1. Children as pioneers of change in building
community Resilience in DRR and CCA
A lesson learnt from the implementation of Child Centered
DRR Project in Indonesia
By Vanda Lengkong (Plan Indonesia)
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2. Background
• High vulnerability of disaster in Indonesia due to geographical condition and the impact of
climate change which rapidly increase the growth of small-scale climatic disasters (localized
disaster)
• 94% disaster in 2002-2006 are climate related (drought, landslide, flood, cyclone and
abration)
• Disaster management still been dominated by top down relief effort which majority targeting
adult
• Chidlren been seen as a passive actors who don’t have any capacity or as a victim only
• Children been categorized as vulnerable groups because lack of access in regards to
information and have a passive involvement in DRR and climate change
• Fulfillment of child rights based on CRS - 4 pillars:Protection, Survival, Development dan
Participation
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3. Impact of disaster to children
Education
Physic Document impact Drop out
impact lost from school
death
Quality
injured descnent
disable Education Child
for all right
reconstruction
rehabilitation Psychosocial
Economic
impact Trauma
impact
Descent in study
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Livelihood impact to children’s parents Spirit descent

4. Brief Profile of CCDRR Project
• Been implemented since mid 2007 until now (part of
Plan International’s DRR Program funded by DFID)
• Piloted in two location of PUs (Sikka, NTT and
Rembang, Central Java) and in Jakarta and Bogor
West Java
• Child Centered approach (school and community
based) and used two strategy of implementation:
direct implementation at PU level (existence of DRR
Facilitators) and through partnership with local
partners (project in Jakarta and Bogor) and with
academics for research work
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5. Main focus of CCDRR projects
Awareness rising and giving access to children
including other stakeholders to learn about DRR
and Climate change and done a concrete action
to reduce it risk including promoting children’s
role and engagement and ensured their voices
are being considered in build up a community
resilience
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6. GOAL
Safe and resilient communities where children, young
citizen and their communities build a culture of safety
and actively participate in reducing the risks of disasters
and the impact of Climate Change
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7. Objectives
• To improve awareness on the importance of child
participation in DRR
• To improve children’s understanding on DRR and
climate change
• Establishing networking and partnership with DRR
actors in district and national level
• Advocating DRR policy which is sensitive with Child
Rights & Participation issues
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8. Target beneficiaries
60 Shools (primary and junior high school) 7 children
group in Sikka, Rembang, Jakarta, Bogor dan
Yogyakarta: pupils and teachers, school committee
and community surrounding schools and parents
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9. Why children?
• Children are effective drivers of change, and effective in questioning the status
quo
• Children care about present and future risks. Many studies from around the world
show that children are worried about environment, disasters and climate change,
and they want to do something about these problems.
• Well educated/informed children are often better educated than their parents
and usually better informed about global issues.
•.
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10. Why children?
• Research shows that children have a clearer appreciation about long term
risks compared to their elders who are usually most focused on short and
medium term risks.
• By involving children and schools, governments can get messages into a large
number of households and push for knowledge and change precisely where it is
needed.
• Involving children establishes DRR with the next generation, and support
intergenerational dialogue and learning
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11. Project Activities
• Project preparation (staff capacity building on DRR related
issues)
• Baseline survey at school and community level (in Sikka
and Rembang)
• Project socialization to beneficiaries and relevant
stakeholders
• DRR training of trainer for local facilitator (mostly teacher)
• DRR awareness raising and education campaign with
children and community
• DRR training for children using Hazard Vulnerability and
Capacity Assessment (HVCA) module including first aid
training
• Risk assessment and mapping activity by children
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12. • Development of DRR materials (leaflet, booklet, flipchart,
poster, videos, information board etc)
• Micro seed grant (small project initiate by children based on
the result of HVCA process)
• DRR simulation/mock drill based on potential risks in each
area
• Advocacy work in district (develop participatory contigency
planning at village and district level), national and
international level through children participation in different
competition and DRR workshop and conferences including
Plan engagement in DRR related networks
• Research work by external researcher in collaboration with
IDS UK and RMIT Australia
• Participatory monitoring and evaluation
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13. Plan Indonesia CCA’s work
“Make the Link, Be the Change!” School Link Projects.
Children Participatory Video on Climate Change Impacts
Children networking in flood preparedness in Jakarta
Video Documentary and Poster on Children in a
Changing Climate.
Children Participate in UNFCCC Conference (COP 13, 14
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dan 15)

14. School Link Project (SLP): Make the Link Be the Change
International Climate Change Educational
Project involving 100 Schools from 13
Countries (2008 – 2009)
In Indonesia, SLP has involving 4 Senior
High Schools: SMA 70 Jakarta, SMA 82
Jakarta, SMA Lab School and SMA 34
Jakarta, with targeted 80 students.
Key Issues that was raised are:
1. Impacts of climate change
2. Mitigation strategy towards behavior change
3. ©Adaptation strategies
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15. Developing innovative participatory tools to promote
child and youth-centered DRR and CCA
This project is to generate evidence based to promote children
participation in DRR and Climate change as well as amplifying
their voice in DRR policy through the used of participatory tools
and action research
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16. Networking and coordinations
• District: BPBD, Government (Education Agency),
Scouts, School components and government at village
level
• National : BNPB, DNPI, Consirtium for Disaster
Education (CDE) and other DRR actors and media.
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17. What we learnt …
Findings and Lesson learnt…
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18. Children as risks identifier
Children (boys and girls) have
different perspective and priority
about disaster risk compare to
adults
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19. Children as Risk Communicators
Disaster Preparedness Children’s Theater group in
Team in Jakarta Sikka, NTT
Children able to communicate and
share information on DRR and CCA
to their peers, family and event to
local government
Scout group in Rembang
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Central Java

20. Children as a risk communicator
• Invoilving children in DRR and CCA since beginning will ensure inter
generation’s transfer knowledge
• Using participative tools is the best way to communicate risks and influence
policy makers (video documenter project)
• Promoting lesson learnt on peer learning
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21. Children as an agent and pioneers of change
Rembang
“I don’t feel secure at school as people were done rock mining above our school buillding, I was
afraid that it will causes a landslide to my school “, said Wati (11) during school development
Children voice in changing community behavior towards illegal mining in their school
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22. What we learnt …
Conclusions..
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23. • Children participation is important to be considered in the
whole management cycle of DRR . Involving children in disaster
management will lead to more effective result since children have
their own uniqueness and have a long term view of risk as well as
creative and innovative in supporting it.
• Children have a significant roles in DRR activities. They
able to act as risk identifier, risk communicator (information
dissemination to others including adult) and pioneer of change in their
society, if their capacity has been well equipped and maintained
• The value of children’s creativity and knowledge should be more
recognized, respected and encourage by adults. They are capable of
making constructive contribution to DRR decision making at all
level including the global debate on climate change (children
participation in international event)
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24. • Inclusion of DRR and Climate Change should be done
totally, equal and comprehensive (level of participation)
which means that children not only been put in the position
of consultation only but more on open an access to
information on disaster and climate change dynamics which
affected their rights (paradigm shifting including behavior and
commitment from adults)
• Regular coordination and collaboration with relevant
stakeholder including government agencies particularly
disaster management agency and education agency in all
level is crucial in order to build up project ownership and
leads to proper project sustainability
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25. “We did not inherit the earth from our ancestors; we
borrowed it from our children, so its time to listen to them”
Kita tidak mewarisi bumi ini dari nenek moyang kita, kita
meminjamnya dari anak-anak kita dan sudah saatnya kita
mendengarkan mereka
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26. Terima kasih
Thank You
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