MACP-funded preparedness projects are introduced by a grantee into a complex setting. The Ecological, Industrial, and Human Systems in which a targeted community is embedded inevitably influence each project. In turn, the grantee-led project (itself a sub-system) influences the three systems and the elements of each. Exhibit 3 offers examples of the contextual elements that make up each system.
Assumptions & Caveats
A few important assumptions are embedded in the design of this research:
● Context is infinite. This research necessarily focused on narrowly defined contextual elements.
● Data compiled are valid and sufficient. MACP preparedness indicator data are valid indications of the success of the Disaster-Ready Community (DRC) Model (community cases discussed as the basis of each interview were stratified by preparedness progress). The identified documents are a sufficiently relevant set.
● The voices of authors, respondents, and grantee informants are those most aware of the local contexts they describe, and their influence. Analyst bias is minimized by focusing on respondents’ choice of words.
6: Data sources
Exhibit 7: Informants by method
Stage 3: Data Analysis, Synthesis, and Learning Analysis
All interviews were recorded with consent, transcribed, translated into English, and transferred electronically for coding in MaxQDA. The coding in this stage was identical to Stage 1. All clean
Exhibit
set of elements because it is not bound by time required for an interview. Interviews allow probing and live follow up on specific elements. The survey limited the number of elements in each system that respondents could rank as most influential.
FINDING 3: AWARENESS AND LEARNING SURFACES AS THE MOST ENABLING CONTEXTUAL ELEMENT; NATURAL RESOURCES ARE THE MOST DISABLING
.
Diving into the nature of the most prominent contextual elements, Exhibit 11 portrays disabling and enabling elements across all systems. The contextual elements shown are those that authors of documents, informants in interviews, or survey respondents described as the most enabling or disabling in relation to community preparedness. It is important to note the presence of all three systems in both the enabling and disabling categories. However, an element cannot be considered both “most enabling” and “most disabling,” each element can only be categorized as one or the other.
Exhibit 11: Nature of contextual elements across all systems
Among the elements that enable preparedness, while less prominent in the overall analysis, Community awareness & learning (in the Human System) surfaced strongly as an enabler of preparedness in all three sources. In fact, it is the only enabler that surfaced clearly from all three sources. As examples: in Colombia, “drills and [simulations] contribute to improving response capacity and coordination between different institutions” (USAID, 2023). In the United States, “mailing notices to property owners in the Central Valley who are at risk of flooding” is an annual reminder that helps households stay aware and prepare (Pawley, 2023). During the COVID-19 pandemic, a social media information campaign run entirely by volunteers, “actively informed people of the messages and engaged in debates on social networks” to prepare as many people as possible (Red Cross, 2021).
The concept of multi-risk and social systems as key enablers of preparedness is described below.
preparedness in many geographies (e.g., Armenia, 2023 and Ethiopia, 2022). An inadequate power supply back-up in Nepal hinders search and rescue (Nepal, 2022). Rising fuel prices have “remarkable effects” on DRR activities in Tanzania (2022). Limited resources (electricity, cellular network, infrastructure, etc.) in Indonesia make it difficult to develop an early warning system (Indonesia, 2022).
Question 2 What context descriptors show
important trends in enabling
preparedness?
To explore this question, we examined the evolution of context influence and nature across time (the most recent five years) and geographies (mainly regions). Given system complexity, we also anticipated that interactions between elements in a system and across systems merited examination. Because there were no clear trends through time, this chapter focuses on the geographical and interaction descriptors.
FINDING 7: CONTEXTS ARE HARD TO SEPARATE FROM GEOGRAPHY AND POLITICS. A CONTEXT THAT DISABLES IN ONE SETTING MAY ENABLE IN ANOTHER.
Isolating geography from contexts is a huge challenge. In fact, the term “geopolitics” demonstrates the links between geographical contexts and political realities. Exhibit 15 shows the aggregate and Global North maps.
There is a predominance of data points from Asia & the Pacific in this research. This likely stems from the quantity of literature that focuses on this region, and the fact that five out of the seven MACP grantees are funded to work in Asia/Pacific countries. Technological hazards (nuclear accidents, explosions, etc.) surface in Asia more than any other region as a disabler of community preparedness.
DEVELOPMENT DIPLOMACY: LEARNING NEEDS ANALYSIS (LNA) DIGEST
OVERVIEW
The U.S. Agency for International Development’s Bureau for Planning, Learning, and Resource Management Training, Professional, and Organizational Development (PLR-TPOD) EnCompass team conducted the Development Diplomacy Learning Needs Assessment (LNA), completed July 2024, to understand learning and resource needs. The assessment involved diverse stakeholders from Washington and Missions, and an initial review of essential documents and resources. The LNA is part of a broader activity to build staff capacity in the practice of development diplomacy by gaining a deeper understanding of the required skills, identifying case studies and best practices, and developing tools and resources. The Development Diplomacy Learning Needs Assessment grouped and discussed similar findings and produced four themes. Below are the themes, key findings, and the recommendations that came out of the analysis process.
KEY FINDINGS
1.1: Participants’ perceptions of development diplomacy vary based on their contexts, and they did not express a clear, consistent definition, although many referenced relationshipbuilding as a key component.
Enhancing Understanding of Development
1.2: There are multiple paths to success in development diplomacy, as demonstrated by the diverse stories about successful instances.
2.1: While most participants expressed a conceptual understanding of development diplomacy as part of their work, few discussed the necessary mindset for practicing it effectively.
Cultivating Mindsets for Effective Development Diplomacy
Building Capacity through Training and Support
Strengthening Mission Relationships and Communication with Washington
2.2: Some participants emphasized that an openness to viewing situations from partners’ perspectives is essential for achieving successful results.
2.3: Some participants expressed that there are psychological constraints among USAID staff, such as feeling they do not have as much to contribute as other organizations or lacking the confidence to “take their place at the table.”
3.1: Participants highlighted resources and support that aided their development diplomacy skills.
3.2: Participants expressed need for additional resources, including case studies, communication and collaboration skills training, and support for learning the local context and language.
3.3: Participants indicated USAID could provide training and resources to empower them in developing relationships, with some noting the State Department might offer useful examples.
3.4: Participants shared they wished they had a better understanding of various stakeholders when starting in their positions.
3.5: Participants identified challenges practicing development diplomacy effectively, including managing intense workloads and bureaucratic constraints.
4.1: Participants identified various methods of sharing information with Washington, such as cables, but few had formal, structured processes.
4.2: Mission participants expressed feeling disconnected from Washington.
DEVELOPMENT DIPLOMACY: LEARNING NEEDS ANALYSIS (LNA) DIGEST
Enhancing Understanding of Development
RECOMMENDATIONS
1.1: Develop an action plan and resources to socialize a unified understanding of development diplomacy within USAID, including clear metrics for success.
Cultivating Mindsets for Effective Development Diplomacy
2.1: Develop a comprehensive suite of training materials that includes knowledge, skills, and immersive, social learning experiences to facilitate the development of attitudes and mindsets needed for effective outcomes.
2.2: Evaluate current support and accountability measures and revise them or develop new ones to empower staff to actively engage in development diplomacy.
3.1: Through a combination of existing and new resources, develop a well-organized and comprehensive development diplomacy learning hub that clearly aligns with the KSAs and competencies needed for various hiring mechanisms and experience levels.
3.2: Create immersive, interactive case studies that simulate “on-the-job” experiences for staff to enhance competencies through engaging, experiential learning that prioritizes psychological safety.
Building Capacity through Training and Support
Strengthening Mission Relationships and Communication with Washington
3.3: Regularly update documents that orient staff to key stakeholders.
3.4: Provide tailored resources and support to enable FSOs to acquire knowledge about local cultures and languages to prepare for new assignments.
3.5: Evaluate the costs and benefits of prioritizing development diplomacy and clearly communicate expectations to Missions, while implementing measures to reduce burdens and motivate behavior change (e.g., training, tools, other types of support).
4.1: Strengthen relationships between Washington and Missions by creating a communication and engagement plan to help Washington understand and support the Missions’ unique needs.
4.2: Develop standard operating procedures, resources, and templates to strengthen Missions’ capacities for sharing development diplomacy achievements and create feedback and engagement mechanisms to foster a culture of peer learning and continuous improvement.
4.3: Explore opportunities for incentivizing communication, such as establishing a recognition program, emphasizing the benefits to Missions (e.g., enhanced visibility, ability to help shape policies through insights), and offering dedicated support to assist with communication tasks.
USAID MAKANATI–ASEZA FACT SHEET
USAID Makanati Women’s Economic Empowerment and Leadership Activity (USAID Makanati) and the Aqaba Special Economic Zone Authority (ASEZA) have solidified their strategic partnership through a Memorandum of Understanding (MOU) focused on fostering an environment conducive to women's economic empowerment. This strategic collaboration aims to enhance women's access to labor market and leadership opportunities. By combining technical assistance and grant making, USAID Makanati and ASEZA have co-designed and implemented initiatives aligned with the Authority’s strategic objectives, thereby advancing the economic empowerment of women in Aqaba.
THE PARTNERSHIP IN NUMBERS
USAID Makanati has implemented . . .benefiting This accounts for approximately 45 Interventions
21%
871 Individuals from in Aqaba and Wadi Rum. . . 842 Institutions of the Activity’s individual beneficiaries and institutional partners to-date.
AQABA & WADI RUM GRANTS
USAID Makanati has awarded 16 grants worth USD 2,159,243.79 in Aqaba and Wadi Rum and is set to award a further five.
16Grants
2.1MUSD
These grants support a variety of activities including specialized training programs, apprenticeship opportunities, transportation services, and advocacy campaigns to create a more supportive work environment for women.These initiatives are part of a broader effort to make Aqaba, a city that is friendly to women’s employment.
The MOU between ASEZA and USAID Makanati addresses key challenges related to: (a) skills gaps, (b) restrictive social norms, and (d) regulatory and corporate policy constraints. USAID Makanati implements its interventions through nine packages outlined below.
Makanati Values Pathways to Employment
Aqaba: A City Friendly to Women’s Work Workforce Policy Lab & Government Support
Women in the Cultural Creative Industries & Tourism
