanitarian coordination architecture.Critically interrogate how social protection schemes can be used to support humanitarian delivery. Equip students with the knowledge and necessary tools and skills needed in order to analyse cash and market.Identify output, outcome and process related indicators to measure the success of a project using cash as its delivery modalityDeepen critical appraisal of the current humanitarian arena Set up a cash in/cash out process as well as a fruitful collaboration with service providersUse market data to inform pre- and post-crisis humanitarian responses.Identify the key steps for the design, implementation and monitoring of cash and market-based programming. Ability to prioritise large volume of information;Working autonomously and in teams;Active listening. Analytical skills Editorial and analytical skills; Group/team working Working autonomously and in groups. Project management Meeting deadlines; Oral communication Oral and communication skills ¿ especially in terms of comprehending large amounts of information and drawing reasoned conclusions; Written communication Putting together and maintaining arguments (useful for a marketing/awareness campaign or business case); Other Evidence-led decision-making; SyllabusThe Fundamentals   Presentation of the main stakeholders and features of the humanitarian sector so as to situate relief projects in their political and institutional context and introduce the genesis of the use of cash and market-based programming.  Participants are also organised in groups of four students. Each group is allocated a country, a crisis, an organisation as well as a project outline. Students are introduced to the final essay suggested structure.  At their own pace, students then complete the existing CaLP 2-hour e-learning to get an introduction of the different cash and market related concepts.  Delivery method: live Zoom webinar and e-learning.     Situation analysis  The lecture on Situation Analysis will discuss the first step of the project cycle management. It explains how to understand the overall situation looking at the needs and capacities of crisis-affected people. It also introduces the classic tools used by professionals to conduct needs assessments. It then focuses on what elements are to be examined, during the situation analysis, to determine CVA appropriateness.   Delivery method: 1-hour pre-recorded lecture posted at the start of the week. Each group is then tasked with examining their project proposal, and submit, via the Canvas chat the elements of CVA appropriateness that are already included in the proposal.    Market functionality  The lecture will discuss the principles of market functionality (supply and demand, market integration, market power and market environment) and how these relate to the appropriateness of CVA.  Delivery method: 1-hour pre-recorded lecture posted at the start of the week. Paired group work on supply and demand that students will have to complete by the end of the week. A one hour Q&A synchronous non mandatory session delivered via Zoom where students can ask questions about the lecture.     Week 9 – 2 hours:Design and implementation  The lecture discusses how to decide in between CVA modalities, define the transfer values and select a payment delivery mechanism. It explains the main advantages and disadvantages of the different modalitiesMid-term presentation  Each group is tasked with developing a 10 minutes video presentation on the first findings of the cash appropriateness analysis in their given context. Groups must show an ability to be critical about what they think are the key factors that incur cash being an appropriate modality or not. Students are requested to watch each other videos in advance of the webinar that should serve to discuss and reflect on those preliminary findings.  Essay structure Students are given the opportunity to submit a one-page essay structure as formative assessment. Feedback on the essay structure will be given in writing and in a collective & anonymised manner during a 2-hour live webinar.Monitoring and data protection  The first lecture unpacks the M&E tools and processes and what is at stake when monitoring or evaluating a project using CVA. The second lecture focuses on data protection and discusses the importance of the protection of beneficiary data in projects using CVA.  Using cash and market to bridge the humanitarian development gap  Students will be talked through market support and market strengthening interventions as well as introduced to the current state of thinking on shock responsive social safety nets.   Students are also given the possibility to attend a 30-minute live session per group to ask any pending questions they may have about the essay.  Delivery method: one-hour recorded lecture that students can watch at their own pace. 30 min Q&A Zoom session per group. This module will be delivered through an asynchronous distance learning methodology within the University Canvas system. It will consist of presented written and pre-recorded video material each week with associated core reading provided through the library reading list system and access to supplementary reference material.Students will engage in formative asynchronous discussion board conversation with peers and the course leadership on a weekly basis. Student will be learning using a mixed method approach, relying both on lectures, e-learning, webinars as well as autonomous group work. Students will be given a list of recommended readings as well as recommended video   0 Other 20% 2 Written assignment (inc essay) 80% Summative Assessment:Discussion board contributions - 20%Essay - 80% Summative Feedback - written feedback within 15 working days MSc Global Health (Distance) MSc Global Health - September PGDT Taught Component Optional N <ul> <li>CaLP (2020), The State of the world of cash report. Executive summary</li> <li>CaLP (2018), Glossary</li> <li>Juillard Helene (2017), Minimum Standard for Market Analysis, Oxford: CaLP.</li> <li>Ground Truth Solution (2018), Improving user journeys for humanitarian cash transfers – Kenya case study</li> <li>High Level Cash Panel (2015), Doing cash differently: how cash transfers can transform humanitarian aid</li> <li>Bailey, Sarah, and Paul Harvey. 2017. “Time for Change, Harnessing the Potential of Humanitarian Cash Transfers.” London: Overseas Development Institute.</li> <li>Bailey Sarah and Paul Harvey. 2015 State of evidence on humanitarian cash transfers</li> <li>Kukrety Nupur (2016), Working with Cash Based Safety Nets in Humanitarian Contexts, Oxford: CaLP</li> <li>Molyneux, Maxine. 2009. “Conditional Cash Transfers: A ‘Pathway to Women’s Empowerment?’” 5. Pathways Working Paper. Sussex: IDS.</li></ul>  eAssessment 20 0 130