The document summarizes a training report on building disaster-resilient communities in Nepal through REFLECT methodology. The 8-day training was organized by ActionAid Nepal and aimed to develop facilitators to initiate REFLECT circles focused on disaster risk reduction. It used highly participatory methods like role plays, games, group work and documentaries. Participants evaluated the training as effective in providing clear instruction on REFLECT tools and concepts. However, some noted it could have benefited from more time on topics and opportunities to visit project sites. The conclusion recommends continued support from partner organizations to effectively apply the learning from the training on the ground.
The document describes the process of developing a ladderized Master in Disaster Risk Management program at the Camarines Sur State Agricultural College in Bicol, Philippines. It involved conducting a DACUM workshop with disaster risk management experts to identify the key duties, tasks, and skills needed for the program. The results were used to develop the curriculum, which was then validated with stakeholders before gaining approvals. The program aims to train professionals to work in disaster risk reduction, response, and recovery. It targets government officials and other professionals involved in disaster management.
The document provides an update on the progress of ActionAid Nepal's DIPECHO V project from July to December 2009. It summarizes that:
1) The project has been implementing activities largely on schedule and reaching intended targets to build disaster resilient communities.
2) Key activities included training community members and local stakeholders in disaster preparedness, forming community groups, and identifying small-scale mitigation projects.
3) An initial assessment found communities have enhanced knowledge of risks and capacities, while further advocacy and mitigation work is ongoing.
The CBDRM Training and Learning Circle (TLC) was established in the Philippines in December 2007 to facilitate knowledge sharing between training institutions, practitioners, and organizations regarding community-based disaster risk management. The TLC is supported by organizations like UNDP and works to strengthen CBDRM training and education through various events and forums. These events bring together participants from communities, NGOs, academia and government to discuss challenges and opportunities in disaster research, risk assessment techniques, and ensuring CBDRM is incorporated into university curriculum. The TLC aims to be a support network for CBDRM practitioners and trainers in the Philippines.
This evaluation report summarizes the "Surakshit Samudaya: Building Safer Community through Disaster Management" project implemented by ActionAid Nepal with DIPECHO funding. The project aimed to build safer communities through disaster management initiatives like enhancing awareness, empowering communities, and building stakeholder capacity. It achieved its objectives by establishing 14 Disaster Management Committees, implementing awareness campaigns, training communities and stakeholders in disaster preparedness and risk reduction, and facilitating local risk assessment and action planning. While severe disasters did not occur during the project, trained volunteers were able to provide assistance during flood events. The project helped build knowledge, skills, and local coordination networks to strengthen disaster resilience in the target communities.
INCRISD Training report on Inclsuive DRM Toolkit Bangaldesh Final 02122014Efaz Ahmed
The two-day training in Dhaka, Bangladesh provided 26 participants from 14 organizations an introduction to the Inclusive Disaster Risk Management (DRM) Framework and Toolkit. Through presentations, group work, videos, and role-playing exercises, participants gained an understanding of how to promote inclusion in all aspects of DRM work. Key lessons included seeing vulnerability as determined by social systems rather than natural factors alone, understanding the 4 Dimensions of inclusion, and applying an inclusive lens to each stage of the DRM process. Challenges included limited time to fully cover complex topics, but methodologies like role-playing and use of visuals engaged participants. Participants committed to applying what they learned to make DRM work more inclusive of
Final ccdrr evalaution and learning report ( nov 30) pdfDPNet
The document evaluates a child-centered disaster risk reduction project in Nepal. It summarizes that the project:
1) Increased knowledge of disaster preparedness and response through training local governments, committees, schools, and communities.
2) Facilitated the development of several preparedness and response plans at the local level to better protect communities from disasters.
3) Formed and strengthened local disaster risk reduction institutions to advocate for children's needs and amplify children's voices in disaster policy.
Constitution of national plaform on drr nepal2008 englishedmnepal
This document outlines the constitution for the National Platform on Disaster Risk Reduction in Nepal. [1] It establishes the organization, defines key terms, and outlines its objectives. [2] The objectives are to coordinate disaster risk reduction efforts among stakeholders in Nepal and ensure policies and programs are participatory and coordinated. [3] It also aims to strengthen early warning systems, raise public awareness, and advocate for disaster risk reduction to be integrated into development plans.
The document describes the process of developing a ladderized Master in Disaster Risk Management program at the Camarines Sur State Agricultural College in Bicol, Philippines. It involved conducting a DACUM workshop with disaster risk management experts to identify the key duties, tasks, and skills needed for the program. The results were used to develop the curriculum, which was then validated with stakeholders before gaining approvals. The program aims to train professionals to work in disaster risk reduction, response, and recovery. It targets government officials and other professionals involved in disaster management.
The document provides an update on the progress of ActionAid Nepal's DIPECHO V project from July to December 2009. It summarizes that:
1) The project has been implementing activities largely on schedule and reaching intended targets to build disaster resilient communities.
2) Key activities included training community members and local stakeholders in disaster preparedness, forming community groups, and identifying small-scale mitigation projects.
3) An initial assessment found communities have enhanced knowledge of risks and capacities, while further advocacy and mitigation work is ongoing.
The CBDRM Training and Learning Circle (TLC) was established in the Philippines in December 2007 to facilitate knowledge sharing between training institutions, practitioners, and organizations regarding community-based disaster risk management. The TLC is supported by organizations like UNDP and works to strengthen CBDRM training and education through various events and forums. These events bring together participants from communities, NGOs, academia and government to discuss challenges and opportunities in disaster research, risk assessment techniques, and ensuring CBDRM is incorporated into university curriculum. The TLC aims to be a support network for CBDRM practitioners and trainers in the Philippines.
This evaluation report summarizes the "Surakshit Samudaya: Building Safer Community through Disaster Management" project implemented by ActionAid Nepal with DIPECHO funding. The project aimed to build safer communities through disaster management initiatives like enhancing awareness, empowering communities, and building stakeholder capacity. It achieved its objectives by establishing 14 Disaster Management Committees, implementing awareness campaigns, training communities and stakeholders in disaster preparedness and risk reduction, and facilitating local risk assessment and action planning. While severe disasters did not occur during the project, trained volunteers were able to provide assistance during flood events. The project helped build knowledge, skills, and local coordination networks to strengthen disaster resilience in the target communities.
INCRISD Training report on Inclsuive DRM Toolkit Bangaldesh Final 02122014Efaz Ahmed
The two-day training in Dhaka, Bangladesh provided 26 participants from 14 organizations an introduction to the Inclusive Disaster Risk Management (DRM) Framework and Toolkit. Through presentations, group work, videos, and role-playing exercises, participants gained an understanding of how to promote inclusion in all aspects of DRM work. Key lessons included seeing vulnerability as determined by social systems rather than natural factors alone, understanding the 4 Dimensions of inclusion, and applying an inclusive lens to each stage of the DRM process. Challenges included limited time to fully cover complex topics, but methodologies like role-playing and use of visuals engaged participants. Participants committed to applying what they learned to make DRM work more inclusive of
Final ccdrr evalaution and learning report ( nov 30) pdfDPNet
The document evaluates a child-centered disaster risk reduction project in Nepal. It summarizes that the project:
1) Increased knowledge of disaster preparedness and response through training local governments, committees, schools, and communities.
2) Facilitated the development of several preparedness and response plans at the local level to better protect communities from disasters.
3) Formed and strengthened local disaster risk reduction institutions to advocate for children's needs and amplify children's voices in disaster policy.
Constitution of national plaform on drr nepal2008 englishedmnepal
This document outlines the constitution for the National Platform on Disaster Risk Reduction in Nepal. [1] It establishes the organization, defines key terms, and outlines its objectives. [2] The objectives are to coordinate disaster risk reduction efforts among stakeholders in Nepal and ensure policies and programs are participatory and coordinated. [3] It also aims to strengthen early warning systems, raise public awareness, and advocate for disaster risk reduction to be integrated into development plans.
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 project successfully built community resilience to disasters in Nepal through various activities. It established 31 REFLECT circles with over 500 members to educate communities on vulnerabilities, disaster preparedness, and rights. It also formed 19 disaster management committees led by community members to regularly address disaster risks. The project enhanced awareness, prepared communities by training volunteers and establishing early warning systems. It mobilized funds for small-scale mitigation like constructing bio-dykes and tube wells to protect vulnerable communities from floods. Overall, the project achieved its goals of strengthening community capacity and creating an enabling environment for disaster risk reduction.
The document summarizes Nepal's progress and challenges in implementing the Hyogo Framework for Action to reduce disaster risks. Key achievements include mainstreaming disaster risk reduction into development plans and policies, developing institutions and community-based disaster management programs. However, challenges remain such as inadequate funding, lack of data and vulnerability assessments, and a need to further build a culture of resilience. Moving forward, Nepal aims to strengthen institutions and mainstreaming efforts, improve prevention, preparedness and response systems, and enhance regional and international cooperation on disaster risk reduction.
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.
The document outlines the coordination mechanisms between the government, NGOs, and UN system for disaster response in Nepal. It discusses the roles and responsibilities of different agencies, including the government's restructuring of disaster response committees, NGO activities in community awareness and capacity building, and the UN's use of the cluster approach. It also lists several challenges around information sharing, inclusion, stockpiling systems, and political issues that need to be addressed to improve coordination between organizations.
Dipecho v aan reflect refresher brief report dipechoedmnepal
The document summarizes a 3-day refresher training for REFLECT facilitators in Nepal. 15 facilitators from partner organizations participated in the training, which aimed to strengthen their skills in using participatory tools like PVA to facilitate community discussions on disaster risk reduction. Methods like games, role plays and group activities helped boost the facilitators' confidence and teach them how to apply lessons from PVAs and address climate change impacts. The training also focused on developing the facilitators' leadership and motivational skills to empower community members. Overall, the facilitators learned how to better utilize information from PVAs and other tools when leading discussion circles on building disaster resilience.
This document summarizes a Training of Trainers workshop held in Nepal to teach participants how to facilitate REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) circles to build disaster resilient communities. The 8-day training had 22 participants and aimed to empower them to educate communities on disaster risk reduction and rights using REFLECT's participatory methodology. Key topics covered included REFLECT concepts and processes, education rights, women's rights, and mainstreaming people with disabilities in disaster management. Evaluations found the training achieved its goals of enabling capable facilitators to conduct REFLECT circles and discussions on disaster issues in their areas.
Aan dipecho5 reflect tot summary reportDIPECHO Nepal
This document summarizes a Training of Trainers workshop on REFLECT (REgenerated Freirean Literacy through Empowering Community Techniques) held in Nepal from August 8-15, 2009. The workshop trained 22 participants from local partner organizations to facilitate REFLECT circles to empower communities and build disaster resilience. REFLECT is a participatory approach that links literacy with empowerment and social change. The training aimed to orient participants on rights-based disaster risk reduction and enable community-led action. A variety of participatory training methods were used, including presentations, role plays, and group discussions.
This document discusses disability inclusion efforts in India related to disaster risk reduction. It summarizes:
1) A refresher training was held to review plans for mainstreaming disability issues in DRR and identify areas where support is needed.
2) The second meeting of the Core Committee provided inputs on a draft training manual for disability inclusion in DRR.
3) Events were held on National Disaster Management Day to increase participation of persons with disabilities and distribute assistive devices. Disability assessment camps were also organized.
The document summarizes a 3-day workshop on Sustainable Livelihood Approaches held in Vavuniya, Sri Lanka for staff of the Northern Rehabilitation Project and REPSI Project. Over the course of the workshop, participants learned about key concepts of the Sustainable Livelihoods Framework through discussion and applying it to their own lives. They also practiced applying the framework during a field visit to a local community. The workshop aimed to provide participants with a basic understanding of the Sustainable Livelihoods Approach and its relationship to participatory development methods.
1. The document provides an overview of participatory approaches in development, outlining different levels and types of participation ranging from passive participation to self-mobilization. 2. It discusses various models for understanding participation, including Pretty's typology and levels of participation, Wilcox's ladder of participation, and Arnstein's ladder of citizen participation. 3. The module aims to equip participants with tools and concepts for adopting participatory approaches and involving stakeholders in decision-making processes.
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
This document discusses various advances in extension methodologies. It covers topics such as communication models, extension program planning and evaluation, individual and group contact extension teaching methods, small group discussion techniques, and capacity building of extension personnel and farmers. Communication is defined as the process by which people exchange information to gain a common understanding. The document outlines several communication models and discusses barriers to effective communication such as filtering, distortion, communication overload, and absence of redundancy. It also describes the process of extension program planning, evaluation, and various extension teaching methods used for individual and group contacts.
This document provides an evaluation report of the "Surakshit Samudaya: Building Safer Community through Disaster Management" project implemented by ActionAid Nepal with funding from DIPECHO. The evaluation found that the project successfully achieved its objectives of building disaster awareness, empowering communities, and enhancing stakeholder capacity for disaster management. Key accomplishments included establishing functioning disaster management committees, training community members, implementing risk reduction activities, and advocating for policy changes. While some activities like early warning systems faced challenges, overall the project improved disaster preparedness and reduced risks in the communities it served.
This 6-page document outlines the course plan for a Civic Welfare Training Service course. The course is designed to develop students as responsible citizens through community service programs. Over 18 weeks, topics will include the National Service Training Program law, good citizenship values, disaster risk reduction, environmental protection, drug addiction, self-awareness, and leadership training. Learning will involve lectures, discussions, projects and exams. Student performance will be evaluated through quizzes, recitation, projects, a midterm and final exam. The course aims to empower students to actively participate in community betterment and national service.
This document provides an introduction to the Terre des hommes Child Protection Psychosocial Training Manual. The manual aims to train animators and child protection staff through modules grouped into three levels: 1) facilitating training, 2) basic concepts for intervention, and 3) animator competencies. Each module explains what the topic is, why it is useful, and how to use it, with accompanying workshops and materials. The introduction explains that the manual was developed for field use and is meant to be used as a practical tool alongside other resources. It provides an overview of the document structure and contents.
Supporting Employability through Self Development - Toolkit NGO THY
This toolkit brings a compilation of workshops
that can be used on different youth activities
on the topics of unemployment, employability,
entrepreneurship and intercultural learning.
The toolkit has been created as a result of the
intensive work by participants and trainer's
team during the Training Course and Seminar
“Supporting Employability through Self
Development”, as well as during the local level
workshops.
It is a toolkit made by participants of the project “Supporting Employability through Self
Development”.
- The participants designed and implemented workshops in small groups during the Training in
order to discover and create new tools and methods of non formal learning.
- The workshops were tested on the rest of participants, improved and prepared to be published by participants after the training course.
- Participants also tried out these workshops on local follow-up activities and included their
improvements and proposals into this toolkit.
- It serves as a manual for youth workers and youth leaders and it is free of charge.
This document outlines a "PEACEsible" project by Grupong Makabansa to mainstream peace building strategies into the National Service Training Program (NSTP). The project consists of 12 strategies including leadership training, field exposure, conflict resolution workshops, simulation exercises, establishing a multi-faith student center, service-learning projects, collaborating with NGOs and experts, using technology to promote unity, peace building competitions, evaluation and reflection, incorporating peace education through case studies and role-playing, and engaging the community through cultural exchange and service. The overall goal is to provide students with experiences and skills to contribute to peace in their own communities.
Introduction to 41st SSEAYP Discussion ProgramAsri Wijayanti
This document provides an overview of the discussion program for the Southeast Asia Youth Program (SSEAYP). It describes the purposes of discussion activities, which include deepening understanding, promoting mutual understanding, and improving presentation skills. It outlines the proceedings of discussion activities, which take place before, during, and after the country programs in Japan and Brunei. The document also details the eight discussion group themes, such as youth entrepreneurship, environment, and health education. Finally, it explains the roles and organization of the discussion steering committee.
This document outlines a membership strategy for WAGGGS. It discusses increasing membership through establishing new local groups, guiding more events, and knowledge-based management using data and research. The strategy will be implemented through short and long term plans at various organizational levels, using toolkits, training, and communication. Key aspects include motivating volunteers, recruiting members, arranging facilities, and applying rules and procedures to achieve the vision of empowering all girls and young women.
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 project successfully built community resilience to disasters in Nepal through various activities. It established 31 REFLECT circles with over 500 members to educate communities on vulnerabilities, disaster preparedness, and rights. It also formed 19 disaster management committees led by community members to regularly address disaster risks. The project enhanced awareness, prepared communities by training volunteers and establishing early warning systems. It mobilized funds for small-scale mitigation like constructing bio-dykes and tube wells to protect vulnerable communities from floods. Overall, the project achieved its goals of strengthening community capacity and creating an enabling environment for disaster risk reduction.
The document summarizes Nepal's progress and challenges in implementing the Hyogo Framework for Action to reduce disaster risks. Key achievements include mainstreaming disaster risk reduction into development plans and policies, developing institutions and community-based disaster management programs. However, challenges remain such as inadequate funding, lack of data and vulnerability assessments, and a need to further build a culture of resilience. Moving forward, Nepal aims to strengthen institutions and mainstreaming efforts, improve prevention, preparedness and response systems, and enhance regional and international cooperation on disaster risk reduction.
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.
The document outlines the coordination mechanisms between the government, NGOs, and UN system for disaster response in Nepal. It discusses the roles and responsibilities of different agencies, including the government's restructuring of disaster response committees, NGO activities in community awareness and capacity building, and the UN's use of the cluster approach. It also lists several challenges around information sharing, inclusion, stockpiling systems, and political issues that need to be addressed to improve coordination between organizations.
Dipecho v aan reflect refresher brief report dipechoedmnepal
The document summarizes a 3-day refresher training for REFLECT facilitators in Nepal. 15 facilitators from partner organizations participated in the training, which aimed to strengthen their skills in using participatory tools like PVA to facilitate community discussions on disaster risk reduction. Methods like games, role plays and group activities helped boost the facilitators' confidence and teach them how to apply lessons from PVAs and address climate change impacts. The training also focused on developing the facilitators' leadership and motivational skills to empower community members. Overall, the facilitators learned how to better utilize information from PVAs and other tools when leading discussion circles on building disaster resilience.
This document summarizes a Training of Trainers workshop held in Nepal to teach participants how to facilitate REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) circles to build disaster resilient communities. The 8-day training had 22 participants and aimed to empower them to educate communities on disaster risk reduction and rights using REFLECT's participatory methodology. Key topics covered included REFLECT concepts and processes, education rights, women's rights, and mainstreaming people with disabilities in disaster management. Evaluations found the training achieved its goals of enabling capable facilitators to conduct REFLECT circles and discussions on disaster issues in their areas.
Aan dipecho5 reflect tot summary reportDIPECHO Nepal
This document summarizes a Training of Trainers workshop on REFLECT (REgenerated Freirean Literacy through Empowering Community Techniques) held in Nepal from August 8-15, 2009. The workshop trained 22 participants from local partner organizations to facilitate REFLECT circles to empower communities and build disaster resilience. REFLECT is a participatory approach that links literacy with empowerment and social change. The training aimed to orient participants on rights-based disaster risk reduction and enable community-led action. A variety of participatory training methods were used, including presentations, role plays, and group discussions.
This document discusses disability inclusion efforts in India related to disaster risk reduction. It summarizes:
1) A refresher training was held to review plans for mainstreaming disability issues in DRR and identify areas where support is needed.
2) The second meeting of the Core Committee provided inputs on a draft training manual for disability inclusion in DRR.
3) Events were held on National Disaster Management Day to increase participation of persons with disabilities and distribute assistive devices. Disability assessment camps were also organized.
The document summarizes a 3-day workshop on Sustainable Livelihood Approaches held in Vavuniya, Sri Lanka for staff of the Northern Rehabilitation Project and REPSI Project. Over the course of the workshop, participants learned about key concepts of the Sustainable Livelihoods Framework through discussion and applying it to their own lives. They also practiced applying the framework during a field visit to a local community. The workshop aimed to provide participants with a basic understanding of the Sustainable Livelihoods Approach and its relationship to participatory development methods.
1. The document provides an overview of participatory approaches in development, outlining different levels and types of participation ranging from passive participation to self-mobilization. 2. It discusses various models for understanding participation, including Pretty's typology and levels of participation, Wilcox's ladder of participation, and Arnstein's ladder of citizen participation. 3. The module aims to equip participants with tools and concepts for adopting participatory approaches and involving stakeholders in decision-making processes.
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
This document discusses various advances in extension methodologies. It covers topics such as communication models, extension program planning and evaluation, individual and group contact extension teaching methods, small group discussion techniques, and capacity building of extension personnel and farmers. Communication is defined as the process by which people exchange information to gain a common understanding. The document outlines several communication models and discusses barriers to effective communication such as filtering, distortion, communication overload, and absence of redundancy. It also describes the process of extension program planning, evaluation, and various extension teaching methods used for individual and group contacts.
This document provides an evaluation report of the "Surakshit Samudaya: Building Safer Community through Disaster Management" project implemented by ActionAid Nepal with funding from DIPECHO. The evaluation found that the project successfully achieved its objectives of building disaster awareness, empowering communities, and enhancing stakeholder capacity for disaster management. Key accomplishments included establishing functioning disaster management committees, training community members, implementing risk reduction activities, and advocating for policy changes. While some activities like early warning systems faced challenges, overall the project improved disaster preparedness and reduced risks in the communities it served.
This 6-page document outlines the course plan for a Civic Welfare Training Service course. The course is designed to develop students as responsible citizens through community service programs. Over 18 weeks, topics will include the National Service Training Program law, good citizenship values, disaster risk reduction, environmental protection, drug addiction, self-awareness, and leadership training. Learning will involve lectures, discussions, projects and exams. Student performance will be evaluated through quizzes, recitation, projects, a midterm and final exam. The course aims to empower students to actively participate in community betterment and national service.
This document provides an introduction to the Terre des hommes Child Protection Psychosocial Training Manual. The manual aims to train animators and child protection staff through modules grouped into three levels: 1) facilitating training, 2) basic concepts for intervention, and 3) animator competencies. Each module explains what the topic is, why it is useful, and how to use it, with accompanying workshops and materials. The introduction explains that the manual was developed for field use and is meant to be used as a practical tool alongside other resources. It provides an overview of the document structure and contents.
Supporting Employability through Self Development - Toolkit NGO THY
This toolkit brings a compilation of workshops
that can be used on different youth activities
on the topics of unemployment, employability,
entrepreneurship and intercultural learning.
The toolkit has been created as a result of the
intensive work by participants and trainer's
team during the Training Course and Seminar
“Supporting Employability through Self
Development”, as well as during the local level
workshops.
It is a toolkit made by participants of the project “Supporting Employability through Self
Development”.
- The participants designed and implemented workshops in small groups during the Training in
order to discover and create new tools and methods of non formal learning.
- The workshops were tested on the rest of participants, improved and prepared to be published by participants after the training course.
- Participants also tried out these workshops on local follow-up activities and included their
improvements and proposals into this toolkit.
- It serves as a manual for youth workers and youth leaders and it is free of charge.
This document outlines a "PEACEsible" project by Grupong Makabansa to mainstream peace building strategies into the National Service Training Program (NSTP). The project consists of 12 strategies including leadership training, field exposure, conflict resolution workshops, simulation exercises, establishing a multi-faith student center, service-learning projects, collaborating with NGOs and experts, using technology to promote unity, peace building competitions, evaluation and reflection, incorporating peace education through case studies and role-playing, and engaging the community through cultural exchange and service. The overall goal is to provide students with experiences and skills to contribute to peace in their own communities.
Introduction to 41st SSEAYP Discussion ProgramAsri Wijayanti
This document provides an overview of the discussion program for the Southeast Asia Youth Program (SSEAYP). It describes the purposes of discussion activities, which include deepening understanding, promoting mutual understanding, and improving presentation skills. It outlines the proceedings of discussion activities, which take place before, during, and after the country programs in Japan and Brunei. The document also details the eight discussion group themes, such as youth entrepreneurship, environment, and health education. Finally, it explains the roles and organization of the discussion steering committee.
This document outlines a membership strategy for WAGGGS. It discusses increasing membership through establishing new local groups, guiding more events, and knowledge-based management using data and research. The strategy will be implemented through short and long term plans at various organizational levels, using toolkits, training, and communication. Key aspects include motivating volunteers, recruiting members, arranging facilities, and applying rules and procedures to achieve the vision of empowering all girls and young women.
Here are some tips for presenting new information in an engaging way:
- Make eye contact with different participants as you speak to involve them.
- Use a variety of facial expressions to match what you're saying. Smile when appropriate.
- Stand up straight with open body language like facing participants directly.
- Use hand gestures to emphasize key points but don't fidget or put hands in pockets.
- Move around the space instead of staying planted in one spot. Change positions.
- Speak clearly at a moderate pace and vary your tone of voice for emphasis.
- Be enthusiastic! Let your passion for the topic come through in your voice.
- Limit slides with lots of text.
Wp15 life & livelihood skills final 030606Mumbaikar Le
This document discusses introducing life and livelihood skills into the school curriculum in Ladakh, India. It defines 10 core skills including communication, creativity, critical thinking, and computer skills. It recommends short-term pilots of activity-based learning, establishing student committees to discuss school issues, and adding supplements to textbooks to explore these skills over the medium to long-term by integrating them into the broader curriculum. The goal is to empower youth with skills for confidence and competence to better adapt to a changing environment and economy.
The document provides a summary of a leadership development program called the Senior Leadership Development Program (SLDP) delivered by I Train Consultants for World Vision Bangladesh.
The key points covered are:
- The program included assessments, workshops, coaching and projects to develop leadership skills of 30 mid to senior level professionals over 1 year.
- Feedback from participants was overwhelmingly positive, averaging 94%.
- Participants implemented projects focusing on areas like improving processes, upskilling teams, and increasing community engagement. Many projects were successfully completed.
- Facilitators observed significant development and a willingness to learn and implement skills among participants. They recommend more focused sessions for future programs.
1. This document provides examples of participatory monitoring and evaluation methods used by NGO partners in Karnataka and Tamil Nadu, India.
2. Participatory monitoring involves community members regularly observing and recording changes over time related to development projects. Evaluation assesses achievements and impacts at the end of a project or at mid-points.
3. The examples illustrate tools like transect walks, spider web diagrams, participatory mapping, photographic comparisons, matrix ranking and more to empower local people to monitor and evaluate natural resource management and other community development activities.
Similar to Dipecho v aan reflect tot report_detail_sept_arp (20)
Dipecho v news letter 6th edition- april10edmnepal
The document discusses advocacy efforts by DIPECHO partners in Nepal to promote disaster risk reduction. It mentions:
1) The partners work together on joint advocacy initiatives such as marking international days like UNISDR day and Earthquake Safety Day to raise awareness and pressure the government to prioritize DRR.
2) They are producing advocacy tools like a documentary and radio programs focusing on Nepal's National Strategy for Disaster Risk Management and the Hyogo Framework to underline Nepal's DRR commitments.
3) Individual partners like ActionAid, CARE Nepal, Danish Red Cross are also advocating to influence policies and practices at national and local levels to mainstream DRR and ensure vulnerable people's rights are protected in policies
Dipecho v news letter 5th edition- march10edmnepal
The document discusses capacity building efforts for disaster risk reduction in Nepal. It describes several organizations' projects that focus on building the capacities of communities, local governments, and other stakeholders. Key points:
- Action Aid's project enhances knowledge and skills through trainings, develops community disaster management committees, orients local leaders on disaster risk reduction, and advocates for stronger policies.
- CARE's project builds communities' capacities for risk reduction through its SAMADHAN project.
- Several other organizations like Danish Red Cross, Handicap International, Mercy Corps, etc. also undertake capacity building initiatives through community trainings, strengthening local systems, and scaling up early warning systems.
Dipecho v news letter 4th edition- january10edmnepal
The newsletter discusses mass sensitization activities carried out by DIPECHO partners in Nepal to raise awareness about disaster risk reduction. It provides brief summaries of initiatives by different organizations, including using radio, TV, street dramas and community meetings. The partners aim to disseminate information and influence thinking to build resilience through transforming attitudes and encouraging collective action. The third priority of Nepal's National Strategy for Disaster Risk Management is to conduct awareness raising and information dissemination to build national and community resilience to disasters.
Dipecho v news letter 3rd edition- nov 2009edmnepal
The document summarizes events in Nepal for International Day for Disaster Risk Reduction in October-November 2009. It describes a two-day symposium and people's rally coordinated by DIPECHO partners that culminated in the demand for an immediate disaster risk reduction and management policy in Nepal. Key events included a symposium where affected community leaders shared experiences, a convention where a large crowd demanded a DRR policy, and an exhibition illustrating DRR projects. The people's declaration calling for a DRR policy framework was handed to the President of Nepal.
Dipecho v news letter 2nd edition- oct 09 aaedmnepal
The document discusses community mobilization approaches used by various organizations working on disaster risk reduction in Nepal. It provides examples of how organizations are mobilizing communities in inclusive and participatory ways to assess risks, develop disaster preparedness plans, and build local capacity and leadership. Key approaches discussed include forming inclusive disaster management committees, conducting vulnerability and capacity assessments, developing community disaster preparedness and response plans, providing trainings, and using methods like street dramas and mock drills to raise awareness. The goal is to empower communities to identify and address their own disaster risks through collective action.
Dipecho v combined national launch press releaseedmnepal
The document summarizes the launch of disaster risk reduction projects in Nepal funded by the European Commission's Humanitarian Aid department. The Minister of State for Home Affairs said the government is committed to strengthening disaster risk reduction policies to protect vulnerable people. The 3.1 million euro projects aim to build the capacities of local communities to reduce the impacts of disasters on lives and livelihoods. They will train over 3,000 youth in emergency response skills and form task forces for disaster response. The projects also seek to establish early warning systems and small-scale mitigation efforts to strengthen national disaster management.
The National Symposium on DRR Policy Framework in Nepal had the following key outcomes:
1. Over 165 participants attended, mostly representatives of affected communities, to share testimonies and discuss developing a strong DRR policy framework.
2. The Secretary of the Ministry of Home Affairs committed to revising the Disaster Management Act and Policy according to the National Strategy for Disaster Risk Management and enacting them as soon as possible.
3. Presentations were given on the disaster scenario in Nepal, developments in DRR policy and framework, and how communities are disproportionately affected. This informed discussions on developing a people-centered DRR policy framework.
4. The discussions resulted in a joint
Dipecho v aan vdc secretary drr orientation workshop reportedmnepal
The document summarizes an orientation workshop held by ActionAid Nepal for Village Development Committee (VDC) Secretaries on mainstreaming disaster risk reduction (DRR) into local development work. Over three workshops held in June-July 2010, 161 VDC Secretaries and local officials were introduced to DRR concepts and Nepal's National Strategy for Disaster Risk Management. Participants learned how to incorporate DRR into local planning and budgets based on Ministry of Local Development guidelines. An evaluation found the workshops helped the VDC Secretaries understand DRR and commit to revising plans and budgets to prioritize DRR activities.
Dipecho v aan project orientation workshop summary reportedmnepal
The document summarizes a project orientation workshop held in July 2009 in Chitwan, Nepal. The workshop aimed to orient partners on the DIPECHO funded project "Surakshit samudaya II: Building disaster-resilient communities, Nepal". Over three days, project objectives, activities, timelines, and implementation plans were discussed in detail. Partners finalized work plans and understanding of mainstreaming disability into disaster risk reduction efforts. The workshop also helped establish collaboration between project partners and set monitoring and reporting procedures.
Dipecho v aan hfa drr orientation brief reportedmnepal
This document provides an orientation report on workshops held in Nepal to raise awareness of the Hyogo Framework for Action (HFA) and disaster risk reduction (DRR). It summarizes:
1) ActionAid Nepal held four workshops in two districts to sensitize government officials, NGO leaders, politicians, and journalists on HFA and mainstreaming DRR.
2) The workshops presented on DRR concepts, HFA priorities, Nepal's disaster context, and ActionAid's DIPECHO project. Evaluations found the workshops effectively increased understanding of DRR and the need for stronger policies.
3) Over 170 people participated across the workshops. Evaluations indicated increased awareness of DRR and support for integrating it
(1) The document summarizes the first review meeting of an ActionAid Nepal disaster risk reduction project funded by the European Commission. (2) It provides an overview of the project goals, activities undertaken in the first 5 months, and key discussions at the meeting including reviewing project performance and management, collecting stories of impact, and planning next steps. (3) The meeting helped enhance teamwork, identify challenges, and adjust work plans and targets for the remaining project period with the goal of further building disaster resilience in target communities.
Dipecho v aan drr tool kit launching brief reportedmnepal
The DRR Toolkit for Constituent Assembly members of Nepal was launched on February 24, 2010. The toolkit was developed through a collaborative effort between various stakeholders to inform and sensitize policymakers on disaster risk reduction. It contains fact sheets on disasters in Nepal, the National Strategy for Disaster Risk Management, and other key information. Over 1,000 copies of the toolkit were distributed to assembly members, government officials, and other stakeholders with the goal of strengthening Nepal's legal and policy framework for disaster management and protecting development progress. The launching event was well-attended and key speakers emphasized the importance of coordinated action and long-term planning on disaster risk reduction issues.
Dipecho v aan article for capacity development aanedmnepal
The document summarizes the capacity building activities of the Surakshit Samudaya II project in Nepal, which aims to build community resilience to disasters. Key activities included assessing communities' knowledge of disaster preparedness, hazard mapping, training over 150 disaster management committee members and volunteers, first aid training for 48 young volunteers, and orienting 171 government authorities on disaster risk reduction. The capacity building efforts have empowered community members to advocate for their disaster-related rights and needs.
Anita Sada is an active member of the Disaster Management Committee in her village in Nepal. Through training from the DIPECHO project, she educates community members on disaster preparedness and response. During floods, she helped rescue and support vulnerable people, especially women and girls. Anita believes the project has strengthened community capacity and organization, and that the committees will continue their work even after project support ends by demanding resources from local authorities.
The document summarizes a training report on Participatory Vulnerability Analysis (PVA) conducted for staff of ActionAid and Practical Action involved in a disaster risk reduction project funded by DIPECHO in Nepal. Over five days, the training aimed to build the capacity of participants to facilitate PVA in communities to understand vulnerabilities, their causes and effects, and develop action plans to reduce risks. Methods included lectures, group work, field visits and practicing tools like hazard mapping. Participants felt the training effectively achieved its goals of enhancing their skills in participatory approaches to disaster risk reduction.
The document provides an update on the progress of ActionAid Nepal's DIPECHO project from July-August 2009. Key updates include:
1) All staff positions for ActionAid Nepal and four partner organizations were filled and an orientation workshop was held.
2) The national launch of the DIPECHO V project was held in August 2009 with over 80 participants attending.
3) Project launches were held in the two project districts of Banke and Sunsari.
4) Capacity building trainings were provided to project team members, including REFLECT and PVA trainings.
5) Community mobilization and group discussions with communities have begun in project areas.
This document provides information on disaster preparedness for the month of April. It lists possible disasters such as floods, landslides, thunderstorms, and hot winds. It also provides tips for preparedness including protecting and planting forests to control floods, clearing debris from drains, and avoiding flood-prone areas. The calendar aims to increase awareness of disasters and preparedness measures.
This document provides a summary of activities and achievements of the DIPECHO Project "Surakshit Samudaya II" from July 2009 to February 2010. Key achievements include:
1) Training community members to enhance disaster preparedness capacity and form disaster management committees and REFLECT circles in target communities.
2) Advocacy efforts to influence national and local DRR policies, including launching the project, celebrating international days, and developing a DRR policy toolkit.
3) Increasing awareness of disaster preparedness methods through community vulnerability assessments, knowledge surveys, and radio programs.
4) Initiating small-scale mitigation projects like retrofitted buildings and bio-dikes with community and government support.
This document summarizes several DIPECHO projects in Nepal funded by ECHO. It provides details on 7 different projects, including their location, timeframe, budget, objectives, overview and expected results. The projects focus on building community resilience to disasters through activities like awareness raising, training, early warning systems, and small-scale mitigation structures. The overall goal is to help vulnerable communities in Nepal better prepare for and respond to natural hazards.
1) A study in Turkey found that 50% of injuries during earthquakes are caused by non-structural factors like falling furniture, which simple preparedness measures could prevent.
2) The DIPECHO program in Nepal connects different groups in society to build partnerships and contribute to disaster risk reduction through community preparedness, response, and legal protections.
3) Local knowledge plays an important role in mitigation and response to disasters through practices like storytelling, songs, and traditions passed down over generations. Documenting these practices can help external actors understand risks and solutions.
1. "SURAKSHIT SAMUDAYA II:
Building Disaster-Resilient Communities, Nepal"
TRAINING REPORT
REFLECT TRAINING OF TRAINERS (TOT)
8-15 August, 2009
VDRC Training Hall, Nawalparasi
Funded by: ECHO
Training organized by
Co-financed by: AusAID ACTIONAID NEPAL
2. TABLE OF CONTENTS
Part I: SUMMARY REPORT
Background
Training Objectives
Training Methodology
Training Evaluation
Conclusion & Recommendation
Part II: PROCEDURAL REPORT
Day 1: Introduction, Objectives, Development and DRR
Day 2: Review, Education, REFLECT, and Participatory Methods
Day 3: Power Relation, Power Mapping and RBA
Day 4: Social Justice, Context Mapping, and Disaster Ranking
Day 5: Problem & Issues, PRA tools, PWD Mainstreaming and AAN/
DIPECHO Project Overview
Day 6: Gender and Women's Right, Advocacy & Campaign, DM
Cycle and DMC
Day 7: Education right, Communication and Micro-teaching
Day 8: REFLECT Management Committee, Role of DMC and RF,
Training Evaluation and Work plan
Part III: ANNEXURE
Annex 1: Training final evaluation compiled
Annex 2: Participants list
Annex 3: Training schedule and contents
Annex 4: Training Handouts
2
3. Part I: SUMMARY REPORT
BACKGROUND
ActionAid Nepal is implementing a project titled Surakshit Samudaya II, a DIPECHO
project in three disaster prone districts of Nepal, towards building safer
communities through disaster management. The objective of the project is to
strengthen capacities of community and local institutions for reducing impact of
disasters and ensuring rights of disaster vulnerable people. In the project, REFLECT
is being applied as the community mobilization and empowerment tool to generate
participation and grassroots ownership.
AAN has started applying REFLECT in disaster related issues, utilizing its inherent
strength to mobilize and empower and empower the vulnerable groups, linking their
struggle to cope with disasters to their ability to access and exercise their human
rights.
In order to initiate REFLECT in the field level, a training of trainers on REFLECT was
organized during 8-15 August, 2009 in VDRC Gaidakot, Nawalparasi to 22
participants, the REFLECT facilitators and other staffs of DIPECHO partner NGOs
and DIs. The number of female participants is 13.
Dhruba Thapaliya was the lead facilitator in the training. The inputs and support in
the training on Disaster Risk Reduction were provided by Shyam Sundar Jnavaly
and Ashok Raj Pokharel. Likewise sessions in Education rights and issues were
taken by Ram Sharan Sedhai ; campaign by Sona Lal Chaudhary, Women’ s rights
by Mona Sherpa and Mainstreaming PWD in DRR by representatives of Handicap
International. P.V. Krishnan introduced about overall project objectives, results and
strategies.
TRAINING OBJECTIVES
The objectives of the training were;
• Orient the participants on the Rights Based Approach to DRR/CBDP; enabling
and empowering the community to take action for the protection and security
needs of the vulnerable groups in the society
• Develop capable facilitators/activist by imparting the knowledge and
understanding on REFLECT: the concept, importance, learning process to take
catalysts role for the Surakshit Samudaya II in the area.
• Enable the participants to facilitate DRR focused REFLECT Circle and mobilize
community to lead the DRR led REFLECT and PVA process
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4. TRAINING METHODOLOGY
The training was organized in highly participatory method, encouraging each and
every participant in discussion, self-analysis, presentation and different roles &
responsibilities. The methodologies used were
presentation, brain storming, pair wise
discussion, group discussion, role plays, debate,
micro-teaching, songs, and games. The
documentaries regarding Disaster awareness,
PVA methods, Climate change, and Reflect
process were shown and discussed in the
evening and during the session.
The materials used during the training were
Meta card, newsprint, brown paper, LCD, Laptop, and documentary films. The
handouts of the each session were also provided to the participants. Some
reference books like Prakop Mala Series and Education Act were also distributed to
the Reflect Facilitators.
Methods Used in Trainings
Self Analysis Pain and Pleasure in individual Life, Three self-characterstics (Merit
and Demerit)
Name of the Documentary shown
Prakopko Pida, AAN-30 mins, Disaster Management in nepal /AAN-30 mins,
Emergency Response to Nepal Flood/ AustCare-15 mins, PVA Process in
DRR/AAN-20 mins, Asahaj Kampan/Kantipur-15 mins, Chetana/ECO Nepal-
15 mins, Climate Change/REUKYI-15 mins and Paribartan Ka Pailaharu-30
mins
Games Disaster & DRR Game, Name Game, DM Management Cycle, and Group
Division Game
Role Play Practise of conducting REFLECT center, Demanding relief with CDO,
Unsuccessful attempt to gain political interest in relief distribution
Song Gaun Gaun Bata Utha, Reflect Ka Dip Jalana Hey, Hami pugne thaun
Debate Disaster and Development, Educated and Literate person
Micro-teaching
REFLECT Tools introduced
Social Map, Resource Map, Vulnerability Map, Role Play, Discussion, Problem Tree, Game,
Self analysis, Documentary, Posters, Flip Chart, Problem Ranking, Seasonal Calender,
Venn Diagram, Context Analysis, Power Analysis, Self-study (Related Laws, Policies)
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5. TRAINING EVALUATION
The training was evaluated in two ways-group presentation and individual
evalutaion format. At the last day, last session, the participants were divided in two
group and evaluated the strength and area of improvement of the 8 days long
training and enlisted below.
Strength of training Area of improvement
• Training methods were clear and well managed • Time was Insufficient to cover
the proposed topics in detail
• Simple and precise facilitation
• Training manual should be
• Topics were relevant provided to the participants
• Discussion method, practical exercise, role play • Would be effective if bags, caps,
and documentary display method were good t-shirt was provided with
introduction of DIPECHO V
• Good arrangement of food and accommodation
• Would be good if provided
• Clear vision about related topics with support opportunity of visiting places in
of trainer /DIPECHO team one/half day during training
period
• Sharing and participatory learning
• Simple language used in training
• The concept on PWDs and handicapped was
cleared
• Participants had good participation
• Closeness between participants and facilitators
• Well informed about DIPECHO V project
• Effective training for personal development
• Opportunity to sight-seeing
CONCLUSION & RECOMMENDATION
Training is said to be successful and effective when its learning are practised in
ground realities. Training helps to reveal bitter realities and sufferings of
community, helps to achieve specific goals and reach to set destination.
As participants are representing right holders, issues raised by them will contribute
greatly for achieving desired goals. The change in attitude and behaviour of
participants was also remarkable. According to reflect and popular education
concept for gearing up people's standard of living and livelihood and to carry out
the campaign on disaster affected community, strong determination of partner
organization is a must. Likewise, continual co-working and regular monitoring is
also required. Participatory vulnerability Analysis training will more focus on
5
6. participatory tools and procedure and its practical exercise. It is believed that the
practice of participatory tools and procedure help to raise reality based issues.
It is expected that partner organizations will help to make available resource
materials like books, audio-visuals, posters, pamphlets, international treaties,
declarations, constitution, rules and regulations in regards to disaster management
to use as reference materials while facilitating reflect centres. Similarly,
environment will be created to make aware about citizens' rights. It is also believed
all partner organizations will pay special attention on regular monitoring,
disseminating information which help to make the reflect effective and solving
problems tactful.
For operating campaign only training is not effective but the continual comments
and complements on the issues raised to boost self confidence and spirit of disaster
affected and suffered people. Therefore, monthly interaction between support
organization and facilitator is to be managed for better activation. It will be more
effective and helpful to raise issues by organizing regular meeting and interactions
with facilitators, reflect circle support committees. After the interval of 4-6months,
refresher training if organized will be fruitful.
Finally, training was able to incorporate disaster issues along with conceptual
framework of REFLECT. Expectations and curiosities of participants were given
priorities. All facilitators had played vital role in order to make the training effective
and successful. In totality, training was found to be effective and fruitful.
Understanding of participants on the contents of discussion was changed
throughout the training period. Their confidence in later presentations was
encouraging.
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7. Part II: PROCEDURAL REPORT
DAY 1
OPENING AND OBJECTIVES
The training program started by Ashok R. Pokharel, Project Officer, DIPECHO
welcoming the participants, giving details of participants, knowhow about funding
agency and implementing agencies, and finally wishing everyone a great learning
event. Then Shyam Sundar Jnavaly, Assistant Project Manager shared the objective
of the training and its linkage with DRR (Disaster Risk Reduction). He stressed that
REFLECT is being applied as the community mobilization and empowerment tool to
generate participation and grassroots ownership.
The objectives of the training were presented and discussed. They were:
• Orient the participants on the Rights Based Approach to DRR/CBDP; enabling
and empowering the community to take action for the protection and security
needs of the vulnerable groups in the society
• Develop capable facilitators/activist by imparting the knowledge and
understanding on REFLECT: the concept, importance, learning process to take
catalysts role for the Surakshit Samudaya II in the area
• Enable the participants to facilitate DRR focused REFLECT Circle and mobilize
community to lead the DRR led REFLECT and PVA process
PARTICIPANTS' INTRODUCTION
The training started with the introduction between the participants and facilitators.
The participants were requested to give short information on the following aspects:
Name and role of participants with their area of work
Name of their organization
Define poor and excluded (oppressed) people based on their
understanding
TIME AND MANAGEMENT TEAM
For the smooth operation of training
some rules and regulations were set Lunch
up in a participatory way. At the same
time the day leader, reporter,
Tea /
evaluator and entertaining team for
break
the day were agreed to select in a
participatory way before the session Tea /
starts. The participants also agreed to break
start the session at 8 AM and end at 6
PM. Start
Snacks /
End break
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8. EXPECTATION COLLECTION
Expectations were collected from individual basis using meta-cards and presented
in a plenary. The expectation was basically on getting skill to conduct Reflect
center, knowing about disaster preparedness, concept of poverty and development,
Right based approach, child labor and so on. The facilitators clearly mentioned
about contents of the training, and expressing inability to discuss on child labor
issue separately.
SELF ANALYSIS
Individual self-analysis was done focusing on the happiness and sorrowful
events/moments of the participant's life. The analysis was done using the tool
'Jeevan Ganga' (life-river). 11 participants shared their experience on joy and pain.
The facilitator described that this is very useful tool in the REFLECT to open up the
participants and finding the issues.
BRAIN STORMING
A silhouette of two human head was shown and the participants
were asked to give their views on it – what they had seen – 11
types of objectives were identified by the participants – it was
symbolized how things can be analyzed and interpreted.
UNDERSTANDING DEVELOPMENT
Participants were asked to give their opinion or ideas on improving the lives
development of the poor and excluded (oppressed) people. They were divided into
5 groups and work on the topic then they presented their views. Interaction was
held among them on the issues raised by the participants. After the group
presentation a concept of development and development approaches; Relief-;
reform- and rights-oriented was presented (by the facilitator) and discussed.
DRR AND DEVELOPMENT
• Interaction on Disaster, Hazard, Risk, and Vulnerability was done. An
example of old bus and passengers sitting in the roof was taken as
illustration for the disaster, hazard, risk and vulnerability.
Disaster- The serious disruption of functioning of society, causing
widespread human, material or environmental losses, which exceed the
ability of the affected communities to cope using their own resources.
Disaster occurs when the negative effects of hazards are not well managed.
Hazard- An event or occurrence that has the potential for causing injuries to
life and damaging property and the environment
Risk-The probability that negative consequences may arise when hazards
interact with the vulnerable areas, people, property and environment
8
9. Vulnerability- A concept which describes factors or constraints of an
economic, social, physical or geographic nature, which reduce the ability of a
community to prepare for and cope with the impact of hazards
• A game was exercised on how disaster affects development
• The realm of Development and disaster – if not planned properly,
development can invite disaster or increases vulnerability and disaster also
results in development in its aftermath
• Stop, stem, resist and flee – preventive measures and minimization
DAY REVIEW
The whole day was Participants' Reflection (Day 1)
reviewed focusing on
the contents, Realized suffering and experiences are key to success
tools/methods used, The detail study of subject matter is far more better than
participation and surface study as it leads towards the reality
areas for Information on development and its concept were given
improvement for the Development and disasters are found to be interrelated.
following day. The Development decreases the vulnerability and its effect only
session was ended when it is properly carried out and if proper care is not
given while the implementation of development it can even
with the remarks of
increase the potential of disaster
the day leader.
The reflection was collected in Meta cards. The participants reflected on most
striking portion of the day or learning. Participants were impressed on the Life River
and Development and DRR nexus.
DAY 2
REVIEW OF PREVIOUS DAY
The second day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants. The report contained key
learnings.
EDUCATION AND LITERACY
An understanding on the education and literacy was developed from the discussion
with the participants based on the Paulo Frere's definition of literacy and education.
The difference between education and literacy was largely discussed. A debate
between two groups about literate and educated person made clarity on literacy
and education.
TYPES OF EDUCATION
A discussion was held to aware the participants on formal, informal and non-formal
education. The group expressed their views that learning is the lifelong process and
gained from formal, informal and non-formal education. The formal education is
more structured and valuable whereas the informal is based on the
nevents/experiences. The third one is gained through the non-formal setting where
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10. people are free to set time, subject for discussion, facilitator and place according to
their circumstances.
POPULAR EDUCATION CONCEPT AND PRACTICES
An understanding on the popular education; concept and practice was developed
from the presentation and discussion with the participants. Jaya prithvi bahadur
Singh, Yogmaya, Gautam Budda, Paulo Freire and Mahatma Gandhi are
encouraging personality of popular education. In Nepal Popular education was
initiated by Actionaid Nepal in 2006.
REFLECT INTRODUCTION AND HISTORY
REFLECT is a method to community empowerment, issues movements and literacy
where:
RE = Regenerated
F = Frerian
L = Literacy
E = Empowering
C = Community
T = Techniques
REFLECT = Regenerated Frerian Literacy through Empowering Community
Techniques'
Late Paulo Frery in Brazil first used the method in 1950s. In Nepal Reflect was
initiated by Actionaid Nepal in 1994. Since Reflect approach focuses on the
empowerment of the community this approach has been adopted by many I/NGOs
in the country.
PARTICIPATORY METHODS AND TECHNIQUES
An understanding on the participatory method and techniques and its importance,
use of social map, resource map and vulnerability map were discussed. Then the
discussion lead to issues identifying, rise and action process through mapping in
REFLECT centre.
DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 2)
focusing on the contents,
tools/methods used, PRA was introduced which helped in making the
participation and area for use of maps in the reflect procedure.
improvement for the Documentary based on vulnerability mapping
following day. helped to explain mapping in community.
Concept of education and literacy and Frerian
thoughts are even useful
Concept on popular education was made clear
10
11. The session was ended with the remarks of the day leader. The participants'
reflection contained impression made by tools on Participatory Vulnerability Analysis
and the documentary shown about the process. Participants were able to
distinguish about literacy and education with the help of debate game.
DAY 3
RECAPPING OF PREVIOUS DAY
The third day started at 8 AM as usual with report presentation by the reporter and
evaluator and roles transferred to new participants.
POWER, POWER RELATION AND POWER MAPPING
An understanding on the power, power relation, types
of power and empowerment from the presentation and
discussion with the participants. Use of Venn diagram
(chapati/roti chitra) for analyzing the power relation of
a person in a village was discussed, demonstrated and
practiced. Participants are made aware on the
importance of power analysis before starting rights
based campaigning. The demonstration exercise was
done.
RIGHT BASED APPROACH
An understanding on the rights based approach was formed through presentation
and discussion with the participants. The presentation included poverty, causes of
poverty, rights, access, and control and use of public resources. The five causes of
poverty-patriarchy, globalization/privatization, neo-liberalism, conflict and disaster,
and ineffective governance, were discussed in detail to make understanding about
citizen rights.
RIGHTS AND DRR
• Human Rights, Disaster Victims Right, and
Government’s Relief Provision were presented
• In DRR, government works through legal
provision and as a duty; UN organizations/ICRC
work as their mandate, whereas the NGOs work
through their code of conduct. It is right of
citizen to exercise their human rights in any
situation.
• Three groups were given three different themes
basically on demanding compensation from the
government to disaster victims. Very good role
plays were done, and feedbacks provided.
11
12. DAY REVIEW
The day ended as Participants' reflection Day 3
usual giving remarks
Change is not possible without social movement
by day leader.
Known about state provision for disaster victims
Clear about empowerment and rights; added energy to
empowerment; strong organization of right holders is
essential to lead right campaign.
It was relevant how to analyze power relation
Role play for disaster victims claiming rights was
effective
DAY 4
RECAPPING OF PREVIOUS DAY
The fourth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
SOCIAL JUSTICE AND INJUSTICE
Participants divided in 5 groups, discussion in social justice, injustice and
presentation.
Presentation and interaction with participants on social justice, injustice
DOCUMENTARY SHOW
Documentry shown on Prakopko Pida and Disaster Management in Nepal.
Interaction on documentry
CONTEXT MAPPING
Participants work on groups to map context
relating to disaster – divided into three
groups. Participants presented more on the
information of the community. The
facilitators tried to push participants further
to think and analyze in depth with causes
and consequences.
Discussion on Identifying Problems was
followed
DISASTER AND PROBLEM RANKING
A PRA (Participatory Rural Appraisal) tool – 'Pair wise ranking' for analysing
and ranking the problem was discussed. The facilitator demonstrated one
example of disaster ranking to make clear on the process.
Discussed on Importance and use of DRR ranking in the REFLECT centre.
12
13. DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 4)
and ended with the remarks
Understing about social justice and injustice
of the day leader.
Context mapping exercise increased our
confidence to analyze our context.
We have to focus marginalized community i.e.
poor, dalits, janajatis, women and children in our
program.
DAY 5
RECAPPING OF PREVIOUS DAY
The fifth day started at 9 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
PROBLEMS AND ISSUES
Understanding developed about problem and issues and their between
difference. An example was presented to distinguish problem and issues. It
was understood that the REFLECT facilitator should focus their work on
identifying issues that has influence in the larger mass rather than individual
problems.
TIME LINE
Discussed on importance and use of time line in the REFLECT centre. Time
line in disaster management is basically used in understanding the history of
disaster, types of disaster, and frequency of disaster. It helps in planning,
and prioritizing the interventions.
SEASONAL CALENDER
Discussed on Importance and use of seasonal calendar in the REFLECT
centre. It was discussed that there are number of uses of seasonal calendar.
In disaster management, it could be used in tabulating seasonal disasters,
and preparedness measures taken prior to the particular season.
PROBLEM TREE
Discussed on Importance and use of problem tree in the REFLECT centre. It
was discussed that problem tree always gives the causes and effects of any
problem, which is helpful in devising solution. An example of problem tree
was shown to make clarity on making problem tree and use of it.
PWD MAINSTREAMING IN DEVELOPMENT
Brief introduction of Handicap International and its works
Introduce of DRR project objectives and working modalities of HI
A discussion was held to aware the participants on disability
Orientation to use of IEC materials and fill in the forms for collecting data on
disabled people in the project implemented areas disability is a state but not
13
14. the condition of a person i.e. missing of some limbs or dysfunction of some
organs
BRIEF INTRODUCTION OF DIPECHO V
Project Manager PV Krishnan introduced DIPECHO project objectives and
working modalities. The desired project achievement as he explained were,
forming strong DMC networking with government, trained volunteers in all
areas, changed mindset of people, aware people on their rights, and small
scale model mitigation works with maximum local resource mobilization. He
stressed that REFLECT facilitators should have combined characterstics of
motivator, teacher, enabler and activist.
DAY REVIEW
The whole day was
Participants Learning (Day 5)
reviewed-making head,
hand, heart and leg We have to give more priority on issue based
feeling of the day. It was discussions while facilitating reflects circles.
ended with the remarks Problem ranking exercise helped to know the steps
of the day leader. of discussion on problems.
Subject matter on disability helped to be sensitized
From participants on people with disability.
reflections, they were More clarity about DIPECHO and its program
more concerned about It was interesting the use of IEC.
raising issues that
captures problems of many rather than individual problems. They were clearer
about DIPECHO project strategies and working modalities. The use of IEC was
clearly practiced.
DAY 6
RECAPPING OF PREVIOUS DAY
The sixth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
GENDER AND WOMEN'S RIGHTS
Mona Sherpa took session on Gender, Women's
Rights and DRR
Discussed about women's rights
Linkage between disaster and women violence
Case study interaction within group and
presentation.
Presentation on legal provision against women
violence
14
15. ADVOCACY
Plenary discussed about advocacy
Presentation on advocacy and discussion on it
Discussed of area of advocacy and issues analysis process
DISASTER MAANGEMENT CYCLE, DMC FORMATION AND ROLES
Presentation on disaster management cycle and DMC formation process
Role play of DMC members by participants and discussed
CAMPAIGN AND ACTIVISM
Presentation on Campaign and activism
Understanding developed about campaign and activism by group exercise
and plenary discussion.
DAY REVIEW
The whole day was
Participants' reflection (Day 6)
reviewed and ended with
the remarks of the day Clarity on advocacy and its procedures
leader. Discussion on role of DMC and its formation process
raised our confidence level so that we can facilitate
According to participants this process in our community.
reflection written in Meta Prevailing laws against women and women rights
card; they were confident were discussed.
in procedures of DMC Clarity on role of reflect facilitators in community
formation. Prevailing laws Community lead campaign for ensuring human
rights of all is a most.
on women and women
rights were touchy to the
participants. The role of Reflect Facilitators was made clear through presentation
and discussion.
DAY 7
RECAPPING OF PREVIOUS DAY
The seventh day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
EDUCATION RIGHT
Sharing on education strategy of Actionaid, Nepal
was carried out by Ram Sharan Sedhai. Focused
in quality, universal, basic rights in education.
Discussed on Education Policies and Act
Distributed education policy and Act and
discussion with group. The major articles and
clause of the Act were made clear to the
participants
15
16. COMMUNICATION AND PRESS RELEASE
Discussed on objective of communication advocacy
Understanding developed on mass communication
Group exercise on Press Release - four groups made presentation on the press
release mainly related to the disasters happening in the community.
Tips on Press Release
• Press should be written in the letter head for
eligibility
• Date, Press Release Title
• Date line (Place and Date)
• Objectives of the event, contents, conclusion
• For contact: Name, Phone, Email
• Sentence should be short, and precise
METHODS OF PARTICIPATORY DISCUSSION
Techniques of questioning was discussed focusing on 'What', 'Why' and
"How'.
Practice on open ended and closed questions was done.
The practice was done focusing on 'Five Finger Principal' – What (Subject),
Why (Reason/objectives), Experience, Realization and Evaluation (what
next?)
MICRO-TEACHING
Participants were divided in three groups –first group[s role was feed back
team, Second group's role was Participants of REFLECT center, third group
member was facilitator.
Four participants were role play on facilitators of REFLECT centre.
DAY REVIEW
The whole day was reviewed Participants' Reflection (Day 7)
and ended with the remarks of
Model exercise enriched facilitation skill of
the day leader.
participants
Acquired skill to prepare press release.
Micro-teaching exercise was Informed about information communication
fascinated by all participants act
which boosted confidence for Conceptual clarity on village education
running REFLECT centers. The committee and mobile school.
skill on press release was Informed about school fees.
provided by the facilitator and Learnt process and procedures to facilitate
exercised on it made
participants somehow clarity in writing the press release.
16
17. DAY 8
RECAPPING OF PREVIOUS DAY
The eighth day started at 8 AM with the report presentation by the reporter and
evaluator and roles transferred to new participants.
Reading and writing Practice
Interaction about reading and writing method of the REFLECT centre
OTHER PARTICIPATORY TECHNIQUES
Understanding developed on the case study, group songs, poem,
documentary show, poster and pamphlets show and discussion techniques
which is uses in REFLECT centre that carries message for the improvement of
the vulnerable poor people.
Apart from these techniques, the immediate problems faced by the
participants and observation could also be a discussion topic in the centre.
MICRO-TEACHING
Participants were divided in three groups –first group[s role was feed back
team, Second group's role was Participants of REFLECT center, third group
member was facilitator.
Documentary shown of Climate Change
Three participants were role play on facilitators of REFLECT centre basis on
documentary.
ADULT LEARNING PRINCIPLES
Presentation and discussed on adult learning principle. In the session, the
basic discussion was on the characterstics of adults and things to be
remember in learning process with adults.
VARIOUS NAME OF REFLECT CENTERS
Participants come out with the name of
Participants' Reflection (Day 8)
Reflect Center with meanings.
Samana Reflect Kendra, Sunaulo Reflect Learnt process and procedures to
use audio-visuals in reflect circle.
Kendra, Parbati Chhalfal Kendra, Prakop
Discussion based on real event will
Pidit Chhalfal Kendra, Sahabhagimulak be more effective to draw attention
Sikai kendra, Samuhik Chhalfal Kendra, of participants in reflect circle.
Samaj Kalayan Reflect Kendra, Prakop Prepared action plan make easy to
Sachetana Bahas kendra, Samuhik motivate for community action.
Janchetan Kendra, Samudayako Prakop
Samana Kendra, Prakop Bal Kendra
(Prabal), Bipad Samana Sachetana Kendra, Prakop Byabasthapanka lagi Lagansil
Kendra (Prabal, Kendra), Janudaya Kendra, Pragati Chhalfal Kendra, & Samudayik
Milan Kendra
17
18. REFLECT CENTER MANAGEMENT COMMITTEE
Importance and organizing process of the reflect centre management
committee was presented and discussed
ROLE OF FACILITATORS
The role of the REFLECT facilitators was presented and discussed. The major
roles of REFLECT facilitators presented were to conduct Reflect center
meeting at least twice a week in different issues through different
methodologies; make door to door visit for awareness raising along with Field
mobilizer; facilitate in local naming the REFLECT center; support in PVA
process; keep record of the decisions; make monthly plan and progress
reports; prepare case studies etc.
PLANNING AND REPORTING DIARY FOR REFLECT FACILITATORS
The techniques to prepare work plan and reporting format for REFLECT facilitators
was discussed. A sample format that was discussed is given below:
A. Monthly Work Plan Format
Name of the VDC:
Ward Number:
Tole: Month:
Date/ week/ Subjects Issue for discussion Materials Remarks
Day required
B. Monthly Progress Format
Name of the VDC:
Ward Number:
Tole: Month:
Date/ week/ Subjects Activity/ Progress/achievements Remarks
Day of work process
plan
18
19. TRAINING EVALUATION
The training was evaluated by participants on individual basis and compiled. From
the evaluation, the training objectives of making capable facilitators were fulfilled
along with disaster centric discussions. The training materials provided was not
sufficient however 25% participants were satisfied with it. Participants were happy
with facilitation style of the trainers. Participants found almost all (21 topics) useful.
They were suggesting to adding livelihood issues, and present some government
officials during the training. The role play method was liked by many followed by
group discussion and documentary show during the training.
19
20. ANNEX 1: TRAINING FINAL EVALUATION COMPILED
1. The main objectives of training was "to develop capable facilitators for
running REFLECT circle in community". How far did it make you capable?
Somehow Confident Boosted confident
- 16 21
Note: 15 participants ticked both option
2. Did you gain necessary knowledge method and materials to conduct REFLECT
focusing disaster issues?
Somehow Confident Boosted
confident
3 13 14
Note: 8 participants ticked both option.
3. Was the book and training materials distributed sufficiently in training?
Insufficient Sufficient
17 5
4. How would you like about facilitator's teaching style and behavior?
Very
Bad General Good
good
Style - - 9 13
Behavior - - 3 12
5. How would you like the participation of training participants?
General Good Very good
- 7 15
6. How would you like food, shelter and other management?
General Good Very good
- 7 15
20
21. 7. Write about 3 important subjects learn in training.
The participants prepared the following topics learned in training .
SN. Topics No. of
participants
1 Women's Rights 9
2 Disability 8
3 Disaster related documentary 8
show
4 Self Analysis (Life river) 4
5 PRA method used in REFLECT 3
6 Education Rights 3
7 Education and Literacy 3
8 Participatory vulnerability map 3
9 Press release 3
10 RBA 2
11 Education policy discussion 2
12 Disaster reduction 2
13 Advocacy and process 2
14 Disaster management 2
15 Power analysis 2
16 Five finger discussion method 1
17 Context analysis 1
18 Development and rights 1
19 Problem ranking 1
20 Problem and Issues 1
21 Social justice 1
21
22. 8. Topics which need to be discussed but not mentioned.
SN. Topics No. of
participants
1 Discussion about livelihood issues 1
2 Need to discuss the work, function and role of social 1
mobilizers
3 Appreciative inquiry method 1
4 Field exercise and preparing map 1
5 Participation of disaster related stakeholders especially 1
CDO, LDO etc. In the discussion
9. In the training, Different method such on presentation, group discussion, and
role play, songs, story, Documentary show etc. used. Among them which is
the most suitable?
SN. Methods No. of
participants
1 Role play 11
2 Group discussion 7
3 Documentary show 4
10. Suggestion to make training effective in upcoming days.
10.a To organizer Actionaid Nepal
Sn Suggestions No. of
participants
1 To Introduce DIPECHO V along with bag, t-shirt, cap, cycle 8
for easy reflection of program
2 To continue the presence of theme leader in related subject 4
and issues
3 To increase training duration according to the subject 4
matter]{
4 Good to prepare and allocate hands out of the training 1
materials
22
23. 5 Would be good if subject matter of the training are pre 1
informed]
6 Thank you for providing knowledge of Disaster and 1
Disability
7 Would be good if sufficient materials are provided to 1
conduct REFLECT centre
8 Would be good if such programs are increase in our village] 1
10.b To Facilitators
Sn Suggestions No. of
participants
1 Good to use more jokes, satire and entertainments 3
2 Would be better if training reports are available. 2
3 To focus on the subject matters with short break 1
4 It is better to have two to three facilitators in a day 1
5 To manage time according to subject matter 1
6 To act Seriously 1
7 Good to Include subject matter of field exercise and 1
practical session.
10.c To Participants
Sn Suggestions No. of
participants
1 Should be discipline and take care of time 3
2 Not to focus on the external matter beyond the subject. 3
3 To be serious about the training as it could be implemented 1
in owns life
4 To express enthusiasm about unclear topics immediately. 1
5 To take responsibilities 1
6 Not good to leave training hall frequently 1
7 To talk in their turn and mobile in vibration mode. 1
23
24. ANNEX 2: TRAINING PARTICIPANTS LIST
SN Name Organization Designation Contact No.
1 Mr. Shivahari Khatiwada UPCA Nepal, SM, Narshingh 98420-60923
Sunsari
2 Mr. Dev Narayan Sharma ,, SM, Babiya 98420-46948
3 Mr. Khyam Bahadur Dahal ,, RF, Dharan 98070-38893
4 Ms. Anita Gupta ,, RF, Babiya 98421-23790
5 Ms. Radha Urawa ,, RF, Narshingh 98422-38886
6 Mr. Alam Miya ,, RF, Inaruwa 98040-50834
7 Mr. Bidhyananda Mehata ,, RF, Babiya 98070-44366
8 Ms. Ranjana Kumari Yadav ,, RF, Narshingh 98420-45102
9 Mr. Ram Niwas Yadav BEE Group, Banke SM, Matehiya 98480-80338
10 Mr. Makbool Ahmad ,, SM, Gangapur 97281-44225
Mukeri
11 Ms. Hasina Bano Mukeri ,, RF, Gangapur 081-691612
12 Ms. Raj Kumari Harijan ,, RF, Gangapur 081-691612
13 Ms. Shantidevi Mawrya ,, RF, Gangapur 081-691612
14 Ms. Ajita Godiya ,, RF, Matehiya 081-691612
15 Mr. Arjun Kumar Katuwal NP, Udayapur PO 97430-09765
16 Ms. Nirmala Budhathoki ,, RF, TM-2 98428-82354
17 Ms. Krishna Raut (Sita) ,, RF, TM-5 98428-71502
18 Ms. Sarita Kumari ,, RF, Jogidaha -
Chaudhary 7/8
19 Ms. Bishnu Adhikary C.D.O., Chitwan Activist 98451-77260
20 Ms. Indira Bote ,, Activist 98451-56317
21 Ms. Sabitri Neupane NAF, Rasuwa Activist 97410-16172
22 Mr. Ashok Lama MSN, Rasuwa SM 9741-86417
23 Mr. Dhruba Prasad Prerana, Kathmandu Resource Person 9841-641916
Thapaliya
24 Mr. Ram Saran Sedhai AAN Kathmandu Theme Leader 98510-87619
25 Mr. Shyam Sundar Jnavaly ,, DIPECHO DPM 98510-49221
26 Mr. Shaurabh Sharma ,, DIPECHO FAO 98550-58811
27 Mr. Ashok Raj Pokharel ,, DIPECHO PO 9841-445524
28 Mr. Dulu Raj Chimariya Handicap DIPECHO PO
International
29 Ms. Vera van Ek ,, Technical
Advisor
30 Mr. Dinesh Singh ,, DIPECHO PO 98510-05818
31 Ms. Mona Sherpa AAN Kathmandu Theme Leader
32 Mr. P.V. Krishnan ,, DIPECHO 97510-01368
Project Manager
33 Mr. Rudra Shrestha ,, Driver 9841-233339
34 Mr. Sona Lal Chaudhary AAN CRC Bharatpur REFLECT 98420-59713
Supervisor
35 Mr. Shyam Lal Pariyar ,, Driver 98460-90335
36 Ms. Kopila Dangol ,, PO 9841-221588
37 Mr. Raj Kishor Rajak ,, PO 98451-78962
38 Mr. Meenraj Panthee PO 9841-296740
24
25. ANNEX 3: TRAINING SCHEDULES AND CONTENTS
Days Time Content Method/process Responsible
09.00-09.15 Registration, Welcome, Ashok &
Program & Training Shyam
objective sharing
09.15-09.40 Introduction Individual Introduction Dhruba
09.40-10.00 Training management Open discussion and Dhruba
ground rule, time plan, writing in news print
reporting, Training method paper
and process)
10.00-10.30 Break/ Tea
10.30-11.00 Expectation collection Personal brain Dhruba
storming
11.00-11.15 Training Objective Presentation and open Dhruba
discussion
1st day
11.15–12.00 Self analysis (Life river) Individual exercise Dhruba
and presentation
12.00-01.00 Lunch
01.00-01.45 Self analysis (Life river) Individual exercise Dhruba
and presentation
01.45-02.00 Brain storming Use of picture Dhruba
02.00-02.30 Development concept / Group work and Dhruba
Approach presentation
02.30-02.45 Break
02.45-03.30 Development concept / Presentation and open Dhruba
Approach discussion
25
26. 03.30-04.00 DRR and development Presentation and open Ashok
discussion
04.00-04.30 Break, Tea and snacks
04.30-06.00 DRR and development Role play and Ashok
discussion
06.00-06.15 Day review Presentation by day Dhruba
leader
08.00-08.30 Review of First day 1st day report, Dhruba
evaluation
presentation and open
discussion
08.30-10.00 What is literacy and Pair wise discussion Dhruba
education, Types of and presentation
education
10.00-10.30 Break/ Tea
10.30–12.00 Popular education concept Presentation and open Dhruba
and REFLECT method discussion
12.00-01.00 Lunch •
01.00-02.30 • History and Features of • Presentation and Dhruba
2nd day
REFLECT open discussion
• Encouraging personality • Group discussion
and its lessons of on paper and
Popular education presentation
02.30-02.45 Break
02.45-04.00 Introduction of Participatory Presentation and open Dhruba
method and techniques discussion
/Importance and use step
of Social map / Resource
map
04.00-04.30 Break, Tea and snacks
04.30-06.00 Problem/ Issues rise and Group exercise and Dhruba
action process through open discussion
mapping
26
27. 6.00-6.15 Day review Presentation by day Dhruba
leader
8.00–8.30 Review of 2nd day 2nd day report Dhruba
presentation and open
discussion
8.30-10.00 Power and power relation Game and Open Dhruba
discussion
10.00-10.30 Break/ Tea
10.30–12.00 Power mapping focused on Group exercise Shyam &
DRR Dhruba
12.00-01.00 Lunch
3rd day
01.00-02.30 Rights based approach Open discussion and Dhruba
presentation
02.30-02.45 Break
02.45-04.00 Rights based approach Open discussion and Dhruba and
presentation Ramsharan
04.00-04.30 Tea/Snacks/ break
04.30 –06.00 Rights and DRR Shyam and
Ashoki
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader
8.00–8.30 Review of 3rd day 3rd day report Dhruba
AM presentation and open
discussion
8.30-10.00 Social justice, injustice Open discussion Dhruba
AM
4th day
10.00-10.30 Break/ Tea
AM
10.30 AM- Documentary show Video show and Shyam and
12.00 Noon (Prakopko pida and plenary discussion Ashok
Disaster management in
Nepal) and discussion
27
28. 12.00Noon- Lunch
1.00PM
1.00-2.30 PM Context mapping Group work Dhruba
2.30-2.45 PM Break
2.45-4.00 PM Context mapping Group work and Dhruba
presentation
4.00-4.30 PM Tea/Snacks/ break
4.30 – 6.00 Need and uses of Disaster Open discussion Dhruba
PM ranking and exercise
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30AM Review of 4th day 4th day report Dhruba
presentation and open
discussion
8.30-10.00 Problem and Issues Open discussion Dhruba
AM
10.00 – Break/ Tea
10.30 AM
10.30 AM – Importance and uses of Open discussion Dhruba
12.00 Noon PRA tools (Time line,
Seasonal calendar, problem
tree)
5th day
12.00Noon- 1 Lunch
PM
1.00-2.30 PM PWD Mainstreaming in Open discussion HI
development / DRR
2.30-2.45 PM Break
2.45-5.00 PM PWD Mainstreaming in Plenary discussion HI
development / DRR
5.00-5.30 PM Tea/Snacks/ break
5.30 – 6.00 Brief introduction to Plenary discussion Dhruba
PM DIPECHO V
28
29. 6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30 Review of 5th d 5th day report Dhruba
AM presentation and open
discussion
8.30-10.00 Gender and women's rights Case study, group Mona
AM discussion and
presentation
10.00 – Break/ Tea
10.30 AM
10.30 AM– Advocacy and its strategic Open discussion Dhruba
12.00 Noon process
12.00Noon- Lunch
1.00PM
6th day
1.00 – 2.30 Advocacy and its strategic Open discussion Dhruba
PM process
2.30-2.45 PM Break
2.45 – 4.00 Disaster management Open discussion and Ashok
PM cycle, DMC formation and role play
roles
4.00-4.30 PM Tea/Snacks/ break
4.30-6.00 PM Campaign and activism Group work and Sonalal
presentation
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00–8.30 Review of 6th day 6th day report Dhruba
AM presentation and open
discussion
7th day
8.30-10.00 Education rights Open discussion Ram Sharan
AM
29
30. 10.00 – Break/ Tea
10.30 AM
10.30 AM– Communication Open discussion Ram Sharan
12.00 Noon
12.00Noon- 1 Lunch
PM
1.00 – 2.30 Press release and Relation Open discussion and Ram Sharan
PM with mass communication exercise
2.30-2.45 PM Break
2.45-4.00 PM Facilitation on participatory Plenary discussion Dhruba
discussion (Discussion
method and process & type
of questions)
4.00 – 4.30 Tea/Snacks/ break
PM
4.30 – 6.00 Micro exercise by 3 group divided and Dhruba
PM participants facilitation
6.00 – 6.15 Day review Presentation by day Dhruba
PM leader or open
discussion
8.00-8.30 AM Review of 7th day 7th day report Dhruba
presentation and open
discussion
8.30-10.00 Reading and writing Open discussion Dhruba
8th day
AM exercise on REFLECT
Different name of
REFLECT centre
10.00-10.30 Break/ Tea
AM
30
31. 10.30AM- Other participatory tools Pair wise discussion Dhruba
12.00 Noon and techniques
(Documentary, case 3 group divided and
study, poster pamphlets, facilitation
song, story etc)
Micro teaching exercise by
participants
12.00Noon- 1 Lunch
PM
1.00 – 2.30 • Adult learning principle • Presentation and Dhruba
PM discussion
• Reflect centre
management committee • Pair wise
discussion
2.30-2.45 PM Break
2.45-4.00 PM • Role of REFLECT • Presentation and Ashok and
Facilitators discussion Dhruba
• Action plan (What next
after training?)
4.00 – 4.30 Tea/Snacks/ break
PM
4.30 – 6.00 • Review of training Group exercise Dhruba and
PM • Training evaluation
• Closing session Ashok
31