Integrating Children's Rights in Barangay Disaster ... - INEE Toolkit

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References 2-2-2 : Basic Functions of the Barangay Disaster Coordinating Counciland Barangay Council for the Protection of Children .............................................82References 2-2-3 : A Discussion Paper .................................................................................................85References 2-3-1 : Community-Based Disaster Risk Management Process............................................98References 3-1-1 : Community Risk Assessment ................................................................................ 104References 3-2-1 : Children-Oriented Participatory Risk Assessment (COPRA) Design(used in interview with adults in DALPATA barangays in Nov. 2004)................... 113References 3-2-2 : Activity and Guide Questions for COPRA with Children, Usedin Interviews with Children in Dalpata Barangays in Feb. 2005 ........................... 119References 3-3-1 : Guidelines in Implementing Activities with Children(Save the Children - UK) ...................................................................................... 126References 3-3-2 : Sample of Participatory Tool, Activities and Action SongsUsed in COPRA with Adults and Children .......................................................... 128References 3-3-3 : Tools for Participatory Data Gathering ................................................................. 131References 3-4-1 : COPRA Guide with Adults: Result of the Pre-test in Barangay Takepan,Pikit, North Cotabato (In Bisaya and Tagalog) ..................................................... 141References 3-4-2 : Questionnaire for COPRA with Children: Result of Pre-testin Barangay Takepan, Pikit, North Cotabato (In Bisaya and Tagalog) ................. 144References 3-7-1 : Collated Results of Data Gathered from Barangay TakepanDuring the Training Pre-test of the Module .......................................................... 152References 3-7-2 : Report on Children’s Situation in Dalpata BarangaysResulting from the Conduct of COPRA (Excerpts) ............................................... 156References 4-1-1 : Barangay Governance .......................................................................................... 170References 4-1-2 : LGU Options in Addressing the Millennium Development Goals ......................... 172References 4-2-1 : Strategies for a Child Rights-Based Governance for Key Players .......................... 179References 4-3-1 : Barangay Development Plan ................................................................................ 185References 4-3-2 : Working Draft of a Child Rights-Based Development Action Plan(Barangay Dalangaoen, North Cotabato) ............................................................. 188References 4-3-3 : Working Draft of Child-Rights-Based Development Action Plan,May-December 2005 (Barangay Takepan, North Cotabato) ................................. 190References 4-3-4 : Working Draft on Child Rights-Based Development Action Plan,May-December 2005 (Barangay Panicupan, North Cotabato) .............................. 192x
OPENINGObjectives1. To formally open the training;2. To introduce the participants and facilitators to each other;3. To clarify the participants’ expectations;4. To unite participants on the training objectives and program of activities; and5. To set technical arrangements such as schedule, participatory management teams, house rules, and soon.Opening Activities1. Invocation, national anthem2. Welcome or opening remarks, messages3. Introduction of participants and facilitators4. Expectations check5. Orientation on the training design – objectives,content, methods, andschedule6. Contracting (do’s and don’ts) and technicalarrangementsMethodology1. “I am …, I have…, I can…, I will ...” as an introduction exercise2. “Evacuation Center” for checking expectations3. Interactive discussion on the training design, schedule, do’s and don’ts about the training workshop,house rules and other technical mattersMaterials needed1. Name tags2. Copy of training design and the program3. Manila paper or metacards for checking expectations4. Colored pens1
Page 3: INTEGRATINGCHILDREN’S RIGHTSIN BA
Page 7 and 8: ITRAININGDESIGNNTEGRATING CHILDREN
Page 9 and 10: • Messages• Introduction of par
Page 11 and 12: MODULE TOPIC/SESSION METHOD DURATIO
Page 13: REFERENCESReferences 0-1-1 : Variou
Page 17 and 18: 0-1-1REFERENCE0-1-1VARIOUS WAYS OF
Page 19 and 20: Answers can be written on metacards
Page 21 and 22: D. Isyu o Problema na Kinakaharap n
Page 23 and 24: Principles in adult education1. No
Page 25 and 26: Developing a positive setting durin
Page 27 and 28: SESSION1LOCAL CHILDRENS’ SITUATIO
Page 29 and 30: Duration: 2 hoursReferences1. Colla
Page 31 and 32: CREFERENCE1-1-1OLLATED WORKSHOP RES
Page 33 and 34: 1-1-3REFERENCE1-1-3BRIEF PHILIPPINE
Page 35 and 36: SESSION2NATIONAL CHILDREN’S SITUA
Page 37 and 38: References1. National children’s
Page 39 and 40: 1-2-1REFERENCE1-2-1NATIONAL CHILDRE
Page 41 and 42: Leading causes of infant mortalityM
Page 43 and 44: Summary of obligations and proposed
Page 45 and 46: • Enrolment has decreased in prim
Page 47 and 48: The prevalence of underweight child
Page 49 and 50: volunteers move one step forward if
Page 52 and 53: 1-3-1REFERENCE1-3-1HUMAN RIGHTS AND
Page 54 and 55: Principle 3: Non-discrimination and
Page 56 and 57: International Humanitarian Law• F
Page 58 and 59: REFERENCE1-3-2UNOFFICIAL SUMMARY OF
Page 60 and 61: Protection of a child without a fam
Page 62: Respect for higher standards (Artic
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D. Typical Disaster Coordinating Co
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1-3-4REFERENCE1-3-4POLICY GUIDELINE
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2 MODULECHILD RIGHTS-BASEDDISASTER
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PROCESS1. “Review.” Review the
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or examples of children-oriented di
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4. Disaster• Disaster occurs when
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- A counter-disaster or disaster ma
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TRADITIONAL APPROACHCBDM APPROACH4.
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2-1-2REFERENCE2-1-2RISK AND RESILIE
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2-1-3REFERENCE2-1-3CHILDHOOD AND CH
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Requirements for a child’s health
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history and traditions; religious b
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2-1-6REFERENCE2-1-6CHILDREN-FOCUSED
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Ask each group to write the points
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2-2-1REFERENCE2-2-1WHAT BARANGAY IN
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2-2-2REFERENCE2-2-2BASIC FUNCTIONS
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• A list of the barangay’s chil
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4. Creates the Council for the Welf
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This, however, does not diminish th
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9. Assist children in need of speci
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The existence of the BCPC is not se
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The so-called Muslim Code of the Ph
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2. “Jigsaw puzzle.” Prepare and
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2-3-1REFERENCE2-3-1COMMUNITY-BASED
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1 SESSIONINTRODUCTION TO COPRALEARN
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B. Field work/Actual COPRA (Actual
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3-1-1REFERENCE3-1-1COMMUNITY RISK A
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5. Hazard assessmenta. What is haza
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CATEGORIES OF VULNERABILITIES(Adapt
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KSESSION2EY AREAS OF INQUIRYAND GUI
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g. Situation and threats/risks face
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KEY AREAGUIDE QUESTIONSMETHODOLOGY/
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1. How did you know there was a nee
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3 SESSIONPARTICIPATORY TOOLS FOR CO
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• Know the background and current
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3-3-1REFERENCE3-3-1GUIDELINES IN IM
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3-3-2REFERENCE3-3-2SAMPLE OF PARTIC
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“Baha… Tagtuyot… Gyera Game
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C. Semi-structured interviews (SSI)
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F. Transect walk (Walk around the c
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(4) Draw circles to represent each
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4CSESSIONOPRA DESIGN(Questions, Act
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Materials needed1. Sample of COPRA
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• Unsa ang timailhan o signos nga
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3-4-2REFERENCE3-4-2QUESTIONNAIRE FO
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SESSION5INITIAL COPRA (in the Class
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Duration: 1-2 daysTips to facilitat
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4. After all presentations have bee
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CAPACITY KNOWLEDGE RISK/HAZARD/ SER
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TEMPORARY RELOCATIONCAPACITY KNOWLE
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Given the communities’ experience
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share in alleviating their families
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All these activities were implement
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Parental concern about their childr
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are expected to become role models
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4 MODULECHILD RIGHTS-TS-BASEDDISAST
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Process1. “Governance is….” a
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Elements of good governance1. Auton
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• Development or construction of
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Increased access to emergency obste
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2SSESSIONTRENGTHENING CHILDRIGHTS-B
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4-2-1REFERENCE4-2-1STRATEGIES FOR A
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KEY PLAYERS STRATEGIES OUTCOMENatio
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a reporter for each group. Allot 30
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4-3-1REFERENCE4-3-1BARANGAY DEVELOP
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ments authorized by law or by the P
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B. ORGANIZATIONAL STRENGTHENINGISSU
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