ECD are closely linked, especially in emergency and conflict contexts, where children are more likely to be deprived of adequate nutrition, education, health etc.
The 2007 Lan-cet Child Development Series recognized that tackling stunting, iron deficiency, iodine deficiency and low birth weight are among the top most effective early childhood development interventions, along with addressing in ad-equate stimulation.
ECD is a period in a person's life from conception to 8 years.
Young children in emergencies are an especially vulnerable group as they are dependent on others for their survival and well-being.
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
Disaster Risk Resilience, curriculum that is fit for purpose in the sector, C...Bibhuti Bhusan Gadanayak
A Disaster, Risk & Resilience
curriculum that is fit for purpose in the sector at Coventry University, UK
(RIP is a process which takes risk prospective as an integral component of thinking, planning, implementing and monitoring development programmes through risk analysis and consequent programme adjustment
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
Disaster Risk Resilience, curriculum that is fit for purpose in the sector, C...Bibhuti Bhusan Gadanayak
A Disaster, Risk & Resilience
curriculum that is fit for purpose in the sector at Coventry University, UK
(RIP is a process which takes risk prospective as an integral component of thinking, planning, implementing and monitoring development programmes through risk analysis and consequent programme adjustment
Local Community Empowerment and Multi-stakeholder Participation in DRRMESD UNU-IAS
Local Community Empowerment and Multi-stakeholder Participation in DRRM
Presented by Mr. Ramon Mapa (People’s Initiative for Learning and Community Development (PILCD))
2019 ProSPER.Net Leadership Programme
24-30 November, 2019
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
Community awareness refers when the community is aware about each and everything that is happening around and if the is an issue which needs to be solved, the community members should have an idea of what problems are some of the community members facing around the community. Measures on how to solve the problems faced by the community must be discussed.
Community awareness is the ability to direct know and perceive, to fell, or consciousness about a potential problem or impact on a community people of an event
Presentation by Dr. Henry Perry, Senior Associate at the Department of International Health at Johns Hopkins University on community participation in health systems. Presented at the Third Global Symposium on Health Systems Research in Cape Town, South Africa. The theme for this year’s symposium was People-centered Health Systems.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
The Environment and Gender Index (EGI) monitors gender equality and women's empowerment in the environmental arena. This novel index was created by the Gender Global Office of the IUCN and was launched on November 19 during the UN Climate Change Convention (COPS 19 in Warsaw, Poland).
The EGI scores and ranks 72 countries worldwide along 27 dimensions divided into 6 categories. The aim of the EGI is to measure progress, improve information and empower countries to take steps forward for gender equality and for the environment.
SOCIAL MOBILIZATION, COMMUNICATIONS and HEALTH PROMOTION in Ebola Outbreak CO...Abraham Idokoko
A training and experience transfer lecture to health officials and delegates from other West African Countries at Intercontinental Hotel, Lagos, Nigeria, 2014.
Local Community Empowerment and Multi-stakeholder Participation in DRRMESD UNU-IAS
Local Community Empowerment and Multi-stakeholder Participation in DRRM
Presented by Mr. Ramon Mapa (People’s Initiative for Learning and Community Development (PILCD))
2019 ProSPER.Net Leadership Programme
24-30 November, 2019
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
Community awareness refers when the community is aware about each and everything that is happening around and if the is an issue which needs to be solved, the community members should have an idea of what problems are some of the community members facing around the community. Measures on how to solve the problems faced by the community must be discussed.
Community awareness is the ability to direct know and perceive, to fell, or consciousness about a potential problem or impact on a community people of an event
Presentation by Dr. Henry Perry, Senior Associate at the Department of International Health at Johns Hopkins University on community participation in health systems. Presented at the Third Global Symposium on Health Systems Research in Cape Town, South Africa. The theme for this year’s symposium was People-centered Health Systems.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
The Environment and Gender Index (EGI) monitors gender equality and women's empowerment in the environmental arena. This novel index was created by the Gender Global Office of the IUCN and was launched on November 19 during the UN Climate Change Convention (COPS 19 in Warsaw, Poland).
The EGI scores and ranks 72 countries worldwide along 27 dimensions divided into 6 categories. The aim of the EGI is to measure progress, improve information and empower countries to take steps forward for gender equality and for the environment.
SOCIAL MOBILIZATION, COMMUNICATIONS and HEALTH PROMOTION in Ebola Outbreak CO...Abraham Idokoko
A training and experience transfer lecture to health officials and delegates from other West African Countries at Intercontinental Hotel, Lagos, Nigeria, 2014.
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider
socio-economic impacts of COVID-19 on communities
and society also disrupt children’s and young people’s
normal support systems, leaving them more vulnerable
to illnesses and child protection risks such as physical
and humiliating punishment, sexual and gender-based
violence, child marriage, child labour, child trafficking and
recruitment and use in armed conflict. Girls and other
marginalised groups, particularly those in displaced settings, are particularly affected.
As governments prepare to reopen schools and other
learning sites, ministries and school communities must
minimise the risk of transmission of COVID-19 within
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school closures, particularly for girls and other marginalised groups.
Lessons learned from the COVID-19 school closures
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopening process offers a unique multi-sectoral opportunity
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participatory process can help bring all children and young people
into school and leave no one behind.
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
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
U.S.A and India: Convergences and Challenges in Clean Energy and Climate Ch...Bibhuti Bhusan Gadanayak
U.S.A and India: Convergences and Challenges in Clean Energy and Climate Change
Key discussion questions
- What are the challenges faced by both countries in harnessing the true potential for clean energy?
- Should the issue of climate change feature as a major theme in the bilateral strategic negotiations?
- How can knowledge sharing platforms be utilised to mitigate the crisis of climate change?
- What does US joining of India-led International Solar Alliance means for the grouping?
Social development is about improving the well-being of every individual in society so they can reach their full potential.
-The success of society is linked to the well-being of each and every citizen. Social development means investing in people.
Disaster Management: Definition, Typology of disasters, major disasters in India
Disaster Management Cycle: Paradigm Shift in Disaster Management, Pre-Disaster – Risk Assessment and Analysis, Risk Mapping: Zonation and Microzonation, Prevention and Mitigation of Disasters, Early Warning System; Preparedness, Capacity Development; Awareness. During Disaster – Evacuation – Disaster Communication – Search and Rescue – Emergency Operation Centre – Incident Command System – Relief and Rehabilitation.
Post-disaster – Damage and Needs Assessment, Restoration of Critical Infrastructure – Early Recovery – Reconstruction and Redevelopment.
Natural Disaster – Definition and associated terminology, Complex Humanitarian Emergency
Origin and evolution of the definition, difference between man-made and natural disasters: characteristics
Concept, nature and severity of climate change.
Causes of climate change. Impact of climate change: globally in general and Odisha in particular.
Greenhouse effect, climate change and disasters.
Role of Civil Society in DRR Implementation of the SFDRR in the context of U...Bibhuti Bhusan Gadanayak
All non-governmental groups, associations and institutions that citizen form and join these includes
- religious organizations
- professional organizations
- charitable groups
- inter groups
Non-Governmental associations (NGOs)
Role of women in disaster management Experience from Asia and Africa presente...Bibhuti Bhusan Gadanayak
Role of women in disaster management
Experience from Asia and Africa
"To awaken the people, it is the women who must be awakened. Once she is on the move, the family moves, the village moves, the nation moves".
Pt. Jawaharlal Nehru
1.Enabling children and adults to access the resources they need to maintain their health and wellbeing (e.g., under lockdown or shielding) through
2.Enabling children and adults to access the resources they need to maintain their health and wellbeing (e.g., under lockdown or shielding) through
3.Identifying and supporting informal family and friend
Mobilizing, connecting people and providing information about community, universal and secondary services and resources
The Post-Disaster Needs Assessment (PDNA) is an internationally accepted methodology for determining the physical damages, economic losses, and costs of meeting recovery needs after a natural disaster through a government-led process.
The Post-Disaster Needs Assessment (PDNA) is an internationally accepted methodology for determining the physical damages, economic losses, and costs of meeting recovery needs after a natural disaster through a government-led process.
Social Work practice conducting PDNA in post disaster situation: Special re...Bibhuti Bhusan Gadanayak
Social Work practice conducting PDNA in post disaster situation: Special reference to the volcanic eruption in bordering area of DR Congo-Rwanda, East Africa on Saturday 22nd May 2021. Presented before the students of Department of Social Work, Visva-Bharati (A Central University of National Importance ) on 11th July 2021 from RWANDA
The discussion topic envisions where Rwanda’s food system aims to be by 2030 and is accompanied by guiding questions. The EWS discussion topic is: “Smallholder farmers and other stakeholders along the food systems value chain receive timely warnings on shocks using better data and mobile technology.”
“Smallholder farmers and other stakeholders along the food systems value chai...Bibhuti Bhusan Gadanayak
The discussion topic envisions where Rwanda’s food system aims to be by 2030 and is accompanied by guiding questions. The EWS discussion topic is: “Smallholder farmers and other stakeholders along the food systems value chain receive timely warnings on shocks using better data and mobile technology.”
As suggested earlier, I would like to be updated on my attendance the Second Caribbean Safe School Ministerial Forum on School Safety. Theme: Education Sector Resilience: Exploring the possibilities to be held at St. Vincent and the Grenadines held during April 29-30, 2019.
Flooding’s occur when an extreme volume of water is carried by rivers, creeks and many other geographical features into areas where the water cannot be drained adequately. Often, during times of heavy rainfall, drainage systems in residential areas are not adequate or unchecked civil development severely impedes the functionality of an otherwise acceptable drainage system.
A serious disruption of the functioning of the society, caused by a hazard or otherwise, having widespread human, material, environmental and other losses, which exceed the ability of the affected society to cope using its own resources
Poverty alleviation at the grass root level, self-help groups (SHGs) as an in...Bibhuti Bhusan Gadanayak
Orissa is endowed with rich natural resources in the form of vast mineral deposits, forest, fertile land, plentiful surface and ground water resources, long coast line, and picturesque tourist potential. But, such resources have not been exploited adequately for income generation activities. As a result, Orissa ranks very low among the Indian states in terms of per capita income, and it has become one of the poorest states of the country. Large proportion of people in the state have very poor living conditions. As per an estimate, among the fifteen major states of India, the position of Orissa with regard to living conditions or standard of living is fourteenth (Behera and Mitra: 1996). So, it becomes necessary to examine the poverty scenario and the formation SHGs in reducing the poverty.
The Gambia provides a comprehensive view of hazard, risk and uncertainties for floods and droughts in a changing climate, with projections for the period 2050-2100. The risk profile considers a large number of possible scenarios, their likelihood, and associated impacts. The presentation describes, how the DRR & CCA is mainstreamed in the Gambia with development planning and policies.
DRR strategies are the cornerstone of formalised action for reducing natural hazard-related disaster risk and setting the strategic direction for a district, country or region to become more resilient to disasters.
DRR strategies ‘define goals and objectives across different time scales and with concrete targets, indicators and time frames’.
1: Strong Public Private Partnerships
2: Resilience in the Built Environment
3: Risk‐sensitive Investments and Accounting
4: Positive Cycle of Reinforcement for a Resilient Society
5: Private Sector Risk Disclosure
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Early Child Devlopment in Emergency (ECD) - A policy initiative
1. Shelly-Ann
Shelly-Ann
6th February 2019
EARLY CHILD
DEVELOPMENT IN
EMERGENCY – CSSSP IS
AN APPROACH
Bibhuti Bhusan
Gadanayak
Education in Emergency Coordinator,
UNICEF, Barbados
Department of Education, MoE, Youth
and Library Services
Providenciales, Turks and Caicos Island
Presented during the visit of Ms. Shelly-Ann Harper Early Childhood Development Specialist
UNICEF Barbados
2. COUNTRY PROFILE
Total population: 31,458/ 53,701 (est. 2018)
Total no. of Islands & cays: 40
No. of habituated Islands: 6
Total area: 948 sq km.
Coastline areas: 389 km
Natural resources: Spiny lobster, Conch
Agricultural land: 1.1% (2011 est.)
Arable land: 1.1% (2011 est.) /
Permanent crops: 0% (2011 est.) /
Permanent pasture: 0% (2011 est.)
Forest: 36.2% (2011 est.)
Other: 62.7% (2011 est.)
Natural hazards: Hurricane frequent
Env. current issues: Limited natural fresh water ressources
GDP per capita: $ 22,813
Belongers Number: 42.5%
Non-Belongers Number: 57.5%
https://www.cia.gov/library/publications/the-world-factbook/geos/tk.html
3. CHILD POPULATION
Youth popn. (20-24 years): 8.0%
Total children popn. (0–19) years: 28.5%
Adolescent popn (10-19): 13.7%
15-19 years: 7.1%
Total boys popn.: 16365
Total girls: 15834
No. of Schools: 40
No. of public Schools: 15 (10primary+ 5 secondary)
No. of private Schools: 25
Total no. of Students: 5627
Boys: 2829
Girls: 2798
Source: Child and youth population, 2012, http://www.gov.tc/; http://www.tcimall.tc/
4. KEY SHOCKS AND STRESSES IN TCI
Floods
Earthquakes
Drought
Tsunami
Oil spills
Aviation accidents
Road accidents
Health and epidemic HazardsTCI is vulnerable to multi-hazard
Children are highly vulnerable to impacts from these
shocks and stresses
Hurricane
Cruise ship/Maritime accident
5. EARLY CHILDHOOD
DEVELOPMENT IN
EMERGENCY
ECD are closely linked, especially in
emergency and conflict contexts, where
children are more likely to be deprived of
adequate nutrition, education, health etc.
The 2007 Lan-cet Child Development Series
recognized that tackling stunting, iron
deficiency, iodine deficiency and low birth
weight are among the top most effective
early childhood development interventions,
along with addressing in ad-equate
stimulation.
ECD is a period in a person's life from
conception to 8 years.
Young children in emergencies are an
especially vulnerable group as they are
dependent on others for their survival and
Source: https://www.ineesite.org/en/early-childhood-development
https://www.unicef.org/earlychildhood/files/Programme_Guide_ECDiE.pdf
6. Source: https://www.ineesite.org/en/early-childhood-development
ECD provides services during unique period of
brain development in children
ECD provides health and nutrition services
along with brain stimulation
ECD programs help protect children from
harm
ECD helps mitigate toxic stress that can result
in permanent long-term damage
ECD is cost effective and beneficial for society
ECD programs promote peace, DRR, and
environmental protection
ECD IMPORTANT ESPECIALLY IN
EMERGENCIES……
7. MAJOR ACTIVITIES IN TCI ECD IN EMERGENCY
SFDRR 2015-30
4 priorities for action
i.Understanding DR;
ii.Strengthening DR governance to manage
DR;
iii.Investing in DR for resilience and;
iv. Enhancing DP for effective response, and to
"B3 " in R3.
7 targets
1.Reduce global disaster mortality
2.Reduce the number of affected people
3. Reduce direct disaster economic loss in
relation to GDP
4. Reduce disaster damage to critical
infrastructure
5.Increase the no. of countries with national
and local DRR strategies
6.Enhance international cooperation
7.Increase the availability of and access to
multi-hazard EW systems
Knowledge
Management
Creating an e-hub for sharing DRR and CCA knowledge
Incorporating DRR into School curriculum
Training manual on CSSSP
Developing SoP
Knowledge products on psycho-social support, Child Rights and SFDRR, SDG
CB ToT on SDMP
Interaction with senior officials on the implementation of CSSSP
Consultation on CSSSP
Creating a cadre of trainers among the teachers at all level
Provision of School Emergency Kit
Advocacy Updating the national Disaster Management Plan
CSSS Policy guideline
Developing School Operational Emergency Plan (SOEP)/SDMP
National level consultation on mainstreaming DRR
Interaction with elected representatives
Safe School declaration
Public Private Partnership
8. THE THREE PILLARS OF
COMPREHENSIVE SCHOOL SAFETYCSS Global framework
in support of the global alliance for DRR and resilience in the education and worldwide initiative for
safe school
GOALS OF COMPREHENSIVE
SCHOOL SAFETY
Protect students and
educators from death,
injury, and harm in schools
Plan for continuity of
education through all
expected hazards and
threats
Safeguard education sector
investments
Strengthen risk reduction and
resilience through education
9. WHAT IS CSSS?
Comprehensive School Safety and
Security (CSSS) in the context of TCI
takes the learning from existing
approaches to include broadly
concerns related to school facilities
and environment, various security
and protection related issues faced
by children and the risks arising out
of hazards (natural and man-made).
10. 3 PILLARS OF CSSSP GUIDELINE
–ISSUES PROPOSED…….
Safe School facilities and school
environment
Protection from violence and other
forms of abuse
Disaster Risk Reduction
Safe and healthy school
facilities (drinking water for all,
toilet, check list to assess the
existing structural risks, safe
classrooms)
Safe environment around and
outside of School (Road to and
from School, campus,
playground, safety for
infrastructure arrangement,
field trips)
WASH in School
Protection from emotional and physical
abuse (training of teachers on the
issue of punishment, monitoring visits
by academic/administrative officials)
Sexual safety (at least 1 male teacher,
changing gender stereotypes as part of
pre-service training teachers
sensitization on eve teasing /sexual
abuses
Mechanisms in place for prevention
and response (antecedent verification
of all teachers and staff , no tolerance
of teachers and staff intoxication,
continuous education on child rights
grievance re-dressal mechanism, SMC
School disaster management
(building safety audits, disaster
preparedness and response
plan at individual school level,
formation of disaster
management teams)
Safe school infrastructure
(disaster resilient building,
adequate emergency exits)
Risk reduction and resilience
education (sensitization of
teachers on response to
disaster ) pre-service and
continuing)
12. OBJECTIVE CONTD………
Promote
To promote a safe, secure and positive environment in school, conducive for
learning and development, in partnership with children
Assist
To assist the school to enable children to assess and anticipate risks and take
initiatives for reducing risks and subsequently adopt a policy on safety of
children
Delegate
To define roles and responsibilities and accountability of school authorities
and other stakeholders
Enable
To enable staff and others recognize signs of safety violation, risks and
abuse or situations when a child may require protection and help; and
importantly enable them to report or bring to the notice of the concerned
authority for immediate action
Establish
To set in place mechanisms for monitoring and review of the implementation
13. PART I- INTRODUCTION
1.1 Background
1.2 Need for CSSS Guidelines
The CSSSP is an attempt towards ensuring an effective mechanism for assessing, planning,
implementing, monitoring and redressal of grievances on safety and security of children in schools
through a multi-stakeholder engagement model
1.3 Legal and Policy Context
1.4 Objectives of this Policy Guideline- TCI
1.5 Obligations
1.6 Applicability and Scope
1.7 Approach
1.8 Governing Principles
1.9 Process adopted for development of the
guideline
14. 2.1 Defining Comprehensive School
Safety
2.1 Core Components of
Comprehensive School Safety and
Security
2.2 Safe School Facilities and
Environment
2.3 Operational Guidelines
2.4 Disaster Risk Reduction in Schools
2.5 Operational Guidelines
2.6 Protection of Children from
PART II- THE GUIDELINE
15. PART III- IMPLEMENTATION OF THE POLICY
GUIDELINE
3.1Implementation
Mechanism
3.2Regular Monitoring of
Comprehensive School Safety
and Security
16. PART IV- ROLES AND RESPONSIBILITIES
4.1 Role of Stakeholders
4.2Review of the guidelines
Abbreviations
Glossary
17. CSSS PROPOSED PROCESS
Consensus and
partnership
Inter
departmental
consultation
Review and
validation of
the guideline
Islands level
workshops
Drafting of the
guideline
Submission
for approval at
the Parliament
Final CSSS
guideline
18. REFERENCE:
TCI Disaster Management Bill 2013
TCI Country Risk Profile, August 2013
CARICAD Post Hurricane recovery Plan September 2018
TCI, National Disaster Management Plan
DDME, TCI websites
Situation Analysis of Children in Turks and Caicos Islands (2016), The GoTCI and UNICEF
Office for the Eastern Caribbean Area
Needs Assessment: TCI, Department for International Development, July 2012
https://theirworld.org/news/thousands-island-children-still-out-of-school-after-hurricane-
irma
https://www.unicef.org/lac/en/press-releases/caribbean-unicef-works-developing-
resilience-children-and-communities-islands
https://www.preventionweb.net/countries/tca/data/
Others.........