Dipecho4 newsletter4th september08

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Dipecho4 newsletter4th september08

  1. 1. I S S U E 4 SEPTEMBER 2 0 0 8 DIPECHO BRIEF Nepal Awareness Campaign, Janakalaya School, Kailali The “Nepal DIPECHO Brief” is a periodic newsletter of the seven organizations currently carrying out DIPECHO funded programmes in Nepal. It aims to give regular updates on programmes’ progress, with periodic themed editions. While the work of the projects is supported by the European Commission, through its Humanitarian Aid department, the views expressed in the newsletters are those of the partner organizations alone. The focus of this edition will be on school safety and risk among students and teachers No task is as important as creating safe environment for our children. We are increasing reminded of nature's potentially destructive power. What is school safety? Recent events as the cyclone Nargis in Myanmar, or the earthquake in There are two broad areas of Sichuan province in China, and most recently the flooding in the eastern school safety: first of all, buildings and western parts of Nepal that has left hundreds of thousands of are seismically safe and there is people affected bring to light the need to be continually vigilant to ensure system in place to handle primary safety for the population and not the least the children. rush incase of an emergency. Disasters have huge impact on children, especially those attending Secondly, building leadership and schools in times of disaster. Thus teaching about disaster risk in schools skill of the children, teachers and would help increase awareness and create better understanding among school management committees the children and teachers of their immediate environment and help to to save their own lives and reduce the risk faced by their families and communities. At the same handle emergency situations in time, investing in strengthening school-building structures before the communities disaster occurs, would reduce long term costs, protect the children and Source: School safety approach ensure educational continuity after the event. and the scaling-up strategy, Children’s vulnerability due to disasters is globally expected to increase Nepal 2007 in the years to come. The impact of global warming is expected to result in up to 175 million children every year being affected by disasters brought about by climate change. In line with Hyogo Framework for Action the DIPECHO Partners in Nepal recognize the need to prioritize children and ensure their participation in disaster risk reduction.
  2. 2. CARE: School Students in Disaster Risk Management Mission….. The DIPECHO/SAMADHAN-II, Community Based disaster preparedness. The UNICEF/UNISDR Disaster Risk Management project emphasizes on publication, “Let’s learn to prevent disasters! Fun ways including schools in disaster preparedness for kids to join in risk reduction,” which was translated initiatives. The objective is to improve the disaster from English into Nepali by CARE under the 3rd preparedness knowledge and capacity in schools. DIPECHO Action Plan has been re-printed and Schools are a widely accepted platform for distributed to the schools. Teachers are carrying out development and reform initiatives and with educational activities for students on preparedness students as the future of the society, to shape the without limiting regular classroom discussions and communities targeting schools becomes students are keen on sharing disaster preparedness inevitable. information among peers and family members. CARE is implementing this project through two The teachers were actively involved in developing local partners EDC and CSSD respectively in Doti community contingency plans, which improved their and Kailali districts in Far Western region. 58 knowledge on contingency planning and vulnerability in teachers in 19 schools have attended a 5-days the region. Contingency plans will be developed and training on Community Based Disaster Risk simulation drills will be conducted in schools as part of Management to enable them to facilitate class school safety. Inter-school competitions on room sessions. The training focused on general preparedness are envisaged, as it is effective means of disaster information, basics of disaster generating interest and participation among students preparedness, roles / responsibilities of teachers and teachers, which will be organized towards end of and students, importance of preparedness in the education year when school examinations will be schools and communities and action plans in completed. regard to school preparedness. The teachers are conducting sessions for a total of 4,740 students on disaster preparedness. Education materials such as booklets, note books, pens, posters, leaflets, flip-charts etc. are provided to the students to increase their interests for School students with UNSDR book “Let’s learn to prevent disasters! Fun ways for kids to join in risk reduction,” Class room discussion on Disaster Preparedness
  3. 3. PRACTICAL ACTION Reading poems for the local press, Bardia Practical Action does not have a specific child focus their wider communities. In a number of locations but recognizes that young people are a critical they came up with the idea of processions and target for information and awareness activities. Not awareness rallies and in others it was decided to just as important recipients of this information but as draft letters to district authorities, explaining effective and enthusiastic promoters, supporters issues, suggesting solutions and offering and multipliers of the messages, both at home and assistance through student organisations. In in the wider community. drawing up plans for the construction of shelters During the initial stages of it’s programme Practical in the post-monsoon period existing school Actions partners CSDR and RKJS carried out locations have been selected in all communities. general risk awareness campaigns in schools This is not only so schools can benefit from throughout its target communities in Banke and additional facilities when the buildings are not Bardia using a number of techniques to engage required as shelters, but to also promote students in discussion of the issues faced by them. alternative design features which students will To assist this induction programmes were initially hopefully internalize and in turn promote in their carried out for teachers so they could direct all present and later lives. Such features include schools based activities. disability access, which Practical Action is Art and essay competitions not only allowed promoting in conjunction with Handicap students to engage in the ideas and how they could International, rainwater harvesting to ensure safe be best explained or depicted, but assisted Practical clean drinking water during the monsoon (when Action and its partners to see problems through ground water sources are either inaccessible or another set of eyes (committees and groups in the contaminated), lower cost building techniques villages being almost exclusively made up of and improved ventilation and use of natural elders). sunlight where unhealthy and ill thought out Through this process students then came up with designs are normally used. other ideas as to how best to explain their problems and communicate possible solutions throughout
  4. 4. HANDICAP INTERNATIONAL: Inclusive School Safety Children and teachers spend quite an amount Here are a few tips: of time inside school buildings. In the early morning we send our kids to school and have • Various education materials such as coloring them back in the late afternoon. This means books and posters with large letters will help kids are spending 6-8 hours a day in their visually impaired children to be able to see and schools. Nepal is highly prone to natural read and is an interesting way for the rest of disasters and not the least to earthquakes. the kids to learn about disasters. Generally primary and secondary schools are located in densely populated areas, especially • Objects that can restrict children with in Kathmandu, which makes the children even physical impairment from moving to a safe more vulnerable to earthquakes. place should be removed, exits and evacuation roads made accessible. This alone should be enough reason to plan for safer schools. Especially as it is not directly • Contrast color such as red and yellow may the earthquake that causes injuries or death to be used to guide for evacuation routes through the children at school; but badly designed and buildings. Children with visual impairment can maintained infrastructure and lack of find it easier to follow contrast colored lines for preparedness that creates the risks. evacuation. What do kids normally do at school? Right, they learn and practice and any non-formal • Young children and children with different approach like drills, evacuation exercise, disabilities may require more practice on poems, dramas and educational materials on evacuation routes, and should be encouraged Disaster Risk Reduction can be very effective to be a part of School Disaster Management tools to be integrated in the curriculum. Committees. Handicap International would like to give some It is very crucial that the teachers participate in tips on how to make School Safety Inclusive. relevant trainings and are equipped with Inclusive means that: “Every one is included, guidelines on how to minimize risks and every one is participating and no one is left effectively prepare children with and without out” . disabilities for disasters. Training on inclusiveness
  5. 5. MERCY CORPS: Prepare for the future Mercy Corps finds it essential to advocate for changing practices for disaster risk reduction through incorporating disaster risk resilient features in schools. School safety is one of four key components of the Kailali Disaster Risk Initiatives being implemented by Mercy Corps in cooperation with Nepal Red Cross Kailali Chapter. The education components aims at making students and teachers aware and understand the causes and effects of disasters on lives and property in general, and understand the prevention methods and mitigation measures from disasters. This will help them to be ready to cope with the disasters which may occur in the future and to help the community in planning for disaster prevention. Further schools play a very important role in dissemination of information among the communities. Thus the children and young students can be an effective media to educate communities through initiatives as awareness campaigns and street dramas Group work on soil conservation, Hasuliya School, Kailali Awareness using games, Janaprija School, Kailali Mercy Corps is working with teachers and students from 8 schools representing primary, lower and higher secondary levels. The 5,700 students have been introduced to disaster risk reduction through sessions focusing on issues as identification of hazards, soil conservation, preparation of disaster preparedness plans and mitigation intervention. Awareness is further raised through school simulations and street drama performances. Key players are the Young Rescuer clubs formed under the project at the target schools. Each of the eleven-member clubs will receive training in DP planning, leadership, first aid and search and rescue and together with their teachers they will play an essential role in developing school disaster preparedness plans and disaster preparedness interventions. The clubs, lead by a teacher, will be responsible for training of peers, developing evacuation plans, art competition and organizing the simulations including inter-school simulations. Disaster risk reduction will not only be addressed in the target schools, teachers trained under the project will provide disaster management and first aid trainings to colleagues from other schools in the VDCs. Combined all these initiatives have contributed towards enhancing knowledge and ensuring awareness on safer schools and communities. This monsoon season also shows us that when schools and communities work hand in hand assistance to vulnerable people becomes more efficient
  6. 6. IEC wall painting. Pabera School, Kailali Young artists in Bardia Young artists in Bardia Students mobilized for world environment day, Bardia “More effective prevention strategies would save not only tens of billions of dollars, but save ten of thousands of lives. Funds currently spent on intervention and relief could be devoted to enhancing equitable and sustainable development instead, which would further reduce risk for war and disaster. Building a culture of prevention is not easy. While the costs of prevention have to be paid in the present, its benefits lie in a distant future. Moreover, the benefits are not tangible; they are the disasters that did NOT happen.” Kofi Annan, “Facing the Humanitarian Challenge: Towards a Culture of Prevention”, UNGA, A/54/1 This information bulletin has been produced by DIPECHO project in Nepal with support from European Commission under its Humanitarian Aid department. The contents and information has been provided by Peter Crawford (Practical Action ); Irina Ulmasova (Handicap International), Sanjukta Sahany (CARE Nepal) and Ulla Dons (Mercy Corps) To know more about the DIPECHO projects, contact respective project managers at : peterc@practicalaction.org (Practical Action); drcdm@mos.com.np (Danish Red Cross); irina.ulmasova@gmail.com (Handicap International); Krishnan.pv@actionaid.org (Action Aid ); sanjukta@carenepal.org (CARE), ghulam.sherani@undp.org (UNDP) and udons@np.mercycorps.org (Mercy Corps);

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