This document summarizes a 3-year disaster preparedness program being implemented in schools in 3 districts of Nepal. The program aims to increase disaster safety awareness, training, and preparedness. Key activities include developing and delivering training courses on school disaster preparedness to over 400 teachers and students, as well as training 1600 additional community members in first aid and search and rescue. The program also aims to have 55 schools implement disaster preparedness plans and conduct annual drills to help prepare approximately 40,000 people total for disasters.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
This document describes a student management system project report submitted by four students to fulfill the requirements for a Bachelor of Technology degree. The project aims to develop a computerized student management system to handle all details related to students, academics, exams and generate various reports. It discusses the various modules of the system - college and department details, login and subjects, student details, exam details. It also provides details of the tables used to store information in each module and screenshots of the proposed system.
SmartSMS is a School management software with Mobile SMS integration.Our product Smart SMS is a collection of software programs integrated with SMS to provide one unified software system for recordkeeping in every department in the school. In order to create a complete system of administrative software for the school we provide the finest software solution. After identifying the exact need of the school, we work with them to develop special versions that seamlessly meet their exact needs.
The strength of Smart SMS is that it is developed with latest technologies from Microsoft so the scalability and reliability is at maximum. SQL Server 2000 as backend which enables unlimited data storage and unlimited no of users. Backup can be scheduled daily/hourly basis which helps us at the time of system crash/crisis.
Visit us @ www.neovante.com or mail us : sales@neovante.com
This document provides an overview of the scope and features of a School Management System created by Eximius Infotech Pvt. Ltd. The system aims to optimize and manage all key processes within a school, including student registration, library management, timetables, transportation, fees collection, attendance tracking, communication tools, human resources, and financial accounting. It consists of several comprehensive modules that cover areas like student information, courses/syllabus management, inventory, canteen operations, and more. The system is designed to be fully web-based with role-based access and customized dashboards for different user types like administrators, teachers, students and parents.
World Vision Pakistan implements several disaster risk reduction and early warning projects in Muzaffargarh, including the Community Resilience Project from 2013-2014. This project aimed to increase community resilience through mainstreaming DRR across development programs, forming disaster management committees in 10 villages, conducting hazard assessments, installing early warning systems, and training volunteers and children. Challenges included limited funding, staffing issues, and the complex security situation. Lessons indicated a need for longer-term strategies, mainstreaming DRR into other sectors, and strengthening coordination between organizations and the government.
The document discusses a program initiated by the Global Facility for Disaster Reduction and Recovery (GFDRR) and the World Bank to develop a strategy for improving seismic safety in schools in Nepal. The two-year, $200,000 program aims to develop a national strategy through pilot projects at six schools in two districts. The program assessed school buildings, retrofitted or reconstructed vulnerable buildings, trained teachers, students, and local masons, and raised awareness of earthquake preparedness in communities. The demonstration projects are meant to develop an approach that can be scaled up across Nepal to improve seismic safety in schools.
This document provides a final program report on ensuring resilience in the education system in Nepal through disseminating the Comprehensive School Safety Master Plan and implementing the minimum package. Key achievements include endorsement of the revised CSS Implementation Guideline and the CSS Communication and Dissemination Strategy by the Ministry of Education. Awareness was raised on CSS through orientations for stakeholders and training of champions across 14 earthquake-affected districts. Various communication materials were developed and disseminated, and CSS action plans were prepared in 28 schools. Challenges included delays in endorsement that impacted the implementation schedule. Overall the program helped advance school safety in Nepal.
The BURDAN project aims to build resilience in communities affected by disasters in Dhading and Kavrepalanchowk districts of Nepal. It will directly benefit 15,000 households, 4,500 children, and 1,200 individuals, and indirectly benefit 150,000 people. The project is being implemented from 2016 to 2018 by ADRA Nepal with funding from ADRA offices in Austria, Australia, Czech Republic, Germany, and internationally. It seeks to enhance disaster preparedness and emergency response capacity through activities like developing local disaster risk management plans, training community members and officials, and making schools safer.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
This document describes a student management system project report submitted by four students to fulfill the requirements for a Bachelor of Technology degree. The project aims to develop a computerized student management system to handle all details related to students, academics, exams and generate various reports. It discusses the various modules of the system - college and department details, login and subjects, student details, exam details. It also provides details of the tables used to store information in each module and screenshots of the proposed system.
SmartSMS is a School management software with Mobile SMS integration.Our product Smart SMS is a collection of software programs integrated with SMS to provide one unified software system for recordkeeping in every department in the school. In order to create a complete system of administrative software for the school we provide the finest software solution. After identifying the exact need of the school, we work with them to develop special versions that seamlessly meet their exact needs.
The strength of Smart SMS is that it is developed with latest technologies from Microsoft so the scalability and reliability is at maximum. SQL Server 2000 as backend which enables unlimited data storage and unlimited no of users. Backup can be scheduled daily/hourly basis which helps us at the time of system crash/crisis.
Visit us @ www.neovante.com or mail us : sales@neovante.com
This document provides an overview of the scope and features of a School Management System created by Eximius Infotech Pvt. Ltd. The system aims to optimize and manage all key processes within a school, including student registration, library management, timetables, transportation, fees collection, attendance tracking, communication tools, human resources, and financial accounting. It consists of several comprehensive modules that cover areas like student information, courses/syllabus management, inventory, canteen operations, and more. The system is designed to be fully web-based with role-based access and customized dashboards for different user types like administrators, teachers, students and parents.
World Vision Pakistan implements several disaster risk reduction and early warning projects in Muzaffargarh, including the Community Resilience Project from 2013-2014. This project aimed to increase community resilience through mainstreaming DRR across development programs, forming disaster management committees in 10 villages, conducting hazard assessments, installing early warning systems, and training volunteers and children. Challenges included limited funding, staffing issues, and the complex security situation. Lessons indicated a need for longer-term strategies, mainstreaming DRR into other sectors, and strengthening coordination between organizations and the government.
The document discusses a program initiated by the Global Facility for Disaster Reduction and Recovery (GFDRR) and the World Bank to develop a strategy for improving seismic safety in schools in Nepal. The two-year, $200,000 program aims to develop a national strategy through pilot projects at six schools in two districts. The program assessed school buildings, retrofitted or reconstructed vulnerable buildings, trained teachers, students, and local masons, and raised awareness of earthquake preparedness in communities. The demonstration projects are meant to develop an approach that can be scaled up across Nepal to improve seismic safety in schools.
This document provides a final program report on ensuring resilience in the education system in Nepal through disseminating the Comprehensive School Safety Master Plan and implementing the minimum package. Key achievements include endorsement of the revised CSS Implementation Guideline and the CSS Communication and Dissemination Strategy by the Ministry of Education. Awareness was raised on CSS through orientations for stakeholders and training of champions across 14 earthquake-affected districts. Various communication materials were developed and disseminated, and CSS action plans were prepared in 28 schools. Challenges included delays in endorsement that impacted the implementation schedule. Overall the program helped advance school safety in Nepal.
The BURDAN project aims to build resilience in communities affected by disasters in Dhading and Kavrepalanchowk districts of Nepal. It will directly benefit 15,000 households, 4,500 children, and 1,200 individuals, and indirectly benefit 150,000 people. The project is being implemented from 2016 to 2018 by ADRA Nepal with funding from ADRA offices in Austria, Australia, Czech Republic, Germany, and internationally. It seeks to enhance disaster preparedness and emergency response capacity through activities like developing local disaster risk management plans, training community members and officials, and making schools safer.
Presented by Rajan Thapa from Clean Energy Nepal on Nepal's successful adaptation strategy at the Southern Voices workshop held in Colombo, Sri Lanka in August 2016.
Learning to lead:
An Experience of “Building Resilience to Disaster and Climate Change Impact on Women and Children Project,”
Banganga River Basin in Kapilvastu District, Nepal
The document outlines Ma. Phee Bernadette T. Dumalag's workplace application plan for an advanced disaster risk reduction and management (DRRM) training program. The plan includes the program's objectives of enhancing participants' DRRM knowledge, skills, and attitudes. It also details activities over the training's duration aimed at developing school-based risk assessments, DRRM plans and policies, emergency response protocols, and post-disaster support. The expected outcomes are for participants to gain expertise in conducting comprehensive disaster preparedness, response, and community collaboration to strengthen school and community resilience.
Nepal Red Cross Society's mission is to deliver disaster risk reduction and response services to vulnerable populations and build more resilient communities through its nationwide network in partnership with others. It works to strengthen disaster preparedness at all levels to enable effective response. This includes developing response capacities of communities and staff through training, establishing response funds and stockpiles, developing preparedness plans with stakeholders, and participating in reviews to share lessons learned. The Society has trained thousands of staff, helped develop preparedness plans in many districts, established relief funds, and built response capacities to support communities when disasters strike.
Program for Enhancement of Emergency Response (PEER): A regional training program initiated in 1998 by the U.S. Agency for International Development’s, Office of U.S. Foreign Disaster Assistance (USAID/OFDA) strengthening disaster response capacities in nine countries in Asia.
The PEER program objectives are:
Community Action for Disaster Response (CADRE): Enhancing community level first responder capacity in disaster–prone communities in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Hospital Preparedness for Emergencies (HOPE): Preparing medical facilities and hospitals for multi-hazard, mass casualty disasters in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
UNICEF has 4 global objectives for disaster risk reduction (DRR) related to education: 1) make DRR a priority, 2) address risks faced by girls, boys, and women, 3) create safer conditions, and 4) strengthen humanitarian response. UNICEF promotes DRR through education programming by analyzing risks, building capacities, reducing vulnerabilities, and encouraging child participation. Examples of DRR education projects include updating Bangladeshi curricula to include local risks, building transitional schools in disaster-prone areas, and developing DRR strategies with school committees. UNICEF's education-focused DRR work aims to promote safe school facilities, disaster prevention education, and disaster management preparedness.
The document discusses disaster training programs at various levels - for students, employees, disaster response teams, and at national, regional, and international levels. It outlines the purpose, scope, roles and responsibilities, and components of a disaster training plan. Key aspects covered include developing training activities, conducting drills and exercises, and updating training content over time. The goal is to improve skills and coordination to lessen the impact of disasters.
Cambodia School-Community Water Hygiene and Sanitationinfosanitasi
1) The SC WASH program in Cambodia aims to promote sanitation and hygiene behaviors through linking schools and their surrounding communities.
2) It was piloted in 2008 and has since expanded to involve over 150 schools across 14 provinces in Cambodia.
3) The program enhances knowledge of hygienic practices like handwashing with soap and safe water storage among both school children and their families in surrounding villages.
Central Disaster Management and Mitigation Schemes .pptxAnisha794368
The presentation is about national schemes on Disaster management and mitigation, objectives, their progress and general details about them.
Brief introduction about the schemes either central or centrally sponsored with their duration, location, present progress and focus areas. It provides data on areas of gaps that needs to be worked and filled up.
Work Session B Handout B1 Comprehensive School Safety Recommended Actions for...Education and Resilience
This document outlines recommended actions for policymakers to promote comprehensive school safety. It recommends that policymakers 1) provide safe school facilities, 2) mainstream disaster risk reduction into education policy and planning, and 3) promote teaching and learning about disaster risk reduction. Specific actions are outlined under each recommendation, including enacting policies for safe new schools, identifying unsafe schools for upgrades, and infusing disaster risk reduction topics into curricula from a young age.
This document outlines the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal led by UNICEF and NDRC Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through developing guidelines, strategies, and materials. Key activities included developing implementation guidelines and communication strategies, training stakeholders at various levels, conducting awareness campaigns using media and community events, and increasing knowledge of school safety measures among students, teachers, and communities. The initiative promotes a collaborative approach between various partners to enhance resilience in Nepal's education system and ensure safer schools.
Dipecho v aan brief update july 09 april 10edmnepal
The document provides an update on the progress of ActionAid Nepal's DIPECHO V project from July 2009 to April 2010. The project worked to build disaster resilience in communities in Banke, Sunsari, and Udayapur districts. Key achievements included forming disaster management committees, providing training to communities and stakeholders, conducting vulnerability assessments, establishing emergency funds, and implementing small-scale mitigation activities like raising tube wells and constructing bio-dykes. The project enhanced community capacity for disaster risk reduction and created an enabling environment for DRR policies through orientations with government officials, NGOs, and parliamentarians.
CSS National Sharing workshop NICSS 2018Ndrc Nepal
This document summarizes the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through various outputs, including developing implementation guidelines, a communication strategy, and awareness materials. Key activities include training federal and local government officials, as well as students, teachers, and parents on the CSS Minimum Package through orientations, workshops, media campaigns, and school-level programs. The goal is to build understanding and shared ownership of school safety interventions among national stakeholders in Nepal.
The Disaster Risk Reduction through Schools Project (DRRS) aims to make schools in high-risk disaster areas safer and use them as hubs for teaching disaster risk reduction. The goal is to reduce vulnerability to disasters by implementing the Hyogo Framework for Disaster Risk Reduction. The multi-country project works in 9 countries to organize communities around schools for disaster prevention, preparedness, and vulnerability reduction. It also builds safer school infrastructure and integrates disaster risk reduction into school curricula. Key activities include vulnerability analyses, capacity building, school safety investments, and influencing national policies on issues like climate change adaptation and education.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
This 3 sentence summary provides the essential information from the document:
The document proposes a project to build disaster resilience in Pakistani communities by training youth volunteers in preparedness, response, and risk management. It aims to establish mechanisms for these activities and sensitize society, especially youth, on volunteerism and preparedness. The project would train master trainers who would then train youth volunteers to respond to disasters and form a network of over 5,000 trained volunteers across Pakistan.
This document provides topics and guidelines for students to complete project work on disaster management for their social science class. It outlines 7 potential project topics, with descriptions of each. The topics include examining the roles of local government and non-government organizations in disaster management, generating disaster awareness through skits and posters, modeling disaster-resilient structures, creating first aid guides, studying institutional disaster response, assessing communication systems used, and preparing contingency plans. Instructions are provided for how to approach each project.
Ain emergency preparedness and response reportDIPECHO Nepal
1. The study assesses Nepal's emergency preparedness and response system focusing on disasters
in 9 districts between 2008-2009.
2. Both qualitative and quantitative data was collected including reviews, workshops, consultations,
and field visits. Focus groups and interviews provided information and concerns.
3. Emergency preparedness mechanisms exist but monitoring and follow up is weak, limiting
effectiveness. Response has been ad hoc without dedicated disaster management teams.
4. Emergency response has been delayed by reliance on inaccurate media reports, bureaucracy,
and poor information flow to affected communities. Relief distribution faced challenges.
5. Policy frameworks establish roles but regional committees are inactive and village-level provisions
are lacking. Response is hind
Set Up New NSS Unit & Role Of NSS In Youth Development Dr.Amol Ubale
Contact NSS Authorities:
Reach out to the NSS Regional Directorate or the concerned authorities in your country or region. They can provide you with information on the process of starting a new NSS unit and guide you through the required steps.
Understand Guidelines:
Familiarize yourself with the guidelines and regulations set by the NSS authorities. Each country or region may have specific requirements, and understanding them is crucial.
Identify Institutional Support:
Ensure that your educational institution or organization supports the establishment of an NSS unit. Seek approval from the relevant authorities within your institution and secure the necessary permissions.
Formation of a Core Team:
Assemble a core team of individuals who are enthusiastic about community service and are willing to take on leadership roles within the NSS unit. This team will play a crucial role in the planning and execution of NSS activities.
Official Registration:
Follow the official process for registering a new NSS unit. This may involve submitting the necessary documentation, including details about the core team, your institution, and the proposed activities of the NSS unit.
Orientation and Training:
Ensure that the members of the NSS unit undergo orientation and training programs organized by the NSS authorities. This will help them understand the objectives, principles, and operational guidelines of the NSS.
Plan Activities:
Develop a detailed plan for NSS activities based on the guidelines provided. These activities often include community service, awareness campaigns, and other initiatives aimed at societal development.
Collaborate with NGOs and Local Authorities:
Build partnerships with local non-governmental organizations (NGOs), community leaders, and local authorities. Collaborating with these entities can enhance the impact of NSS activities and provide additional resources.
Regular Reporting:
Adhere to reporting requirements set by the NSS authorities. Maintain regular communication and submit progress reports as required.
Evaluation and Recognition:
Participate in the evaluation processes conducted by the NSS authorities. Successful implementation of activities may lead to recognition and awards for the NSS unit.
Remember that the specific steps and procedures may vary based on the country or region, so it's essential to consult with the NSS authorities in your area for accurate and up-to-date information.
2 / 2
This initiative between UNICEF Nepal and NDRC Nepal aims to promote comprehensive school safety in 7 provinces and 14 earthquake-affected districts. The key outputs include revising school safety guidelines, developing a communication strategy, and implementing awareness campaigns. Extracurricular activities have proven effective at increasing student and community awareness of school safety. For example, one school organized speech and debate competitions on school safety that engaged both students and the community. The school principal realized the importance of incorporating disaster management and climate change into the curriculum and spreading safety messages beyond the school to the broader society. Involving students in discussions of these issues helps protect them from risks and shows the value of integrating school safety into regular education.
Presented by Rajan Thapa from Clean Energy Nepal on Nepal's successful adaptation strategy at the Southern Voices workshop held in Colombo, Sri Lanka in August 2016.
Learning to lead:
An Experience of “Building Resilience to Disaster and Climate Change Impact on Women and Children Project,”
Banganga River Basin in Kapilvastu District, Nepal
The document outlines Ma. Phee Bernadette T. Dumalag's workplace application plan for an advanced disaster risk reduction and management (DRRM) training program. The plan includes the program's objectives of enhancing participants' DRRM knowledge, skills, and attitudes. It also details activities over the training's duration aimed at developing school-based risk assessments, DRRM plans and policies, emergency response protocols, and post-disaster support. The expected outcomes are for participants to gain expertise in conducting comprehensive disaster preparedness, response, and community collaboration to strengthen school and community resilience.
Nepal Red Cross Society's mission is to deliver disaster risk reduction and response services to vulnerable populations and build more resilient communities through its nationwide network in partnership with others. It works to strengthen disaster preparedness at all levels to enable effective response. This includes developing response capacities of communities and staff through training, establishing response funds and stockpiles, developing preparedness plans with stakeholders, and participating in reviews to share lessons learned. The Society has trained thousands of staff, helped develop preparedness plans in many districts, established relief funds, and built response capacities to support communities when disasters strike.
Program for Enhancement of Emergency Response (PEER): A regional training program initiated in 1998 by the U.S. Agency for International Development’s, Office of U.S. Foreign Disaster Assistance (USAID/OFDA) strengthening disaster response capacities in nine countries in Asia.
The PEER program objectives are:
Community Action for Disaster Response (CADRE): Enhancing community level first responder capacity in disaster–prone communities in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Hospital Preparedness for Emergencies (HOPE): Preparing medical facilities and hospitals for multi-hazard, mass casualty disasters in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
UNICEF has 4 global objectives for disaster risk reduction (DRR) related to education: 1) make DRR a priority, 2) address risks faced by girls, boys, and women, 3) create safer conditions, and 4) strengthen humanitarian response. UNICEF promotes DRR through education programming by analyzing risks, building capacities, reducing vulnerabilities, and encouraging child participation. Examples of DRR education projects include updating Bangladeshi curricula to include local risks, building transitional schools in disaster-prone areas, and developing DRR strategies with school committees. UNICEF's education-focused DRR work aims to promote safe school facilities, disaster prevention education, and disaster management preparedness.
The document discusses disaster training programs at various levels - for students, employees, disaster response teams, and at national, regional, and international levels. It outlines the purpose, scope, roles and responsibilities, and components of a disaster training plan. Key aspects covered include developing training activities, conducting drills and exercises, and updating training content over time. The goal is to improve skills and coordination to lessen the impact of disasters.
Cambodia School-Community Water Hygiene and Sanitationinfosanitasi
1) The SC WASH program in Cambodia aims to promote sanitation and hygiene behaviors through linking schools and their surrounding communities.
2) It was piloted in 2008 and has since expanded to involve over 150 schools across 14 provinces in Cambodia.
3) The program enhances knowledge of hygienic practices like handwashing with soap and safe water storage among both school children and their families in surrounding villages.
Central Disaster Management and Mitigation Schemes .pptxAnisha794368
The presentation is about national schemes on Disaster management and mitigation, objectives, their progress and general details about them.
Brief introduction about the schemes either central or centrally sponsored with their duration, location, present progress and focus areas. It provides data on areas of gaps that needs to be worked and filled up.
Work Session B Handout B1 Comprehensive School Safety Recommended Actions for...Education and Resilience
This document outlines recommended actions for policymakers to promote comprehensive school safety. It recommends that policymakers 1) provide safe school facilities, 2) mainstream disaster risk reduction into education policy and planning, and 3) promote teaching and learning about disaster risk reduction. Specific actions are outlined under each recommendation, including enacting policies for safe new schools, identifying unsafe schools for upgrades, and infusing disaster risk reduction topics into curricula from a young age.
This document outlines the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal led by UNICEF and NDRC Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through developing guidelines, strategies, and materials. Key activities included developing implementation guidelines and communication strategies, training stakeholders at various levels, conducting awareness campaigns using media and community events, and increasing knowledge of school safety measures among students, teachers, and communities. The initiative promotes a collaborative approach between various partners to enhance resilience in Nepal's education system and ensure safer schools.
Dipecho v aan brief update july 09 april 10edmnepal
The document provides an update on the progress of ActionAid Nepal's DIPECHO V project from July 2009 to April 2010. The project worked to build disaster resilience in communities in Banke, Sunsari, and Udayapur districts. Key achievements included forming disaster management committees, providing training to communities and stakeholders, conducting vulnerability assessments, establishing emergency funds, and implementing small-scale mitigation activities like raising tube wells and constructing bio-dykes. The project enhanced community capacity for disaster risk reduction and created an enabling environment for DRR policies through orientations with government officials, NGOs, and parliamentarians.
CSS National Sharing workshop NICSS 2018Ndrc Nepal
This document summarizes the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through various outputs, including developing implementation guidelines, a communication strategy, and awareness materials. Key activities include training federal and local government officials, as well as students, teachers, and parents on the CSS Minimum Package through orientations, workshops, media campaigns, and school-level programs. The goal is to build understanding and shared ownership of school safety interventions among national stakeholders in Nepal.
The Disaster Risk Reduction through Schools Project (DRRS) aims to make schools in high-risk disaster areas safer and use them as hubs for teaching disaster risk reduction. The goal is to reduce vulnerability to disasters by implementing the Hyogo Framework for Disaster Risk Reduction. The multi-country project works in 9 countries to organize communities around schools for disaster prevention, preparedness, and vulnerability reduction. It also builds safer school infrastructure and integrates disaster risk reduction into school curricula. Key activities include vulnerability analyses, capacity building, school safety investments, and influencing national policies on issues like climate change adaptation and education.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
This 3 sentence summary provides the essential information from the document:
The document proposes a project to build disaster resilience in Pakistani communities by training youth volunteers in preparedness, response, and risk management. It aims to establish mechanisms for these activities and sensitize society, especially youth, on volunteerism and preparedness. The project would train master trainers who would then train youth volunteers to respond to disasters and form a network of over 5,000 trained volunteers across Pakistan.
This document provides topics and guidelines for students to complete project work on disaster management for their social science class. It outlines 7 potential project topics, with descriptions of each. The topics include examining the roles of local government and non-government organizations in disaster management, generating disaster awareness through skits and posters, modeling disaster-resilient structures, creating first aid guides, studying institutional disaster response, assessing communication systems used, and preparing contingency plans. Instructions are provided for how to approach each project.
Ain emergency preparedness and response reportDIPECHO Nepal
1. The study assesses Nepal's emergency preparedness and response system focusing on disasters
in 9 districts between 2008-2009.
2. Both qualitative and quantitative data was collected including reviews, workshops, consultations,
and field visits. Focus groups and interviews provided information and concerns.
3. Emergency preparedness mechanisms exist but monitoring and follow up is weak, limiting
effectiveness. Response has been ad hoc without dedicated disaster management teams.
4. Emergency response has been delayed by reliance on inaccurate media reports, bureaucracy,
and poor information flow to affected communities. Relief distribution faced challenges.
5. Policy frameworks establish roles but regional committees are inactive and village-level provisions
are lacking. Response is hind
Set Up New NSS Unit & Role Of NSS In Youth Development Dr.Amol Ubale
Contact NSS Authorities:
Reach out to the NSS Regional Directorate or the concerned authorities in your country or region. They can provide you with information on the process of starting a new NSS unit and guide you through the required steps.
Understand Guidelines:
Familiarize yourself with the guidelines and regulations set by the NSS authorities. Each country or region may have specific requirements, and understanding them is crucial.
Identify Institutional Support:
Ensure that your educational institution or organization supports the establishment of an NSS unit. Seek approval from the relevant authorities within your institution and secure the necessary permissions.
Formation of a Core Team:
Assemble a core team of individuals who are enthusiastic about community service and are willing to take on leadership roles within the NSS unit. This team will play a crucial role in the planning and execution of NSS activities.
Official Registration:
Follow the official process for registering a new NSS unit. This may involve submitting the necessary documentation, including details about the core team, your institution, and the proposed activities of the NSS unit.
Orientation and Training:
Ensure that the members of the NSS unit undergo orientation and training programs organized by the NSS authorities. This will help them understand the objectives, principles, and operational guidelines of the NSS.
Plan Activities:
Develop a detailed plan for NSS activities based on the guidelines provided. These activities often include community service, awareness campaigns, and other initiatives aimed at societal development.
Collaborate with NGOs and Local Authorities:
Build partnerships with local non-governmental organizations (NGOs), community leaders, and local authorities. Collaborating with these entities can enhance the impact of NSS activities and provide additional resources.
Regular Reporting:
Adhere to reporting requirements set by the NSS authorities. Maintain regular communication and submit progress reports as required.
Evaluation and Recognition:
Participate in the evaluation processes conducted by the NSS authorities. Successful implementation of activities may lead to recognition and awards for the NSS unit.
Remember that the specific steps and procedures may vary based on the country or region, so it's essential to consult with the NSS authorities in your area for accurate and up-to-date information.
2 / 2
This initiative between UNICEF Nepal and NDRC Nepal aims to promote comprehensive school safety in 7 provinces and 14 earthquake-affected districts. The key outputs include revising school safety guidelines, developing a communication strategy, and implementing awareness campaigns. Extracurricular activities have proven effective at increasing student and community awareness of school safety. For example, one school organized speech and debate competitions on school safety that engaged both students and the community. The school principal realized the importance of incorporating disaster management and climate change into the curriculum and spreading safety messages beyond the school to the broader society. Involving students in discussions of these issues helps protect them from risks and shows the value of integrating school safety into regular education.
Similar to Disaster Preparedness for Safer School in Nepal 2 (DPSS2) (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Disaster Preparedness for Safer School in Nepal 2 (DPSS2)
1. districts with 24 participants, Red Cross District volunteers; Indirect
• Support to develop the District Disaster Response Approximately 250,000 persons.
Committee to prepare disaster preparedness plan for all
3 program districts and development of 2 model VDC PROGRAM IMPLEMENTATION
disaster preparedness plan from all program area; and The program is being implemented jointly by the Nepal Red
• Support to strengthen the Emergency Operation Centre Cross Society (NRCS) and National Society for Earthquake
at NRCS National Headquarters. Technology-Nepal (NSET) through NRCS district chapters
Objective 3: Assist institutionalization of disaster • A National Program Steering Committee (NPSC)
safety concepts comprised of senior officials from NRCS and NSET
• Partnership and networking with key government and will continue to provide overall guidance, supervision
non-government institutions of education sector; and monitoring.
• Training course development and consolidation; • A District Level Program Steering Committee (DPSC)
• District and local level stakeholder meetings; will be formed under the NRCS DCs to provide overall
guidance, supervision and monitoring. Project engineer
• Orientation for districts level government officials and
of NSET shall be an active member of DPSC.
VDC secretary on Disaster Preparedness; and
• A Joint Curriculum Development Team (JCDT) of
• Information & knowledge dissemination and advocacy.
NRCS and NSET will continue to review, adapt, develop
EXPECTED OUTPUTS / BENEFICIARIES and finalize the training curricula as required.
• 323 risk reduction measures/ activities in schools and
communities;
• 400 teachers and management committee members and
3600 students trained in Disaster Preparedness;
• 1600 teachers, students and community members trained
in Light Search and Rescue and Basic First Aid; For further details:
• 55 schools prepare and implement Disaster Preparedness Mr. Pitambar Aryal
Plan and conduct annual drill; Director, Disaster Management Department
Nepal Red Cross Society Nepal Red Cross Society
• 550 households prepare Home Disaster Preparedness National Headquarters, Red Cross Marga, Kalimati
Plan; Kathmandu, Nepal
Tel: 4273734, 4270650, Fax: 4284611, URL: www.nrcs.org
• 55 small scale mitigation works implemented;
• Students' conference at district and national level; and
• Central and district level government institutions and
other stakeholders actively engaged in the program Mr. Ranjan Dhungel
Project Engineer
Beneficiaries Direct National Society for Earthquake
Technology- Nepal (NSET)
Approximately 40,000 people (students, teachers and common Sainbu Bhainsepati Residential Area, Lalitpur, Nepal,
people) Tel: 5591000, Fax: 5592692
Email: nset@nset.org.np, URL: www.nset.org.np
2. BACKGROUND SCOPE OF PROGRAM course for all selected 25 new core schools of 3 districts;
National Society for Earthquake Technology-Nepal (NSET) school teachers and students of selected schools
Three year program (Feb. 2011-Jan. 2014):
and Nepal Red Cross Society (NRCS) is implementing - Basic First Aid Training (FA), 4 day course, 55 trainings
• Awareness, training and disaster preparedness activities
Disaster Preparedness for Safer Schools in Nepal 2 (DPSS2) for all core program schools with 24 participants; teachers,
in 220 schools of 3 districts in Nepal
Program in the financial support from the American Red students and Red Cross volunteer of selected 550 schools
• Program Districts: Nuwakot, Bhaktapur, and Rasuwa
Cross (ARC) in Bhaktapur, Nuwakot and Rasuwa districts. - Light Search and Rescue Training (LSAR), 4 day course,
The program was first implemented during 2009- 2010 in KEY ACTIVITIES 10 trainings in 3 districts with 30 participants; teachers
two districts (Bhaktapur and Nuwakot). This program is the and Red Cross volunteers and community people of
Objective 1: Improve disaster safety of public
continuation of first phase adding one district. selected 55 schools
schools and communities
The program aims to aware, train and prepare schools and - Disaster Preparedness Planning/Vulnerability & Capacity
Training programs Assessment Training (DPP/VCA), 3 day course, 1 training
communities for disaster safety and institutionalizing safety
- School Based Disaster Preparedness Training of Trainers in each of 3 districts with 30 participants; teachers and
concepts. DPSS 2 program includes development and
(SBDPTOT), 5 day course, 4 training in 3 districts with students and community member of selected 55 schools
adaptation of training curricula on school based disaster
25 participants in each, 2 teachers from each program • Disaster Risk Reduction and Preparedness
preparedness, delivery of training courses, preparation and
coverage school Activities
implementation of school disaster preparedness plans,
disaster preparedness drills, household preparedness - Vulnerability and risk assessment in all 55 core
plan, model of VDC level preparedness plan, program schools;
district disaster preparedness plan, capacity building - Formation of Student Disaster Safety Clubs;
of local government/ technical staffs, community - Strengthening Junior/Youth Red Cross (J/YRC);
awareness and establishment of links between
- Preparing and implementing School Disaster
city/community preparedness plan and school
Preparedness and Response Plan;
preparedness plan. The second phase of the
program envisions implementation of disaster - Implementing of model mitigation works focused
preparedness training and disaster preparedness on non-structured safety for 55 core program
schools;
activities in selected schools of three districts in
Nepal. - Door to door visit for awareness raising and support
to prepare household preparedness plan;
GOAL - Disseminating DP message through Radio and TV
Reduce the number of deaths, injuries, and socio- Program
economic impact from disaster through building - Support for Students’ conference in districts and
safer and more resilient schools and communities. national level
- Drill in 55 Schools on Disaster Preparedness; and
OBJECTIVES
- Dissemination of Handbook on School Disaster
1 Improve disaster safety of public schools and
Preparednes
communities; - First Aid Training of Trainers ( FA TOT), 8 day course
2 Enhance the disaster management capacity of 1training for 3 districts with 24 participants, program Objective 2: Enhance the disaster management
implementing organizations; and staffs, Volunteers and Teachers capacity of implementing organizations
3 Assist institutionalization of disaster safety concepts - Basic Disaster Management Training (BDMT), 3 day • Training for District Level Disaster Response Team
(DDRT), 3 day course, 1 training for all 3 program