Child Focused Disaster Risk Reductionmainly responsible during the ToT for the CBDRM concepts and process. Bonie and Lulut anchored CF DRR to WV work to enhance community resilience

Isabela Hotel, Cauayan City, Isabela 28 February – 04 March 2011

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Child Focused Disaster Risk Reduction Training of Trainers: Process Documentation

World Vision Philippines has developed the model, tools and guidelines for Child Focused Disaster Risk Reduction (CF DRR) as part of the “Regional Resilience Project aka Community Based Disaster Risk Reduction Project” of World Vision Asia Pacific Region through the Office of the Humanitarian and Emergency Affairs. The framework, tools and guidelines for CF DRR were developed with and pilot tested in WV Philippines areas in Surigao Norte and Capiz. Subsequently, these were detailed and manualized as a training package on CFDRR for use by WV Area Development Programs (ADPs) in the Philippines and in the region. A 5-day Training of Trainers (ToT) on CF DRR training package was conducted from 28 February - 04 March 2011 at Hotel Isabela, Cauayan City, Isabela. Community practice of CF community risk assessment and risk reduction options was held in Barangay Fermeldy in the municipality of Tumauni, one of the hardest areas by super Typhoon Megi (local name Typhoon Juan) in October 2010. The were a total of 39 participants coming mostly from WV national and field offices, ADPs, and partners from the local government units (LGUs) in Isabela. Among the participants were 8 officers from WV in Cambodia, Nepal, Indonesia and China while 6 participants from the LGUs – province of Isabela, municipalities of Maconacon, Palanan and Tumauini. Please refer to Annex 1 for the list of participants. The mix of participants WV departments, Field Offices and ADPs was intended to carry forward the roll out of CF DRR within WV. Since most of the participants did not have any previous orientation on DRR, equipping on basic DRR became also an additional objective of the ToT. The Facilitation Team for the 5-day workshop was composed of:

Bonie Belonio: WV Asia Pacific Regional Office

Luz “Lulut” G. Mendoza: WV Philippines Humanitaria Emergency Affairs

Cris Anthony Gozales: Philippine Educational Theater Association

Malu Cagay and Jesusa Grace Molina: Center for Disaster Preparedness Cris was part of the consultant team who developed and pilot tested CF DRR with WV ADPs in Surigao Norte and Capiz, together with WV’s Bonie and Lulut. Cris facilitated sessions on the framework, process and tools in working with children. Malu and Grace were part of the consultant team to enhance the CF DRR framework and develop the CF DRR training modules for the roll-out of the training package to the ADPs and were mainly responsible during the ToT for the CBDRM concepts and process. Bonie and Lulut anchored CF DRR to WV work to enhance community resilience and realize child well-being outcomes. The Facilitation Team plus REynor Imperial and Dorina Lana composed the training Steering Committee.


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OPENING ACTIVITIES I. Daily Devotion: 8:15 - 8:49 a.m After Registration of Participants, Lulut Mendoza started the Day 1 activities with the Daily Devotion. Dividing the participants into groups of 3s, the seven (7) groups were ask to reflect on the verse

Jesus said, "Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these - Matthew 19:14 (NIV)

Each member of the groups were given the following task:

A: Tell a story which is reflective of the verse within 3 minutes only B: Summarize A’s story in 3 sentences only C: Give the essence of A’s story from B’s summary in one line only

After the group work in 3s, each group shared their 3 sentences summary and 1 line essences of the stories from the reflection on the verse. Lulut then shared the poem “I Wasn’t Raised by Charlise Butner, which everybody read from the PowerPoint slide:

I wasn't raised in a mansion Or fed with a silver spoon I wasn't brought up to think money is everything Because only fools believe that’s true I wasn't raised to live out my parents dream But to proudly dream my own I wasn't raised to walk the popular path But to strongly pave my own I wasn't raised with material things But something great indeed I was raised with love And love is all I need

Bonie then closed in prayer, reminding all of the value of each and every child.


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II. Getting to Know You Activity: 8:50 – 10:04 a.m.

After the Daily Devotion, Lulut introduced the Facilitation Team from CDP and PETA – Malu (lead ToT facilitator), Grace and Cris. She then turned over the facilitation to Cris for the “Getting to Know You” activity. Cris used a series of activities and mixers for this introductory activity. a. Kamustahan (How are you) Labyrinth (6 minutes)

Cris asked the group to stand in a circle and then silently walk to different directions. As each participant reaches one end, s/he should then walk another way. When s/he meets another participant, s/he can only look into the eyes of the person, without any facial expression. After several walks, Cris asked the participants to “freeze”. He then added an instruction that each participant can wink at the person s/he meets while walking. After several quick walks, Cris asked the group to “freeze”. He instructed the participants that they can wink at each other as they walk in various directions. Cris then allowed the participants to say a greeting such as “Good morning”, “Kumusta (how are you)” to the person s/he meets while walking. He demonstrated the Politician Handshake for the final greeting – look into the eye of the person, get his/her hand with the right hand, then get another person’s hand. After several greetings, he instructed the group to “freeze”.

b. Child, House, Storm (4 minutes)

Cris asked the participants to group themselves into 3s. Participants A and B are the houses sheltering the C – the child inside. Cris instructed the groups that as he calls “Bata, Bahay, Bagyo or “Child, House, Storm” if he ends with “Child”, all the children go outside their houses and seek another house. If he ends with “House” only the houses move to shelter a child. If storm is called out, everybody moves to form new groupings of houses sheltering a child.

c. Group Yourself According To ... (50 minutes)

After a round of applause for everyone, Cris had participants to group themselves according to several categories to warm up to each other, get some information and level off on expectations: 1. According to country and for the Filipino participants, according to island groupings

such as North and South Luzon. He then instructed the groups to create a small greeting from their country or language. (7 minutes)

2. According to color of shirts worn. Each group then was instructed to create a movement and sound representing their color with one minute to prepare and then each group made a presentation. (5 minutes)

3. According to birth month and each group was given 1 minute to think of a song for their month.


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After each group sang its song, Cris facilitated a round of recalling significant dates celebrated in the various countries of the participants and internationally for each month, specifically noting activities relating to children. (22 minutes)

4. According to birth decades. Cris then instructed the participants to discuss within

their groups what motivated them to attend the training workshop and summarize the result of their discussion by creating an image or picture by using their bodies. Cris called “freeze” then the group acted when Cris said “Action” and after Cris called “freeze” again, the other participants tried to guess what the images were all about. The particular group then explained their image. (20 minutes)

During the processing, Cris enjoined the groups to make their “Freeze” poses interesting (not monotonous) by having a variety of levels and actions.

5. According to who have attended DRR training before. After 9 participants who had previous DRR training moved to one side, Cris divided the bigger group into 2 and asked gave the following instructions: a. For the group which had previous DRR training: “What is the most important

element to prevent or be protected from disasters?” and to again to create an image with their bodies.

b. For the 2 other groups: “When you hear disaster, what comes to your mind?” and again to create an image with their bodies.

Break time from 10:05 – 10:20 a.m. was also used to set up the tables for the next

sessions


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III. Training Design and Briefing on the CF DRR Training Modules: 10:20 – 10:44 a.m.

To start the session Malu went through the orange bag which contains the three (3) modules to be covered in the ToT. While going over the objectives of the training workshop, she referred to motivations/expectations of the participants (which had written on meta cards and pasted on the board as Cris facilitated the group activity . Training objectives: At the end of the training, the participants are able to:

a. Understand their local disaster experiences and its impact to children, families and

communities. Malu added that the country disaster experiences will be used through the training.

b. Identify approaches that promote responding to children’s needs and involvement in any developmental program and initiative, including DRR

c. Share good practices of CF DRR. Malu elaborated that aside from World Vision, practices of organizations with which CDP has worked with like Plan and Save the Children will be shared.

d. Know the concepts and processes involved in community risk assessment (CRA) and practice some CF CRA tools. Malu discussed that in Cambodia, the COVCA (community owned vulnerability capacity assessment too was used in the process of developing the DRR plan. She further added that the result of the CRA in Tumauni on Wednesday will be used to identify DRR activities that can be implemented for and by children.

e. Come up with an national/field office/ADPC action plan on CF DRR

Going back to the participants’ motivations, she further noted that there is no separate session on Environmental Protection, although this is one CF DRR measure which can be implemented. Malu then ran through the training workshop schedule and highlighted that two (2) modules will be covered for Day 1 – Modules 0 and 1. Grace briefly went over the three (3) CF DRR modules to be used in the ToT – yellow cover contains the CF DRR modules for adults; peach cover contains the CF DRR modules for children; and the blue cover contains the community risk assessment guide. She explained that the CF DRR training is comprised of 7 modules, including Opening and Closing Activities and contains step by step process guide for the Facilitators in running the sessions. There are icons for the Session Objectives; Key Concepts – different terms to understand; Learning outcomes – outputs in terms of Knowledge and awareness and feeling outcomes – changes in values and attitudes; Session Duration; Process; Tips – to note in conducting the session; and, References to enhance the Facilitator’s understanding and session discussion. Meanwhile, the Community Risk Assessment Guide (CRA; blue cover) is composed of four (4 ) parts – 1) Introduction - purpose, who can use the guide, Necessary materials to conduct the activity successfully; 2) Steps for RA from preparations to actual RA; 3) Identification of Hazards, Vulnerabilities and Capacities; and, 4) Collation and analysis of data to be used in the identification of DRR options or activities that can implement to address H and V. The Annexes contain samples of CRAs.

Malu added that in some sessions or portions of a session, the participants will be briefed that they should think as children and in others as adults. She further noted that although WV and Cris’ are more experienced in working with children while CDP work is more on


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community based disaster risk management, the participants will find out in the course of the training that the activities they are already implementing are already part of DRR.

IV. Attitude/Mind Setting: 10:44 – 11:07 a.m. Cris sequed Malu’s ending by posting meta cards containing the words Child, Adult and Parent. He explained within the training the child in us playing and enjoying through participatory art processes and experiential learning. In the community, we want our participants to share our same energy. As adults, we raise what we experience to the conceptual and abstract level. As adults and parents, we create programs that will reduce disaster risk. Cris then introduced the types of people in the workshop – the Facilitators and the Participants, putting in cut outs of girls and boys. He elaborated that the CF DRR training is similar to taking a boat journey wherein both the facilitators and participants make positive contributions. He gave pieces of paper for the participants to draw, form/fold, or write their contributions. Contributions made by participants and a facilitator:

Watch: time management; be punctual

Cross

Box: put learning in; out - share learning

Person: ready for field work

Fan: 2 pax Feet Heart: 2 pax Arrow Plane: 3 pax Paddle Tree Smile: 2 pax Small computer Arrow Tulip: CF to blossom in WV Cup: to fill with learning Circle Ear: listen; 2 pax

V. House Rules and Formation of Daily Work Teams: 11:07 – 11:20 a.m. Lulut ran through with the group the house rules during the training workshop: 1. Remember to speak in English. But do not be hampered in sharing or asking

questions, you can just express in your own language 2. Adopt a friend, especially Filipinos for the foreign participants 3. Pick- up schedule from Amity Hotel to Hotel Isabela 4. Start of daily sessions: 8 am


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5. Name tags contain at the back basic contact information. For local SIM cards, participants can inquire from Socheath where to purchase.

6. Security is not a problem in Isabela, but it is still advisable especially for the foreign participants not to go out alone. If going out after sessions, inform the Front Desk or Marion and leave contact number.

7. Internet is available at the Isabela Hotel lobby. The password is PERPETUAL 8. Indicate in the attendance sheet your e-mail address so that the documentation can

be shared with you 9. 50% discount for use of the resort facilities 10. When go out of the training room, be adults and parents since it is located within the

school premises with the dormitories at the basement and classrooms at the side. 11. Comfort rooms for use are available at the other side and basement or can ask for

key from participants staying at Isabela Hotel. 12. WV personnel and partners should read and sign the Child Protection Protocol. 13. Meals and snack schedules 14. Each participant should be part of the daily work teams. Thereafter, Malu assigned each table the name of their group and the day for which they will be responsible as the work team –Training and Education; Early Warning and Monitoring; Mobilization & Risk Assessment; Emergency Response; Evacuation. Tasks cover daily devotion, time keeping, provision of ice breakers, prayer before meals and closing prayer, provide feedback to the Steering Team through a designated representative.

VI. Background and CF DRR Framework: 11:20 a.m. – 12:15 nn Referring to his PowerPoint slide of a boy under the coconut tree, Bonie started his session on WV’s CF DRR Framework by saying “DRR is common sense”. The boy under the tree can be hurt if the coconut falls (hazard) on him. There are various options to protect the boy from the falling coconuts among which are: 1) Fence off the area under the coconut tree; 2) Harvest the coconuts; 3) Put a sign which points to the clinic; 4) Put a sign to warn of falling coconuts; or, 5) construct a roof to shield the boy from falling coconuts. He then showed the slide Development is a Risky Business and asked “Is development policy and practice adding fuel to the fire or throwing a small bucket of water onto a huge fire or adapting to a warmer environment? He noted that ten (10) years ago, we were talking about humanitarian aid and now we are talking about DRR, although continuing on with responding with relief to children’s needs even in 1950 when Bob Pierce founded WV. He posed the questions: “Are our ADPs doing enough to reduce risk of disasters? Do we do the right intervention?” as he went through his slides on why disaster risk reduction and resilience are important to WV. - WV works with communities in 90 of the poorest countries around the world. There is

a tendency for the poorest to be most affected by disaster and have the fewest coping options. He noted that compared to Japan, a poor or developing country is more vulnerable when hit by a disaster. In the Philippine context, comparing Catanduanes and Batanes, we seldom hear about Batanes being damaged by a typhoon because people there are resilient to typhoons.


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- It is the women, children the elderly and the disabled poor who are most vulnerable to the impacts of disaster. It is WV’s mission is to work with these people- the world’s poorest, serving all regardless of gender, age, or even religion or race . In Bangladesh women are not allowed to leave their homes even in the event of an impending cyclone. In the coastal area, women are left at home and they may receive warning, but nobody can give them permission to evacuate from their homes. In the earthquake in Pakistan and Schezuan, how many children died?

- In terms of building community resilience in Bandah Aceh, where does DRR sit in WV

– in HEA or advocacy? It helps WV ensure that the entirety of its relief, development, and advocacy efforts are integrated: a) to pre-empt all avoidable disaster losses b) reduce risks, and c) build the resilience of those who are most vulnerable to disaster.

- DRR is about taking action now to reduce the risks of devastating impacts of disasters

on people and their livelihoods. This is where the paradigm shift is most difficult since we are used to a reactive mindset, tending not to invest more on prevention. With CBDRM, there is a change in mindset in WV and in the community.

- DRR helps build resilience of people and their surrounding environments to disasters.

WV is concerned with resilience because of: a) belief in the inherent worth of people and their capacities; b) its commitment to working with communities to bring about transformation.

- Had 10% (roughly $6 million) of all WV HEA 2006 expenditures from category I& II emergencies alone been spent on DRR, a third, or $18 million (a conservative estimate) out of $60 million total would have been saved and countless lives perhaps spared. Studies indicate that for every US$1 invested on DRR, there is US$4 savings in emergency response as take for example a school with disaster resilient features. These are only economic benefits, but lives saved is unquantifiable.

Bonie then discussed where DRR fits in the operational dimensions of WV’s disaster management and partnership strategy. Early warning, preparedness and disaster mitigation are on the development side, where we build long-term community resilience. In the ADPs, we need the community to have these. After a disaster, we need to build back better e.g. that the shelter we build are resistant to typhoon and otherwise, we will be rebuilding always, especially that we are now facing climate changes. Even within emergency response, we can do DRR e.g. preventing deaths due to leptospirosis after flooding. At the global level, the policy-level frame is the means to contribute to building resilient communities.


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He further discussed that APRO HEA has invested more in DRR, starting 3-4 years ago with a project to help build the capacity of national offices in DRR – how to integrate DRR in the processes of the ADPs and a research started in 2008 on how to engage children in DRR in Surigao Norte and Capiz (looking at their risk perception and ensuring a generation of safety conscious children who are educated on what to do to reduce risks). The training on CF DRR is part of the roll out of work in the last 3-4 years. At the end of Bonie’s presentation the following questions/points were raised and answered: 1. How does the APRO expect to sustain CF DRR since only a few use CO VCA?

Answer: Continuous capacity building of WV is being undertaken. COVCA is already being used already by HEA staff and some ADPs. APRO has also developed resources for mainstreaming DRR with national offices and what is being done presently is part of the 2nd phase of the project

2. Socheath registered that they are already using participatory methods in DRR, even if they do not use the term.

3. Virendra noted that CF DRR will involve higher cost with more time of staff and increase in number of activities and so there is need to make the sponsors aware of this.

Bonie’s answer: 3-4 years is not about the project time line for CF DRR but for project-based roll out within the region. While a lot of things you are already doing in the ADPs is DRR, there is also need enhance the knowledge and understanding on what we are doing to effectively address risks in the ADPs. We need to look into our regular project designs, e.g. for seeds dispersal, there may be a need as well for design of an early warning system. For DRR training at the community level and baseline assessment at the ADP level, how far have we involved children? We need to refocus our interventions to ensure that we are investing on measures which reduce risks and engage children in designing and implementing DRR measures and projects. Lut’s answer: We are also getting the support of the Support Offices (SOs). The SOs are also asking us what are we doing in DRR. We also need to deepen the risks to our projects, not only with regards to funding that does not materialize. Bonie additional answer: Canada and Australia see the need for building WV’s capacity in DRR and other SOs are funding specific DRR project, e.g. in Cambodia. Also if there are needs in CF DRR on the ground, we should tell these to the SOs.

4. Socheat: If DRR is already integrated in the ADP, there is no need for new staff.

Log frame should already contain the risk asst and activities in DRR. Lunch Break: 12:15 nn. – 1:19 p.m.


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Continuation of Background and CFDRR Framework: 1: 19 – 1:37 p.m.

After lunch Dorina Lana, WV Child Protection Specialist, continued on from Bonie’s session on the CF DRR Framework, with a discussion on the Child Wellbeing Aspirations, Outcomes and Sub-outcomes. Child Wellbeing Aspirations: - Child Focus prioritizes children, especially the poorest and most vulnerable, and

empowers them together with their families and communities to improve their well-being

- A special priority: Child Focus prioritizes the poorest and most vulnerable children, empowers them together with their families and communities to improve child survival, development, protection and participation” - World Vision International Board

- Who are the most vulnerable children? The WV International Framework provides

this definition: Most vulnerable children are children whose quality of life and ability to fulfill their potential is most affected by extreme deprivation and violations of their rights. These children often live in catastrophic situations and relationships characterized by violence, abuse, neglect, exploitation, exclusion, and discrimination - WV Ministry Framework

- Vulnerability factors: serious discrimination (e.g. can’t go to a specific evacuation

center because this is designated for another barangay; or not a WV sponsored child so can’t receive assistance), extreme deprivation (of material or parental guidance) , abusive or exploitative relationships (e.g. children in child labor so development is hampered; sexually abused; victims of domestic violence), vulnerable to catastrophe or disaster and so vulnerable children includes street children, children victims of trafficking, children living with HIV…

- WV Child Well-being Aspirations: Girls and Boys...

Enjoy good health Educated for life Cared for, protected and participate Experience Love of God, and their neighbors


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- CBWA Goal, Biblical verse (can change the name of Jesus to the child’s name or your name)

- How DRR contributes to WV CWBA. Note that items in blue-green are where CF DRR can contribute or affect the child well-being aspirations.


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- Some DRR related indicators

Children protected from infection, disease and injury Creating a safer physical environment for the children: Do the children

have access to health services? Does the family know where is the safe place to go to? Are the care givers given sufficient training? Do they know what to provide to the children concerning water and sanitation, hygiene and sanitation, etc.

Children make good judgments, can protect themselves, manage emotions and communicate ideas o Ability of children to make responsible decisions: Do the children know

which is safe, unsafe or is it a confusing situation for them o Building up the resilience in children: Although children are naturally

resilient, how do we contribute to making them more resilient and responsible?

Children are cared for in a positive family and community environment and have safe spaces to play o Indicators are related to assaults on children o May be expanded to relate to injuries from accidents and natural hazards:

E.g. Typhoon Ketsana and Megi, children died because of drowning and don’t know where it is safe to go. Do children have early warning signs?

Children are listened to and participate in decision that affect their lives.


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o Children having a voice towards making their communities safer. What is the mode of participation of children - tokenism, etc.?

o Children influencing other family members with safety messages. E.g. children reminding their parents what not to bring such as appliances…

- CF DRR

As a CF agency, WV looks into the systems and structures around the child and into the families and community, the norms, traditions, the political views, the environment of the child and work with this. We do not just empower the child, but the parents and community as well.

- Child Focus in DRR • Children the most affected by disasters. Why? They have vulnerabilities in

relation to adults, but they also have capacities. • Disasters pose risks to children and hamper their wellbeing. E.g. the schools are

used as evacuation center; children are left behind while adults look for food, livelihood, or do repairs

• Minimizing and managing risks to disasters increases chances to improve child wellbeing

• Children as active agents in DRR. Meaningful and active participation in design of DRR measures

• Building resilience of children, families and communities minimizes the negative effects of disasters and provides opportunities to improve child wellbeing


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VII. Research and Pilot Testing of CF DRR: 1:37 – 2:03 p.m.

Bonie shared that the research on CF DRR was carried out in Surigao Norte and Capiz to develop the framework. He then called on Lulut to discuss the recommendations of the research and pilot test of the CF DRR framework. Lulut started her discussion with sharing that WV Philippines Office was chosen to pilot the CF DRR research because it has good child participation experiences. Through the research, the expectation was for the WV Philippines office to come up with a CF DRR framework, tools and modules which can be in the Philippines but also other countries in the region. She then shared the recommendations and findings of the Consultant Team:

1. If CF DRR is integrated into ADP programming for it to be sustainable. This is why during the identification of participants for the ToT, the functions of the participants was considered and how influential these function is to programming.

2. Even as the pilot ADPs have understood CF DRR, there is need to practice CF DRR in the everyday life of the community.

3. Use of creative and evocative processes (like what was done in the training in the

morning) with children and adults should be continued within the project cycle of the ADP

4. Child protection issues in everyday life and during disasters must be continually

studied and addressed.

5. Mechanisms such as children’s desks at the local church or school should set up in the communities. This is related to children increasing capacity of children to access information and options in addition to their parents and ADP workers.

6. There is a need for a paradigm shift from a traditional to an empowering

paradigm. In the traditional concept, children’s problems are rooted in their own

vulnerability while in an empowering context, children and people are active and capable.

Children are helpless when confronted by negative events in the traditional view but children have capacities and ability of understanding the event that surrounds them consistent with the stage of their development.

In the traditional frame, the focus is mainly on neutralizing risks that may possibly harm the child, but the empowering frame looks into how these limitations can be overcome by strengthening the internal and external resources of the child.

7. The research also found out that spirituality is also really at the core of CF DRR. It is the wellspring that allows children to become resilient in transforming relationships with God, families and communities. Because children are strengthened by their faith, they are become resilient.

8. Appreciation of God’s creation encourage children and adults to protect the environment. Because of their love for God, nature and environment are gifts from God which have to be protected.


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Lulut then showed and explained the framework of the CFDRR. (see also figure p. 12)

Disasters have impacts on the lives, livelihood, properties, and lives of children. When disasters happen, people tap their internal resources. They say that Filipinos are naturally resilient. Communities tap self-help and mutual help to survive and recover. The CF DRR framework says that these capacities should be built up and strengthened for families, children, people to be more resilient.

She then asked the groups “What is resilience?” She summarized answers into -- the ability to withstand shock, to bounce back, it is coping. Lulut then explained that the overarching framework of DRR is the child well-being aspirations. She then discussed the following strategies for CF DRR:

o Nurture a safe and supportive environment that sustains community wellbeing o Enhance capacities and practices in DRR o Engage in advocacy and networking for CF DRR at various levels

The strategies should impact the well-being of children. What makes it CF is not only that we are looking at the well-being of children, but also we’re involving the children and all in the community -- the duty bearers (provide services), the care-givers (guardians), those who are impacting the life of children – families, schools, LGUs, community-based organizations. We are working with social network, community of the child. Lulut further explained that we also look at the culture and values within the community, at their capacities. We also look at the social system. We also consider at the environmental and economic resources, the things that are happening within the community, we engage people so that we work together for the wellbeing of children. Every sector in the community is put together and allow them to work together for the well-being of the children.


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The objective of CFDRR is to build resilience of children and communities through strengthening capacities so that they are able to withstand shocks so that when a hazard interacts with the community, they can stand up to it and rebuild faster (e.g. years to from months to just 3 – 5 days to weeks or building houses on rocks, not on sand. They look into the hazards and build their houses and other structures accordingly.)

Bonie then shared that following the piloting testing of CF DRR in Capiz, the children and adults used their new knowledge and skills to secure the support of the local government to put up road signs within the locality to prevent traffic accidents. He went on further to share a similar application of knowledge in Simeulue Island where an 11 year old boy playing on the beach with his friends recalled traditional knowledge passed on from generation to the next that when the sea water recedes, a tsunami is coming. He then set the alarm for the community act and go to higher ground and the whole island population survived. MODULE 1: RATIONALE FOR CHILD FOCUSED DISASTER RISK REDUCTION

Grace Molina explained that the module is composed of two (2) sessions. She will facilitate the first session on Local Disaster Experiences while Cris will handle the session on Child Rights, Protection and Well-being M1 Session 1: Local Disaster Experiences, 2:03 – 3:58 p.m. After running through the session objectives, Grace explained that the Disaster Experiences refers to the record of disasters that adversely affected the community people, their livelihoods as well as their properties. It also details down the actions that the community, families and children undertake or have undertaken to prepared for, respond and recover from various threats and disasters. She then discussed and showed samples of four (4) tools which can be used to identify and describe the country disaster experiences: 1. Hazard Map

a. Draw the spot map of your community (include landmarks) b. Identify the low-, medium- and high- risk areas to specific hazards (i.e. flood,

landslide.) c. Put a legend on the map for easy recognition of the significant marks and

drawings you have placed. 2. Timeline

3. Social Venn Diagram (Before, During, After Disaster) – in the workshop groupings;

refer to page 26 CF DRR Modules for Children 4. Community Health, Livelihood and Attitudes Matrix (Before, During and After Disaster)

- in the workshop groupings; refer to pages 25-26 CF DRR Modules for Children The Filipino participants were divided into 3 groups for Isabela, Mindanao and Iloilo while the Cambodia was in one group and Nepal and China in another group to discuss and use the participatory tools. (1 hour)


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Due to time constraints only 3 groups – Cambodia, Nepal and Isabela -- were requested to report their workshop outputs while the others were assured that their workshop results would be used in the other training sessions.

Workshop Outputs: Hazard Maps and Venn Diagram

China

Effect Response/Action

Year Disaster Community Children Community NGO Government

2010 Earthquake Death House damaged Econ activities affected Electricity shortage

School damaged

Taking care of the orphans

-Food, Clothes, Supply -Temporary shelter -Construction of temporary classroom -Things for schooling and things/supplies for keeping warm for students -DRR

-Food, Clothes, Supply -Temporary shelter -Arrangement of transfer of people affected to the safe area for living and schooling -Infrastructure


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Cambodia

Effect Response/Action


1.War between Thai –Cambodia

Housing, property, people death, evacuate 2817 families

Over 500 children No schooling

-Travel by themselves -Food & shelter

-water supply -sanitation -Child friendly space -food -medicine -housing supply

food -shelter -transportation -security -fund raising

2.House burning

Houses & property lost totally

Affect schooling

-fund raising -share shelter & food

Same as above

Same as above

2010 1.Flood affected from Meg1 storm

-agriculture crops -animal disease -health -food shortage -infrastructure destroy (8 provinces)

-no schooling -disease -drowning

-storing food -go to safety place -evacuate to safety place -shared shelter

-food & non-food item -agriculture seed

-coordination meeting -Red Cross: shelter, food, security

2.stampede -354 people dead -Stressed shocked

-some only -children become orphan

-fund contribution -food donation

-medicine -food to the injured

-fund raising -coordination -security -giving cash

2009 Ketsana storm/ typhoon

-affected 18 provinces -agricultural crop -infrastructure -housing, evacuated - people died -animal lost

-no schooling -no health center -drowning -injured and dead -house turn-over

-evacuate by board -storing food -care children -fishing -water filter

-water filter -food/non-food -shelter -cash for work - latrine -renovation -micro-project

-fund donated -CRC -advocate other sector to support -rehabilitation -provide crop


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Nepal

Effect

Response/Action


2010 -landslides -flooding

-100 HH were affected -flooded/land cut more than 10 hectare -28 people were injured

-8 children were injured -215 children were displaced to schools and neighbor or relatives’ houses -absence in schools

-arrangement of children in schools - food collection By neighbor for immediate service -support in data collection/ assessment

-food item -rapid assessment -non-food items also distributed -stationery support for children

-coordination -registration of affected family

2009 drought -more 600 families (out of 1,600 families) (people could not plant rice on time) -migration to cities for survival

-children could not have enough/balanced foods -no. of sick children increased

-seek support from government -call NGOs for support

-assessment -analysis -lobbying for govt support

-food distribution -support NGOs for affected families/community

Mindanao Island

Effect Action


2011 Flood -Caraga

Damage of agriculture, houses, minor infra, loss of human lives, displacement

Disruption of classes, loss of lives, diseases

Host families

Distribution of relief goods

same

2010 Landslide-Compostela V Drought – south central mindanao

Loss of lives Damage of agriculture, water shortage, energy shortage, business disruption

diseases Area rotation of energy consumption

2009 - Jan

Flashflood – Misamis Oriental or Iligan

Damage of agriculture, loss of lives, damaged houses

Disruption of classes

Distribution of relief goods, housing assistance

Same, rescue ops

2008 MILF – GRP conflict, bombings

Loss of lives, displacement, property damage

Disruption of classes, psychosocial effects

Host families

Distribution of relief goods, CFS (3,000 children)

same

2007 Landslide – Mt Diwalwal

Loss of lives/livelihood

Same


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Isabela: Health Livelihood Attitude Matrix (Before, During, After Disaster)

Before During After

Health -limited access to health services -lack of medicines -low incidence of physical injury & health related concerns

-colds -fever -physical injury -death due to drowning -no available health care givers especially doctors -devastated shelters

-diarrhea -skin diseases -conduct of medical mission -medicine from NGOs/GOs supplied

Livelihood -fishing -farming -furniture making -bag making -no road network (from mainland) -handicraft

-devastated rice & corn fields -no livelihood activities -hunger & thirst among affected families -loss of properties (houses, infrastructure) -unroof NFA warehouse resulted to spoiled sacks of rice

-no communication and prayer supply Complete isolation (sea & air access) -food insecurity -seed assistance to farmers -submerge seeds and other commodities -destroyed fishing boats & cargo vessels -surveyed road network in Ilagan-Maco-Divilacan

Attitude -relax -feeling of isolation -well informed re. disaster (through radio, cp, MPDC & relevant agencies/office advisory) -development focused

-dependency on external support for food & other basic needs -fear -hopelessness -prayerful (for safety & survival) -survival focused

-high incidence on petty crimes e.g. steeling of food -dependency on external support -trauma in children -insecurity -hopeful of good harvest ->shelter from GOs/NGOs ->contented w/ the relief assistance -rehab & development focused


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After the workshop reports, Grace shared some facts and figures on the impacts of disasters on children at the global level and DRR and the education sector. (7 minutes) The following were the key points from the presentation:

Since 2000, nine MAJOR disasters affecting India, El Salvador, Venezuela, Italy, Turkey, Cambodia, USA, Pakistan, China, Philippines and Vietnam reveal:

More than 28,000 children and teachers lost their lives in unsafe school buildings.

At least 4,500 schools were completely destroyed and more than 37,000 were heavily damaged and out of use for extended periods.

Annually, flooding alone has displaced more than half-a-million children from school for extended periods of time.

Around 7,000 classrooms were destroyed in the Sichuan Province earthquake

due to low construction standards and rush to build schools, taking away the life of more than a thousand school children – 1,300 have already been reconstructed

Pakistan earthquake in 2005 - 17,000 schoolchildren perished in collapsed infrastructures as a result of poor decision-making in the schools design or their locations (NSET study)

Gujarat earthquake, three million school children directly affected, thousands

killed in schools that were unable to withstand the force of the quake. In the hardest hit districts, 55 % of all schools were destroyed, leaving 317,000kids without access to education

Roughly one billion children aged 1-14 live in countries with high seismic risk -

several hundred million children at risk while attending schools (Let Our Children Teach Us! Study)

60% of schools in Asia made of weak construction material and located on fragile

and low-lying areas -> increased vulnerability to disasters (NSET study) Snacks: 3:58 – 4:17 p.m. M1 Session 2: Child Rights, Protection and Wellbeing, 4:17 – 5:57 pm Cris requested the participants to form a circle. He then demonstrated the steps which all are to take when he says:

Ahum: step to the right

Aha: step to the left

Ahi: about face turn

Yes: step forward

No: step backward He made several turns of combinations such as “Ahum, ahum, ahum”, Ahum, Aha, Ahum, Ahum”, Ahum, Ahi, Ahum, Aha”, “Ahum, Yes, No”. He then instructed the participants to select a partner of the same height for the String Puppet exercise detailed and demonstrated as follows:

a. Persons A and B are to take turns in being the puppet and the puppeteer


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b. Using an imaginary string, the puppeteer has the puppet do interesting poses by pulling the hand, leg or head as the puppet follows.

c. Freeze and observe the puppets and the various messages being communicated.

d. Persons A and B now change roles as puppeteer and puppet. e. Freeze, inhale, exhale.

Cris asked the participants “What did you experience? Did you enjoy the game? What did you feel when you were the puppet?” Participants answered - no control, dependent, manipulated, felt violated – had no choice, trusted partner. Asked on their feeling when the role was reversed, participants answered - concerned with the puppet, know the feeling and so can empathize. Cris linked the exercise to power and authority and asks “who are like Persons A and B in society? In the home?” -- LGUs and constituents; parents and children Cris then instructed the participants to group according to their country or by Philippine islands, think of a song about children, sing 1 or 2 lines in own language, and write down the English translation. After 10 minutes, the groups start singing the children songs. The content of each song was then analyzed. Using the results of the exercises, Cris facilitated a discussion on the traditional and dominant views on children and the UNCRC (United Nations Convention on the Rights of the Child), which defines children as a person under 18. Dominant views of children:

1. Extension of their parents’ personalities 2. Naturally weak, passive, ignorant, helpless, incomplete, dependent, etc. 3. Better seen not heard 4. Properties of their parents and guardians 5. Little adults

Traditional views of children:

1. Gifts from God 2. Source of emotional and financial security 3. Children are wanted, desired, enjoyed 4. Investment for the future 5. Should be given love and protection 6. Reason for marriage and preserving the family

Cris elaborated that the UNCRC became an international instrument in 1989 and was ratified by 192 countries. China and Nepal had just signed the UNCRC.


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The Core Principles of the UNCRC are as follows:

1. Best interest of the children 2. Right to quality of life and development 3. Non-discrimination and inclusion 4. Right to participate

Following these core principles, the content and process of working with children:

1. Recognize their basic rights as children 2. Values what children can do and not what they can not do 3. Focus on children’s strengths rather than their vulnerabilities 4. Children are social actors and active participants in social change

Cris then instructed the participants to form mixed groups (with Cambodia colleagues distributed in each group) to discuss the following questions:

a. What do children and trees need in order to grow and thrive? b. What are the factors that stunt or hinder the growth development of children and

trees? With the group output creatively presented using the materials provided – seeds, yarn, yellow sheet of paper, meta cards, colored pens Group outputs

Children/Trees Need to Grow/Develop Hinder/Stunt growth of Children/Trees Group 1: Fertile soil (worms/fertilizer); gardeners are loving (don’t quarrel); water; sunlight; pen to protect plant from destructive animal attack

Group 1: Weeds; gardener neglects duty to take care; excessive flow of water

Group 2: Sun (love and protection); soil to grow; fence (space; can still expand its horizons); yellow and white – fertilizer (adults provide values and role models) Flower: blossoming

Group 2: Overprotection, disease, disaster (man-made and natural)

Group 3: Protection with love; hope and joy from God – know vision from God; family, friends, teachers, community – child is not alone

Group 4: Soil, sunlight, air, water, shelter/fencing, nourishment/fertilizer (education, moral and spiritual support

Group 4: Distress: hazards and disasters Financial constraints


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Daily Feedback and Closing: 6:25 pm

Malu asked the participants “How was your day?” She then gave out blank faces for participants to put smiley face, so-so, or sad/angry face and to write at the back the significant learning for the day. After closing prayer, the Steering Committee meets. The daily feedback and Steering Committee meeting results are in Annex 2.

Documents

Child Focused Disaster Risk Reductionmainly responsible during the ToT for the CBDRM concepts and process. Bonie and Lulut anchored CF DRR to WV work to enhance community resilience