Taking care of children should be one of the main priorities of disaster risk reduction policies. The main risk for children and for those taking care of them, as well as the activities pursued for elimination of such risks should be included in DRR general strategies addressed to population. The children and young people affected by disasters can and should be actively involved in the disaster risk reduction activities.
Assessing Criminology Students Knowledge on Disaster and Risk Managementijtsrd
The purpose of this research study is to examine the current level of knowledge among Criminology students in order to explore strengths and weaknesses to be used in the future disaster preparedness and response plans. Armed with the knowledge and capabilities, Criminology students will be able to develop and implement procedures in order to move forward in an efficient manner to preserve lives and properties in the event of disaster in our municipality. Results revealed that sixty five percent 65 of the respondents were very aware on actions that will contribute in polluting our air environment. Also, 46 are aware on actions that will contribute to the destruction of our land resources. 49 were very aware on the actions that will contribute to the destruction of our marine coastal resources. 33 were aware that serious threats to water resources is the degradation of ecosystems which often takes place through changes to landscapes. Majority or seventy nine percent 79 of the respondents had knowledge on disaster. Ninety eight percent 98 are very aware that natural disaster is a disaster caused by nature. Eighty percent 80 are very aware that human actions contribute to the occurrence of disaster. Also, Sixty six percent 66 are very aware on the effects of natural disaster. Forty six percent 46 of the respondents are aware as to their role on disaster risk management. Girlie N. Cañete | Harry Santiago P. Achas | Pamela N. Cañete "Assessing Criminology Students Knowledge on Disaster and Risk Management" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45181.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/45181/assessing-criminology-students-knowledge-on-disaster-and-risk-management/girlie-n-cañete
With Disasters (natural or man-made) happening across the world, it will be advisable for the Schools to be prepared with their emergency response systems. This Presentation aims at helping the schools set up their Disaster Management framework.
Implementation of Disaster Risk Reduction Education in the Philippinesijtsrd
This research article aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners in the Philippines during the School Year 2019 2020. The findings revealed that the respondent's awareness and knowledge of the practices on what to do before during after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It was concluded that through DRR Education in the Philippines, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Alvin S. Loremia | Deciery Mae L. Alcover ""Implementation of Disaster Risk Reduction Education in the Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd29978.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/enviormental-science/29978/implementation-of-disaster-risk-reduction-education-in-the-philippines/alvin-s-loremia
Women are agents of positive change in climate change policies such that their involvement and input in the decision and policy making would result in a desirable change in meeting the climate change goals. However, women are more than often being left out of (climate) policy at their country level. The specific impacts they are facing are more than often not appropriately reflected in climate policies and implementation planning.
The MICS is an international household survey programme developed by UNICEF. This survey provides up-to-date information on the situation of children, women and men, and measures key indicators that allow countries to monitor progress towards the Millennium Development Goals (MDGs) and other internationally agreed upon commitments.
The 2012 MICS was carried out in the Republic of Moldova (excluding Transnistrian region) as part of the fourth global round of MICS surveys and implemented by the National Centre of Public Health of the Ministry of Health in collaboration with the National Bureau of Statistics, the Scientific Research Institute of Mother and Child Health Care, the Ministry of Labour, Social Protection and Family, the Ministry of Education, the National Centre for Health Management, and the National Centre for Reproductive Health and Medical Genetics. Financial and technical support was provided by the United Nations Children’s Fund (UNICEF), with contribution of the Swiss Agency for Development and Cooperation and the World Health Organization.
The survey provides a solid base of comparable data and constitutes a valuable support in developing policies and strategies in the areas of health, education and well-being of families and children in the Republic of Moldova.
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
Just as the children of 1989 became the leaders of today, the children and young people of 2019 will be the leaders of the future. The children inspire us.
We want to join hands with them to find solutions to face today's challenges, to build a better tomorrow for them and for the world they will inherit.
Assessing Criminology Students Knowledge on Disaster and Risk Managementijtsrd
The purpose of this research study is to examine the current level of knowledge among Criminology students in order to explore strengths and weaknesses to be used in the future disaster preparedness and response plans. Armed with the knowledge and capabilities, Criminology students will be able to develop and implement procedures in order to move forward in an efficient manner to preserve lives and properties in the event of disaster in our municipality. Results revealed that sixty five percent 65 of the respondents were very aware on actions that will contribute in polluting our air environment. Also, 46 are aware on actions that will contribute to the destruction of our land resources. 49 were very aware on the actions that will contribute to the destruction of our marine coastal resources. 33 were aware that serious threats to water resources is the degradation of ecosystems which often takes place through changes to landscapes. Majority or seventy nine percent 79 of the respondents had knowledge on disaster. Ninety eight percent 98 are very aware that natural disaster is a disaster caused by nature. Eighty percent 80 are very aware that human actions contribute to the occurrence of disaster. Also, Sixty six percent 66 are very aware on the effects of natural disaster. Forty six percent 46 of the respondents are aware as to their role on disaster risk management. Girlie N. Cañete | Harry Santiago P. Achas | Pamela N. Cañete "Assessing Criminology Students Knowledge on Disaster and Risk Management" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45181.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/45181/assessing-criminology-students-knowledge-on-disaster-and-risk-management/girlie-n-cañete
With Disasters (natural or man-made) happening across the world, it will be advisable for the Schools to be prepared with their emergency response systems. This Presentation aims at helping the schools set up their Disaster Management framework.
Implementation of Disaster Risk Reduction Education in the Philippinesijtsrd
This research article aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners in the Philippines during the School Year 2019 2020. The findings revealed that the respondent's awareness and knowledge of the practices on what to do before during after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It was concluded that through DRR Education in the Philippines, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Alvin S. Loremia | Deciery Mae L. Alcover ""Implementation of Disaster Risk Reduction Education in the Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd29978.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/enviormental-science/29978/implementation-of-disaster-risk-reduction-education-in-the-philippines/alvin-s-loremia
Women are agents of positive change in climate change policies such that their involvement and input in the decision and policy making would result in a desirable change in meeting the climate change goals. However, women are more than often being left out of (climate) policy at their country level. The specific impacts they are facing are more than often not appropriately reflected in climate policies and implementation planning.
The MICS is an international household survey programme developed by UNICEF. This survey provides up-to-date information on the situation of children, women and men, and measures key indicators that allow countries to monitor progress towards the Millennium Development Goals (MDGs) and other internationally agreed upon commitments.
The 2012 MICS was carried out in the Republic of Moldova (excluding Transnistrian region) as part of the fourth global round of MICS surveys and implemented by the National Centre of Public Health of the Ministry of Health in collaboration with the National Bureau of Statistics, the Scientific Research Institute of Mother and Child Health Care, the Ministry of Labour, Social Protection and Family, the Ministry of Education, the National Centre for Health Management, and the National Centre for Reproductive Health and Medical Genetics. Financial and technical support was provided by the United Nations Children’s Fund (UNICEF), with contribution of the Swiss Agency for Development and Cooperation and the World Health Organization.
The survey provides a solid base of comparable data and constitutes a valuable support in developing policies and strategies in the areas of health, education and well-being of families and children in the Republic of Moldova.
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
Just as the children of 1989 became the leaders of today, the children and young people of 2019 will be the leaders of the future. The children inspire us.
We want to join hands with them to find solutions to face today's challenges, to build a better tomorrow for them and for the world they will inherit.
“Women are not only victims, they have driving power of changes, exclusive knowledge and skills that have crucial importance for providing solutions and managing risks”.
During the last 10 years 3 400 natural disasters took place in the world – hurricanes, floods earthquakes and other natural calamities. More than 700000 people died, more than 1,4 mln were injured and 23mln lost shelter. In general disaster affected 1,5 bln people and women, children and vulnerable people were most affected.
Children are one of the most affected group by Climate Change Impacts. This presentation talks about experience of children from South Asia - how they are seeing the changes in environment and it's impact on their life .....
Educational achievement is a significant indicator of children’s wellbeing and future life opportunities. It can predict growth potential and economic viability of a country. While this is an ideal situation for all children, the case may be different for orphans and vulnerable children (OVC) due to the psychosocial challenges they go through on a daily basis. It is even worse for children attending public primary schools in Kenya. This paper aims to advance a debate on the relationship between psychosocial support and educational support provided for OVC through a critical engagement on the challenges experienced and the intervention measures to be taken in Kenyan public primary schools context. The study is based on the critical review of related literature materials. Findings suggest that, although the Kenyan government has put mechanisms in place to support OVC attain basic education, numerous challenges are found to be hindering some OVC from attaining quality education. Based on the findings, the paper recommends that there is need for various interventions to address psychosocial needs of orphans and children attending primary schools.
Unlike other representatives of society, the elder people cannot immediately react to hazards and risks for responding to emergencies, are less mobile and are dependent on the others. The vulnerability of elders and their capacities are often ignored during emergencies, whereas the collection of data about age and sex can make the needs of people in DRR visible.
Children's safety in the heart of DIPECHO preparedness work: Armenia Oxfam in Armenia
Disaster Risk Reduction (DRR) lessons, simulation drills, quizzes, school and home safety planning - all these joint efforts make children and their families more protected and prepared for natural disasters.
In July 2014 Oxfam GB and local partner organisations started the third phase of a participatory multi-hazard disaster risk reduction programme in Armenia and Georgia, funded for 15 months by the European Commission, Department of Humanitarian Aid and Civil Protection. The ‘Supporting Community Resilience in the South Caucasus’ programme is due to end in September 2015 and an external evaluation is sought to determine the impact of this programme to date and to make recommendations to inform future programming for the Oxfam team and partners, as well as the donor, ECHO. The evaluation itself will focus on a number of key questions in the following areas: overall impact of the programme, impact on gender equality, sustainability as well as effectiveness of coordination with government and non-government actors.
Assignment dates: 31 August - 23 September 2015
Application deadline: 17 August 2015
Food Female Heroes in Armenia, Stories of Women Farmers from Armenian Communi...Oxfam in Armenia
According to statistics, 37,5% of Armenia’s population lives in the rural communities, moreover, half of the poverty-stricken people are women from rural areas. Despite the reforms which are being carried out in Armenia, the agriculture sector is still underdeveloped and farmers are very vulnerable. This is conditioned by a number of problems such as land and water resources scarcity, under-developed industrial, market and social infrastructures, etc.
While living in very hard conditions, Armenian women are village keepers. They overcome hardship and difficulties with courage, struggle against natural disasters, cultivate crops, collect harvest, participate in livestock care, bring up children, and have a huge contribution in the community development. But they unfortunately stay in the background whereas, the work they do is genuine heroism.
To promote women who work in agricultural field in Armenia and who have been successful in bringing positive change in sustainable development of their community, since 2011 Oxfam, with the Ministry of Agriculture and local partners, has been organizing Food Female Hero national award This year Oxfam FFH event main theme was food security and the role of women farmers in promoting food security and healthy nutrition.
On March 6, 2015 Oxfam jointly with the Ministry of Agriculture of RA and Agricultural Alliance organized “Food Female Hero- 2015” public event to mark International Women day and celebrate women’s roles and achievements in agricultural production and food security.
More than 40 women farmers involved in food production has been invited to the public food fair to present their produce, celebrate achievements and speech out about problems they are facing. Fair hosted more than 100 visitors, who came to taste and buy ecologically clean, tasty and healthy products from rural regions of the country. Among them are representatives of national ministries, international and local organizations, regional and local authorities, agricultural cooperatives as well as media. Know more about FFH in Armenia. Visit links below, read the newsletter supplement and read personal stories of women farmers who got the Food Female Hero national awards.
On March 6, 2015 Oxfam jointly with the Ministry of Agriculture of RA and Agricultural Alliance organized “Food Female Hero- 2015” public event to mark International Women day and celebrate women’s roles and achievements in agricultural production and food security.
More than 40 women farmers involved in food production has been invited to the public food fair to present their produce, celebrate achievements and speech out about problems they are facing. Fair hosted more than 100 visitors, who came to taste and buy ecologically clean, tasty and healthy products from rural regions of the country. Among them are representatives of national ministries, international and local organizations, regional and local authorities, agricultural cooperatives as well as media.
“Female Food Hero” national award ceremony has been held for the fifth time and aims to promote women who work in agricultural field in Armenia and have been successful in bringing positive change and promoting the sustainable development of their community/ communities, as well as food security and nutrition. This year Female Food Hero award ceremony has enlarged its boarders involving all the regions of Armenia and turning into a nationwide award ceremony.
This year “Female Food Hero” national award is supported by the European Union and the Austrian Development Agency and conducted within the framework of “Improving Regional Food Security in South Caucasus through National Strategies and Smallholder Production” and “Improving Small Holder Farming through Agricultural Cooperatives and Value Chain Development in Tavush marz, Armenia” projects.
Supporting Community Resilience in the South CaucasusOxfam in Armenia
Haiyan Typhoon in Philippines, Spitak earthquake in Armenia, FLASH floods in Pakistan, severe landslides in Georgia, droughts destroying crops in tajikistan – all these disasters caused enormous human and economic losses over the years.
Many of these losses could be avoided thanks to A JOINT mitigation and preparedness work and reducing vulnerability of communities and governments to natural disasters and climate change effects.
Such a huge public demonstration of support was matched by commitments from world leaders to support the campaign and make every effort to ensure the people of Syria do not lose another year to bloodshed and suffering.
Celebrating Our Achievements; DIPECHO II DRR Regional Program In ArmeniaOxfam in Armenia
On 30 October 2013 the official closing of the II Phase of the “Disaster Risk Reduction”(DRR) regional program in Armenia has been marked with the joint event organized by OXFAM, UNICEF, Armenian Red Cross Society, and Save the Children in collaboration with the Ministry Emergency Situations, the Ministry of Education and Science and the DRR National Platform. As a unique joint initiative current program has engaged with all key stakeholders in DRR sphere and has ensured that all direct their joint efforts and organizational resources and capacities to ensure greater impact. Program also created opportunities to build cooperation among DRR stakeholders in the South Caucasus.
Representatives of key stakeholders and Oxfam partners involved in DIPECHO II DRR regional program highlighted the key project approaches and achievements in Armenia.
https://www.facebook.com/media/set/?set=a.306436666164004.1073741839.143970642410608&type=3
Oxfam works in Armenia since 1994.
We work in 120 rural, poor communities of Armenia.
We reach 30 000 people directly and 120 000 indirectly.
We want to make an even greater impact with the money we spend together each year in fighting poverty.
From 2008-2013, Oxfam’s Raising Her Voice (RHV) programme worked to create more effective governance systems by ensuring that women’s voices influence decisions about
services, investments, policies and legal frameworks, from community, through to national and regional levels. To date, over one million marginalised women in 17 countries, including Armenia,are estimated to have benefited from increased activism, leading to increased voice and influence, more effective engagement with targeted decision makers and greater institutional accountability.
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
2024: The FAR - Federal Acquisition Regulations, Part 36
Disaster Risk Reduction Children
1. DISASTER RISK REDUCTION: CHILDREN
“… The loss of one child is equivalent to loss of 40-70 years of efficient life”.
1. Whatcauseschildrentobemorevulnerableduringdisasters?
2. Whatarechildrenrelatedapproachesin DRRinternationaldocuments?
3. Whathavebeendoneatnationallevel?
4. Whatshouldbedonein thefuture?
According to UNICEF assessment, 50-60% of people affected by disasters per year are
children.Onlyin 2011outofalmost200mlndisastervictims100mlnwerechildren.
1. What causes children to be more vulnerable during disasters?
Key message
Taking care of children should be one of the main priorities of disaster risk
reduction policies. The main risk for children and for those taking care of them, as
well as the activities pursued for elimination of such risks should be included in
DRR general strategies addressed to population. The children and young people
affected by disasters can and should be actively involved in the disaster risk
reduction activities.
Figuresandfacts
Key message
During disasters, the risk of death is higher among children compared to adults or they
suffer from malnutrition in the future, are injured and die from diseases more.
Disasters can force them to leave their houses and even countries. Children are more
vulnerable while losing their kindered, families and can become victims of mercenary
adultsthatarereadytosuckadvantagefromsituation.
2. Figuresandfacts
In poor countries children experience disaster risk more. More than 99 of deaths
due to climate change took place in developing countries and children constitute more
than80%.
n s The
vulnerability of children during disasters include death, injures, diseases, family loss,
interruption of education, work and sexual exploitation and trafficking risks. Often
children experience more serious risks than adults as it is more difficult for children to
overcomesuddenandpainfulchanges.
- Children are more vulnerable to sudden hazards, extreme situations due to
lack of abilities, skills, life experience, moral and psychological unpreparedness and
otherobjectivereasons.
- There are also age physiological peculiarities that make children more
vulnerable, e.g. children and elder people are more vulnerable to global warming
causedbyweakthermoregulationabilities.
Disasters have unequal impact on poor countries and undermine
achievements of development. Disasters any demonstration of social
inequality.
- Disasters disrupt natural life of children, deprive them from care of the family
and parents and may cause violation of children rights. In many countries disaster
affected children are provided for adoption without waiting to find parents or
relatives.
High level of mortality among children is related to the safety of pre-school
and school buildings. Through the experience, it has been found that the collapse of
thesestructuresisnumberoneriskfactorforchildren.
%
According to UN assessment each year 66,5mln childre suffer from disa ters.
-
exacerbate
-
Figures and facts
Real story
During Spitak earthquake in 1988 more than 240 pre-school buildings and 277
schools were destroyed or damaged. There were no casualties in the private houses
of Gogaran village located next to Spitak town, whereas the number of casualties in
the schools reached 187. In Gyumri 2 thousand schoolchildren died under the
school ruins.
During the earthquake in West Iran in 2005 130 schools were destroyed and 36 000
schoolchildren were affected .
In earthquake of 2005 in Pakistan 17000 schoolchildren died, 50000 were seriously
injured. More than 10 000 schools were collapsed, in some regions almost 80% of
schools were destroyed.
During the hurricane in Philippines in 2006 90-100% of schools in 3 cities and 50-
60% of schools in another 2 cities were damaged.
In 2007 Sidr cyclone in Bangladesh destroyed 496 and damaged 2110 schools.
During earthquake in China in 2008 more than 10000 children died at schools,
about 7000 shool buldings were ruined.
In 2010 earthquake in Haiti about 1300 teachers and 38 000 children died, more
than 4000 schools were damaged or destroyed.
Theruinsofmychildhood
…We were reciting a poem I don't remember which one… and suddenly we heard
dreadful noise and it became dark… I don't know how long I stayed unconscious but
when I woke up I could not move any part of my body. I was cold and my left leg was
burning. From a distance human crying and shouting were heard. There was a small
hole in front of me from where a ray of light was penetrating. I didn't know how I
appeared under the roof (our group was in the second floor, and the kindergarten was a
3. three-floor building). Slowly footsteps were approaching me. A man was shouting
“Armine…”. He approached the hole from where the light was penetrating, removed
the roof tiles and looked at me: “Are you alive”?- he asked. I was silently staring at the
man. He was removing quickly the stones and wood pieces. When he set free my feet
and hands he hugged me gently and asked: “Haven't you seen my Armine?” And the
tears began running from his eyes. We were still under the ruins of kindergarten. I
looked around, everything was under ruins, and there were not a single survived
house. An old man appeared on the roof of collapsed kindergarten. The man handed
me to this old man and continued digging the ruins by calling “Armine…”. Later I have
learntthanonly7kidsfrommykindrgardensurvived.
From the memeories of eartquake survivor Arusjak Simonyan
- In consequence of school collapse, children lose the opportunity of studying.
Disasters disrupt academic process as during disasters mass displacements take place.
In many cases survived school buildings are used as temporary shelters for the people
affectedbyhazardswhichisalsoareasonforinterruptingacademicprocess.
Elementary and secondary education requires great expenses whereas the
construction of school buildings without meeting construction norms and standards
increases these expenses for several times. For example, the investigations made
after Spitak earthquake revealed that
- The destruction of public health infrastructures brings to growth of mother
and child mortality. During the disasters, the employees of public health institutions
along with infrastructures are affected as well which also deteriorates general health
condition.Thus,in 2004duringtsunamiin IndianOcean30%ofmidwivesdied.
- The destruction of public health infrastructures and sanitary and hygiene
facilities contribute to epidemy of different diseases. In this case also children are
aseismic strength of schools were not correctly
calculated.
mostly affected. Because of disasters water supply is stopped, food is not provided in
sufficientquantities causingprogressionofdiseasesamongchildren.
During Spitak earthquake 250 public health institutions were destroyed or
damaged, thousands of health care workers died or were injured. Seventeen percent
of housing stock of the country was ruined, 530000 people became homeless. In
earthquake zone water and energy supply systems, transport and communication
services were completely collapsed. Sanitary and epidemic situation was
deteriorated by existence of natural focus of plague and tularemia requiring
permanent control and fighting against rodents. Full control over the situation in
the earthquake zone became possible only at the end of third day.
2.Whatarechildrenrelatedapproachesin DRRinternationaldocuments?
Protection of children's right of survival and development includes the right of
protecting the children from natural disasters and war risks which is one of the
priorities of United Nation Children's Fund (UNICEF). This right is reflected in all
the fundamental documents relating to children's rights starting from Declaration
of Children's Right (1959) to UN Convention on the Rights of the Child (1989).
Child protection 10 basic principles were fixed in the Declaration and Plan of
Action “A world fit for children” adopted in 2002, in special session of UN
Figuresandfacts
Keymessage
“Increase significantly the participation of children and young people in development
andDRRprocesses.
4. General Assembly devoted to the condition of children, including the necessity of
protecting children against natural disasters and impact of environmental
degradation. This approach is fixed both in Millennium Declaration and
Development Goals (2000), as well as in all the documents that formulated
Sustainable Development Goals after 2015.
In its “A post-2015” agenda, UNICEF proposes to be guided by several indicators for
increasing flexibility of children and communities during emergency situations:
Main priorities of necessary actions for mitigation of disaster and ciliate change
impacts are presented in the Children's Charter for Disaster Risk Reduction adopted
in the 3 session of DRR global platform in in Geneva. Through consultations
with more than 600 children from countries main priorities were identified.
rd
2011
21 5
-
-
-
- 2017
2030
- 50
-
50
-
Set as a goal poverty reduction considering strong connection between the poverty and
disasterrisk,
Consider the differences of boys and girls, different age and ethnicity groups and
capacitiesin all pursuedactivities,
Increase the access to high quality social services for more vulnerable and high risk
households,includingeducation,healthservices,
Not a single child should die because of disaster in the schools built after or schools
renovatedafter ,
Reducethenumberofmissedlessonscausedbystressorpsychictraumaby %,
Reduce the number of children leaving out of families caused by stress or psychic trauma
by %,
Increasesignificantlytheparticipationofchildrenin developmentandDRRprocesses.
According to children, education, child protection and access to DRR information
are necessary for their families and communities to mitigate disaster and climate
change impacts. This Charter is especially valuable as it promotes the children and
young people to become active participants of pursued activities.
Five priorities in DRR Chilren's Charter
Schools must be safe and education must not be interrupted
Children protection must be priority before, after and during a disaster
Children and young people have the right to participate and to access the
information they need
Local infrastructure must be safe and relief and reconstruction must help reduce
future disaster risks
Disaster risk reduction activities must reach the most vulnerable.
The priorities of Children's Charter are based on Hyogo Framework for Action
and are addressed in Sendai project of Disaster Risk Reduction
.
In case of correct management of disaster risks even small children can obtain
necessary skills, as well as become effective source of information for their families
and communities. During tsunami of in Tohoku city more adults died as the
children were better prepared and when they saw that the height of waves exceeds
that of the dam ey escaped the disaster zone. The adults felt themselves protected
and stayed behind the dam. The children definitely managed to explain to the
others that this is a dangerous zone, thus protecting many lives.
1.
2.
3.
4.
5.
2005-2015
2015–2030
2011
th
Best practice
ChildrenareimportantsourceofinformationfortheirfamiliesChildrenareimportantsourceofinformationfortheirfamilie
5. In international documents, the issue of child protection is strongly connected with
increase of women participation in DRR processes. Experience has shown that
during emergencies children are usually next to women-mothers and teachers. In
this respect gender sensitivity of the DRR projects is also a guarantee for security of
children. Gender approaches are important from another viewpoint also as boys
and girls have specific capabilities that can be used for reduction or prevention of
the risks.
What have been done at national level?
Joining the Convention on the Rights of the Child , in Armenia adopted
the Law on the Rights of Children which together with other issues regulates child
protectionissuesin emergencysituations.Article28ofthelawsays:
“RA National Strategy for Disaster Risk Reduction” developed with consideration of
lessons learnt from Spitak earthquake prioritizes creation of institutional grounds for
disasterriskreductionmanagement,aswell asintroductionofnecessaryprojects:
3.
(1992) 1996
Keymessage
“The activities directed to reduction of natural disaster risks start from the school”
“The state shall provide immediate and free assistance to the children in emergency
situation, take appropriate measures to evacuate them from high-risk zones, assist to
join their families and provide required medical assistance. The state and its relevant
bodies shall ensure social protection of children in emergencies meeting their first
priorityneeds”.
“Disaster risk reduction indicators were included in public education standards
enabling to provide disaster risk reduction education in elementary and secondary
schools,aswell asin pre-schoolinstitutions”.
Challenge
Figures and facts
Latest studies of the RA Control Chamber showed that the school buildings for the
reinforcement and renovation of which a lot of financial resources have been spent
need serious reinforcement from the seismic viewpoint. This announcement was
made by the RA Minister of Urban Development Narek Sargsyan during National
Assembly session on budget discussions. According to him the investigations made by
the ministry last year revealed that many schools built after the war do not meet
aseismic safety norms and they are “dangerous structures”. The Minster said that
currently investigations are being conducted to totally dismantle these schools and
buildnewones.
Safety of the schools in the DRR strategy means not only the safety of buildings, but
also organizational works of school management and other responsible persons,
awarenessoftheteachersandstudentsandappropriateskills.
The so called safe school” model includes also work with parents, cooperation of
the teachers and parents to teach the children safe behavior rules and skills. This is
also a method to activate and increase parents' safety knowledge and skills.
Teachers are very important actors not only for ensuring the safety of children, but
they can also work with the parents of children increasing their disaster risk
reduction knowledge.
“
Schools are in poor condition
6. Teachers are key actors
In one of the schools the teacher conducted a class in the sixth grade when
suddenly the walls started wobbling and partition walls fell down. The teacher
without getting into panic shouted: “Get out quickly to the yard”. She saved the
students of her class but then noticed tenth grade students in the corridor of the
second floor being in the flap and rushed upstairs. When the school started to
collapse the girls strongly held on the handrails of the staircase. During seconds she
managed to push them out… and jumped herself out
I was conducting a lesson in the first grade. The children were enthusiastically
learning the first letters of alphabet and suddenly they were stock-still. They started
feeling sick and having nausea… I opened the window and heard rumble and noise.
The air was overspread with dust. I immediately took the children out of the building
the classroom was on the second floor . When we were in the first floor the building
creaked, columns and stones fell down. Fortunately before collapse of the building the
children managed to run way from the school …… From the memories of D.
Grigoryan,teacherofStepanavanschoolnumber2.
These approaches are addressed in the activities of Educational Thematic Group set up
within the frame of National Platform Foundation having the goal to promote the
creation and development of safety and resilience culture at all education levels. The
realization of this goal is connected to the development of educational programs and
handbooks, development of disaster risk comprehensive management models and
theirintroductionin publiceducationsystem.
By the order and assistance of Ministry of Emergency Situations great number of
disaster risk management learning guides have been developed for children, several
studies have been carried out handbooks and programs worked out for children have
…
.
…
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/
,
been introduced in the schools. Crisis Management State Academy plays a critical part
in the DRR education process. Educational trainings are an integral part to DRR
education providing a possibility to strengthen theoretical knowledge with practical
skillsin emergencysituations.
In all its DRR projects Armenia closely cooperates with international organizations,
including the organizations dealing with child protection issues. Together with the
RA state structures, UNICEF, Armenian Red Cross Society, Disaster Risk Reduction
National Platform, Oxfam and Save the Children are involved in project
“Supporting community resilience in the South Caucasus” implementing within the
frame of European Commission Humanitarian Aid and Civil Protection.
Children are in the focus of attention
“Disaster risk reduction project in Armenia” carried out in Shirak, Lori, Aragatsotn,
Gegharkunik, Vayots Dzor, Tavush marzes (provinces) of Armenia is characterized
by gender sensitivity and pro-children approaches:
strengthening of local community capacities for revealing and addressing the
needs of more vulnerable people,
addressing the rights of vulnerable children including those with special needs in
the DRR policy,
strengthening of children's capacities and schools in the hazard prone areas to
be better prepared, mitigate and respond to disasters.
The project is implemented by the Armenian Red Cress Society, Unicef Armenia
Office, Oxfam Armenia and Save the Children organizations in cooperation with
the RA ministries of Emergency Situations, Education and Science, Labor and Social
Affairs and Disaster Risk Reduction National Platform.
DIPECHO
,
( )
Best practice
7. Voice of children
Best practice
… “I did not know about the evacuation forms in case of disasters” said the student of
fifth grade Lilit Hayrapetyan. However, during the lessons with the help of games and
presentations I have learnt how to evacuate, let us say, during the earthquake or flood.
She is one of the beneficiaries of “Supporting community resilience in the South
Caucasus”project.
In the DRR national documents, similar to international approaches, children are not
considered as passive information recipients. Children and young people will be
actively involved in disaster prevention activities. DRR culture is developed starting
from the kindergarten and school where children are thought that disaster risk
reduction is an issue of general responsibility. Active involvement and participation
at local level is one of the risk management module components. In some communities
there is already successful experience of young people participation in the risk and
vulnerabilityassessments.
DRR ambassadors
Oxfam and its partner “Support to Communities” organization set up 10 youth clubs
in Vayots Dzor marz considering the interests of young people in DRR and CCA
issues in order to assist and protect their families in case of natural disasters. These
activities are a part of “Supporting
project.
“I know that I have learnt a lot about disasters and how not to panic during
disasters and I share my knowledge with my family members who are not aware
about the behavior during emergencies. Hence young people act as DRR
ambassadors disseminating awareness about possible hazards from school into the
community resilience in the South Caucasus”
family” said Sos Martirosyan, the member of youth club of Arpi community.
The head of Vayots Dzor marz rescue service Tigran Petrosyan said: “Young people
give passion to our efforts. They can bridge us with their families which is not an easy
thing in reality. I am sure that with their participation our joint activities will become
morecomprehensiveandbringbetterresults.
Involvement of gender issues in rescue works is a part of activities for
communicating knowledge at community level. For example, women involved in
rescue voluntary community teams set up by Oxfam in Vayots Dzor marz take
active part in discussions relating to emergency and disaster related issues and
provide solutions.
In DRR sphere, children's protection activities are included in the RA National
program of children's protection for . According to the program special
legal protection is erquired not only for the the children affected by earthquake
and other natural disasters, but also for the children affected by military actions,
children of refugees. Currently this is a crucial issue given the fact of regular truce
violations in cross-border areas. Legal protection should be provided also to the
displaced Syrian Armenians finding refuge in Armenia.
Little frontier guards
Chinar village is located in Tavush marz on Azeri-Armenian borderline. Shells
from Azeri positions regularly hit the village.
Because of regular shells the farmers cannot cultivate the land, do livestock farming
and consequently they have no work and means of living. Very often the men of
Chinar village go for outreach work but cannot ensure decent life for their families.
2004-2015
Best pactice
8. The kindergarten of Chinar village is also under regular fire. The walls are covered
with bullet markings. The children told that they are not afraid of shooting. Little
Masis says that in case of sharp fire they go to the shelter. “I am not afraid, simply
comrade Aghasyan tells us to enter “the dark room” says Masis and shows the
shelter. When the fire stops the children usually play and most of all they like to
enrank and sing their beloved song “Fly eagle…”. Last year by the financial
resources of the RA Government 200m security wall was built to protect the
kindergarten, school and the road leading to school from shells.
“Sand castles” help to forget the war
“One year training program is conducted for 21 Syrian Armenians in the “Sand
castle and painting on the sand” development center
Karine Harutjunyan, the director of the center stated that our compatriots and their
children from Syria that immigrated two-three years ago were relatively in favorable
condition from the psycilogical viewpoint than those that have been immigrated
recently. She says “They have quite different perception of Armenia, difficulties to
adapt to new environment and differences of everyday language. They have also
psychological problems and for their recovery a lot of efforts should be made. Children
that witnessed shells need tranquillizing therapy and painting on the sand helps them
to get rid of negative emotions”. The project is carried out with the support of Kasa
SwissHumanitarianFoundationandUNHCRArmenianoffice.
“I wish I never use this knowledge”
Since 2010 Oxfam Armenia office together with “Support to communities” NGO
have been carrying out activities in 10 communities of Vayots Dzor marz for raising
awareness in communities, developing emergency preparedness and response skills.
For this purpose, regular trainings with participation of students are conducted.
…
Best practice
Best practice
5. What should be done in the future?
Message to the governments, NGOs and other stakeholders
2015–2030
- Include basic DRR components in educational programs, develop DRR
national educational program;
- Ensure the participation of children in emergency response systems;
- Provide coordinated DRR education schools, i.e introduce as subject
technology, “Me and Environment”, Geography, Natural Sciences, Biology, Phisics,
Chemistry, Information Technologies
- Organize extracurricular groups from high grade students to teach them
specific disaster behavior skills;
- Include disaster prevention topics in school programs;
- Enhance cooperation of parents and teachers for teaching safety behavior
rules and developing skills, invite parents to DRR le sons if they express
willingness
- Increase the understanding and responsibility level of the parents about
safety of children promote development of safety culture among the parents
through DRR education;
- Strengthen the control schools for realizing the planned
programs;
- Make child protection one of the priority directions in the RA Disaster Risk
Reduction State Strategies revised according to Sendai Framework for Disaster Risk
Reduction ;
- Maintain age disaggregated statistics in DRR sphere;
at , s,
. Studying these subjects the children will
obtain clear knowledge and capabilities;
s
;
,
at school
- Provide schools with textbooks;
Key message
Develop DRR culture“ in the society through children”
9. - Assist education, emergency situations and other related institutions to develop,
test and pro-children, gender sensitive DRR educational materials;
- Teach, train and upgrad DRR teachers
- Involve children and young people in DRR development and realization process at
- local levels;
- Contribute to development of models for disaster risk comprehensive management
schools
- Promote to collection, revision and dissemination of best practices in regard to
disaster risk management schools through exchange of experience, conferences,
rou d tables, awareness and interest protection activities, formal and non formal
education;
- Contribute to strengthening of capa of public education institutions for
providing p sicological and social assistance to the children during emergencies;
- Take measures for ensuring complete safety and seismic resistance of pre-school
educational institutions and schools;
- Develop cooperation of international organizations, local NGOs state structures
/national regional, / carrying out DRR projects;
- Contribute to str ngthening of capabilities of educational for
organizing education
disseminate
e ' qualifications. Provide mandatory DRR
trainings for the directors and deputy directors of the schools;
at and introduction in the public education system;
at
n
cities
h
,
, local
e institutions
during emergencies.
Main principles of activities carried out with children before and after disaster
The activities should be planned and fulfilled by qualified specialists demonstrating
flexible approach to meet the needs of children.
Children require posttraumatic psychological rehabilitation. They should tell
what they have experienced during the disaster. Children can deny that they
experienced fear or other emotional stress. In case of not providing psychological
assistance, in the future it can cause posttraumatic psychological disorders. Stress
recoveryresourcesofchildrenarelimited andtheyneedhelp.
Rehabilitation of houses, schools hospitals, and playgrounds may require a
long time; however their main functions should be maintained through temporary
structures. The children should continue their education even in the tents. After
disaster it is more important to revive the functions rather than the buildings.
Children should stay with the people whom they trust and who will take care
of them. Family members should be assisted to find each other. Children should
receive answers to their question about the disaster. Playing possibilities should be
providedtothechildrenthatwill helpthemtoexpressemotions.
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