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Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 1
Child-Friendly Spaces (CFS)
Evaluation Report March 2014
Typhoon Haiyan Response in the Philippines
World Vision
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 2
*Photos courtesy of Communications Team
i. Table of Contents
ii. Acknowledgement ……………………………………………………………. 3
iii. Affirmation …………………………………………………………………… 4
iv. Glossary of Terms ………………………………………...………………….. 4
1. Executive Summary …………………………………………………………………… 5
2. Evaluation Introduction and Background …………………………….……………….. 7
3. Methodology ………………………………………………………………………….. 7
3.1 Participation and Sample Areas ……………………………………………… 7
3.2 Methods and Tools ………………………………………………………….. 8
3.3 Sampling Frame ……………………………………………………………..... 8
3.4 Data Processing, Interpretation and Analysis ……………………………….. 9
4. Limitations …………………………………………………………………………… 9
5. Findings and Analysis ………………………………………………………………….. 10
Changes seen…
What they hear people say…
What the children appreciated the most…
What the children liked the least…
Access to CFS especially by the most vulnerable…
Expressing their voice and feelings…
Other things that WV should be doing for children after the typhoon…
Setting up of the CFS and beyond…
Output level accomplishments…
Challenges…
6. Recommendations …………………………………………………………………….. 15
7. Annexes ……………………………………………………………………………..... 16
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 3
ii. Acknowledgment
Great appreciation is hereby extended to the following for their
support and cooperation:
The donors-
Department of Foreign Affairs and Trade or DFAT (Australia)
Department of Foreign Affairs, Trade and Development or DFATD (Canada)
Members of the different teams in the Haiyan Response-
Child Protection Team headed by Patrick Sooma and his team mates Rosalyn Lorin and
Sheryl Llagas who were on top of the implementation of the CFS project
and who broached the idea of conducting this evaluation;
DME Team particularly Pat Ryan Gaid for overseeing the conduct of the early FGDs, and
fellow team mates Pathy Rose Aborque, Loren Banario, Ma. Carla Sinining,
and Debra Capulan for lending a hand in the documentation and facilitation;
Accountability Team notably Catherine Green for the valuable inputs on the tools, and to
her team mates for their support during the data gathering on the field
The CFS facilitators, volunteers and animators
The community leaders, parents, teachers, boys and girls who
participated in the FGDs and KIIS
Huge thank-yous also go to those who directly or indirectly have been helpful
in some or the other way in completing this work but whose names have not been
mentioned here- you know who you are.
And most of all, to The God Almighty...
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 4
iii. Affirmation
Except as acknowledged by reference to other authors and publications, the data and
findings described herein consist of our own work, undertaken to measure accomplishments
in the implementation of the CFS project as part of the emergency phase of WV Typhoon
Haiyan Response in the Philippines and, in part, to inform decisions regarding interventions in
the recovery phase of the response.
The primary data collected throughout the evaluation process remain the property
of the communities as described in this document. Information and data were collected
with their consent.
Dexter V. Mancao
Design Monitoring and Evaluation (DME) Team, Haiyan Response
iv. Glossary of Terms
CFS Child-Friendly Space
DME Design Monitoring and Evaluation
DSWD Department of Social Welfare and Development
FGD Focus Group Discussion
KII Key Informant Interview
OSY Out-of-School Youth
RMR Response Monitoring Report
UN OCHA United Nations Office for the Coordination of Humanitarian
Affairs
World Vision World Vision
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 5
1. Executive Summary
The first CFS was established in a municipality in North Cebu about 2 weeks after typhoon
Haiyan struck central Philippines leaving behind massive destruction and thousands of people
dead.
An integral part of WV’s Typhoon Haiyan Emergency Response, CFSs were aimed at meeting
the needs of the survivor children in the affected areas for psychosocial support by providing
them a safe environment where activities like games, arts and crafts, team-building and
structured educational lessons are conducted to help them recover emotionally from the
traumatic event.
The implementation of the CFS was completed within a 5-month period with the last
remaining CFSs in the island of Panay turned over to the community in the last week of
March 2014.
With the intention of measuring CFS’ relevance, effectiveness and sustainability, an evaluation
of the project was initiated. More particularly, it was intended to look into the impact, extent
of accomplishment, challenges encountered and lessons learned.
Using the tools developed for Focus Group Discussions (FGD) and Key Informant Interviews
(KII), the data gathering was conducted at the community level in North Cebu and the
islands of Panay and Leyte- the main areas of operations during the emergency phase of the
response- which saw the participation of 327 boys and girls (two age groups- 8 to 12 and
13 to 17) and 200 adults (34 males and 166 females) accounting for a total of 527
individuals in 16 barangays, in 11municipalities, 3 cities and 5 provinces.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 6
Some of the findings on CFS revealed through the participative discussions with the children,
caregivers/parents, teachers, community leaders and animators are as follows:
It has been helpful in easing up the children’s feelings of loneliness and anxiety and that
children are not afraid of the rain anymore and they have been observed to be more lively.
Some changes in the attitudes and behaviour of children have been noted; although no
specific details were provided to support this assertion, this was seen in their being more
helpful in chores at home, and more respectful of the elderly and even of their fellow
children
Some children expressed that they were motivated to go to school and even felt that the
learning from CFS sessions helped them become better in school. The observation of the
adults supported this claim.
Some of the learning cited were about socializing with other children, sportsmanship,
camaraderie and values such as sharing
The children said that the CFS provided them inspiration and that it helped stir up their
hope for better days ahead. Some viewed the CFS in a more profound way highlighting its
contribution to the gradual recovery of their community; and that it signifies unity and
cooperation with even poor people having shown willingness to extend help
Parents were said to be particularly glad to see children playing as it provided them the
opportunity to enjoy childhood.
The children were grateful for the CFS facilitators and volunteers for their sincerity,
friendliness and treating them nicely letting them respond to questions without
bothering that their answers could be wrong. According to them, they were allowed
to express themselves by being provided with methods and materials through which
they can convey their thoughts and ideas better
The children said they enjoyed all the activities however some of them mentioned
that they did not like playing toys for small kids and taking part in games with
children much younger than themselves
Most of those who participated in the FGDs said that they were able to come to the CFS
when they wanted to. However, they mentioned that it was not the case for other children
like those whose house is far, earning a living for the family and those who had to take care
of their younger siblings, among others.
Sharing their thoughts about other important things that WV should be doing in
their community, high on the list of the children across the 3 regions was the
repair/construction of classrooms and school buildings including the provision of
tables, chairs and electric fans. Coming in close second was the giving out of school
uniforms and school supplies
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 7
2. Evaluation Introduction and Background
About 2 weeks after category 5 super typhoon Haiyan1 struck central Philippines, the first
Child Friendly Space (CFS) of World Vision (WV) was established in the municipality of
Tabugon, a remote area in northern Cebu. After which, more CFSs were set up in Region VI
(Western Visayas), and on the islands of Panay (Region VII, Central Visayas) and Leyte
(Region VIII, Eastern Visayas)- areas worst affected by the typhoon.
An integral part of WV’s Typhoon Haiyan Emergency Response, CFSs were aimed at meeting
the needs of the survivor children in the affected areas by providing them a safe environment for age-appropriate psychosocial activities like games, sports, drama, music, arts and crafts,
team-building and structured educational lessons which are hoped to help them come to
terms with their experiences from the disaster.
Under the supervision of trained facilitators and volunteers, CFSs allow children to play,
mingle, express themselves and engage in learning activities such as on disaster preparedness,
life skills, health and hygiene, among others.
With the intention of measuring CFS’ relevance, effectiveness and sustainability, an evaluation
of the project was initiated. More specifically it was aimed at looking into the following:
1. Impact brought about by the project by assessing the changes, if any, in the problem
condition it sought to tackle, and understand contribution
2. Extent of accomplishment by examining to what degree the laid out plans and targets
have been met in the light of the objectives
3. Challenges encountered in the course of the implementation and the lessons
learned/good practices
3. Methodology
3.1 Participation and Sample Areas
Between the first and second week of February, processes were undertaken to collect data that would help establish link between project efforts and outcomes. Participation of the key
stakeholders in the evaluation process was given importance in deciding the mode of data
collection. Thus, children, caregivers/parents, teachers/day care workers/animators and
community leaders were engaged as participants or interviewees. Some of them were
consulted during the planning stage of the evaluation.
The data collection was done at the community level in North Cebu and the islands of Panay
and Leyte- the main areas of operations during the emergency phase of the response. All in
all, the FGDs and KIIs involved 327 boys and girls (two age groups- 8 to 12 and 13 to 17)
1 Known locally as Yolanda, the super typhoon swept through central Philippines on 8
November killing over 6,000 people and displacing four million, flattening homes and
damaging schools, health centers and other infrastructures. Some experts estimate the storm
was among the strongest ever to make landfall. OCHA Philippines Situation Report.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 8
and 200 adults (34 males and 166 females) accounting for a total of 527 individuals in 16
barangays, in 11municipalities, 3 cities and 5 provinces. Among those who participated were
4 school principals and 4 barangay chairpersons. (See Annex A for the Distribution of
Participants)
3.2 Methods and Tools
Apart from documents review, the evaluation gathered information through FGDs and KIIs
for which respective tools were developed and translated in the local dialects.
To be more engaging, the FGDs with children were started with icebreakers in the form of
action songs and the discussion proper was done through a body map2 with each part namely
ears; mouth; main body; heart; arms and hands; legs and feet corresponding particular
questions such as on changes they see in themselves, their families and the community; what
they hear people say about CFS; and the activities they were involved the most/least, among
others.
Answers of the children were jotted down
on small sheets of paper either by
themselves or with the assistance of the
facilitators and/or documenters. (See Annex
B for the FGD Guide)
Separate sessions were held for boys and
girls for two age groups (8 to 12 years old
and 13 to 17 years old) having a total of 4
simultaneous FGDs in each of the sample
barangays. After which, the children from
the 4 groups (with about 5 participants each)
come together for the plenary wherein they
brainstorm on how the CFS provided an
opportunity to express themselves and in
what way it has been of help to them, just to
cite a few. The group discussion and the
plenary last for about 2 and a half hours on
the average.
3.3 Sampling Frame
Purposive sampling was used in the selection of the areas where FGDs were held. Barangays
were picked out from the 3 main areas of operations for the emergency phase of the
response with consideration on the variations in distance from the town proper (near and
far) and type of community (urban and rural). Since the most number of CFSs were set up in
the Leyte side, more FGDs were conducted in the area. KIIs were only done in the
barangays in Eastern Leyte.
Meanwhile, child participants in the FGDs were randomly selected from the CFS registration
sheets. The parents and caregivers on the other hand were identified by the CFS facilitators
2 There was a slight variation in the method for the FGDs with children in the Western Leyte area (Ormoc
City and the municipalities of Matag-ob, Albuera, Villaba and Merida). Instead of a body map, a sort of a house
map was utilized with each major part of the house (e.g. door, window, roof) corresponding some questions.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 9
and volunteers on the basis of their familiarity with the CFS and/or their willingness to
participate in the FGDs.
3.4 Data Processing, Interpretation and
Analysis
A standard template was used in the recording of
discussion points during the FGDs and KIIs in the
different barangays. The data and information gathered
were consolidated according to the themes or
questions from the respective methods. Interpretation
and analysis were done on the data as they relate to
the objectives of the evaluation. (See Annex C for
Documentation and Consolidation Templates)
Available documents that have information on the
progress and output level accomplishments of the
CFSs were also reviewed. Relevant data collected
from which were used in this report to add dimension
to the findings.
4. Limitations
Some challenges encountered in the conduct of the evaluation process are as follows:
Non-uniformity of the methods used all throughout the areas covered by the evaluation (ie.
“body map” and “house map” for the FGDs with children, FGD guides for adults). To
address this, data and information were consolidated as they relate to a particular question
or theme outlined in the standard consolidation template
Regular classes were already starting during the data gathering. So as not to disrupt classes,
schedules for the FGDs and KIIs were planned based on the class hours. Arrangements were
also made like teacher participants introducing activities related to the lessons to keep the
children occupied while the former attended the FGD. WV staff were left with the children
to supervise the activities until the teachers are back from the FGD.
Method of the FGDs tends to limit the children in expressing their ideas to writing which
also got a bit boring for them after some time. Discussion was done simultaneously during
the body map or house map activity in order for them to better articulate their thoughts
making the process more dynamic.
Unpredictable weather condition. Heavy rainshowers hampered some of the activities.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 10
“It helped spark hope and inspiration to
continue to strive to get on with our life…”
-FGD with a group of girls, 13-17
years old from Eastern Leyte
5. Findings and Analysis
Changes seen… Recurring answer among children across the three regions was the CFS being of help in
easing up their feelings of loneliness and anxiety. They shared that it facilitated the process
of moving on from the sad experience brought about by the typhoon. Some of them said
that they are not afraid of the rain anymore.
According to the adults, children have become more lively. They
said that they used to show some signs of uneasiness when it
rains especially when the wind blows strongly. Some teachers
remarked that before when it rains, hardly any students would come to school.
Participants from Panay Island said that it contributed in the
changes in the attitudes and behaviour of the children although
no specific details were provided to support the observation only
saying that children have become more helpful in chores at
home. Those from Leyte shared the same observation stating that children are more
respectful of the elderly and even of their fellow children as demonstrated in the way they
communicate using positive or pleasant words.
Some children expressed that they were motivated to go to school and even felt that the
learning from the CFS sessions helped them do better in school as they can already think
more clearly. The observation of adults (ie. parents, teachers) shared during the FGDs
supports this claim. Some of the teachers stated that attendance was improved and that
children had shown more interest in lessons. The improved attendance was also attributed
to the regular home visits done by the CFS staff.
Other studies on CFS found that children who have attended CFS are able to integrate into
the mainstream educational system more easily because of their prior access to structured
learning activities.
As to their learning, both age groups (8-12 and 13-17), talked about how the CFS has taught
them how to mingle with other children, about sportsmanship and camaraderie with
emphasis on the value of sharing as put into effect in the different activities conducted during
sessions that allowed interaction with other children (e.g. playing games, sharing of toys, etc.)
which they (mostly from the older age group) thought provided an opportunity for meeting
new friends and facilitated “stronger connection” with the old ones. They also said that they
better understood other children making them more tolerant. Others said it helped them
overcome shyness and become better at expressing themselves. Other learnings mentioned
were faith in God, personal hygiene, health, rights and responsibilities as children, among
others.
The children said that the CFS provided them inspiration and that it helped stir up their hope
for better days ahead. One child said that the motivation and the hope made them feel more
confident, while another stated that it opened his eyes allowing better understanding of what
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 11
“The CFS tent is even much nicer than our
own house...
It is a testament of what people can achieve if
they help one another- unity, renewed hope to
rise again after the calamity. ”
-FGD with a separate set of boys
and girls, 13-17 years old from
North Cebu
happened to their community. Some teachers remarked that the activities in CFS got
children into thinking about their dreams for the future.
Although the children did not state categorically the impact of CFS to their families, majority
of them said that their parents are happy to see them having fun at CFS.
At the community level, the children said that the preparation (e.g. cleaning, clearing of
debris, etc.) and actual setting up of the CFS tent brought their neighbours closer as they
worked together in getting the task done. Parents also helped in preparing food for children
for feeding sessions. For other children such simple activity along with the regular sessions
and the tent signify something more profound which is its contribution to the gradual
recovery of their community. One of the groups of boys (13-17 years old)in Western Leyte
mentioned during the FGD that even poor people have shown willingness to extend help.
What they hear people say… The children stated that many people in their community expressed appreciation about the
presence of the CFS as it helps the children in coping with stress. They said their parents
were particularly glad to see them playing as it provided them with the opportunity to enjoy
childhood. Results of the FGD with adults supported this with parents saying that they like
to see their children happy and coping with the stress caused by the typhoon. Children
were said to be talking a lot at home about their activities at the CFS.
In addition, the children mentioned that their parents have noticed that they have learned a
lot of things like those about hygiene and sanitation; and even
expressed concern about until when WV will be staying in their
barangay.
What the children appreciated the most… The children expressed that they were happy about having the
CFS tents and that they felt privileged having received school
supplies. They valued having experienced playing with different
toys. They also said that they were grateful for the CFS
facilitators and volunteers for their sincerity, friendliness and
treating them nicely letting them respond to questions without
bothering that their answers could be wrong. The children
particularly liked being served refreshments during sessions.
With the school buildings badly damaged, the CFS tents also
served as classrooms when the classes began. The children said
that the learning did not stop even when classes were suspended
after the typhoon. The child participants in the FGD in North Cebu articulated that the tent
provided safe space (clean, protection from the rain) for fun activities. The feeling of safety was
attributed to the fact that there are many people who look after them at the CFS.
As to the question on which activities they particularly liked and they were more involved in,
many said that they enjoyed all the activities. Asked to cite specific ones, recurring answers
given are reflected below. No precise distinction on favourites that stood out between
genders or age groups, though. For example, some would prefer outdoor activities but
others would opt for indoor.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 12
“Because of CFS, my child is no longer able to help in feeding our
chickens at home. But I can see that he is
happy so I don’t mind at all”.
-A parent participant in the FGD
art work (coloring pictures, drawing,
ball games (basketball, volleyball, dodging, baseball, soccer)
singing and dancing (including the use of instruments like
tambourines)
story-telling (especially the ones about God)
mind-challenging games (scrabble, chess, puzzle)
drama or role play
As to favourite topics, they mentioned self-awareness (e.g.
changes in their body), safety/preparedness for disaster (e.g.
family plan, ABC of safety), and values (sharing, respect, helping
others).
What the children liked the least … Asked about what activities they were less involved in, the children provided varied
responses. While others said there was nothing in particular that they did not like, some
mentioned fetching water, playing toys for small kids and taking part in games with children
much younger than themselves.
Some said that they did not like it when their fellow children get too noisy, pushing and
shoving when going out of the room/tent (this was noted as common among boys from 8-12
age group), racing to get to the toys which sometimes causes others to get hurt.
Some boys from the FGDs in Panay and Leyte verbalized that they did not like playing hula-
hoop, a toy traditionally (ie. in Philippine context) attributed to girls/women.
Access to CFS especially by the most vulnerable… Identifying and following up vulnerable families is among the principles and quality standards
of implementation of a CFS project. In this light, feedback was gathered from the children as
to their knowledge of other children who could not come to the CFS.
The following are their responses:
children who are shy or hesitant such as those who just transferred from another
village or those who have stopped going to school or out-of-school youth
the ones who help in earning a living for the family (e.g. working in sugarcane
plantation, farm) or helping in the repair of their house or have to help in household
chores
house far from the CFS
had to take care of younger siblings
did not know much about CFS
because of health reasons
Asked whether they were able to come to the CFS when they wanted to, majority of them
answered in the affirmative with some saying that it is just close to home so they did not
have difficulty coming. They cited some instances when they themselves could not come
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 13
“I hope that my father can be provided with a job so I and my siblings can be sent to school…
If the CFS project
concludes, that would make me sad as I won’t
be able to come to school* again”
-“Vincent”, a high school dropout
who participated in one of the FGDs in Leyte
*where the CFS was put up
such as when they were not feeling well, had to do some important chores at home, had to
take care of younger siblings and when it is raining (which makes some tents damp).
Meanwhile, the adults mentioned that many OSYs were consistently participating in sessions
during Saturdays including one who is a single parent.
Expressing their voice and feelings… Being able to express oneself is important in child development which the CFS espouses.
The participative discussion with children revealed that they were allowed to express
themselves by being provided with methods and materials through which they can convey
their thoughts and ideas better. The children reflected that they are able to do this through
drawing, story-telling, freedom wall, singing and question and answer. Adult participants of
the FGD remarked that children were allowed to put across their thoughts and feelings
through creative means.
Furthermore, as to the ways that CFS is helping that the children considered as most
important to them, playing games emerged as a top priority and is common for the 3
regions. This is not surprising as such activities make way for the children not only to have
fun but also allow them to put their worries and concerns out of their mind.
Drawing/artwork, which is a prominent feature in WV’s CFSs,
was also cited along with storytelling, sharing of
ideas/experiences, discussions about good values, singing and
dancing, as well as distribution of school supplies and toys and
the chance to mingle with other children.
Other things that WV should be doing for children after the typhoon… Sharing their thoughts about other important things that WV
should be doing in their community, high on the list of the
children across the 3 regions was the repair/construction of
classrooms and school buildings including the provision of
tables, chairs and electric fans.
Coming in close second was the giving out of school uniforms
and school supplies (e.g. backpacks, books, raincoat, umbrella,
etc.). The need for livelihood assistance was also brought up by
the children and adults alike. The teachers on the other hand,
cited the distribution of learning aids.
Setting up of the CFSs and beyond… Adult participants of the FGDs indicated that they were all aware of the CFS and even
enumerated the different activities carried out during sessions. Some parents from Panay
recalled that they only learned about it through their children and although one of them was
invited to the lunching, she said she only had vague ideas about it then. Initially, they believed
that the tent was that of UNICEF’s because of the logo printed on it.
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 14
Serving as a venue for the community to connect on issues affecting children, engaging
leaders and residents in the early stage of setting up the CFSs and the eventual
implementation of the project is important. Participative discussions revealed that this was
observed.
Adult participants of the FGDs recalled that community members joined hands in clearing
the area where the CFS tent was to be put up, coordination was also done with the
barangay officials and relevant government agencies notably the Department of Social
Welfare and Development (DSWD) and the schools.
Meanwhile, the barangay officials shared during KIIs that children were also consulted about
the plans regarding the CFS. It was said that the spirit of cooperation was evident from the
setting up of the tents to the maintenance of the facility and the safekeeping of materials
therein with the level of collaboration and support generally assessed as “100%” in the 3
regions.
Cooperation was recognized as critical in sustaining the CFSs. The parents/caregivers
expressed that they will encourage their children to go to school, the teachers mentioned
about integrating CFS principles and approaches in their classes and, for their part, the
volunteers signified wiliness to carry on with the activities saying that they enjoy what they
do.
Output Level Accomplishments…
To put in perspective how the CFS project progressed towards achieving its objectives as
described earlier from the standpoint of the key stakeholders, the extent of the work
attained in terms of geographic reach and the numbers of children engaged are shown in the
table below.
The target number of children was around 16,000 but the number of those actually reached
was more than 22,000 exceeding 38% of what was intended to be achieved. Similarly, the aim
to establish 42 CFSs was also surpassed by 48% with the actual number of CFS that were
operational reaching 62.
CFS Reach In figures3
Region Province/
Municipality
Number
of CF
Spaces
No. of Children in CFS
Children Boys* Girls*
6 (Panay Island)
Iloilo, Aklan, Capiz
26
10,242
5,023
4,648
7 (North Cebu)
Daanbantayan
Tabugon
6
1,341
326
294
8 (Leyte)
Tacloban, Palo, Alang
Alang, Tanauan, Tabon-
tabon, Dagami, Mayorga,
Julita
30
10,230
5,135
5,094
7 Provinces, 47
3 As of March 30,2014. Based on the Response Monitoring Report (RMR) and Achievement Report of the
Child Protection Team
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 15
3 Regions Cities/
Municipalities 62 21,813 *incomplete sex disaggregated
data
Challenges … The following were some of the difficulties encountered during the implementation of the
CFS project.
(for some barangays in Eastern Leyte) Proper coordination among volunteers, animators and
facilitators as instructions and communication were conflicting or confusing at times. There
was a need for clarity on the plans and how to run daily activities. Notices on requests for
the submission of some reports or gathering of data were given within a tight timeframe.
Comparing performance or progress of CFSs in other areas caused undue pressure on the
part of the volunteers
When the classes reopened the attention of the children was divided. Working out
integration of CFS module in regular classes was eyed on especially since make-up classes on
Saturdays were also being implemented.
Some parents were not too keen in letting their children attend CFS sessions having doubts
on the capacity of the volunteers and their reputation in the community
The seemingly rigid conduct of regular inventory and accounting of CFS supplies made some
teachers hesitant to use them. This also caused some tension with the volunteers.
6. Recommendations
The following recommendations were drawn from the data gathered in the course of the
evaluation:
Initiate planning session/s with key stakeholders to discuss and agree on the details of
transition to include general direction, setting in place of policies for the utilization
and upkeep of the facility; mechanism for regular updating and coordination;
collective strategies to sustain; and adjustments in the schedules of CFS activities,.
Roles and responsibilities should be clearly outlined. With the barangay officials taking
the lead, results of the discussion on the mentioned items should be properly
disseminated to the constituents to avoid misunderstanding
Take into consideration in the implementation of the programme for the recovery
phase the needs expressed by the children particularly in the schools in the covered
barangays. Given the limitations, referrals to other organizations or service providers
can be a viable option
Use of audio-visual materials (e.g. film showing) as an additional method in CFS. This
was raised in the discussions with both the children and adults. Limitations (e.g. lack
of electricity, availability of equipment, etc.) in making this possible were also
recognized
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 16
Apart from the regular weekday sessions, to also hold sessions on Saturdays so other
children in the barangays who are from other schools can also participate
Mobilize more volunteers and build their capacity to be well equipped in running the CFSs
Include traditional Filipino games (e.g. sepak takraw). More outdoor activities since
formal education is already generally confined to the ones done inside the classroom.
Hold a culminating activity for a formal turnover of the facility and the responsibility to the community either through the barangay or the school.
Efforts should be taken for the house visits or “outreach” not to be misconstrued in
any way as compelling caregivers or children to come to the CFS
Alternative location for the CFS tent should be identified to facilitate transfer in the event that repair and construction work in the school grounds starts
7. Appendices
Annex A ................ Distribution of Participants
Annex B ................ FGD Guide
Annex C ................ Documentation and Consolidation Templates)
CFS FGD DOCU TEMPLATE.docx
CFS FGD GUIDE_Final_FEB03.doc
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 17
Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 18
AREAS
(Barangay/Municipali
ty or City/Province)
FGD with
8-12 years
old
FGD with
13-17 years
old
FGD with Adults
KII with
Commu
nity
Leaders
BOY
S
GIR
LS
BO
YS
GIR
LS
Caregive
rs/Parent
s
Teachers/
Day Care
Workers
(M/F)
Communit
y Leaders
(M/F)
Animators
(M/F)
PANAY (Region VI)
Mandong, Batan, Aklan
Badiangon, Roxas City, Capiz
Alabidhan, Bingawan, Iloilo
15
15
5
5
17 (Females)
31 (4Males,
27Females)
2 (1Male,
1Female)
NORTH CEBU (Region VII)
Libertad, Daanbantayan
Somosa, Tabugon
10
10
9
10
10
(1Male, 9Females)
17
(2Males, 15 Females)
3
(Females)
LEYTE (Region VIII)
Macabug, Ormoc City
Balagtas, Matag-ob
Dona Maria, Albuera
Payao & Balite, Villaba
Poblacion & Casilda, Merida
Bobonon, Alang-alang
Old Kawayan, Tacloban City
Wilson, Mayorga
Patoc Dagami
62
64
66
56
49
(7Males, 42Females)
35
(3Males, 32
Females)
12
(5Males, 7Females)
16
(4Males, 12Females)
8
(7Males, 1Female)
Total
87 (A1)
89 (B1)
80 (A2)
71 (B2)
76 (8M, 68F)
83 (9M, 74 F)
17 (6M, 11 F)
16 (4 M, 12F)
8 (7M, 1F)
327 Children
BOYS (A1 + A2)= 167 or 51% GIRLS (B1 + B2) = 160 or 49% Ages 8 to 12 (A1 +B1)
176 or 54%
Ages 13 to 17 (A2 + B2)
151 or 46%
200 Adults MALES= 34 or 17% FEMALES= 166 or 83% % According to role Caregivers/Parents= 38% Teachers/Day Care Workers= 41.5% (4 of whom are school principals Community Leaders= 12.5% (4 of whom are barangay chairpersons) Animators= 8%
Recommended