The document outlines the candidate's experience undertaking various disaster risk reduction projects over the past 25 years, holding positions from Research Assistant to Senior Programme Manager. It describes projects assessing vulnerability, developing risk profiles and management plans, conducting training programs, and more in over 15 countries in Asia and Africa. The candidate has extensive experience developing methodologies, building local capacity, and supporting mainstreaming of disaster risk reduction.
Construction Management in Developing Countries, Lecture 10, Project Evaluation and Auditing, types and differences between evaluation and auditing, challenges faced by professional auditors in project auditing in developing countries
Abul Kalam Azad has over 25 years of experience in development projects focused on poverty reduction, resilience building, social protection, WASH and livelihoods. He currently works as the Infrastructure Coordinator for the Chars Livelihoods Programme, a £80 million poverty reduction program. Previously he held management roles with CARE Bangladesh, managing infrastructure projects including roads, bridges and markets. He has expertise in strategic planning, project design, management, monitoring and evaluation, training, and working with NGO and government partners.
CGIAR Site Integration: Site Integration Plans – next stepsCGIAR
This document provides an overview and suggested agenda for discussions on Site Integration plans at an upcoming Science Leaders meeting. Site Integration refers to coordinating CGIAR research activities at the country level. The document outlines progress made to date in developing Site Integration plans for 20 priority countries. It notes some challenges that have emerged, such as concerns about increased transaction costs and how to effectively engage partners. The suggested agenda includes sessions to collect experiences with challenges and opportunities, unpack the elements of site integration, and decide next steps. The background section provides context on the development of the Site Integration concept and process. Key messages from an assessment of the submitted Site Integration plans are also summarized.
Sajid Aziz Khan is seeking a challenging position in engineering management where he can utilize his expertise working in a team. He has a Master's degree in power engineering and over 10 years of experience in project management roles for transmission and distribution projects in Pakistan and Nigeria. His experience includes managing substation, transmission line, and power distribution projects from planning through commissioning. Currently he is a Project Coordinator at NESPAK in Pakistan, overseeing projects such as a 500kV substation and transmission line worth over $200 million.
Preliminary Midterm review findings of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET)
Michael Lindsay is an accomplished leader with over 20 years of experience in operations, program and project management, and process improvement. He has a proven track record of developing unique solutions to systemic problems and improving efficiency and cost savings. As an operations manager, he simultaneously led multiple programs and projects, delivering exceptional outcomes.
The document outlines the stages of the project development cycle which includes project identification, formulation/preparation, analysis and appraisal, implementation/supervision, operations, and evaluation. It discusses each stage in detail, explaining the key activities and considerations involved. For example, in the project identification stage, potential project ideas are screened and refined through feasibility studies. In the implementation stage, tasks are allocated and resources procured to carry out the project as planned. The full cycle aims to ensure projects are properly conceived, planned, executed and assessed for impact.
This document summarizes the use of participatory research for evaluating the Leadership Development for Mobilizing Reproductive Health (LDM) program. Over 1200 fellows from 5 countries participated in the LDM program, which aimed to build reproductive health leaders. The Research Center for Leadership in Action (RCLA) and Institute of International Education (IIE) conducted a participatory evaluation of LDM using Action Reflection groups and other methods. The evaluation engaged stakeholders to assess the program's effectiveness and inform next steps. While challenging, the participatory approach provided insights and empowered participants to take concrete actions.
Construction Management in Developing Countries, Lecture 10, Project Evaluation and Auditing, types and differences between evaluation and auditing, challenges faced by professional auditors in project auditing in developing countries
Abul Kalam Azad has over 25 years of experience in development projects focused on poverty reduction, resilience building, social protection, WASH and livelihoods. He currently works as the Infrastructure Coordinator for the Chars Livelihoods Programme, a £80 million poverty reduction program. Previously he held management roles with CARE Bangladesh, managing infrastructure projects including roads, bridges and markets. He has expertise in strategic planning, project design, management, monitoring and evaluation, training, and working with NGO and government partners.
CGIAR Site Integration: Site Integration Plans – next stepsCGIAR
This document provides an overview and suggested agenda for discussions on Site Integration plans at an upcoming Science Leaders meeting. Site Integration refers to coordinating CGIAR research activities at the country level. The document outlines progress made to date in developing Site Integration plans for 20 priority countries. It notes some challenges that have emerged, such as concerns about increased transaction costs and how to effectively engage partners. The suggested agenda includes sessions to collect experiences with challenges and opportunities, unpack the elements of site integration, and decide next steps. The background section provides context on the development of the Site Integration concept and process. Key messages from an assessment of the submitted Site Integration plans are also summarized.
Sajid Aziz Khan is seeking a challenging position in engineering management where he can utilize his expertise working in a team. He has a Master's degree in power engineering and over 10 years of experience in project management roles for transmission and distribution projects in Pakistan and Nigeria. His experience includes managing substation, transmission line, and power distribution projects from planning through commissioning. Currently he is a Project Coordinator at NESPAK in Pakistan, overseeing projects such as a 500kV substation and transmission line worth over $200 million.
Preliminary Midterm review findings of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET)
Michael Lindsay is an accomplished leader with over 20 years of experience in operations, program and project management, and process improvement. He has a proven track record of developing unique solutions to systemic problems and improving efficiency and cost savings. As an operations manager, he simultaneously led multiple programs and projects, delivering exceptional outcomes.
The document outlines the stages of the project development cycle which includes project identification, formulation/preparation, analysis and appraisal, implementation/supervision, operations, and evaluation. It discusses each stage in detail, explaining the key activities and considerations involved. For example, in the project identification stage, potential project ideas are screened and refined through feasibility studies. In the implementation stage, tasks are allocated and resources procured to carry out the project as planned. The full cycle aims to ensure projects are properly conceived, planned, executed and assessed for impact.
This document summarizes the use of participatory research for evaluating the Leadership Development for Mobilizing Reproductive Health (LDM) program. Over 1200 fellows from 5 countries participated in the LDM program, which aimed to build reproductive health leaders. The Research Center for Leadership in Action (RCLA) and Institute of International Education (IIE) conducted a participatory evaluation of LDM using Action Reflection groups and other methods. The evaluation engaged stakeholders to assess the program's effectiveness and inform next steps. While challenging, the participatory approach provided insights and empowered participants to take concrete actions.
DRR innovation and excellence in nepal NSET NepalDPNet
The School Earthquake Safety Program (SESP) of NSET in Nepal aims to assess and reduce the seismic vulnerability of schools, raise earthquake preparedness awareness, and build capacity. Key components of SESP include school vulnerability assessments, seismic retrofitting of existing structures or construction of new earthquake resistant buildings, training teachers, students, masons and communities, and developing school preparedness plans and drills. The program has resulted in the formation of student safety clubs, improved construction practices, and the replication of earthquake resistant construction in other buildings. Lessons learned include that schools are an effective community entry point and that transparency is important for community programs. The goal is to develop national school earthquake safety strategies and expand the program to all schools
The document discusses retrofitting school buildings in Nepal to make them safer during earthquakes. It provides an overview of school construction practices in Nepal, which have traditionally lacked earthquake-resistant design. The 2015 Gorkha earthquake damaged many schools built with unreinforced masonry. The report examines case studies of retrofitted versus non-retrofitted schools from the earthquake and concludes that retrofitting is effective at increasing structural integrity. It recommends expanding retrofitting programs to reduce seismic vulnerability in schools.
This document summarizes the seismic hazard assessment conducted for the Kathmandu valley in Nepal. It describes the procedures used, including setting scenario earthquakes, developing a ground model, and assessing characteristics of the 2015 Gorkha earthquake. Scenario earthquakes of magnitudes 7.8-8.6 were set, and a ground model was developed using over 400 drilling data points, microtremor measurements, and geological cross sections. Site response analyses were then conducted to estimate seismic ground motions and risks of liquefaction and slope failure across the valley.
Safe School Toolkit and Plan Nepal (Piloting Book)DPNet
This document provides an introduction and overview of a safe school toolkit developed by Plan International Nepal. The toolkit aims to help those involved in assessing, monitoring and evaluating safe schools by outlining the key pillars of safe school infrastructure, disaster management, and risk reduction education. It was created based on learning from Nepal's policy context, Plan Nepal's safe school projects, and practices in the education sector. The toolkit is intended as a reference for developing safe school plans and frameworks, with the understanding that it will be refined over time based on government policies and guidelines related to safe schools.
This document proposes a School Disaster Risk Reduction (DRR) toolkit to help quantify disaster risk for schools. It aims to measure the degree of threat/risk to schools over time using a "Risk Index" scale. The toolkit would identify hazards, define vulnerability and capacity indicators, assign weights, and calculate hazard-specific and multi-hazard risk indexes. It could help prioritize high-risk schools for intervention and track changes from DRR activities. While useful, it is noted that human observation may better analyze qualitative risk factors than an algorithm alone.
The document lists 12 resource materials created by the Danish Red Cross for their CBMHRR project funded by ECHO. The materials include games, posters, manuals, lists, and videos in Nepali and English on various disaster risk reduction topics like floods, landslides, earthquakes, fire, health and hygiene. The objectives are to create awareness and educate community members, volunteers, and local governments in project areas on disaster preparedness, risks, impacts, and mitigation measures. The target audiences include people living in at-risk communities, first responders, search and rescue teams, and local authorities.
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...Yasuhiro Kawasoe
Presentation by Dr. Satoru NISHIKAWA
Executive Director of Research, JCADR
Ex-Vice President, Japan Water Agency
Advisory Group to SRSG on the Post-2015 Framework for Disaster Risk Reduction
Global Agenda Council on Risk and Resilience, World Economic Forum
at 1st JICA ERAKV Project Seminar
The document discusses a program initiated by the Global Facility for Disaster Reduction and Recovery (GFDRR) and the World Bank to develop a strategy for improving seismic safety in schools in Nepal. The two-year, $200,000 program aims to develop a national strategy through pilot projects at six schools in two districts. The program assessed school buildings, retrofitted or reconstructed vulnerable buildings, trained teachers, students, and local masons, and raised awareness of earthquake preparedness in communities. The demonstration projects are meant to develop an approach that can be scaled up across Nepal to improve seismic safety in schools.
Mercy corps dipecho iec resource material templateDIPECHO Nepal
The document describes 23 information, education, and communication (IEC) materials created by Mercy Corps for their Kailali Disaster Risk Reduction Initiative in Nepal. The materials include books, booklets, games, posters, flyers, and videos in Nepali and Tharu languages. They aim to raise awareness and build capacity around disaster preparedness, response, and risk reduction topics like floods, fires, and cold waves among students, communities, and first responders in Kailali district. The IEC materials were funded by the EC DIPECHO program and focus on sharing lessons on community-based disaster risk reduction practices.
The document provides guidance on conducting a school safety audit at Calallen Middle School. It recommends establishing a safety audit committee consisting of 3-6 members from various stakeholder groups. The committee should conduct a full safety audit every 3 years and annual reviews of recommendations. The audit examines school policies, procedures, facilities, and stakeholder feedback to identify areas for improved safety.
The document discusses the 2015 M7.8 Nepal earthquake. It was the largest earthquake in Nepal in over 80 years and caused around 8,000 fatalities due to strong shaking and secondary effects like landslides. The earthquake occurred along the collision zone between the Indian and Eurasian tectonic plates. Analysis of seismic and satellite data provided insights into the earthquake's effects, aftershocks, and rupture process, but further research is still needed to fully understand the regional seismic hazard in this area of high seismic activity.
Nepal experienced a devastating earthquake in April 2015 measuring between 7.8-8.1 on the Richter scale centered near Kathmandu. The earthquake caused over 8,700 casualties and left approximately 2.5 million people homeless as it collapsed around 500,000 houses and 100,000 government buildings. Previous major earthquakes in Nepal include one in 1934 measuring 8.0 that killed between 10,700-12,000 people and one in 1988 measuring 6.9 that killed 721 people. International donations helped provide relief and aid to Nepal following the widespread damage from the 2015 earthquake.
My school is supposed to be my safe place. However, violence occurs there daily through bullying behaviors like laughing at, pushing, taunting, or isolating others. Violence is not just physical, but can also take the form of hurtful words or gestures. Students who are victims of violence may feel sad, lonely, ashamed, or less than their peers. Instead of allowing stronger students to harm weaker ones, students should speak up, build confidence, and tell trusted adults like teachers or parents if they face oppression at school.
The document outlines 7 steps that schools can take to improve safety, including developing and enforcing a code of conduct, conducting emergency drills, personalizing the school environment with help boxes, analyzing incident reports, implementing effective programs, engaging parents and community, and training students and staff to recognize warning signs of violence. The school discussed has implemented several of these steps, such as an annually updated code of conduct, regular emergency drills, help boxes built by students, an after school program, and communicating with parents about incidents.
This report on policy mapping study on Safe Schools policy practices analyses the Safe School perspective in South Asia and safe schools programme in Nepal since last few decades and suggest the gaps and needs towards fulfilling the comprehensive school safety framework.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
The document discusses the definitions of safety and security, the differences between them, and the roles of staff, students, and parents in ensuring school safety and security. It also outlines requirements for effective implementation of safety and security in schools such as establishing emergency plans and drills, designating restricted areas, and controlling school access.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Fawad Ashraf Ghulman has over 7 years of experience in humanitarian aid and development programs. He holds masters and bachelor degrees in business administration, telecommunications engineering, and journalism/social work. His experience includes managing emergency response projects, coordinating with government and donor organizations, and providing strategic guidance and technical support across various roles in Pakistan and Nepal. He is currently a manager at Catkin Engineering, overseeing project coordination, technical installations, and business development.
The document discusses the 7 stages of managing community-based projects, which include conducting a community needs assessment, project planning, organizing resources, implementation, monitoring, impact evaluation, and reviewing the plan of action. It also provides guidance on writing an effective project proposal for NSTP community immersion projects, including defining objectives, describing the project, methodology, budget, and schedule of activities. The project proposal serves as the basis for designing activities and monitoring/evaluating projects undertaken in the community.
DRR innovation and excellence in nepal NSET NepalDPNet
The School Earthquake Safety Program (SESP) of NSET in Nepal aims to assess and reduce the seismic vulnerability of schools, raise earthquake preparedness awareness, and build capacity. Key components of SESP include school vulnerability assessments, seismic retrofitting of existing structures or construction of new earthquake resistant buildings, training teachers, students, masons and communities, and developing school preparedness plans and drills. The program has resulted in the formation of student safety clubs, improved construction practices, and the replication of earthquake resistant construction in other buildings. Lessons learned include that schools are an effective community entry point and that transparency is important for community programs. The goal is to develop national school earthquake safety strategies and expand the program to all schools
The document discusses retrofitting school buildings in Nepal to make them safer during earthquakes. It provides an overview of school construction practices in Nepal, which have traditionally lacked earthquake-resistant design. The 2015 Gorkha earthquake damaged many schools built with unreinforced masonry. The report examines case studies of retrofitted versus non-retrofitted schools from the earthquake and concludes that retrofitting is effective at increasing structural integrity. It recommends expanding retrofitting programs to reduce seismic vulnerability in schools.
This document summarizes the seismic hazard assessment conducted for the Kathmandu valley in Nepal. It describes the procedures used, including setting scenario earthquakes, developing a ground model, and assessing characteristics of the 2015 Gorkha earthquake. Scenario earthquakes of magnitudes 7.8-8.6 were set, and a ground model was developed using over 400 drilling data points, microtremor measurements, and geological cross sections. Site response analyses were then conducted to estimate seismic ground motions and risks of liquefaction and slope failure across the valley.
Safe School Toolkit and Plan Nepal (Piloting Book)DPNet
This document provides an introduction and overview of a safe school toolkit developed by Plan International Nepal. The toolkit aims to help those involved in assessing, monitoring and evaluating safe schools by outlining the key pillars of safe school infrastructure, disaster management, and risk reduction education. It was created based on learning from Nepal's policy context, Plan Nepal's safe school projects, and practices in the education sector. The toolkit is intended as a reference for developing safe school plans and frameworks, with the understanding that it will be refined over time based on government policies and guidelines related to safe schools.
This document proposes a School Disaster Risk Reduction (DRR) toolkit to help quantify disaster risk for schools. It aims to measure the degree of threat/risk to schools over time using a "Risk Index" scale. The toolkit would identify hazards, define vulnerability and capacity indicators, assign weights, and calculate hazard-specific and multi-hazard risk indexes. It could help prioritize high-risk schools for intervention and track changes from DRR activities. While useful, it is noted that human observation may better analyze qualitative risk factors than an algorithm alone.
The document lists 12 resource materials created by the Danish Red Cross for their CBMHRR project funded by ECHO. The materials include games, posters, manuals, lists, and videos in Nepali and English on various disaster risk reduction topics like floods, landslides, earthquakes, fire, health and hygiene. The objectives are to create awareness and educate community members, volunteers, and local governments in project areas on disaster preparedness, risks, impacts, and mitigation measures. The target audiences include people living in at-risk communities, first responders, search and rescue teams, and local authorities.
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...Yasuhiro Kawasoe
Presentation by Dr. Satoru NISHIKAWA
Executive Director of Research, JCADR
Ex-Vice President, Japan Water Agency
Advisory Group to SRSG on the Post-2015 Framework for Disaster Risk Reduction
Global Agenda Council on Risk and Resilience, World Economic Forum
at 1st JICA ERAKV Project Seminar
The document discusses a program initiated by the Global Facility for Disaster Reduction and Recovery (GFDRR) and the World Bank to develop a strategy for improving seismic safety in schools in Nepal. The two-year, $200,000 program aims to develop a national strategy through pilot projects at six schools in two districts. The program assessed school buildings, retrofitted or reconstructed vulnerable buildings, trained teachers, students, and local masons, and raised awareness of earthquake preparedness in communities. The demonstration projects are meant to develop an approach that can be scaled up across Nepal to improve seismic safety in schools.
Mercy corps dipecho iec resource material templateDIPECHO Nepal
The document describes 23 information, education, and communication (IEC) materials created by Mercy Corps for their Kailali Disaster Risk Reduction Initiative in Nepal. The materials include books, booklets, games, posters, flyers, and videos in Nepali and Tharu languages. They aim to raise awareness and build capacity around disaster preparedness, response, and risk reduction topics like floods, fires, and cold waves among students, communities, and first responders in Kailali district. The IEC materials were funded by the EC DIPECHO program and focus on sharing lessons on community-based disaster risk reduction practices.
The document provides guidance on conducting a school safety audit at Calallen Middle School. It recommends establishing a safety audit committee consisting of 3-6 members from various stakeholder groups. The committee should conduct a full safety audit every 3 years and annual reviews of recommendations. The audit examines school policies, procedures, facilities, and stakeholder feedback to identify areas for improved safety.
The document discusses the 2015 M7.8 Nepal earthquake. It was the largest earthquake in Nepal in over 80 years and caused around 8,000 fatalities due to strong shaking and secondary effects like landslides. The earthquake occurred along the collision zone between the Indian and Eurasian tectonic plates. Analysis of seismic and satellite data provided insights into the earthquake's effects, aftershocks, and rupture process, but further research is still needed to fully understand the regional seismic hazard in this area of high seismic activity.
Nepal experienced a devastating earthquake in April 2015 measuring between 7.8-8.1 on the Richter scale centered near Kathmandu. The earthquake caused over 8,700 casualties and left approximately 2.5 million people homeless as it collapsed around 500,000 houses and 100,000 government buildings. Previous major earthquakes in Nepal include one in 1934 measuring 8.0 that killed between 10,700-12,000 people and one in 1988 measuring 6.9 that killed 721 people. International donations helped provide relief and aid to Nepal following the widespread damage from the 2015 earthquake.
My school is supposed to be my safe place. However, violence occurs there daily through bullying behaviors like laughing at, pushing, taunting, or isolating others. Violence is not just physical, but can also take the form of hurtful words or gestures. Students who are victims of violence may feel sad, lonely, ashamed, or less than their peers. Instead of allowing stronger students to harm weaker ones, students should speak up, build confidence, and tell trusted adults like teachers or parents if they face oppression at school.
The document outlines 7 steps that schools can take to improve safety, including developing and enforcing a code of conduct, conducting emergency drills, personalizing the school environment with help boxes, analyzing incident reports, implementing effective programs, engaging parents and community, and training students and staff to recognize warning signs of violence. The school discussed has implemented several of these steps, such as an annually updated code of conduct, regular emergency drills, help boxes built by students, an after school program, and communicating with parents about incidents.
This report on policy mapping study on Safe Schools policy practices analyses the Safe School perspective in South Asia and safe schools programme in Nepal since last few decades and suggest the gaps and needs towards fulfilling the comprehensive school safety framework.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
The document discusses the definitions of safety and security, the differences between them, and the roles of staff, students, and parents in ensuring school safety and security. It also outlines requirements for effective implementation of safety and security in schools such as establishing emergency plans and drills, designating restricted areas, and controlling school access.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Fawad Ashraf Ghulman has over 7 years of experience in humanitarian aid and development programs. He holds masters and bachelor degrees in business administration, telecommunications engineering, and journalism/social work. His experience includes managing emergency response projects, coordinating with government and donor organizations, and providing strategic guidance and technical support across various roles in Pakistan and Nepal. He is currently a manager at Catkin Engineering, overseeing project coordination, technical installations, and business development.
The document discusses the 7 stages of managing community-based projects, which include conducting a community needs assessment, project planning, organizing resources, implementation, monitoring, impact evaluation, and reviewing the plan of action. It also provides guidance on writing an effective project proposal for NSTP community immersion projects, including defining objectives, describing the project, methodology, budget, and schedule of activities. The project proposal serves as the basis for designing activities and monitoring/evaluating projects undertaken in the community.
Raymond worked as an instructor for Transit Services at the City of Ottawa from 1998-2009. During this time, he undertook several training programs and special projects, taking on leadership roles such as program manager and project lead. Some of the key projects he led included developing training for new Para Transpo operators, coordinating training for next stop announcements across OC Transpo, establishing a cyclical training program, managing the Peer Support Network program, and acting as project manager for a uniform recycling initiative. For all of these projects, Raymond's responsibilities included assessing needs, designing training, implementing programs, evaluating effectiveness, and ensuring objectives were met on time and on budget.
Sanjeev Kumar Singh has over 12 years of experience in managing social development projects in India. He has worked for several non-profit organizations, managing projects related to microfinance, livelihood promotion, local governance, water and sanitation, and NGO assessment. He is skilled in project implementation, monitoring and evaluation, training, and community development. His experience includes roles as a program officer, finance inclusion coordinator, social sector analyst, and project coordinator.
Andrew Firth is a highly experienced professional with over 25 years of experience in business improvement, change management, project management, and business coaching. He has specialized in these areas for the past 15 years. Notable clients include various local government and private sector organizations. He brings focused objectivity, strong leadership, and a collaborative approach to his projects.
The NAP process as a basis for formulating adaptation projectsNAP Global Network
Presentation by Angie Dazé, NAP Global Network, as part of the webinar "Unlocking NAP Finance: Methodologies for adaptation project formulation", held on May 02, 2019.
A radical and virtual innovation center (RVIC) for human resource development has been uploaded. This will provide necessary guideline for providing assistance to various users like students, executives and diverse global participants.
Engineering colleges have to be innovation centers for training and developing engineering graduates, assisting the industries through consultancy centers, and planning diverse global faculty development. The institutes have to become virtual centers for human resouce development.
The document summarizes discussions from a joint stocktaking mission on Cambodia's National Adaptation Plan (NAP) process by the NAP Global Support Programme and GIZ.
Key points discussed include recommendations to improve the NAP process, such as developing joint activities across sectors and a roadmap. Main objectives of the NAP process according to UNFCCC guidelines are to reduce vulnerability to climate change impacts and integrate adaptation into policies and planning.
A gap analysis found Cambodia's process is not yet launched and lacks consistent climate scenarios, vulnerability assessments, and a long-term implementation strategy. The debriefing meeting proposed strategy areas and a roadmap to establish the NAP process and provide an overarching framework for adaptation
The document discusses the Green Climate Fund (GCF), which was launched in 2011 as an operating entity of the UNFCCC's financial mechanism. It is the largest dedicated climate fund globally. The GCF Readiness Programme, funded by Germany, supports 9 countries including Uzbekistan in preparing direct access to GCF funding. The Uzbekistan work program includes actions to support establishing an NDA, identifying an NIE, developing a project pipeline, and building capacity of financial institutions. Key insights highlighted include the importance of coordination between NDAs and NIEs to align national strategies with the funding pipeline.
This document discusses the use of Project Management for Sustainable Development (PM4SD) as a tool for capacity building in sustainability projects and organizations. It provides an overview of PM4SD and its principles, as well as how it can be integrated into organizational culture. Three case studies are presented that demonstrate how PM4SD has been applied: 1) improving tourism infrastructure in Lebanon, 2) implementing sustainability indicators in Italy's Piedmont region, and 3) establishing a destination management organization in Bulgaria. Key PM4SD tools for capacity building discussed include stakeholder mapping, product-based planning, and communication planning.
This document contains the resume of Mary A. Trotman. She has over 20 years of experience in training and project management, primarily for the US Navy. Her skills include instructional design, curriculum development, project management, and training delivery. She is currently a Training Project Manager at AMSEC, where she oversees multiple Navy training projects and budgets.
Building Bridges between Civil Society and Government through Capacity Buildi...CORE Group
The Building Bridges Project from 2008-2011 aimed to strengthen the capacity of civil society organizations (CSOs) in Botswana to deliver HIV/AIDS services through subgrant funding and technical assistance. An evaluation found the CSO partners significantly improved their organizational and technical capacities, which led to substantial increases in HIV-affected individuals receiving services. Key factors in these gains were training, tools, mentoring, and innovative service delivery strategies introduced. However, achieving fully sustainable organizational development proved more difficult than anticipated. Overall, the project successfully strengthened CSOs' ability to provide integrated HIV/AIDS support, though future similar projects would benefit from longer timeframes and a stronger focus on governance and resource mobilization from the start.
Rob Power has extensive experience leading technology adoption and innovation in educational institutions. He created and managed an ICDL training center in Qatar that provided certification to over 250 college faculty and staff as well as students. Power also played a lead role in developing one of the world's first comprehensive BYOD mobile learning plans and collaborated on an augmented reality application development program. Additionally, he has developed frameworks for mobile learning and sits on several technology committees.
Earned Value Management can produce greater productivity and growth within an organization, and how Online Earned Value Management Training helps individuals be more creative and vibrant in executing a project on time and to budget. Get a clear overview of the most effective project management approaches used by various individuals and organizations to enhance their baseline and garner high output productivity. This technique is used by managers and can be incorporated in any kind of project to produce high performance and effective decision making. Problems faced by organizations include improper or unrealistic timelines, frequent project changes, & lack of goals, this could create poor bottom lines, improper time management, and a scope creep.
National Engagement and Replication (Indonesia)IIED
Asian Cities Climate Change Resilience Network (ACCCRN)
Denia Aulia Syam
National Engagement Officer – ACCCRN
Mercy Corps Indonesia
CBA7, Dhaka Bangladesh
21-25 April 2013
The document discusses capacity development for disaster risk reduction at the national and local levels. It explores strengths and weaknesses of current DRR capacity development efforts, and presents UNITAR's contribution through a new K4Resilience hub initiative. The initiative aims to strengthen DRR capacity development at national and sub-national levels by transferring knowledge and technology, advocating for positive change, achieving economies of scale in training, and facilitating peer-to-peer learning and mainstreaming of knowledge through strategies at the national and sub-national levels.
Case Study of Kenya in Assessing Capacities - Zipora Otieno, National Coordinator of the Kenya project for Integrating Agriculture in NAPs
In Kenya, a capacity assessment exercise was conducted by the NAP-Ag Programme to inform a Capacity Development Plan. This included a literature review, interviews and a self-assessment carried out on 6 government institutions. The assessment focused on four functional capacities: policy, knowledge management, implementing, partnering; each of these was assessed in 3 dimensions of individual, organizational and enabling environment. The assessment identified four priority areas of support: strengthening multi-stakeholder engagement, creating an enabling environment for policy implementation, enhancing individual technical capacities for design and implementation of programmes, and gender-responsive budgeting. Some of the assessment recommendations are already being implemented, with financial support from the NAP-Ag project. The country has also embarked on resource mobilization from the Green Climate Fund for a broad-based capacity development initiative. Kenya has good knowledge, plans and policy documents, but implementation remains a challenge. In addition, more efforts need to be channeled towards packaging scientific information to different end-user groups/duty bearers in a manner that is effective.
See Presentation (http://bit.ly/2pZ0Q1r) and Recording (http://bit.ly/2oYpeky)
The document summarizes the results of a capacity assessment conducted in Kenya to identify gaps and develop a capacity development plan to strengthen institutions in addressing agriculture in national adaptation plans. The assessment evaluated 6 key institutions and found weaknesses in knowledge generation and sharing, partner engagement, and implementation abilities. Priority areas for capacity building included improving the enabling environment for knowledge and implementation, as well as individual capacities. A capacity development process is underway with stakeholder meetings to identify support areas and resource mobilization efforts.
The document discusses human capacity development for climate change adaptation in India. Over five years, the project has (1) developed a cadre of skilled trainers at national and regional levels, (2) built capacities of practitioners, decision-makers, and support organizations to make climate-smart decisions, and (3) mainstreamed climate change adaptation into development planning.
1. Page 5 of 15
Work Undertaken that Best Illustrates Capability to Handle the Tasks Assigned
S. No
Name of
Assignment
Year Location Client Project feature Position held Activities/ performed
1.
Vulnerability
assessment and
retrofitting of
AKDN facilities
2014-
2017
Tajikistan,
India, Pakistan
Afghanistan
AKDN
Agencies
• Develop methodology for
detailed engineering
assessment
• Set up the project management
for detailed assessment
• Develop retrofitting structural
and architectural designs
• Set up system for design
implementation
Senior
Programme
Manager and
lead
• Developed and provided technical
support in development of the
assessment process.
• Led project management planning in
target countries
• Capacity building of teams in respective
countries
• Reviewing and providing technical
supervision of assessment and design
reports
• Leading planning process at country
level for recommendation
implementation
2.
Disaster
Management
Micro-finance
Project
1013-
2015
Tajikistan
CIDA
Canada
• Multi-Hazard based
Vulnerability assessment of
structures for Rural and Urban
Habitat
• Develop cost effective habitat
improvement options for non-
engineered buildings
• Develop economic feasibility of
developed options
Technical
Advisor
• Developed and implemented Integrated
Rapid Visual Screening of rural and
urban buildings for earthquake, floods,
thermal efficiency, water & Sanitation
• Rendered technical support in
development of seismic resistant
options for habitat improvement.
• Conducted techno-feasibility analysis of
developed options
3.
Non-Structural
Hazard
Mitigation
2014-
2015
Tajikistan,
India, Pakistan
Afghanistan
Kyrgyzstan
AKDN
agencies
• Develop methodology for Non-
Structural Hazard
Mitigation(NSHM) process
• Develop the computation
process and M& E system
• Advocacy and capacity building
with stakeholders for
recommendation
Implementation
Senior
Programme
Manager and
lead
• Developed Methodology for NSHM
process
• Developed capacity building and
technology transfer in each country for
assessment and Implementation
• Developed the computation process and
Reporting
• Planned advocacy and capacity building
with stakeholders for recommendation
• The process is implemented in 5 Target
countries
4.
Rapid Visual
Screening for
Vulnerability
Assessment
2012-
2013
Tajikistan,
India, Pakistan
Afghanistan
Kyrgyzstan
AKDN
agencies
• Building Typology Classification
• Develop methodology for Rapid
Visual Screening process
• Develop computation process
and Reporting
Senior
Programme
Manager and
lead
• Developed and Classified Building
Typology
• Developed methodology for Rapid Visual
Screening process
• Conducted training and technology
2. Page 6 of 15
• Advocacy and capacity building
with stakeholders for
recommendation
Implementation
transfer in each country for assessment
• Developed the computation process and
Reporting
• Planned advocacy and capacity building
with stakeholders for recommendation
Implementation
• The process is implemented in 5 Target
countries
5.
System
Development-
Structural risk
mitigation for
AKDN facilities
2011-
2012
Tajikistan,
India, Pakistan
Afghanistan
Kyrgyzstan
AKDN
agencies
• Seismic Risk Mitigation
Planning
Programme
Manager and
lead
• Conceptualized the project planning
• Established earthquake vulnerability
assessment process
• Planned capacity building on seismic risk
mitigation
6.
Myanmar
Earthquake Risk
Assessment
Project
2010-
2011
Myanmar
MOFA,
Norway
• Study Seismic Risk Assessment
• Pilot study on urban seismic
risk assessment
• Seismic risk mitigation planning
Senior Project
Manager
• Conceptualized the project planning
• Supported urban seismic hazard
assessment
• Planned capacity building on seismic risk
assessment
7.
Developing
National Risk
Profile of Lao
PDR
2010 Lao PDR UNDP
• Assess hazard vulnerability and
risk of LAO PDR wrt major
geological, Hydro-
meteorological and health
hazards
• Recommend the government
for long term planning and
mainstreaming DRR in
development
Senior Project
Manager
• Developed the methodology for hazard
vulnerability and risk assessment
• Developed of methodology for losses
and damages
• Coordinated the project activities with
various national agencies
8.
Nepal Hazard
Risk Assessment
2009-
2010
Nepal
World
Bank
• Assess hazard vulnerability and
risk of Nepal wrt major
geological, Hydro-
meteorological and health
hazards
• Economic modeling of
projected losses due to
identified hazards
• Recommend government for
long term planning and
mainstreaming DRR in
development
Senior Project
Manager
• Developed the methodology for hazard
vulnerability and risk assessment
• Developed methodology for economic
modeling for losses and damages
• Coordinated the project activities with
various agencies
3. Page 7 of 15
9.
Regional Damage
and Loss
Assessment
Capacity Building
2009-
2011
Nepal, Sri
Lanka,
Banglades,
Philippines
Ministry of
Foreign
Affairs,
Norway
• Develop methodology for
regional damage and loss
assessment practices
• Conduct of training in target
countries
• Capacity building in damage
and loss assessment
Project
Manager
(Capacity
Building)
• Developed training design and conduct
10.
Program for
Disaster
Preparedness
and Response
Training for Red
Cross Society of
China
2010-
2011
China
American
Red Cross
• Training and capacity building
need assessment
• Design of training
• Training of trainers
• Develop the strategy for
continuation of the capacity
building program
Senior Project
Manager
• Developed the methodology for Training
Need assessment
• Developed design of training
• Delivered the training
• Developed strategy for continuation of
the capacity building program
• Coordinated the project activities with
various agencies
11.
Capacity building
of NGOs in
community
based disaster
management
under DIPECHO
in Bangladesh
2009-
2010
Bangladesh
DIPECHO,
Plan
Internation
al and
Islamic
Relief
Services
• Develop methodology for child
centric community based
disaster management
• Conduct of training in target
organisations
• Capacity building in community
based disaster management
Project
Manager
(Capacity
Building)
• Developed training Design and conduct
for community based disaster
management
12.
Enhancing
disaster
preparedness
among
communities and
institutions
2010 Bangladesh Action Aid
• Develop conceptual framework
on culture of safety
• Develop school safety auditing
framework
Senior Project
Manager
• Developed conceptual framework on
culture of safety
• Developed school safety auditing
framework
13.
Comprehensive
Disaster
Management
Programme
2008-
2009
Dhaka, Silhet
& Chittagong
Bangladesh
Banglades
h Govt., EC
& UNDP
• Develop seismic micro zoning
of three cities of Dhaka, Silhet
and Chittagong
• Earthquake contingency
planning
• Capacity building in earthquake
risk mitigation
Project
Manager
(Capacity
Building &
Advocacy)
• Developed training design and conduct
for incident command system
• Developed training design and conduct
for tsunami hazard and vulnerability
• Conducted community awareness
programmes in project sites
14.
Program for
Hydro-
Meteorological
Disaster
Mitigation in
Secondary Cities
2008
Bangladesh,
Vietnam,
Philippines,
Sri Lanka,
Pakistan and
Indonesia
USAID
• Assess the hazard and its
impact in secondary cities
• Evolve community based
mitigation strategy of project
sites
• Reduce the impact by capacity
Project
Manager
(Capacity
Building &
Advocacy
• Supported to design urban HVRA
• Assisted city authorities for small scale
structural mitigation projects
• Developed and designed workshops for
city officials
4. Page 8 of 15
in Asia
(PROMISE)
building, awareness, advocacy,
structural mitigation
demonstration at local sites.
• Advocated the importance of
mainstreaming DRR
• Documented best practices
15.
Strengthening
Household
Abilities for
Responding to
Development
Opportunities
(SHOUHARDO),
Bangladesh 2008
2007-
2009
Jamalpur,
Cox’s Bazaar
and
Chittagong,
Bangladesh
Care
Banglades
h and
USAID
• Strengthen household ability
for responding to development
opportunity in secondary cities
of Bangladesh.
• The project was implemented
in three cities like Jamalpur,
Cox’s Bazaar and Chittagong
Project
Manager -
Capacity
Building &
Advocacy
• Supported Care Bangladesh in
organising consultative meeting
• Supported the community to develop
HVRA
• Facilitated the partner NGOs to develop
the strategy for advocacy and capacity
building
• Facilitated the stakeholders to validate
the contingency planning
• Established the linkage between DRR
with Livelihood and development
programs.
16.
Asian Program
for Regional
Capacity
Enhancement for
Landslide Impact
Mitigation
(RECLAIM)
2005-
2008
Nepal,
Philippines,
Bhutan,
Thailand, Sri
Lanka, India
and
Indonesia
Norwegian
Geotechni
cal
institute
(NGI),
MOFA
Norway
• Develop the strategy for
landslide mitigation target
countries in close consultation
with local authority and
development bodies.
• Component includes hazard
mapping and vulnerability
assessment of landslide in
association with road
development departments,
geological survey departments,
local authority, universities and
research organisations.
Project
Manager
(capacity
building &
advocacy)
• Technical supported for landslide
management and mitigation framework
• Planned capacity building and advocacy
for landslide management and inclusion
of DRR
• Planned and facilitated technical and
management support for conducting
regional technical workshops
• Documented and facilitated in lessons
learnt report
17.
Capacity building
for emergency
response
2006-
08
Maharashtra
, India
Governme
nt of
Maharasht
ra, India
• Design the capacity building
programme
• Conduct of capacity building &
training
• Mock drilling for emergency
response
• Developing manual for disaster
response
• Field level training on
emergency response
Team Lead
and Principal
Investigator
• Provided technical and administrative
supervision and management
5. Page 9 of 15
18.
Policy framework
for Urban Flood
Management
2006-
08
India
National
Disaster
Managem
ent
Authority,
India
• Conceptualize urban flood
management
• Support to the authority for
urban flood risk reduction
Member
• Provided technical Support in develop
the guidelines
19.
Capacity building
of stakeholders
under DRM
project
2006-
2008
Maharashtra
, India
Maharasht
ra Govt. ,
India
• Design of Training and mode of
delivery
• Capacity building of executing
agencies
• Evaluation and monitoring of
the programme
Team Lead
and Principal
Investigator
• Developed design of training and mode
of delivery
• Assisted the district authority for
conducting capacity building activities
20.
Improving
Emergency
Operation Center
2006-
08
Maharashtra
Governme
nt of
Maharasht
ra, India
• Design of new components of
emergency operation centre at
provincial and district level
• Develop operation manual for
EOC
• Capacity building for operation
staff for EOC operation
Team Lead
and Principal
Investigator
• Provided technical and administrative
supervision
21.
Multiple Disaster
Risk scenarios for
Urban areas
2003-
2004
World Bank
and
ProVention
Consortium
Hoshangab
ad,
Madhya
Pradesh,
India
• Develop multi disaster scenario
for city of Hoshangabad, India
using GIS and remote sensing
tools.
Team Lead
and Principal
Investigator
• Developed methodology for scenario
development for three natural and
manmade hazards
• Facilitated workshop to implement the
plan in municipal corporation
• Planned capacity building of municipal
Authority towards implementation of
the mitigation strategy
• Documented and report writing for the
project outcome
22.
District disaster
management
plan for Khandwa
1999-
2002
Khandwa,
Madhya
Pradesh,
India
Aus-AID
and
Governme
nt of
Madhya
Pradesh
• Develop district disaster risk
management plan wrt to floods
and earthquakes in close
consultation with district and
state government.
Project
Manager
• Developed methodology for DDMP
• Facilitated workshop to implement the
plan at district level
• Planned capacity building of district
towards implementation of the
mitigation strategy
• Supported documentation
23.
Guideline
development for
earthquake
resistant
construction, MP
2003-
2004
Madhya
Pradesh,
India
Ministry of
Home
Affairs,
Governme
nt of India
• Develop guidelines for
earthquake resistant
construction practices
Project
Manager
• Supported and assisted in developing
the guidelines for earthquake resistant
construction
6. Page 10 of 15
24.
Vulnerability
assessment for
school buildings
in Delhi
1997-
1999
Delhi, India
AICTE,
Delhi
• Assess earthquake vulnerability
of school buildings
Research
Assistant
• Supported and assisted in vulnerability
assistance of school buildings in Delhi