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Drrs dipecho meeting
 

Drrs dipecho meeting

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  • In 2006 ActionAid began an ambitious programme designed to reduce people's vulnerability to natural disaster building on the role of schools in the community. Set to reach over 3 million people in seven countries, the five year plan will use schools as a focus for disaster preparedness, making them - and the communities around them – safer.
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  • Mobilise teacher’s unions for work around curricula Assign a focal person for DRR in every hierarchy of education offices Lack of funding continues to be highlighted as an impediment towards DRR work. 1- Use children as vehicles to convey DRR messages to the wider community by turning them into DRR champions. Through songs, theatre and DRR clubs effectively reach out to different groups bridging cultural, ethnic, gender and social barriers. 2- Work closer with the education sector as they are strategic to DRR through schools and their enthusiasm is more instrumental to change than the technical knowledge on how to do DRR. 3- Make money available at the school level. Concrete changes could be taking place in many high risk areas if funds were available locally to improve infrastructure and adapt schools to be used as shelters by the community. 4- Strengthen the links between district and national level so that DRR through schools work in a district serves to initiate similar activities in other districts in a process facilitated by actors at a national level but equally rooted in their communities. 5- Integrate DRR into the sector-wide plan and the fast track initiative.

Drrs dipecho meeting Drrs dipecho meeting Presentation Transcript

  • Disaster Risk Reduction through Schools Project (DRRS)
  • PURPOSE: To make schools in high-risk disaster areas safer, enabling them to act as a locus for disaster risk reduction, institutionalizing implementation of the Hyogo Framework within education systems. GOAL: To reduce people’s vulnerability to disasters by contributing towards the implementation of the Hyogo framework
  • DRR thru Schools Project at a glance
    • Multi-country project to reduce vulnerability through HFA implementation in 9 countries (Bangladesh, India, Nepal, Malawi, Kenya, Ghana, Zambia, DRC, Haiti)
    • Safe schoolchildren, communities & school buildings through knowledge, education and action on risk and hazards at local level to national level rooted in community
    • International reach through work with UNISDR, UNESCO, Global DRR CSOs Network, inter-agency groups and other actors
  • Core design principles Outreach : use schools as centres for community disaster risk reduction Curriculum : Bring natural sciences teaching together with active study of risk reduction. Local curriculum for local risks Physical protection : Build safer schools in safer sites and retrofit schools for better safety
  • Key activities & processes
    • Participatory vulnerability analysis at district and local level
    • Supporting community mobilisation and advocacy
    • Specific capacity building work for parents/teachers associations
    • Capital investments supported within selected schools
    • Tracking changes and raising awareness on climate change
    • Integrating DRR in school curricula
    • Monitor & influence implementation of HFA
  • Project outputs…
      • Disaster Risk management committees all seven countries
      • Natural resources management clubs in Malawi
      • Strengthening of existing community groups e,g Bangladesh
      • Emergency funds created by DMCs in Nepal
      • PVA action plans in all groups
    1. Communities organized around schools for disaster prevention, mitigation, preparedness and vulnerability reduction
  • 2. Safer schools
    • Examples includes:
      • Schools as cyclone shelters in Bangladesh
      • Flood control activities around schools in Malawi (eg dredging of silted river beds
      • Retrofitting of classrooms in Nepal
      • Rescue and evacuation skills in India
    A low cost bridge built to ease access to school in Bangladesh River de-silting in Malawi; a community activity inline with PVA community action plan
  • Effective and replicable methodologies developed around DRR through schools
      • PVA as an awareness, analysis and planning tool
      • Innovative use of songs, drama, drills to create awareness
      • Child-to-child learning methods in Nepal
      • Use of volunteers for outreach in India
      • Resource teachers identified to teach preparedness and behaviour during disaster in India
      • DRR through schools as a methodology
    Replicable and appropriate methodologies in place
  • Methodologies cont……… School Drama in Malawi First Aid drill in Bangladesh
  • 4. National policy influencing
      • Climate change and DRR eg Malawi, Nepal
      • DRR in education curricula in Nepal
      • Draft Disaster management policy in Nepal
      • Engagement with stakeholders on building codes eg Nepal and Bangladesh
      • Support creation of national platforms eg Malawi and platform existing in Kenya
      • Link between DRR and livelihoods in India
      • Influencing Hyogo Framework for Action
  • International Links
    • UNSIDR (especially thematic platform on knowledge and education) –role of education in DRR
    • Global network of CSOs for DRR –views from the frontline (Global assessment report)
    • Inter-agency group of British-based organisations funded by DFID – collaboration around common DRR issues
  • Some Lessons
    • Enthusiasm of key players over technical knowledge
    • Natural disasters are not the only risk people think about
    • Education sector has to own and drive the idea of DRR
    • Importance of changing attitudes of school management towards DRR
    • The need to work with and influence governments to fully implement the Hyogo Framework for Action
  • Thank you for your attention
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