This article contains elements that may be distressing.
In mid-March, soon after the February earthquake, we sent our Emergency Response Coordinator Mohammed Bashein to Türkiye.
He accompanied the Earthquake Engineering Field Investigation Team (EEFIT), from the Institution of Structural Engineers, on a research trip to earthquake sites. Mohammed spent ten days with the team as they carried out their research into structural, infrastructural, geotechnic, and humanitarian work that is required.
For RedR, this was an opportunity to understand the situation on the ground first hand, to inform our ongoing response. “Humanitarians always talk about serving populations,” says Mohammed. “But if we only operate from siloes, ivory towers, and computer screens many miles away we won’t really know or understand.” Insights from the trip have been invaluable in informing our Learning Needs Assessment, freely available to all working in this context.
Coordination saves lives, and this trip has helped us make more connections. We’re looking forward to bridging the humanitarian and engineering sectors in the region to build a coordination group. We have good connections, for instance, with engineer syndicates in Syria, and we’re also part of the Shelter cluster. We can use our positionality to connect them.
How can this trip inform ongoing conversations about capacity, power, and privilege? Here, Mohammed shares his reflections and insights.
What was it like to be on the ground?
“I’ve been to Türkiye many times before, and some of the culture and politics overlaps with Libya, where I’m from. My personal experience in Libya gave me some insight. In the 2019 conflict in Tripoli, my house burnt down, so I had a lot of empathy for how damage affects people’s lives first hand. In each storey of those damaged buildings, you can see a life.
“In Iskenderun, we saw how the earthquakes had raised up the coastline higher than the ground. Some areas of the city were a ghost town. While people were living in tents, others continued their lives, going to cafes and restaurants.
Do any interactions with people you met there stick in your mind?
“One of our first conversations was with an elder, fixing and building some tents. I greeted him.
“‘Hi uncle, I hope you and your family are well. I thank God for your safety.’ Lots of people needed to hear that kind of thing. On the night of the earthquake, he had taken his daughter to another city for routine medical treatment. When he returned to a ruined house, he couldn’t get a tent from the government. Someone else had given these to him. He told us that being from Syria undermines you. ‘We’re not a high priority’, he said. ‘But I’m thankful my family are safe, and people help us’. He insisted we stay and have coffee with him.”
“On another occasion, an elder lady asked us to see her home, even though we explained that we could not carry out any government assessments. She and her four sons were from Syria, but they had been renting this now partially collapsed house for ten years. I tried to give her some psychosocial support. Standing in her courtyard, next to her collapsed house, I told her I recognised her pain. People in this part of the world always pray for you as you speak. ‘I know you can’t do anything’, she said, ‘but you entered my heart. I hope to meet again in better circumstances.’ She said her daughters-in-law could make us some lunch. The moment made me realise the number of shocks these people have been through. I wasn’t sure if I was seeing resilience, or numbness.”
“Another woman asked us to see her house, although authorities had already told her it must be demolished. I tried to manage her expectations. I didn’t have the authority nor the capacity to assess its structural integrity, and her house had a lot of cracks. She told us she came every day just to be near it. I know from my experience in Tripoli that feeling, of trying to figure out where to start.”
The earthquake has now completely fallen out of the news cycle here in the UK. What are your thoughts about the ongoing need? How can we make a difference?
Even if you are on the wrong side of those linguistic and cultural barriers, anyone who wants to do good can find a way. It’s a matter of recognising your positionality, including from a socio-historical perspective. Be aware of how you see people, and how they see you.
There’s always a feeling of helplessness, because you can’t fix people’s lives on your own. But through your contacts and position in the sector, you can voice out these stories. For me, going back to that rationale of making a difference by influencing decisionmakers is very helpful. I want to enable the disempowered to be part of the discussion, and RedR UK really gives me that opportunity. We try to voice out community concerns at cluster level.
“The needs are still there, and there is lots to be done. Many of us are privileged to be in parts of the world, where these are not our problems. That gives us a responsibility to try and mobilise resources.
In my conversations with friends in the UK, I see that people are very interested to know what’s happening and donate. They want to make an impact. They just want to know how.”
The Urban Competency Framework (UCF) outlines the key competencies and accompanying behaviours that all those working in humanitarian response need in order to work effectively in urban settings.
As populations in cities continue to grow, global crises are increasingly urban in nature: humanitarian action must enhance its efficiency in these settings.
Individuals, institutions, or organisations can use the UCF to assess suitability for working in urban crises, improve competencies, and ensure those involved in urban humanitarian action are effective. Learning providers can use it to develop courses and curricula based on the skills needed in urban humanitarian action. It can also be a tool for improving collaboration and encouraging an intersectoral approach between local authorities, humanitarians, built environment professionals, engineers, civil society and other key stakeholders.
To learn more about how to use the UCF, and for a toolkit of resources to support using the framework, download a copy of our User Guide.
The UCF was drafted through a consultative process, with input from urban specialists from around the globe. If you would like to read more about the initial research behind the first drafts of the UCF download a copy of the Research Report.
Click here to read a case study on local urban response in the Philippines and learn how this relates to the UCF.
This Learning Needs Assessment identifies capacity gaps and learning needs among engineers and technical specialists engaged in response and reconstruction efforts in Ukraine.
Understanding these gaps is essential for developing targeted training programs, that can enhance the skills and knowledge required to address the complex challenges posed by the conflict.
The LNA also assessed the existing strengths among engineers, so RedR can recommend the best ways that humanitarian partners can leverage best these capabilities.
Using the findings to train engineers
The findings from the LNA informed the development of a specialised training program focused on structural detailing and blast-induced damage assessments. This program aims to equip engineers and technical specialists with the necessary skills to conduct thorough and accurate assessments, ensuring that buildings are safe for occupancy and use.
It enables RedR to tailor our response to the evolving needs of the crisis. By understanding the specific learning needs and capacity gaps, RedR can provide training that is most relevant and impactful, thereby enhancing the overall response to the infrastructure challenges in Ukraine.
Key findings
The study revealed that technical capacity and confidence among respondents were relatively low in most areas. However, areas where respondents felt most confident included preparing technical documents (such as scopes of work and bills of quantity), construction quality assurance and control, and non-structural repairs. This indicates a strong foundation upon which further skills can be built.
Major challenges identified included security issues due to the ongoing conflict, insufficient funding and resources, lack of specialists and skilled personnel, and inadequate tools and equipment. These challenges are compounded by the continuous threat of shelling, economic instability, and the complex logistics of working in a war zone.
Priority learning areas identified included rapid damage assessments and classifications of buildings, understanding the blast effects on structures, performing load calculations and computer modelling, and conducting building and shelter construction/reconstruction. These areas were highlighted as critical for improving the technical capacity of engineers to effectively assess and repair damaged infrastructure.
Recommendations
Based on the findings, the LNA recommends the development of a learning program with the following priority areas:
- Building and Shelter Construction/Reconstruction: Training in this area will focus on the practical skills needed to rebuild and repair shelters and other structures safely and efficiently.
- Rapid Damage Assessments and Classifications of Buildings: This training will provide engineers with the knowledge and tools to quickly assess the extent of damage and determine the safety of buildings.
- Preparing Technical Documents: This will cover the creation of essential documentation such as scopes of work, bills of quantity, and scoring criteria, which are critical for project planning and execution.
- Blast Effects on Structures: Understanding the impact of blasts on buildings is crucial for assessing structural integrity and safety.
- Construction Quality Assurance and Quality Control: Ensuring that reconstruction meets the required standards and is carried out safely and effectively.
Additionally, non-technical training areas such as project management, coordination with the international relief system, and monitoring and evaluation were highlighted as critical for enhancing the effectiveness of response efforts. These skills are essential for managing complex reconstruction projects, ensuring effective collaboration among stakeholders, and maintaining accountability and transparency.
The LNA underscores the urgent need for targeted training programs to build the capacity of engineers and technical specialists in Ukraine. By addressing the identified gaps and leveraging existing strengths, RedR UK aims to support a more effective and resilient response to the infrastructure challenges posed by the ongoing conflict. This initiative will not only improve the immediate response but also contribute to the long-term recovery and stability of the affected communities, ensuring that rebuilding efforts are sustainable and provide safe, dignified living conditions for all.