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

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• A list of the barangay’s children, disaggregated by age and sex and with emphasis on their specialneeds, is updated at least annually.• The barangay children’s situation is updated, with data compiled and analyzed.• The enforcement of barangay of laws and ordinances concerning children is closely monitored.• Meetings to review progress are held at least once a month, and duly documented.Tasks and functions of the BCPC• Foster the education of every child in the barangay.• Encourage parents to perform their duties to the children, and give parents a chance to learn betterways of rearing children and building a positive parent-child relationship.• Protect and assist abandoned or maltreated children and dependents.• Combat juvenile delinquency and help parents of children with behavioral problems find professionalhelp.• Adopt measures for the health of children.• Promote the opening and maintenance of playgrounds and daycare centers and other services necessaryfor child and youth welfare.• Coordinate the activities of organizations working for children’s welfare and encourage cooperativeactivities.• Promote wholesome entertainment in the community, especially in movie houses.• Assist parents, whenever necessary, in getting good counseling from the proper government or privatewelfare agencies. In addition, it shall provide parents with literature and other information on childguidance.Agencies involved Council for the Welfare of Children National Youth Commission Department of Social Welfare and Development Philippine National Police Department of Health Department of Education Department of Labor and Employment Department of Interior and Local Government Department of JusticeCompiled by Balay Rehabilitation Center84
A DISCUSSION2-2-3REFERENCE2-2-3DISCUSSION PAPERMOBILIZINGCOMMUNITYPARTICIPATIONIN PROMOTINGCHILDHILD’S RIGHTSPROGRAMMINGTHROUGH GOODGOVERNANCEPrepared by the Balay Research and Development ProgramMarch 2006It is a widely accepted view that promoting the rights of children and securing a bright future for thesalinlahi is everybody’s concern. This renders the adage “it takes a community to raise a child” not only avalue-laden slogan for effective child-rearing and advocacy. It also affirms the instinctive tendency of thehuman specie to nurture the seeds of its future generation – a paramount requirement for sustainabledevelopment where the human aspirations for peace, security, and well being are intertwined.This understanding is fundamental. Many societies of different cultures and faiths all over the world havebeen actually raising their young based on principles and practices that promote peace and solidarity. Yetit took the international community a very long time to collectively grasp and appreciate its significance.Throughout history, countless children have been sacrificed in the altar of exploitative economic growth,discrimination, and mal-distribution of resources. Generations of young people have been thrown into theheap of “collateral damage” in wars declared by adults on each other. After two devastating world warsand a series of civil strife in different continents, it was only with the passage of UN Convention on theRights of the Child (UNCRC) in 1989 that the well-being of children has been considered as a commonagenda of humanity. 1Child Protection in the PhilippinesThe formal and comprehensive recognition of the centrality of children in the Philippine society was firstembodied in the Child and Youth Welfare Code. Promulgated on June 10, 1974 under Presidential Decree603, the Code provides the initial guidelines for a child rights-oriented community response and governancein the country.It has the following core contents:1. Underscores importance of children as one of the most important assets of the nation.2. Aims to promote child welfare and enhancement of opportunities for useful and happy life.3. Defines rights of children as well as rights and duties of parents.1 The UNCRC went into force in 1990. It has been ratified by 191countries, with the exception of the USA and Somalia.85
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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
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Duration: 2 hoursReferences1. Colla
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CREFERENCE1-1-1OLLATED WORKSHOP RES
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1-1-3REFERENCE1-1-3BRIEF PHILIPPINE
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SESSION2NATIONAL CHILDREN’S SITUA
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References1. National children’s
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1-2-1REFERENCE1-2-1NATIONAL CHILDRE
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Leading causes of infant mortalityM
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Summary of obligations and proposed
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• Enrolment has decreased in prim
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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 80 and 81: TRADITIONAL APPROACHCBDM APPROACH4.
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
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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
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Page 126 and 127: g. Situation and threats/risks face
Page 128 and 129: KEY AREAGUIDE QUESTIONSMETHODOLOGY/
Page 134 and 135: 1. How did you know there was a nee
Page 136 and 137: 3 SESSIONPARTICIPATORY TOOLS FOR CO
Page 138 and 139: • Know the background and current
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Page 142 and 143: 3-3-2REFERENCE3-3-2SAMPLE OF PARTIC
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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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