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INTEGRATINGCHILDREN’S RIGHTSIN BA
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ITRAININGDESIGNNTEGRATING CHILDREN
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• Messages• Introduction of par
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MODULE TOPIC/SESSION METHOD DURATIO
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REFERENCESReferences 0-1-1 : Variou
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OPENINGObjectives1. To formally ope
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0-1-1REFERENCE0-1-1VARIOUS WAYS OF
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Answers can be written on metacards
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D. Isyu o Problema na Kinakaharap n
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Principles in adult education1. No
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Developing a positive setting durin
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SESSION1LOCAL CHILDRENS’ SITUATIO
- Page 29 and 30: Duration: 2 hoursReferences1. Colla
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- 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
- Page 65 and 66: D. Typical Disaster Coordinating Co
- Page 67 and 68: 1-3-4REFERENCE1-3-4POLICY GUIDELINE
- Page 69 and 70: 2 MODULECHILD RIGHTS-BASEDDISASTER
- Page 71 and 72: PROCESS1. “Review.” Review the
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- Page 75 and 76: 4. Disaster• Disaster occurs when
- Page 77 and 78: - A counter-disaster or disaster ma
- Page 82 and 83: 2-1-2REFERENCE2-1-2RISK AND RESILIE
- Page 84 and 85: 2-1-3REFERENCE2-1-3CHILDHOOD AND CH
- Page 86 and 87: Requirements for a child’s health
- Page 88 and 89: history and traditions; religious b
- Page 90 and 91: 2-1-6REFERENCE2-1-6CHILDREN-FOCUSED
- Page 92 and 93: Ask each group to write the points
- Page 94 and 95: 2-2-1REFERENCE2-2-1WHAT BARANGAY IN
- Page 96 and 97: 2-2-2REFERENCE2-2-2BASIC FUNCTIONS
- Page 98 and 99: • A list of the barangay’s chil
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- Page 102 and 103: This, however, does not diminish th
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- Page 106 and 107: The existence of the BCPC is not se
- Page 108 and 109: The so-called Muslim Code of the Ph
- Page 110 and 111: 2. “Jigsaw puzzle.” Prepare and
- Page 112 and 113: 2-3-1REFERENCE2-3-1COMMUNITY-BASED
- Page 114 and 115: 1 SESSIONINTRODUCTION TO COPRALEARN
- Page 116 and 117: B. Field work/Actual COPRA (Actual
- Page 118 and 119: 3-1-1REFERENCE3-1-1COMMUNITY RISK A
- Page 120 and 121: 5. Hazard assessmenta. What is haza
- Page 122 and 123: CATEGORIES OF VULNERABILITIES(Adapt
- Page 124 and 125: KSESSION2EY AREAS OF INQUIRYAND GUI
- Page 126 and 127: g. Situation and threats/risks face
- Page 128 and 129: KEY AREAGUIDE QUESTIONSMETHODOLOGY/
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KEY AREAGUIDE QUESTIONSMETHODOLOGY/
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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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B. ORGANIZATIONAL STRENGTHENINGISSU
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B. ORGANIZATIONAL STRENGTHENINGISSU