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Child Focused Disaster Risk
Reduction Training of
Trainers for Visayas 2 Field
Office
Ladaga Inn and Restaurant, Dauis, Totolan, Bohol
May 30 – June 2, 2011
CF DRR Training of Trainers for Visayas 2 Field Office
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Table of Contents
Training Overview ............................................................................................................................................ 4
Day One ........................................................................................................................................................... 5
Activity Outline ........................................................................................................................................ 5
Day One Proceedings ............................................................................................................................ 5
Praise and Worship and Biblical Reflection Session ............................................................................................... 5
Getting to Know You .............................................................................................................................................................. 6
Welcome Messages ................................................................................................................................................................. 6
Expectation Setting ................................................................................................................................................................. 7
Presentation of Training Flow of Activities and Objectives ............................................................................... 7
Input on CF DRR in WV Context .................................................................................................................................... 7
Closing ............................................................................................................................................................................................ 8
Day Two ........................................................................................................................................................... 9
Activity Outline ........................................................................................................................................ 9
Day Two Proceedings ........................................................................................................................... 9
Praise and Worship and Biblical Reflection Session ............................................................................................... 9
Recapitulation of Previous Day’s Activity .................................................................................................................. 10
Module 1 Rationale of Child-Focused Disaster Risk Reduction ...................................................................... 11
Session 1 Local Disaster Experience ........................................................................................................................ 11
BALITA, BALITA, MALAKING BALITA! ..................................................................................................................... 11
PAINT ME A PICTURE ..................................................................................................................................................... 11
Input on the Natural Hazard, Disaster Impact in the Philippines and Republic Act (RA) 10121 .................. 13
Session 2: Childs Rights, Protection, and Wellbeing ....................................................................................... 15
A Paper representation of oneself ................................................................................................................................. 15
SEEDS TO TREES ............................................................................................................................................................... 16
Module 2: Child Participation ........................................................................................................................................... 18
Module 3: Understanding Disasters, Disaster Risk Management and Resilience .................................. 18
Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity ........................................ 18
CF DRR Training of Trainers for Visayas 2 Field Office
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VISUAL EXPLORER ........................................................................................................................................................... 18
QUIZ SHOW ...................................................................................................................................................................... 19
Input on DRR Basic Terminologies ................................................................................................................................ 20
Session 2: DRM and DRM Activities ......................................................................................................................... 22
Input on Hazard .................................................................................................................................................................. 22
PAINT ME A PICTURE ..................................................................................................................................................... 22
Session 3: Resilience ......................................................................................................................................................... 23
The Choral Singing and Speech Choir .......................................................................................................................... 23
Module 4: Community Risk Assessment .................................................................................................................... 24
Session 1: Understanding Community Risk Assessment .............................................................................. 24
Session 2: The Community Risk Assessment Tools ........................................................................................ 26
Day Three ..................................................................................................................................................... 27
Activity Outline ..................................................................................................................................... 27
Day Three Proceedings ..................................................................................................................... 27
Praise and Worship and Biblical Reflection Session ............................................................................................. 27
Recapitulation of Previous Day’s Activity .................................................................................................................. 27
Presentation on the Workshop Output of Community Assessment Tools ............................................ 27
The Community Exposure ................................................................................................................................................ 29
Day Four ....................................................................................................................................................... 30
Activity Outline ..................................................................................................................................... 31
Day Four Proceedings ........................................................................................................................ 31
Praise and Worship and Biblical Reflection Session ............................................................................................. 31
Debriefing of Previous Day’s Activity........................................................................................................................... 31
Identifying Different Hazards, Vulnerabilities, and Capacities of Children and Community in Oy,
Loboc............................................................................................................................................................................................. 32
Paint Me a Picture ............................................................................................................................................................. 33
Prioritization of Identified Hazards .......................................................................................................................... 34
Identifying Disaster Risk Reduction Options ............................................................................................................ 34
Action Planning........................................................................................................................................................................ 36
Evaluation ................................................................................................................................................................................... 37
CF DRR Training of Trainers for Visayas 2 Field Office
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Closing .......................................................................................................................................................................................... 38
Annexes ......................................................................................................................................................... 39
Annex A - Biblical Reflections ........................................................................................................ 39
Annex B – Expectations and House Rules ................................................................................ 41
Annex C – Shared Learning during the Recapitulations ................................................... 43
Annex D – Oy Assessment Output.............................................................................................. 44
Annex E – Oy Data Collation and Analysis .............................................................................. 49
Annex F – Prioritization Output ................................................................................................... 51
Annex G – DRRM Planning Output for Oy ........................................................................................ 52
Annex H - Evaluation ......................................................................................................................... 56
Annex I - Collections of Child Friendly Games, Songs, and Claps Introduced
during the Training.............................................................................................................................. 59
Annex J – CF DRR Framework ...................................................................................................... 63
Annex K - List of Participants, Facilitators, and Support Staff ...................................... 64
Annex L - Groupings of Participants ........................................................................................... 65
CF DRR Training of Trainers for Visayas 2 Field Office
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Training Overview
Venue
Ladaga Inn and Restaurant, Totolan, Dauis, Bohol
Date
May 30 – June 2, 2011
Participants
World Vision Program Officers, selected Board of Trustees,
Community Leaders, and Staff of the following Area
Development Programs (ADP):
ADP Bohol 04
ADP Bohol 04-2
Bohol Northeastern ADP
ADP Omega
ADP Diadem
Northwestern Leyte Community Development Program
Haven 2 ADP
North Cebu ADP
Training Facilitator
Ms. Luz Mendoza, WV DRRM Specialist
Ms. Lerma Cotoner, WV SRS
Training
Objectives
1. Understand their local disaster experiences and its
impact to children, families, and communities;
2. Identify international/national instruments and
framework that promote children‟s needs and
involvement;
3. Level off on basic concepts and terminologies of
disasters and disaster risk management;
4. Know the concepts and processes involved in
community risk assessment; and
5. Develop an action plan that lay down DRR activities.
CF DRR Training of Trainers for Visayas 2 Field Office
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Day One
Activity Outline Preliminary Activities
Praise and Worship and Biblical Reflection Session
Getting to Know You
Giving of Messages
Expectation Setting
Presentation of Training Flow of Activities and Objectives
Input on CF DRR in WV Context
Closing
Day One Proceedings
Praise and Worship and Biblical Reflection Session
The training started at 1:00 in the afternoon with a joyful singing of praise and
worship songs for the Lord: Shine Jesus Shine, Still, and Power of Your Love. Mr.
Joseph Lamoste led the group in the singing. It was followed by an opening prayer
led by Mr. Armando Logaos.
Then, the Biblical Reflection Session followed which was facilitated by Ms. Lulut
Mendoza, a DRRM Specialist of World Vision (WV) and the main facilitator of the
4-day training. During the session, the training participants were made to reflect
on the verse from Matthew 19:14 which says, Jesus said,” Let the little children
come to me, and do not hinder them for the Kingdom of heaven belongs to such
as these.” To facilitate the sharing of individual reflections, the participants were
grouped into three. From among the three, they identified who will be A, B, and
C.
Specific tasks were assigned to corresponding letters as such;
A – the Storyteller who will share his/her actual life story or
experience that relates on the given verse;
B – he/she summarized the story of A into three sentences;
C – was tasked to identify the gist of the story and to express it into
one sentence.
Since there was one group with 4 members, the 4th was assigned as D and was tasked to find an object that would
best represent their group‟s story.
Ms. Lulut facilitating the BRS
The storytelling …
CF DRR Training of Trainers for Visayas 2 Field Office
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After all the groups were done sharing, B and C were asked to share to the big group on their corresponding
assignments. Annex A shows a full account of the big group sharing. As summarized by Ms. Lulut, the stories
talked about issues concerning children. She expressed that even with the many advocacy, many children are still
deprived of their rights. She affirmed that working in the WV ministry- a ministry for the children is always a
blessing. She further hoped that the children may experience God‟s kingdom. She ended the reflection session by
sharing to the group a poem by Clarisse Butner entitled “I wasn‟t Raised”. The poem talked about the good things
the child missed while growing up except love- the love that he/she all needed.
Getting to Know You
Ms. Lerma Escalora, a WV Sponsors Relation Staff took the floor to set the
atmosphere of the 4-day training and encourage a friendly environment
among the participants and the facilitators. Two activities were done in
order for them to get to know well their companions. For the first activity,
outer and inner circles were formed. They move around in separate
directions while singing the song „Kumusta ka? Halina‟t magsaya”. When the
song ended they find partners and introduced themselves. After every
complete round of the singing, they will have to find another partner to
befriend. Secondly, they played the game “Zip, zap, and zoom.” An “It”
stationed at the center of the circle facilitated the game. The participants
will have to name the person to their right and to their left when zip and
zap will be mentioned respectively. When it was zoom, they will have to
move across the circle and find vacant sits to occupy possibly getting a new
“It” to facilitate the game. To end the session, they were challenged to
name their new-found friends.
Welcome Messages
After the lively introductions, Mr. Bonifacio Calapan, the WV Program
Officer for Bohol welcomed the participants to the training. He was glad
for the opportunity to host the training for the Visayas 2 team and right
away thanked the support of the team program manager who was present
at that time and was likewise thankful for the facilitators. He was then
positive that the training would ensure deliberate integration of the Disaster
Risk Reduction and Management (DRRM) in the activities of the Area
Development Program (ADP).
Ms. Jasmin Villahermosa, the Program Manager of the Visayas 2 team was
also given the privilege to speak to the group. In her message, she hoped
that the participants would enjoy and appreciate the processes of the
training. She expressed her prayers for a fruitful output and further
challenged the group on the trainings‟ application in order to maximize the
resources invested. She expected integration of the DRRM in the
processes of the sponsorship activities.
Getting started right…
CF DRR Training of Trainers for Visayas 2 Field Office
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Expectation Setting
In order to manage the expectations of the participants, a leveling of expectations was conducted. The full circle
process was used to facilitate the activity. The participants were grouped into four and were asked to move
around the room in groups to post their expectations on the four areas of the training: on content,
methodologies, participants, and facilitators. The house rules were also included for everyone to agree on the do‟s
and don‟ts of the training. Cartolinas posted on the wall were provided for the activity. A group reporting of the
written outputs followed. A full documentation of the expectations and of the house rules can be found in Annex
B.
Consequently, it was agreed that the four groups created would respectively facilitate the preliminary activities in
the succeeding days: the Praise and Worship and Biblical Reflection Session, Recapitulation, and including the giving
of Energizers.
Presentation of Training Flow of Activities and Objectives
Before proceeding with the presentation of the flow and objectives of the training, Ms. Lulut introduced another
activity to see the profile of the participants and get to know them better. The participants were instructed to
perform the following;
1. To stand when called: ADP staff, community leaders, and WV staff;
2. To find themselves in the imaginary map grouping themselves according to working area;
3. To find themselves in the imaginary map grouping themselves according to province where they grew up
or place they call home;
4. To form one line arranging themselves according to no of years in the ADP: the youngest and the oldest
were 3 months and 35 years;
5. To arrange themselves according to their month of birth: it was the month of September where there
was no celebrant; and
6. To arrange themselves according to ADP.
After which, Ms. Lulut went over the flow of the training giving each one an overview of the daily activities and of
the whole training processes. She informed further that three manuals were already formulated for the DRRM
processes: a module for adult, module for children, and the guide for community risk assessment of which the last
two will be available for distribution during the training. According to her, the training, which will use the module
for children, will be at the same time a learning process for the DRRM team as it will be run for the first time.
Then after, the objectives of the training was presented.
Input on CF DRR in WV Context
Ms. Lulut gave the basic parameters and the rationale behind the Child Focused Disaster Risk Reduction and
Management (CF DRRM) engaged by World Vision. Slide pictures of experiences and activities conducted by the
DRRM team were shown for a glimpse of their works in the field: orienting children and communities, initial risk
assessment involving children, communities-police, action planning. Important notes on the input given are as
follows;
- CF DRR engaged children, families and communities in its processes.
- CF DRR aligns its child focus approach with the Integrated Programming Model of WV which targets the
most vulnerable sector in the community.
CF DRR Training of Trainers for Visayas 2 Field Office
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- Many disaster has been experienced in the Philippines because Asia where it is part of is belongs to the
Pacific Ring Fire. Accordingly, with the many disaster events in the country, WV has given so much and
invested on emergency relief. As such, the Asia Pacific Regional Office (APRO) formulated the Regional
Resilience Project.
- The journey of the WV DRRM team or the processes conducted which created the framework and tools
on community risk assessment involving children: research and conceptualize; develop and pre-test;
evaluate; good practices, methodologiCXV es, and lessons learned.
- Like any other projects of WV, spirituality is also at the core of CF DRR.
- Disaster Risk Reduction and Management is important to WV because it is working in 90 of the poorest
communities in the world. It is the poorest communities: the children, the elderly, and the women who
suffered the most when disaster comes.
- DRR ensures integration of the thrust of WV that is relief, development, and advocacy in order to pre-
empt all avoidable disasters and losses, reduce risk, and build resilience.
- There is a need to prepare for disaster since 10% or roughly 6M dollars of WV HEA 2006 expenditures
were accommodated to emergency relief activities. This data is exclusive for HEA and do not consider
yet other expenses of the sponsorhip programs.
- DRR is to take action now and to build resilience.
- DRR is for children and by the children.
- CF DRR framework centers on the well-being of children. Its focus includes both the development of
resilience and disaster risk reduction. A copy of the CF DRR framework can be seen in Annex J
- Integration of DRR is ensured in the promotion of Child Well-being Aspirations and are checked in the
following CWA indicators:
Enjoy good health
o children protected from infection, disease, and injury
o children and their caregivers access essential health services
Educated for Life
o children make good judgments, can protect themselves, manage emotions and communicate
ideas
Experience love of God and their neighbors
o children value and care for others and their environment
Cared for, protected, and participating
o children cared for in a loving, safe, family and community environment with safe places to play
Closing
Before the day ends, Ms. Jam gave another imparting message to the participants, as she will not be around for the
succeeding days of the training. In her talk, she again hoped and emphasized to see the integration of the DRR in
the program‟s logframe, budget, and indicator tracking table. Since the planning involved in the training was the
processing for the output of the community immersion that surely will not be applicable to the participants‟
respective ADPs, she reminded to ensure ADP planning after the training.
Having covered the schedules of the day, the activity ended at 5:00 pm with a closing prayer led by Ms. Jam.
CF DRR Training of Trainers for Visayas 2 Field Office
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Day Two
Activity Outline Preliminary Activities
Praise and Worship and Biblical Reflection Session
Recapitulation of Previous Day‟s Activity
Module 1 Rationale of Child-Focused Disaster Risk Reduction
Session 1: Local Disaster Experience
BALITA, BALITA, MALAKING BALITA
Paint Me A picture
Input on the Natural Hazard, Disaster Impact in the Philippines and RA 10121
Session 2: Childs Rights, Protection, and Wellbeing
A paper representation of oneself
Seeds to Trees
Module 2 Child Participation
Module 3: Understanding Disasters, Disaster Risk Management and Resilience
Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity
Visual Explorer
Quiz Show
Input on DRR Basic Terminologies
Session 2: DRM and DRM Activities
Input on Hazard
Paint Me A Picture
Session 3: Resilience
The Choral Singing and Speech Choir
Module 4: Community Risk Assessment
Session 1: Understanding Community Risk Assessment
Session 2: The Community Risk Assessment Tools
Day Two Proceedings
Praise and Worship and Biblical Reflection Session
Songs of praise and worship, Through it All and Who Am I led by Ms. Catherine Regonas started the day‟s
schedule at 8:00 in the morning. After which, Ms. Nimfa Campos led everyone in prayer.
Following thereafter was the Biblical Reflection session which was facilitated by Mr. Benedict Labor. To keep the
group moving, he started his session with a game “Gianod sa kusog na baha.” He also did a little advocacy
promoting the organic products of their organization and its partners. And to move on with his reflection session,
the participants were asked to go to their respective groupings and were asked to identify a reporter to share to
the big group a summarized group reflection on the reflection theme, “Noah and the Great Flood” from Genesis
6:9-10, 13-22. Shared reflections can be found in Annex A.
CF DRR Training of Trainers for Visayas 2 Field Office
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Recapitulation of Previous Day’s Activity
A short recapitulation on the previous day‟s learning followed which was facilitated by Ms. Devon from Group 1.
Questions to guide in recalling the topics discussed were written on a piece of paper and were randomly pasted
under the chairs of the venue. Participants seated on the “lucky” chairs were asked to share his/her learning on
the topic. Topics and learning reviewed can be found in Annex C.
After the short recap of the topics already taken, Ms. Lulut, the training facilitator took the floor. To start with
her sessions and liven up the spirit of the participants, she introduced a game advising the participants to surpass
the level of energy of the children every time they will be dealing with the latter in ADP activities. In her
energizer, she asked the participants to move around the room following instructions given and to stop moving
executing what was asked to be done when she will say freeze. The following were the instructions given;
- To move around the room by skipping and freeze with
their back at the back of the other person;
- To walk around the room and freeze in darna position;
- To walk fast around the room and freeze with 2 hands
holding other hands;
- To walk around the room and freeze with 5 knees
attached to each other;
- To walk around the room and freeze forming a big circle;
A short breathing exercise ended the activity. When the participants have calmed down, Ms. Lulut asked them
how they felt. Creatively, they were to express their feelings by constructing a sentence. Each connecting words
including punctuation marks will be said by each of the participants as the microphone moved around the circle.
The sentences formulated during the game that expressed how the participants felt were as follows;
I walk through this valley of happiness. I feel comfortable and happy. I am somewhat wa ko kahibaw. He is
handsome. I enjoy this day beautifully, isn‟t it? I am feeling happy but I am tired because I travel so far away from
Bohol.
A 15-minute snack break followed.
Trying to get the instructions right.
Participants reflecting on the words of God.
CF DRR Training of Trainers for Visayas 2 Field Office
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Module 1 Rationale of Child-Focused Disaster Risk Reduction
Session 1 Local Disaster Experience
BALITA, BALITA, MALAKING BALITA!
To situate the participants on the topic of the session, Ms. Lulut asked who among
them have personally experienced or have witnessed a neighbor or a friend in a
disaster. After shortly recalling the experiences of each one, they were asked to grab a
partner and were encouraged to choose those who were not from their ADP. After
choosing a partner, they talked about the disaster they have experienced, heard over
the radio, or have seen on TV. They were to make headline news about it. After a
while, they were asked to write it on a paper and were asked to broadcast their news
to others by moving around the room and show off their headline news. A few of the
headlines flashed were as follows;
Ormoc Falashflood 13 thousand dies
Baryong Oring nipatay ug 13,000 ka tao sa lungsod
Flood hits Dulag Leyte
3 yr. old baby boy survived in the midst of big flood!!!
2 ka bata nalumos patay…
After a few minutes, they were asked to group according to news that speaks of the same disaster event. Three
local disasters were chosen for the next activity; bagyo, baha, aksidente sa motosiklo.
PAINT ME A PICTURE
After which, the participants were grouped into three assigning to each of the group the disasters identified. The
groups were then asked to portray a scene depicting the scenario of the disaster assigned to them. After a few
minutes of working on their own acts to portray the picture, Ms. Lulut asked them to freeze. Each of the groups
were given time to portray their picture while the others were asked to guess what the performing group was
trying to show. After letting other group guess, the performing group were asked to make a dialogue on what was
happening on their scene to check the interpretations of the spectators. The following were the group‟s outputs.
Group Picture Painted Interpretation
Motorcycle accident
An overloading motorcycle hit a
child; a reporter was covering the
accident
Participants flashing
their headline news
CF DRR Training of Trainers for Visayas 2 Field Office
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Bagyo
Trees have fallen; people died;
houses were destroyed
Flood
People died; a child crying for a
lost family; landslide from the
mountains
After the first scene, the groups were asked again to portray another picture that depicted an emergency response
from the community.
Group Picture Painted Interpretation
Storm
Families helping each other;
building back destroyed houses;
cutting of branches of trees;
CF DRR Training of Trainers for Visayas 2 Field Office
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Flood
NGO responding to the barangay
after a calamity by distributing
food to eat; a worker doing
counseling; workers doing an
assessment
Motorcycle accident
A emergency response team
responding to the situation; police
cordoning the area; a reporter
covering the event
There was a processing after the activity. It was identified that during disaster, children, families, communities,
material resources, and environment were mostly affected. The case in Marikina during the big flood last 2010 was
being cited where the cause of the flooding was also emphasized - garbages seen hanging on fences and other
structures reached by flood after the disaster.
Input on the Natural Hazard, Disaster Impact in the Philippines and
Republic Act (RA) 10121
After the creative portrayal of the different scenes, there was a short video
presentation showing the various calamities and disaster experienced by the
Philippine island. After which, Ms. Lulut established the reason why CF DRR is a
must in the works of the ADP especially in the Philippines. The following were
picked out of the presentations;
Ms. Lulut further explaining
her topic.
CF DRR Training of Trainers for Visayas 2 Field Office
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- Presidential Decree 1566 mandates the creation of Municipal Disaster Coordinating Council however no
law was passed.
- Disaster incurs a lot of expenses which strains the budget of the government. Budgets intended for
development are realigned to addressing disaster responses.
- Philippines is prone to natural hazards because of the following reasons;
o It is located along the Pacific Ring of Fire. It has 22 active volcanoes that could trigger
earthquake, tsunamis, and other volcanic hazards.
o It is archipelagic in nature making it vulnerable to sea-level rise from climatic conditions.
o It lies along the Western Pacific Basin. On the average, 20 storms hit the country yearly.
- The country‟s map was shown showing the cyclone frequency, flood frequency, and the drought
frequency which are all high.
- Other maps were presented;
o multiple climate hazard index where it showed Philippines to be very red such that there is more
reason to do CF DRR
o a presentation on the distribution of natural disasters by country and type of phenomena where
windstorm is most prevalent in the Philippines
- Statistics were also presented:
o Philippines ranked no 1 all over the world in the number of reported disaster events within
2009
o Philippines ranked no 1 all over the world in most number of population affected by natural
disaster in 2009 source: CREDEM Data, Human Impact of Disaster, 2009
o Philippines ranked no 3 all over the world in number of people killed I n 2009 due to disaster
o Philippines ranked no 10 in internally displaced people (IDPs) due to armed conflict
- Disaster Risk Management activities
o Before disaster
Prevention – preventing the disaster to happen
Mitigation – lessening the impact should a disaster happen
Preparedness – when disaster should happen some aspect would be prepared like
insurance, first aid, training of community, and availability of resources like ambulance
o During disaster
Emergency relief and response systems must be in-placed
o After Disaster
Recovery, rehabilitation, and reconstruction/”building back better”
- Presentation of RA 10121 The Philippine Disaster Risk Reduction Management Act of 2010 which was
approved on May 27, 2010 and become effective June 24, 2010. This is an act strengthening the Philippine
DRRM System providing for the National DRRM Framework and institutionalizing the National DRRM
Plan with funds appropriation.
- A discussion on the salient features of RA 10121 was done emphasizing that the new structure of the
DRRM has each a separate body to oversee and to implement.
- The network of the DRR includes the government. There is budget allocated in the government and
there is a law that can always be referred to.
- The network is multi-sectoral so organizations like BCCAP and UFTDI can come in and probably give
assistance in trainings.
CF DRR Training of Trainers for Visayas 2 Field Office
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Session 2: Childs Rights, Protection, and Wellbeing
To start with the session, Ms. Lerma Escalora asked the participants‟ understanding on what a child is. The
following answers were gathered;
A child is…
- Dali patoohon
- Inocente
- Dali mohilak ug dali rapud mokatawa
- Friendly
- Dili modomot
A Paper representation of oneself
After which, the participants were asked to be seated forming a big circle. They
were given a sheet of paper to be freely transformed into something that would best
represent their childhood lives. They were given a few minutes to work on the
instruction given. After a while, they were asked to share their output. The
following were the participants‟ recollections of their past:
Representation Meaning
Airplane Represents of his dreams;
Ball Can easily adjust especially to the will of her parents;
Boat Obedient and go with the will of parents which results to a life full of love;
Stone Considered himself as bad before which like a stone, could cause pain when
thrown at someone however; with God‟s grace, has changed as he grew old;
Angel Quiet and simple trying to hide herself;
Dress She always wear dresses while she was still young as she has no pants for her
wardrobe;
Smiling doll She likes to play doll and could recall a happy childhood days;
A drawing of a rubber band She is a leader who is available at all times;
Stick Frail and sickly during her childhood but felt safe with an intact family around
who are close to the Lord;
Boat Has dreamt of travelling around the world and during her childhood, she liked
to play with boats especially during the rainy days and like a boat too who sails
with the wind, she accepted whatever the Lord gave her;
A drawing of a “makahiya” leaf Very shy and “looran” but is very close to parents;
Airplane Go with the will of parents;
A drawing of a tree Loved to climb trees but also sell whatever fruit she was able to get;
A drawing of a mountain She loved to play and take refuge during the lonely hours in the hill situated
near their house;
A toy airplane Like a toy airplane which when thrown up will always find its way down, she has
big but unfulfilled dreams because her father died and her mother cannot fully
support;
Flower Loved gardening because foe her, plants and flowers gives beauty to life
A participant working
on her paper
CF DRR Training of Trainers for Visayas 2 Field Office
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especially when there are problems encountered;
A drawing of a skipping rope Loved to play all afternoon;
Paper doll Used to spend time making a lot of paper dolls for she felt company in them as
she was not allowed to play outside being the youngest in the family;
Boat Used to play with boat during times when the high tide would reach to their
house as they were not allowed to have their feet on the waters;
A drawing of an eagle Like a bird, he is flexible;
After the sharing, Ms. Lerma reminded them that their childhood experiences have molded them into what they
are now at present. The weaknesses that goes with being a child has gone as one increases his/her capacity to
adopt with the environment.
SEEDS TO TREES
After the reflection of personal experiences, the participants were asked to go to their groupings in order to
discuss on the following questions thrown by the facilitator;
- What do children and trees need in order to grow and thrive?
- What are the factors that hinder or stunt the growth and development of children and trees?
With art materials provided, they were to freely translate and present their reflections on the questions given.
Prominently, all the four groups were seen working on art installation. After enough time was provided to finish
the task, the participants were asked to present and to explain their output in a plenary session. The following
were captured during their reporting:
The Output:
Art Installation Explanation
- A tree giving shade to a child;
- The family, the school, friends, food are facilitating
factors that will help children attain fullness of life.
Groups in action…
CF DRR Training of Trainers for Visayas 2 Field Office
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- Parents have the responsibility for prenatal care like
trees that need good soil for a good foundation;
- When parents give care, children are nurtured
properly and would grow to be an asset to the
community;
- Love and care are factors for children to develop like
trees that will give good fruit when nurtured well.
- The brown and the green stuffs represents that soil
and the weed surrounding a growing tree;
- Children are like trees that needs support as it grows;
- The worms present in a growing tree represents the
bad “barkada” children encountered as it grows;
- Children needs nurturing parents in order for them
to grow.
- Schools and playgrounds were identified as facilitating
factors for children‟s growth;
- Alcohol, too much internet, bars, etc. which are
present in the community affects the growth of the
children;
- The kind of family that allows or disallows children to
participate greatly affects their growth.
After the insightful reporting, Ms. Lerma summarized the highlights of the outputs by sharing that the center of the
works of the ADP ensured that children are protected from harm in order to provide a nurturing environment for
them as they grow.
The following concepts about children were reviewed
to further summarize the reflection of the group;
Core principles of UNCRC
Best interest of children
Rights to quality of life and development
Non-discrimination and inclusion
Right to participate
Dominant views of children
Naturally weak, passive, ignorant, helpless, incomplete,
dependent, etc.
Better seen and not heard
Properties of their parents and guardians Ms. Lerma presenting some concepts about
children
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Little adults
Extension of their parents‟ personalities
Emerging views of children
Recognizes their basic rights as children
Focus on children‟s strengths rather than their vulnerabilities
Values what children can do and not what they cannot do
Traditional views of children
Gifts from God
Source of emotional and financial security
Children are wanted, desired, and enjoyed
Investment for the future
Should be given love, care, and protection
Reason for marriage and preserving the family
Module 2: Child Participation
Two energizers were introduced to boost up the energies of the participants: the “evolution” were one evolved
from a cockroach to eagle to monkey and to human and the “che che gulle” song. After then, Ms. Lerma
presented the Roger Hart‟s Ladder of Children‟s Participation. As relayed, the first three levels from the bottom
defined the levels of non-participation while the 4th to 8th are the degrees of participation.
8. Child and adult share decision-making
7. Child initiates and directs their own project
6. Adult initiated, shared decisions with children
5. Consulted and informed
4. Assigned but informed (assigned to a specific role and understands why they are involved )
3. Tokenism
2. Decoration (when young people are used to help a program or project for which only the adults are happy)
1. Manipulation
Module 3: Understanding Disasters, Disaster Risk Management and Resilience
Session 1: Basic Concepts: Disasters, Hazard, Vulnerability, and Capacity
VISUAL EXPLORER
To better understand the terms disaster, hazard, vulnerability, and capacity, Ms. Lerma used the visual explorer
process. Different pictures were laid on the floor and participants were asked to pick a picture of their choice.
They were asked to look and examine closely their chosen picture. After which, they were to identify whether
their pictures portray a disaster, hazard, vulnerability, or capacity. They were asked to place it on the floor and to
align it at the right heading. After which, the whole group examined whether pictures were posted rightfully.
After a few discussions over some pictures and having agreed and convinced of its proper alignment, participants
had a better understanding of the differences of each scenario: disaster, hazard, vulnerability, and capacity.
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QUIZ SHOW
After the visual explorer activity, Ms. Lerma introduced a quiz show
to check the participants‟ basic understanding on hazards and
disaster. The participants were asked to go to their grouping.
Questions were flashed and read on the screen and on the go signal;
groups were to race in front to give their answer. The group can
work together to identify the right answer. The group had an
enjoyable time answering the questions given. The following were
the questions flashed and their corresponding correct answers;
QUESTION ANSWER
1. Yes or no.
When a typhoon hits the Pacific ocean, is
it a disaster or not?
No because there are no affected.
2. True or false.
Lighting and extreme heat are not hazards.
False because it can affect people, vegetation, etc.
3. True or false.
“Hazard” may only arise from nature.
False.
4. True or false.
“HAZARD” may trigger disaster.
True.
5. Enumeration.
Name at least two (2) examples of
human-induced hazards.
War and fire.
6. Multiple choice
There is a disaster when…
a. People die, properties are destroyed,
and there is disease outbreak
b. Work is disrupted and there is a lack of
medical services
c. The community people need help from
external organizations
d. All of the above
d.
7. True or false.
The bigger the vulnerability, the bigger the
disaster risk. The bigger the capacity, the
smaller the disaster risk.
True.
8. Enumeration. Properties, lives, and livelihood.
Working to earn a score for the team!
Working through the visual senses…
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Name at least 3 elements at risk when
disasters strike.
9. Identification
_____________ is the capacity of a
system, community or society to resist or
to change in order that it may obtain an
acceptable level in functioning and
structure.
Resilience.
10. True or false.
The impacts of disasters are greatly felt by
women, children, people with disabilities
(PWDs) and elderly.
True.
After tallying the scores, Group 2 won having gained 5 points followed by Groups 4, 1, and 3 with 3, 2 and 0 points
respectively.
Input on DRR Basic Terminologies
After the series of thought provoking activities, basic terminologies of DRR were explained by Ms. Lerma.
Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or
other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or
environmental damage. (event, phenomenon)
Types of Hazards
- Natural: typhoon, earthquake, volcanic eruption, tsunami
- Human-made: fire, pollution, oil spill, industrial accidents (such as leakage of toxic waste)
- Combination or socio-natural hazards: flooding and drought can fall under this category if it is due to
deforestation
Vulnerability - The characteristics and circumstances of a community, system or asset that make it susceptible to
the damaging effects of a hazard. (vulnerable – kinsa, unsa)
Examples of vulnerability
- Poor locations
- Houses made of light materials
- Conflict in the community
- Lack of knowledge and skills on disaster preparedness and protective measures
- Attitude of helplessness and dependence
Capacity - The combination of all the strengths, attributes and resources available within a community, society or
organization that can be used to achieve agreed goals.
Examples of Capacity
- Permanent housing
- Ownership of land
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- Adequate food and income sources
- Family and community support in times of crises
- Local knowledge
- Responsive local government
- Strong community organizations
Disaster - A serious disruption of the functioning of a community or a society involving widespread human,
material, economic or environmental losses and impacts, which exceeds the ability of the affected community or
society to cope using its own resources.
Risk - The probability of harmful consequences, or expected loss (of lives, people injured, property, livelihoods,
economic activity disrupted or environment damaged) resulting from interactions between natural or human
induced hazards and vulnerable/capable conditions.
Exposure - People, property, systems, or other elements present in hazard zones that are thereby subject to
potential losses.
Disaster risk - The potential disaster losses, in lives, health status, livelihoods, assets and services, which could
occur to a particular community or a society over some specified future time period.
DR = Hazard x (+) Exposure and Vulnerability
Capacity
Elements at risk
Who and what can be damaged:
- People (their lives and health)
- Household and community structures (houses, community centres, schools)
- Community facilities and services (access roads, bridges, hospital, electricity, water supply, etc.)
- Livelihood and economic activities (jobs, crops, livestock, equipment, etc.)
- Environment (natural resource)
Resilience - The capacity of a system, community or society to resist or to change in order that it may obtain an
acceptable level in functioning and structure. This is determined by the degree to which the social system is
capable of organizing itself, and the ability to increase its capacity for learning and adaptation, including the capacity
to recover from a disaster.
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Session 2: DRM and DRM Activities
Input on Hazard
Ms. Lulut presented and explained the following:
Four types of hazard;
1. Geological like earthquake and landslides
2. Hydro-meteorological which depends upon the movement of the earth like typhoons, floods, tsunamis,
rain and ipo-ipo
3. Biological like SARS, illnesses, birds flu, bacteria infested in water as in biological warfare
4. Technological/industrial like the Japan nuclear case
As explained, it is important to know the types of hazard in an area to be able to identify the appropriate
intervention to reduce the risk.
PAINT ME A PICTURE
To gauge on the level of understanding on DRRM measures, Ms. Lulut asked the participants to go to their three
groupings; flood, bagyo, and motorcycle accident groups. In their group, they were instructed to portray the
measures they are going to take to prevent, mitigate, or prepare for the disaster assigned in their group.
The following were the output:
Disaster during… Prevention, Mitigation, and Preparedness Measures
Bagyo Proper drainage; flood control measures; planting of trees
Flood Contour farming to prevent landslides, planting of trees; no
houses at flood prone areas; seminars and capacity building
activities
Motorcycle accident Wearing of helmet, installation of traffic signs
It was further explained that prevention and mitigation measures could be structural: installation of sidewalk,
humps, early warning signs, and concreting of houses or non-structural: advocacy, resolutions, and policies.
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Session 3: Resilience
The Choral Singing and Speech Choir
As an introduction, resilience was defined as the ability or the capacity
to cope or resists. To work on understanding resilience better, Ms.
Lulut distributed pieces of paper to the participants. They were
instructed to play the role of a child and to reflect on their internal
strengths, beliefs, and principles. Individually, they were to complete
the 4 phrases given as a guide in the reflection process as follows;
Ako ay …
Aduna akoy … (these are external resources or surroundings)
Kaya nakong … (these are his/her own capacities)
Gusto nako or plano nako … (what he/she wanted to happen)
They were given time to individually complete the phrases. Afterwards,
they were grouped into two for the consolidation of individual
reflections. They combined all their answers to form a paragraph and
they were instructed to present their output through a choral singing
and a speech choir. The following were the groups‟ outputs:
A song to the tune of Asin
Kaming mga batang Pilipino na
mabait, malakas, masunurin,
matalino, masipag, matulungin at
higit sa lahat naniniwala sa Dios.
Chorus:
Mayroon kaming mga magulang na
nag-aaruga at nagmamahal sa amin
at mga kaibigang maaasahan sa
kagipitan.
Kaya naming pagsilbihan ang aming
mga magulang, ipagmalaki ang
kanilang pangarap, tumulong sa
kapwa at gawaing pambata.
Gusto naming makatapos sa aming
pag-aaral upang makatulong sa
aming pamilya at komunidad, at
higit sa lahat makilahok sa mga
bagay na nakakaapekto sa amin
upang gumawa ng mga gawang
makabuti sa aming mga pangarap.
Kami ay mga batang responsible
dahil kami ay matulungin,
masunurin, at masipag.
Ipinanganak na mataba, malusog,
matatag, at masayahin.
Mapagmahal sa sariling kapwa at
higit sa lahat may paniniwala at
takot sa Dios.
Kami ay mayroong pamilya na
matatag at mapagmahal na handang
tumulong dahil sila ay mababait.
Kaya naming makilahok at
makipagtulungan sa gawaing pang-
bata. Manindigan sa aming
desisyon at ibahagi ang mensahe ng
Dios.
Gusto naming makipag-ugnayan sa
iba‟t-ibang ahensya alang-alang sa
kinabukasan ng mga kapwa
kabataan.
Group 1- Choral Singing Group 2- Speech Choir
Groups in action!
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Reflection on the groups output on sources of resilience of children:
- A child will always will finds means out of a situation;
- Family provides a positive coping mechanism;
- A child has a positive attitude;
- Children are viewed in the positive angle;
- Children has the desire to participate;
- Looks into the internal capacity of a child and build on it;
- Supporting and nurturing environment for the child.
Additional input on resilience;
- The capacity in terms of a child‟s relationship with parents;
- The children‟s capacity on dreaming together;
- Building on what they have as an individual, as a family, or as a community
Module 4: Community Risk Assessment
Session 1: Understanding Community Risk Assessment
The participants were grouped into eight such that there were
three to four members in a group. They were given one minute
to discuss on the question or topic written on the piece of paper
that were distributed in each of the groups. After which, group
members except the chosen facilitator who was tasked to take
note of the discussions of his/her group members transferred to
another group to discuss on the other given questions. Then
again, the assigned facilitators noted the new discussions of the
new batch who have transferred to the station. The process
went on until all of the group members have covered all of the
eight stations to discuss its respective topics. On the 8th station,
they settled to work on the given question as the facilitator also
tried to recall or refer to his/her notes on the discussions of the
other batches. Ideas or answers were written on metacards and
were posted on the board. After which, a reporter was chosen
to read on the answers posted. The following were the output
of the activity;
Why do a community risk assessment? (on white metacard)
- Para masabtan kinsay vulnerable groups
- Para masabtan unsay nahitabo
- To identify resources
- Identify capacity
- Para makapangandam
- To prevent disaster
- Masabtan unsa ang existing hazard
Participants in action…
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What is community risk assessment? (on yellow metacard)
- Community mapping
- Ma identify ang vulnerable groups sa lugar
- Pag-analisar sa area o komunidad
- Identify capacities
- Identify internal resources
- Identify vulnerabilities
- Analyzed risk situation of the community
Why is important to involve community in risk assessment? (on green metacard)
- Community involvement is important for them to identify their needs
- To be able to identify appropriate intervention
- To identify community strengths, capacities, vulnerabilities, and resources
- To come up with plan of action
o Mitigation
o Prevention
o Preparedness
- It is important to involve community in risk assessment because they are vulnerable in times of
calamity/disaster
Why do a community risk assessment? (on white meta card)
- To know the situation or risk of the community
- To know the risk and vulnerability
- Identify the needs
- Identify capacities, strengths, and resources
- Preparedness, mitigation, and prevention
- To reduce risk
- Resilient
Unsa ang mga kinahanglang tan-awon o I consider sa community risk assessment (on blue metacard)
- Internal resources
- Extent of damage
- Existing com structures
- Internal capacities
- Geographical location
- History
- Infrastructure
- Existing capacities of the people
- Exitsing risk
- How to prevent the risk
- Who are vulnerable
- Existing resources
The answers showed a good understanding of the participants on the topic. As a summary, Ms. Lulut just
emphasized that community risk assessment is a participatory process.
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Session 2: The Community Risk Assessment Tools
After which, the participants were asked to go to their original four
groups. They were tasked to practice on the different tools of doing
community assessment. The four tools assigned to the four groups were
community hazard and resource mapping, seasonal calendar the child way,
disaster timeline, and the organization in my place. As they went over the
tools, the groups were to work on an imaginary community to assess and
tried to practice the actual facilitation on the field. They were given
enough time to complete the whole process as they work their way until
the day ended. Since the different groups have different pacing, the closing
of the day with a prayer was done per group. At 7:00 pm, all of the groups
were done with their assignment.
Going through the assessment
tools.
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Day Three
Activity Outline Preliminary Activities
Praise and Worship and Biblical Reflection Session
Recapitulation of Previous Day‟s Activity
Presentation on the Workshop Output of Community Assessment Tools
The Community Exposure
Day Three Proceedings
Praise and Worship and Biblical Reflection Session
Another blissful morning started the day‟s activity with the singing of One Way
Jesus and Heal Our Land led by Mr. Joseph Lamoste.
The days‟ biblical reflection was taken from Genesis 41:34-36 which talks about
the steps to be taken to prepare for the seven years of famine in the land of
Egypt. Ms. Nora Bejoc from Haven 2 facilitated the session. Captured
reflections of the participants can be found in Annex A. The session ended
with a prayer led by Ms. Lala Opon.
Recapitulation of Previous Day’s Activity
To start with recap of the previous day‟s event, the participants were asked to
form a big circle. A pentel pen, a roll of masking tape, and a bottle of glue were
passed around the circle when music was played in the background. When the
music will stop, participants holding the pentel pen, masking tape, and the glue
will have to share to the big group his/her learning, feelings, and clarifications
respectively. A documentation of points shared can be found in Annex C.
Presentation on the Workshop Output of Community Assessment Tools
Before going to the main activities of the day, Ms. Lulut introduced again another energizer the participants can use
during facilitation of activities for children. It was a game where the IT will have to ask a question and participants
with yes for an answer will move across the circle and find a vacant place while those with no for an answer will
just remain in their place. The group had an enjoyable time playing the game.
After which, Ms. Lulut went over the schedules of the day which were presentation of activity output (assessment
tools), meet with the group and agree assignments during the actual community assessment, travel to Loboc for
the community assessment, and the debriefing.
Preliminary activities.
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Immediately, the group reporting followed. Highlights of the report are as follows;
Disaster Timeline
- It is important to take note of disasters experienced in the community in order to be able to see which
ones were recurring and for the community to realize its importance and to reflect upon it.
- The tool will get information on the effects of the identified disaster to the children and the community.
- The tool will also gather information as to the response done by the Local Government Unit (LGU),
Non-Government Organizations (NGO), and the community at the time of the recalled disaster.
- When running the tool with elders, facilitators can use metacards and help those who cannot write.
- If the process would allow, it is also significant to get data on the number of groups or purok affected to
see if figures are increasing to inform also during the analysis of the data gathered.
Community Hazard and Resource Mapping
- The tool identified areas that are dangerous and slightly dangerous in order to recognize accident-prone
areas.
- Data on malnourished children can also be gathered during the assessment.
- The manila paper or the first layer mapped out the basic data in the community and the plastic overlay
holds data that are not permanent. More overlays can be produced to accommodate more data.
- Information related to children can also be gathered and be added in the map.
The Organization in my Place
- The tool will identify organizations that can be tapped before, during, and after a disaster.
- The dimensions of the circle represent the resources and the capacity of the organization while its
location in the diagram represents its actual distance from the community.
- The tool is the same as the Stakeholders‟ Analysis but is more clear and suggestive in its presentation.
Seasonal Calendar for Children and Adult
- The purpose of the tool is to know the seasonal changes and related hazards, diseases, and activities
occurring in the community.
- Dialogues boxes are also included to get the perception and culture of the community people.
Reporting session.
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To summarize the sharing of the group on the different assessment tools, Ms. Lulut emphasized that in doing
assessment, it is important to get the perception of the people. Annex 1 in the community risk assessment guide
gives some guide questions that would lead in getting the views of the people and obtain the right information
needed. Based on the pilot run of some tools, involvement of children has been proven significant because little
concerns important to them which maybe insignificant to adults surfaced out. In doing assessment, one tool may
not be enough to get the picture of the community. Choosing of the tool to use depends upon the judgment of
the facilitator; his/her capacity to conduct the process, the kind that can probe more on the data needed, and of
the appropriateness of the participants. Nevertheless, it was given emphasis that involving the community in the
processes is likewise building their capacities for empowerment. Moreover, according to Ms. Lulut, the whole
process from preparation, to gathering, to consolidation, and to planning would take at least 3 days.
After the short discussion, instructions for the actual assessment were given. All the four tools will be run for the
adult groups while only the seasonal calendar and the community mapping will be run for the children. As such,
the “seasonal calendar” and the “community mapping” groups split into two for the adult and the children. The
rest of the “disaster timeline” and “organization in my place” group members distributed themselves to the other
groups. After which, they went to their respective groupings to discuss how they will go about the process, to
agree among them who will facilitate and document the assessment, and to work on other preparations. Before
breaking up, the groups were reminded that the information gathered will be given back to the community such
that as part of the learning process it will be consolidated the following day and recommendations will be also be
formulated.
The Community Exposure
The groups had an early lunch to be able to prepare and travel earlier for Oy, one of the partner community of
BCCAP in the municipality of Loboc. At around 12:30 pm, the group set off for Oy, Loboc. Since the community
people were not around upon the arrival of the training group, the latter settled and waited at the Barangay Hall
area while coordinators of the community exposure checked with community leaders for the expected group of
elders and children. There seems to be a problem with the communications given as the expected group of
children were not around. With efforts of the community leaders to gather the needed number of children, the
assessment process started a few hours later than as scheduled. Accordingly, six groups respectively went through
the different community assessment tools; 2 groups for the children and 4 groups for the adult.
Generally, all the assessment processes started off with a prayer and a short “getting to know you” session to set
the mood of the participants. Unfreezers were introduced especially to the children‟s group in order to set a
friendly atmosphere. The children‟s group conducted their assessment at the two rooms in Tambis Elementary
School while the 4 groups of the elders did their assessment at the Barangay Hall areas. After a few hours of going
through the processes, the presentation and reporting of outputs followed which was facilitated by Mr. Bonifacio
Calapan. The presentation started off with a short background on the DRRM law. After which, each of the output
were presented per group. Before closing the activity with a prayer, Captain Bert Biloy gave a short message and
grabbed the opportunity to thank WV for being a constant advocate to the welfare of the children in his barangay.
Output of the assessment can be found in Annex D.
Despite delays in schedules, the training participants were able to conduct the assessment processes successfully as
expected. At around 4:30 pm, the group set off back for Tagbilaran. The scheduled debriefing to end the day was
agreed to be moved the following day.
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Day Four
The community experience.
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Activity Outline Preliminary Activities
Praise and Worship and Biblical Reflection Session
Debriefing of Previous Day‟s Activity
Identifying Different Hazards, Vulnerabilities, and Capacities of Children and Community in Oy, Loboc
Paint Me a Picture
Prioritization of Identified Hazards
Identifying Disaster Risk Reduction Options
Action Planning
Evaluation
Day Four Proceedings
Praise and Worship and Biblical Reflection Session
The singing of One Way Jesus and Lead Me Lord rightfully opened the day
and was followed shortly with a saying of a prayer. After which, the group
reflected on the bible verse taken from Genesis 9:12-16 which talks about
the rainbow that represents God‟s covenant. Shared reflections can be
found in Annex H. The short reflection on God‟s word ended with a
prayer.
Debriefing of Previous Day’s Activity
Before the day‟s schedule proceeded, the group sang and danced the song
Leronleron Sinta at Ako‟y Buhay in order to be energized. After which,
the group was divided into four for the recap which was done as a
debriefing process also for the previous day‟s community exposure.
The process adopted was the ORID (Observation, Reaction, Intellect, and
Decision), one of the methods used in facilitation. Ms. Lulut then gave a
brief explanation and input on facilitation. As explained, facilitators must
know the kind of participants he/she has. The ORID framework would
allow and see to it that the different kinds of participants either the “visual”
or the “feeling” are able to express how they felt and satisfy each of their
own way of learning during the training process. Using of pictures in
facilitation was likewise explained as a way of exploring the thoughts and
feelings of participants using the visual senses.
To continue, the groups were assigned to two different tasks. Group 1and
2 were asked to fill-in the prepared chart on what they saw and felt during
the activity and also to post pictures available putting on captions that are
reflective on how and what happened during community exposure.
Meanwhile, groups 3 and 4 filled in the blanks of prepared sentences to
complete a story expressing what they observe and what they can
Day 4 preliminary activities.
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recommend to better improve the activity. After completing the tasks, the groups were given the chance to walk
around and go over the works of the other groups.
After the debriefing, another energizer game was introduced; the Bahay, Bata, and Bagyo where the participants
enjoyed. As shared during the processing, they felt secured inside the house when they played the bata role and
likewise felt apprehensive and worried upon finding complete partners when bagyo was called out.
Identifying Different Hazards, Vulnerabilities, and Capacities of Children and
Community in Oy, Loboc
After the community assessment, groups were then ready to collate and
analyze the data gathered using the vulnerability and capacity framework.
Before proceeding, Ms. Lerma made a short review on the concepts of
vulnerability and capacity. After which, the groups were made to view
closely the works of the other groups through a gallery walk.
Situations depicting vulnerability;
- A child does not know where to go
- A perception among the elders that even with efforts of tree planting, disaster will still come and people
will die if it is what the Lord wanted to happen
- Community location maybe in a low-lying area
Situations depicting capacity;
- Children are taught how to swim
- Tree-planting activity
Shortly after, they went to their groupings during
the assessment and worked on collating the data
gathered. Using meta cards, they filled in the
matrix for Collation and Analysis. Per hazard
recognized, they identified key area of inquiry and
vulnerabilities and capacities there is to key
elements; children (boys and girls), adult (women
and men), people with disabilities (PWDs), elderly,
and the community. Output of data collated can
be found in Annex E.
Further explanations and clarifications;
Ms. Lerma facilitating the session
Groups busy working on collating the data gathered.
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- key areas of inquiry were the questions asked in the field;
- there is risk when one is vulnerable, ex. Malnutrition is a risk when one do not know about nutritious
food and a child is at risk of not being able to go to school because the family has no income;
- vulnerability talks about the condition and the location with points of reference to the elements at risk
(children, women and men, PWDs, elderly, and the community;
- capacity is what the people and the community has;
- during assessment, perception of the community should come out through probing and facilitation of
facilitators;
- Annex 1 of the module, Sample Community Risk Assessment Design gives a guide questions to probe on
the perception of the community and to get data on the material/physical aspect, social and organizational
aspect, and of the motivations and attitudes of the community. Annex 1 serves as a guide and additional
questions may be used to better probe on data needed.
- Data gathered will be the points to be emphasized in the development of project proposal objectives that
may discuss not only on the structural aspect but as well as of the attitudes of the community which can
further be addressed and considered in the intervention given.
Limitations of the analysis;
- being not a resident in the community, the groups will just make analysis on what could possible happen
to be able to fill in the needed data in the matrix used;
Lessons learned from the community exposure;
- If annex 1 of the module was used, areas of concern would have been probed better;
- Questions and areas of concern should be laid down and well prepared before going to the field.
After the insightful discussions, the group were asked to consolidate the result of the adult and the children. The
participants were informed that outputs could be presented in a creative manner especially when dealing with
children.
Paint Me a Picture
The participants were again asked by Ms. Lulut to go the three groupings as they were to portray the “beginning”
scenario which caused the disasters portrayed the previous days. Before proceeding, Ms. Lulut again gave another
input on methods of facilitation that is the Beginning, Middle, and End of a Story.
Again, the group members had a good time figuring out how they were to portray the scene. The same process
went on as the groups were to paint a picture and freeze while other groups tried to guess what happened on the
scene. Afterwards, the presenting group were to make a dialogue on their presentation. Below is a summarized
output of the depiction.
Hazard The Beginning of the Story
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Motorcycle Accident - Over-speeding driver
- Texting while driving
- Overloading of vehicle
- Pedestrian crossing from various areas of he
street
Bagyo - Cutting of trees
- Throwing of garbages
Flood - Cutting of trees
Prioritization of Identified Hazards
To go through and experience the whole assessment process, the
activity went on with the prioritization of the identified hazards in
the community of Oy. With facilitation from Ms. Lulut, the groups
were to prioritize using the Ten Seeds Tool. Three priority hazards
were subject for the prioritization as these were also the top three
hazards identified by the Oy community during the presentation.
Results shows that El Nino comes first followed by Bagyo and next
is La Nina. Ratings obtained were 24, 15, and 9 respectively. A
detailed account of the prioritization result in table can be found in
Annex F.
Inputs shared when facilitating prioritization of the assessment results;
- When making a prioritization, the Ten Seeds Tool is a workable way to work in the community. To do
the “Ten Seeds”, the group were to rate the hazard according to the element asked from a range of one
to ten. Seeds or similar objects will be used to represent the agreed rating.
- Results of the adult and children may either be mixed or separated depending on what would be
workable with the situation as long as children‟s assessment will be given consideration;
- Review of documents may be used to check with results of the assessment. As such, secondary data must
be ready at hand before doing the assessment in the community;
Identifying Disaster Risk Reduction Options
After going through the prioritization process, Ms. Lulut asked again the respective groupings to portray a picture
depicting the DRRM options they were to recommend for the identified hazard of Oy. The same process was
used as in the previous presentations. Summarized below is an output of their presentation;
Prioritizing using the Ten Seeds Tool
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35
Hazard Picture Portrayed Explanation
Bagyo
- community orientation
- pruning of trees
- properly constructing houses
El Nino
- planting of trees to retain water
- planting of root crops which can
withstand the dry season
- information dissemination
La Nina
- cleaning of canals to prevent
flooding
- cleaning of the surroundings
- segregation of wastes
Then again, the participants as would-be facilitators in their respective ADPs were reminded by Ms. Lulut that
presentation of outputs the “Paint Me A Picture” way is a good way of engaging the children in the workshops.
For a better understanding Ms. Lulut again reviewed on the meaning of prevention, mitigation, and preparedness as
such; prevention is a measure to prevent the disaster from happening, mitigation is a measure to lessen the degree
and impact of the disaster, while preparedness is a measure put in place to address when disaster will really
happen.
CF DRR Training of Trainers for Visayas 2 Field Office
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The group break for lunch at 12:30 pm. Since the activities were ahead of schedules, the group has agreed to
extend hours in the afternoon in order to cover the remaining sessions scheduled the next day and end the
training consequently.
Action Planning
The activity resumed at 1:45 pm with an energizer: In and out the dancing blue bird.
Before proceeding with the next session, Ms. Lulut asked the group if they have any clarifications regarding the
DRRM measures. Further examples were given for better understanding on the terminologies;
Hazard:
Bagyo
Prevention:
To relocate as housing is located in a low-lying area prone to flooding
Mitigation:
Construction of strong houses
If cannot relocate to other areas, construction of high columns to elevate the house
Preparedness:
Storing of food
Keeping of boats that will be used during flooding
Availability of basic resources to use during disaster
To complete the whole process, the participants formulated plans
for the identified hazards of Oy. Participants again break into
groups to make the plans using a ready matrix. To facilitate the
activity, meta cards were used and posted on manila papers.
Outputs were showcased on the floor for the “gallery walk”
conducted after. During the gallery walk, other groups were
asked to give comments to improve the plans. During the
plenary, Ms. Lulut reminded each one that plans should be child-
focused; addressing the concerns of the children, raising their
capacities, and involving them in the processes. The participants
were also made to consider whether internal resources were
first tapped and that measures were taken into consideration to mitigate impacts of disaster. Output of the
planning can be found in Annex G.
Another energizer game was introduced to keep the energy level of the participants: “What is true for me is true
for you.” As a tip, the participants were informed that this type of game could also be useful for facilitators to see
what needs to be improved.
Since the training has already covered all the modules, Ms. Lulut asked the participants whether they have some
areas to clarify. The following concerns were raised:
- somebody acknowledged that she should go over the manuals provided and be familiar with it;
Prioritizing using the Ten Seeds Tool
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37
- not confident yet with the learning obtained in the training as it cannot be contained in just one setting
however the participants were reminded that the LGU in the area were already trained and can support
in the effort of implementing DRRM in the community;
- some were apprehensive that LGU might have a different approach in the DRRM but they were assured
by the facilitator that there is not much differences in the approach. Further, the DRRM law passed
would always serve as a reference and could make partnership efforts possible in the area. They were
advised that they can initiate to conduct a related activity inviting the LGU and see what steps can be
worked out. Likewise, Ms. Lulut has expressed her willingness to support if the same training will be
scheduled.
After having no more concerns raised, the activity proceeded with
the team planning per PO. Next steps were identified to ensure
formulation ADP DRRM plans and its integration in the ADP
program which is one of the important purpose of the training.
The team planning ended at around 5:30 pm. A short video
presentation covering the training process was shown courtesy of
Mr. Jay Mijares, a staff from the Communication department of WV
who joined in the training. After which, the Bohol ADP was
reminded and made in charge of finalizing and giving back to Oy,
Loboc the data gathered by the team.
Evaluation
To draw out comments to evaluate the whole training process, Tool 35 was
used. Participants were asked to form a big circle as sheets of papers were
distributed. They were instructed to take two sheets of color coded
papers. On the yellow paper, they were to write the most important
learning they have gained from the training while on the white paper, they
were to write the area they wanted most to improve if same activity will be
conducted. Areas to evaluate will be the venue, facilitators, methodology,
and may cover also personal concerns. After which, they were asked to
walk around the room to switch the two papers with another person.
When the facilitator would say “stop”, they will have to stop switching
papers and to rate each of the evaluations from 1-7 depending on how
important to them the concern was. Then again, they will have to switch
papers until the facilitator would again say stop. The process went on until
5 rounds of rating have been conducted. After, they were instructed to sum
up the ratings. With five rounds of rating, the highest rate that could
possibly be obtained would be 35. Then, they were asked to form a line
starting from the yellow paper that obtained the highest score. Randomly,
few learning from the ones that scored high and those at the middle were
read aloud. As explained, the individual evaluation has become the most significant learning of the group since in
the process of switching papers, the group were given the chance to rate the learning. Accordingly, the same
Team planning
The evaluation process.
CF DRR Training of Trainers for Visayas 2 Field Office
38
procedure was followed for the white paper. This time, all the white papers were read giving a general comment
of improving one‟s facilitation skills. A detailed documentation of each of the evaluation can be found in Annex H.
Closing
A group picture taking beneath the activity banner
followed. After which, Ms. Lulut took the
opportunity to thank everyone involved in making
the activity possible: the Bohol team for hosting the
training, everybody‟s participation and seen passion
to go through the training, and Ms. Lerma for co-
facilitating the training. Before finally ending, Ms.
Lulut advised the group to pilot just one
community and to start to replicate to other
communities only when the whole cycle has been
completed in the pilot area. Further, they were
advised to think of the 20-80 principle which is
working at 20% and gaining an 80% impact. She has
informed the group to communicate to her when
her support is needed.
At around 6:00 in the evening, the training ended solemnly as they hold hands together. Symbolically, they put
their hand at mid-length taking the courage to face the challenge of implementing the CF DRR in their respective
communities, at the bottom for making the effort in building with the people and partners a resilient community,
and at the top level imploring for the Lord‟s constant guidance and motivation in doing all the works. Again, they
move their hands at mid-length and let go of their bonding inspiringly saying the words “forward we go.”
Together they took the challenge and forward they go!
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Annexes
Annex A - Biblical Reflections
Day 1
The thought of the sharing was captured as follows;
Group B sharing C sharing
1 1. Naay family nga luoy kay ang mother
namatay;
2. The children took the big role kay
ang father nasakit;
3. Mitabang ang mga silingan.
Nay mga bata nga wala nila ma enjoy
ang ilang rights.
2 1. Pamilya nga naay pagkabingkil;
2. Naguba nag relasyon
3. Magkaaway na sila.
Broken relationship because of
unsettled issue.
3 1. Bata gihikawayan sa pag-apilapil;
2. Gibadlong sa oyoan;
3. Wala natagaan og opportunidad.
Ang kultura dako ug influence sa
pagpadako sa bata.
4 1. May isang bata nanirahan malapit sa
bahay ng nagshare;
2. Lumaki na naghirap; walang toys,
food ant pahingihingi sa mga
kapitbahay;
3. Nabago ang buhay dahil inampon ng
isang mayaman.
Ang Ginoo motan-aw sa bata nga inapi
ug mohatag ug opportunity sa mga
naglisod.
5 1. Naay bata willing mo participate;
2. Ang parents nagpugong sa
pagparticipate;
3. Wala ma develop ang knowledge and
skills sa bata.
Do not forbid the rights of children.
6 1. Naay bata nga gusto mo seminar;
2. Ang parents mobabag;
3. Ang bata wala mamati ug niapil jud sa
seminar kay gusto makamao.
Bata nga moapil gyud sa tigum.
A participant who was late for the group sharing also gave her reflection on the verse telling the group that the
mind of a child is like a clean sheet of paper where marks are readily absorbed and permanently printed.
Similarly, the environment of the child greatly affects his/her future as he/she absorbs both the negative and the
positive things going in his/her environment.
D was not ready then to share to the big group.
Day 2
Summary of the Reflections
The Lord chose Noah to build the ark because he was righteous, just, and perfect. He obeyed the Lord
and despite the mockery of the people around, he continued to do what the Lord commanded him to do.
In order to survive for the great flood, Noah and his men made preparations. Before the flood, Noah
made the ark, gathered the animals and secured his family inside it, and prepared food too. During the
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40
flood, Noah fed the animals and the people. He let the crow and the dove check whether the land was
already dry. After the flood, he offered sacrifice to the Lord.
In the making of the ark, the people did not believe, mocked Noah and regretted in the end. The same
attitude could be true with the assisted community people in the ADP as they would only participate
when they see that the result is good- to see is to believe attitude.
Day Three
Reflections
Genesis 41:34-36
- One should be prepared and at the same time steward over God‟s resources.
- The people had knowledge about the 7 years of famine such that they were able to prepare to mitigate
the impact of the famine. Likewise, being aware that Philippines is prone to disaster being under the
Pacific ring of Fire, people should make measures to mitigate and to prepare for its disastrous impact.
- In terms of preparation, the coop can rightfully come in. Setting aside even a peso a day can already be a
great help in times of difficulty.
- To take the opportunity to move while WV is still around so the organization will sustain even after
financial support phases out.
- There should be application of the training at home. Kids should be taught of the basics on disaster
preparedness since not at all times that we are with them.
- CF DRR is all about safety consciousness that we can build with kids.
Day Four
Reflections
- To make a covenant during the training for the implementation of CF DRRM in the ADP even with only a
pilot area;
- To make a covenant with God in the works in order to lessen risks;
- Noah did everything as God has commanded him even without compensation just as the volunteer works
one does in the ADP.
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Annex B – Expectations and House Rules Content
1. Strategies of CF DRR
2. How to integrate CF DRR in the ADP Plan
3. Why CF DRR? What‟s the rationale?
4. Intervention of Disaster Risk
5. Best practice of Cf DRR
6. Sustainability of CF DRR if there is
Methodologies
1. Workshops (2)
2. Games (2)
3. Community Exposure (2)
4. SLE‟s (2)
5. Sharing of Experiences (2)
6. Lecture/Inputs (2)
7. Simulation (1)
Participants/Facilitators
Participants
1. Facilitators during simulation
2. Friendship
3. Open-minded
4. On time
5. To be provided with handouts/materials
Facilitators
1. Jolly
2. Approachable
3. Clear explanation
4. Not fast
5. Well explained CF DRR
6. Visayan context
7. Sensitive to the needs of participants
8. Share real life experiences/situation
House Rules
1. Starts and end on time (starts at 8:00 am)
2. Cellphone in silent mode
3. Maximum participation
4. No cutting classes
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5. Time for relaxation
6. No sleeping during session
7. Each group‟s roles
a. Biblical reflection
b. energizers
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Annex C – Shared Learning during the Recapitulations Day Two
Question #1 – Who are the most vulnerable during disaster?
Answer given – Children, Elderly, and women
Question # 2 – Why is CF DRR important to World Vision (WV)?
Answer given – In order to make preparations to reduce the risk of the children during disasters
thus, giving them protection as WV works in 90% of the poorest communities in the world.
Question # 3 – What are the 3 major thrust of WV in which DRR must be integrated?
Answer given – Advocacy, relief, and development.
Question # 4 – Why is there a need to integrate CF DRR in WV‟s activities?
Answer given – In order to create a safe environment for children, pre-empt avoidable disasters,
reduce risks, and build resilience
Day Three
Learnings (pentel pen)
- Learned about the definition of hazard, vulnerabilities, and disaster;
- It is important to identify the type of hazard there is in order to know the appropriate intervention to
make;
- One has to be prepared to in going to the area to facilitate community assessment;
- Learned how to make an art installation;
- As a trusted leader of the ADP, one has to be well-informed of the risks and possible disaster there is in
the community a and must have a good disposition and be always prepared in times of disaster to be able
to respond and implement what has been learned.
Feelings (masking tape)
- Happy because of many learning gained;
- Enjoyed in the games;
- There is joy in the heart and excited to implement DRRM in the barangays;
- Happy and challenged to do the implementation.
Clarifications (glue)
- none
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Annex D – Oy Assessment Output
Oy Disaster Timeline- Elders‟ Group
Year Disaster Effect Response
Community Children Community NGO LGU Municipal
2011 - La Nina Masakit ang mga
kahayopan
Gutom
Sakit sa kabataan
2010 - El Nino Mangamatay ang
mga tanom
Madaut ang
tanom
Mangamatay ang
mga hayop
Masakit niwang
Way ligo
Pinaagi sa World
Vision, gihatagan
mi ug tubig
mainom kauban
sa downy 1
banlaw nga
pinaagi sa
unsaon
pagdaginot sa
tubig
Naghatag ug
tubig par
magamit sa
panimalay
Maghatag ug
bugas ang
DSWD
LGU nagdeliver
ug tubig imnon
LGU nagtabang,
naghatag ug
bugas ug
naghatag ug
tubig
Sigi ug kubkub
pangita ug tubig
2009 May – El
Nino
Lisod sa tubig
Gutom
Adto manglaba
sa suba
Gutom, k ulang
ang bata sa
pagkaon sama sa
utan
2004 - Lite Nangapongot
ang lube
Nihatag ug
coconut
seedlings ang
department sa
Agricultura para
sa paghulip sa
pagtanom
1998 April 5-
Balay Nasunog
Walay kapuy-an,
walay biste,
walay maka-on
Walay puy-anan
ug sinina ikasuot
Daghang
nadawat nga mga
hinabang nga
mga bisti ug
pagkaon
Nakadawat ug
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Wala nay
kaugalingong
panimalay
cash nga Php500
gikan sa barangay
council
1990 – Bagyo
Super Ruping
Mangaguba ang
balay
Madaot tanom
Nangamatay ang
mga binuhi nga
kahayupan
Nanglupad ang
mga atop nga sin
Nagkalibanga
ang mga bata
Nagkahiusa ang
mga katawhan sa
paglimpyo sa
mga dalan nga
daghan nga mga
natumba:kahoy
Nagtinabangay
pag-ayo sa
kapilya
Nagtnabangay
ang pamilya sa
pagconstrak sa
mga balay
Naghatag ug
bato ug grabas
para sa naguba
nga dalan
1984 – Bagyo
Nitang
Naglisod, wala
makaani ang mga
kabasakan
Nadaot ang
humay
Nangasakit ang
mga hayop ug
nangamatay
Naguba ang mga
kadalanan
Nangatumba ang
mga kalubihan
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Organizations In My Place – Elders‟ Group
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Community Mapping – Elders‟ Group
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Seasonal Calendar – Children‟s Group
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Annex E – Oy Data Collation and Analysis Hazards Key Areas of Inquiry Children
Vulnerabilities Capacities
Open water container in
school CRs which is prone
to dengue
- Physical (water and
sanitation)
- Perception (problems of
children and the
community)
- Sexual abuse
- Mahulog sa atabay
- Waterborne diseases
and diarrhea, dengue
- Awareness of the
danger
- Familiarity of the place
- Swimming skill
- Awareness of the health
services of the
community
- Presence of first aid
teacher in school
Blind curve without traffic
signs
Physical ( safe and
dangerous places inside
the house, roads, common
places in the community)
Accident/injuries - Presence of pedestrian
lane
- Awareness of children
from their parents on
how to cross the
highway
- Presence of tanods that
guide the children in
crossing the highway
Lugsungon nga kalsada Perception (description of
well being of a child and
the family)
Injuries, URTI, Blindness - Barangay
ordinance on
designated place
para sa
pagpaboto
- Awareness of
parents/children
in the bad effects
of using
firecrackers
Adult
Hazard Key Area of
Inquiry
Vulnerabilities Capacities
Adults Children Community Adults Children Community
Bagyo/
Flood
Kaingin/pagpam
utol sa mga
kahoy
Kakulanga
n sa
pagkaon
Kakulanga
n sa
pagkaon
Kakulangan sa
pagkaon
Naapektuhan
panginabuhian
Bayanihan
system in
the
community
Tree
planting of
BCA‟s
Availability of NIA
in the area
Availability of
support
NGO/PO(BCCAP)
in the area and
government
organization
El Nino Pagsunog sa
mga basura nga
non-
malnutriti
on
Nangamatay
ang mga
tanom
Organizerd
children‟s
association
Access to MFIs
and Coop
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biodegradable
(plastic, goma)
La
Nina
Climate
changes
Walay insakto
nga segregasyon
sa basura
Lack of
knowledg
e on
proper
waste
manageme
nt
Nagkasaki
t ang mga
kabataan
Lack of
knowledg
e on
proper
waste
manageme
nt
Nangamatay
ang mga
binuhi nga
hayop
Kulang pa sa
pagpasabot o
hugot na
pagdumala sa
proper waste
segregation
Organizerd
children‟s
association
Access to MFIs
and Coop
Knowledge
on the
existing
NGOs/POs
in the area
Access financial aid
from the
congressman
Liti Nangaguba
ang mga
buildings/hou
sing
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Annex F – Prioritization Output Prioritization using Ten Seeds Tool
Hazard Impact Frequency Probability Severity History Total
Children Families Properties
/Livelihoo
d
Communi
ty
Facilities
Bagyo 3 2 5 2 3 15
La Nina 2 2 1 1 3 9
El Nino 5 5 4 6 4 24
Dugwell 4
Highway 4
Paboto 1
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Annex G – DRRM Planning Output for Oy El Nino Plan
Objective Activities Time
Frame
Resources
Needed
Resources
available
from the
group and
community
Support/assistance
needed
Person/committee
responsible
To reduce
the effects
of water
and food
shortage
that
brought by
El Nino
Tree planting
Root crops
planting
June, July,
August
Summer
time
Seedlings
Planting
materials
Planting
materials
and
seedlinds
Technical support
MAO
LGU
DENR
BDRRMC
Enhance
the
community
capacity to
manage the
effects of El
Nino
BDRRM
Committee
meeting and
planning
Awareness
raising on
common
illnesses
during El
Nino
Awareness
on fire
prevention
quarterly
Primer,
posters,
resource
person
Organized
BDRRMC
To ensure
continues
supply of
water
during
drought
Water
feasibility
Construction
of reservoir
and water
pump
One year
Construction
materials,
labor
Water site Technical
support/Engr BDRRMC
Comments posted by the other groups during the gallery walk:
1. On activity BDRRM Committee meeting and planning – BDRRM may also need capacity building
2. On activities of Enhance the community capacity to manage the effects of El Nino – add activity setting up
water catchment or water collectors
3. On activity Water feasibility – water sources mapping
4. General comment on the plan – Is this plan child-focused? How? Why?
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Flooding Plan
Objective Activities Time Frame Resources
Needed
Resources
available
from the
group and
community
Support/assistance
needed
Person/committee
responsible
To reduce
the
vulnerability
of crops in
low lying
areas to
flooding
Dredging of
canals
Planting of
crops with high
resistance to
water
Planting of
bamboos along
river banks or
canals
Bi-ann ual
Whole year
round (rainy
season is
unpredictable)
Bi-annual
Backhoe
Shovel/iron
bar
Planting
materials
Bamboo
sucks/buds
Presence
of gov‟t
and NGOs
Planting
areas,
knowledge,
and
manpower
Manpower,
presence
of
organized
group
Technical
assistance from
municipal
engineers MPDO
Technical
assistance from
MAO
Technical
assistance from
CENRO/DENR
BLGU
BLGU,
community, MAO
BLGU,
community,
CENRO/DENR
Increase
resiliency of
families
during
disaster
(flooding)
Organize
COMSCA
group –
COMSCA
principle
income-
savings=expense
Annual
COMSCA
Box
Pass book
Presence
of income
generating
activities
Capacity building
Value formation
activities
BLGU,
community
Reduce
malnutrition
among
children
during
disaster
Engage families
to different
livelihood
activities
PD Hearth
session
Bi-annual
Whole year
Raw
materials
Raw
materials
Technical
assistance from
DTI and TESDA
BLGU,
community, DTI
and TESDA
Comments posted by the other groups during the gallery walk:
1. On objective Increase resiliency of families during disaster (flooding) – what if COMSCA will not work?
2. On objective Reduce malnutrition among children during disaster – Capacity building to parents – respond
malnutrition
3. On activity Dredging of canals – what if there‟s no existing canal?
4. On activity Organize COMSCA group – COMSCA principle income-savings=expense – establish early warning
device, formulate evacuate strategy/system by community people
5. On activity PD Hearth session – PD Hearth during disaster?
6. General comment - Is this plan child-focused? How? Why?
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Typhoon Plan
Objective Activities Time
Frame
Resources
Needed
Resources
available
from the
group and
community
Support/assistance
needed
Person/committee
responsible
To increase
awareness
of families
and
communities
on the
effects of
typhoon to
their
properties,
lives, and
livelihood
Conduct DRR
orientation
on
prevention,
mitigation,
and
preparedness
Every
quarter
Manpower
(trainers,
community
people)
Financial
resources
(food and
snacks)
Materials and
supplies
Venue
Snacks
Sound sytem
Technical support:
resource person
Budget for food
and materials
MDRRMC,
MDRRMO,
BDRRMC
To reduce
the
possibility of
destroying
houses
House
structure
reinforcement
twice a
year
Manpower
Construction
materials
(lumber, rope,
bamboos,
nails, etc.)
helmet
Construction
materials
(bamboo,
buli, kahoy)
Manpower
Sundang,
gabas
Community
support
(bayanihan)
Households,
barangay council
To preserve
trees and to
avoid
accidents
due to
falling
branches
and
damaging
houses
Trimming of
trees
June and
December
Sundang
Ladder
Rope
Helmet
Sundang,
ladder, rope,
helmet
Community
support
(bayanihan)
Barangay officials,
households
To avoid
cases of
injuries and
losses of
lives
Establishment
of early
warning
system
June 2011 Evacuation
center (school,
church, brgy
hall)
Food supplies,
medicines,
water
Clothing,
bedding
Financial
resources
Manpower
Transportation
Evacuation
center,
manpower
Financial support:
community
participation
Barangay council,
MSWDO, PNP,
DILG, Disaster
Team
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Comments posted by the other groups during the gallery walk:
1. On objective To increase awareness of families and communities on the effects of typhoon to their properties,
lives, and livelihood – increase awareness of families on CFDRR, capacity building of family and community
to respond too.
2. On objective To avoid cases of injuries and losses of lives – consider preparedness plan?
3. On activity House structure reinforcement – still light materials ang gi-reinforce
4. General comment - Is this plan child-focused? How? Why?
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Annex H - Evaluation Most important learning (yellow)
Enhanced understanding on the different
terminologies of CF DRR
7 5 6 6 6 30
Build resilient community to respond disaster. 5 7 7 7 4 30
The most important learning that I‟ve got is the
application of CF DRR to every daily life
journey…application to my personal family and
in my community most especially for the
integration to ADP detailed plans.
5 7 5 7 6 30
DRR is important specially in integrating it in
our daily living. Through this training,
prevention, preparedness and mitigation in
every simple things that we do will be applied.
5 6 7 4 6 28
- The importance of CF DRR to be integrated
in the ADP plan
- DRR orientation in my own family
7 7 7 3 4 28
Know how to conduct community risk
assessment.
Identified or differentiate vulnerability from
risks.
5 5 6 6 5 27
The most significant learning that I learn in this
CF DRR training os the importance of
prevention, mitigation, and preparedness in
our daily lives.
4 3 5 7 7 26
Ang pinakaimportante nga leksyon nga ako
nakuha ang paghimo ug magcome-up ug activity
nga maging resilient ang mga tawo sa
komunidad (including children) ilabi na kung
anaay taliabot nga mga kalamidad.
7 4 5 3 7 26
Most important lesson I have learned about
community risk reduction.
6 6 6 5 3 26
Be able to know the different methods which
can be used /apply in the area.
4 6 7 5 3 25
Nalaman ko na sa ma hazard man o marisk
man, mayroon magagawa upang ma lessen ito
kung ito ay paghahandaan at…
7 4 3 5 5 24
The most significant learnings are:
Difference between disaster, hazard, &
vulnerability.
Doing the community risk assessment.
6 5 4 4 5 24
Where CF DRR can be integrated in
CWBA/design.
5 5 5 6 2 23
Pinakaimportante nakog nahibaw-an nga
importante diay gyod nga kabalo ka sa
pagdifferentiate sa kinds of hazard aron
mahibawo ka ug unsa imong I apply ug naa na
ang calamity.
5 5 6 4 3 23
Ang pagkahimong balaod sa DRRM 4 6 4 5 4 23
The whys of CF DRR. Why we need to 6 4 5 4 4 23
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Needs to improve (white paper) Total
Study more Child focused Disaster Risk
Reduction.
7 6 7 7 4 31
Give more time in community
simulation/exposure in order to dig dipper
community situations.
6 5 6 6 7 30
The community assessment should be given
enough time.
7 7 6 3 6 29
Familiarization of the tool.
Enhancement of my facilitation skills for the
5 7 4 6 6 28
implement/integrate CF DRR in our
communities and programming.
From my previous seminar nga akong
naatendnan, may disaster if there is
destruction/damage after a calamity, but today,
I learned that there is a disaster of the coping
ability of an area is beyond its capacity.
5 6 4 4 4 23
Pinakaimportanteng leksyon nga nakuha or
natutunan nako mga meaning or kahulugan sa
CF DRR labi na sa mga Disasters, Hazard, ug
uban pa nga angayng nakong makat-onan.
6 5 4 4 3 22
The most important learning nga akong nakuha
sa mga strategies ug mga tools for
implementation.
4 5 5 5 2 21
“DRR” is everyday life meaning is not just only
happen once a month, once a year but
everyday.
4 4 4 4 5 21
- Pagkuha unsay posibleng risk sa communidad
- Mga tools/pamaagi sa pagkuha ug data sa
disaster
- Balaod sa CF DRR
4 3 4 4 5 20
I learn how to analyze situation through
workshops being done in this training.
4 4 5 3 4 20
The importance of planning and identifying
preventive measures on different
disasters/calamities.
3 4 5 5 - 17
- Strategies on CF DRR and its framework
- Seasonal calendar
3 4 7 2 1 17
4 tools on disaster timeline, organization in my
place, mapping, seasonal
0 5 3 4 4 16
- Processes involved in risk assessment
- Importance of CF DRR integration in
programming
- Facilitation of risk assessment tools
2 3 4 2 4 15
Ang akong kinaimportante nga nahibaw-an
about disaster.
3 2 3 1 3 12
Have to be prepared in terms of disaster. 2 2 2 2 2 10
Para nako importante nako ang tanan nga
lesson.
2 2 1 1 1 7
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implementation purposes.
Facilitation skills-personal 5 7 7 4 5 28
Enough time consolidation of analysis on the
data gathered.
5 4 6 6 6 27
Contextualization of a sample. 7 5 6 4 5 27
Gusto nako maimprove ang field practice sa
sunod.
Personal: ang ako skill in facilitating CF DRR na
mas alegreat the same time makateam ang mga
bata sa ako.
6 5 4 4 7 26
Wants to improve the community risk
assessment using the different tools.
6 4 5 5 6 26
Ang gusto nako ma improve ang more
examples aron mahibaw-an gyod ang kalainan
sa vulnerabilities ug risk.
7 7 6 3 3 26
Time during simulation should be whole day
activity with the community people so as to
gather more information
6 3 6 6 4 25
Learn more on facilitation 5 4 5 4 6 24
Improved KAS on handling or facilitating
workshops.
4 5 5 5 5 24
More identification or clarification about the
meaning of vulnerability, risk, hazard.
3 4 3 5 7 22
Facilitation skills in using the tools for risk
assessment.
More time on tools facilitation workshop.
4 5 4 4 5 22
Ang akong capacity to facilitate DRR in the
community.
4 4 5 5 3 21
Field exposure –community
preparedness/availability.
5 4 5 4 2 20
More on refresher, enhancement training pa. 5 4 4 3 3 19
Ang pinakagusto kong maimprove on
enhancement training pa.
3 4 3 4 4 18
Ang pinakagusto nakong I improve pa bahin
gihapon aning CF DRR, gusto pa jug kong
madugangan akong kahibalo bahin aning mga
butanga para naa pa koy daghnag makat-onan.
4 4 4 4 2 18
Time/field 3 4 4 2 5 18
Myself to facilitate 0 6 2 6 4 18
Makakuha gyud og appropriate nga data sa
area.
4 3 4 2 1 14
Need to improve the community assessment 2 3 3 2 3 13
Facilitation of the community risk assessment
in the area.
3 3 3 4 - 13
Dugang pa nga explanation kay medyo makuri
pa ha akon.
4 2 2 2 2 12
Para nako ok ra ang tanan. 2 1 1 1 5 10
I need to read the manuals ahead of the
activity.
1 2 2 4 - 9
Ang gusto nakong ma improve.. 0 1 2 1 2 6
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Annex I - Collections of Child Friendly Games, Songs, and Claps
Introduced during the Training Games
1. Zip Zap Zoom
Mechanics:
When the It would say zip, they will have to name the person on their right, when the It would say zap, they
will have to name the person to their left, and when its zoom, they will have to move across the circle and be
seated to chairs. The one who cannot find a chair will be the next It.
2. Handa naba kayo!
Mechanics:
When the facilitator will say “Handa ka na ba?”, participants will have to transfer to the chair at their right.
When it would be “ Handa na ba kayo?”, they will transfer to the chair at their left. And when it is “Handa na
kami!”, they will have to move across the circle and find a vacated seat. The one who cannot grab a seat will
become the next IT and to facilitate another round of the game.
3. Passing on of clap
Mechanics:
The group were to form a big circle. They will have to pass on the clap they receive from the person standing
right next to him/her. While passing on the clap, they will have to look at the face of the person giving the
clap. Claps may come from both directions: right and left. The facilitator could pass on another clap anytime
to start a new set of moving claps.
Values learned: alertness, presence of mind, people moved at different paces-while others are fast, others
maybe slow for they are still observing and comprehending the process being new to the game.
4. Giaano sa kusog na baha..
Mechanics:
The group were asked to form a big circle. An it is situated in the center of the circle and will facilitate the
game. The one mentioned by the It will move across the circle and find a vacated seat. The one who cannot
grab a seat will become the next It.
The following signals were given :
Giaanod sa kusog nab aha ang tanan nga
…gaputi ug t-shirt!
…tanan nga babaye
…tanan nga nagtsinelas
5. Facilitator asked the participants to move around the room following instructions given and to stop
moving executing what was asked to be done when “freeze” will be called out. The following instructions
may be given;
To move around the room by skipping and freeze with their back at the back of the other person;
To walk around the room and freeze in darna position;
To walk fast around the room and freeze with 2 hands holding other hands;
To walk around the room and freeze with 5 knees attached to each other;
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To walk around the room and freeze forming a big circle;
6. Cockroach, bird, monkey, and human evolution game
Mechanics:
Actions or interpretations were given to identify whether the participant is a cockroach, a bird, a monkey,
or a human. Everybody will start being a cockroach and would evolve to another level until they become
a human. To evolve, they will have to look for other people with the same level as him/her to play “jack
en poy” with. The winning person will evolve to the next level while the losing party will be demoted to
its previous stage. The game will go on until one has evolved into a human.
Processing:
Different feelings were evoked with the activity; happy, enjoyed with the activity, discouraged to have not
evolved, etc..the same is true that there are a lot of challenges faced as one grows and it is just equally
important that our faith in God is present as we deal with it.
7. Aha ahom
Participants were to hold their hands and form a circle. When the facilitator would say..
Aha! - participants will move to the right
Ahom! – move to the left
Yes! – Move forward
No! – move backwards
Maybe – move across the big circle
Facilitator could give different combinations …
8. Mechanics: The participants will form a big circle. The It situated in the center will ask a question
answerable by a yes or a no. Those who have yes for an answer will have to move across the circle and
find a vacant seat. Those with no for an answer will remain in their place. The one who cannot grab a
place will become the new IT. Assorted objects maybe used instead of chairs.
Questions:
Nakatudlo na ba ka sa bata how to pray?
Nakaligo ka na ba sa beach?
Have you been in love?
Na basted ka naba?
Nakaadto naba ka sa merkado?
Nakaadto naba mo sa simbahan?
Nakaligo ba ka karong buntag?
Excited ba ka sa mahitabo karong buntag?
9. “What is true for me is true for you”
Mechanics: The participants will be seated and form a big circle. An IT would stay in the center who will
give the statement stating something true about him/her. If the statement is true for the participants, they
will move across and find another chair. The one who cannot grab a chair will become a new IT and will
have to give another true statement about him/her. The following statements were used…
Naay mga points na mas naklaro nako karon kun maghisgot ug vulnerability.
Sa kadugay nato diri, kapuyan na jud ko.
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Excited nako mokaon ug icecream karong gabii.
Nakab-ot akong gi expect sa whole duration sa training.
Based sa naagian, naa nakoy idea maski isa ka buok unsaon pag-integrate sa CF DRR sa among project.
Songs
1. Every Single cell
Stretching forward, backward, sideward, and upward then sing Ever Single Cell
Every single cell in my body is happy, every single cell in my body is well
I thank you Lord, I felt so great, every single cell in my body is well.
2. Lo lo la lo la lo la lo la le
Lo lo lo la lo la lo la lo la le hey!
Lo lo la lo la lo la lo la le
Lo lo lo la lo la le
Put your right hand in
Put your right hand out
Put your right hand in
And shake it all around
And do a little dancing and turn around
Let us praise the Lord (repeat lo lo la lo..)
Left hand
Right foot
Left foot
Whole bodying
3. Che che gulle
Che che gulle 2x
Che kofista
Kofista langga
Langga te langga
kumbalele
The leader has to perform an action that will be followed by the participants.
4. Leron Leron Sinta
Leron leron sinta, akyat sa papaya
Dala‟y buslo, sisidlan ng bunga
Pagdating sa dulo nabali and sanga
Ayyayay! Humanap ng iba
5. Ako‟y Buhay
Ako‟y buhay hindi patay, hindi tulog, nagpapatuloy 2x
Ako‟y buhay hindi patay
Hindi patay dahil buhay
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Ako‟y buhay hindi patay, hindi tulog nagpapatuloy.
6. In and Out the Dancing Blue Bird
In and out the dancing bluebird 3x
You will be my partner
Tap 3x on my shoulder
Tap 3x on your shoulder
Who will be my partner.
Claps
1. Rain clap
Bigyan isang patak, clap once (repeat 2x)
Bigyan mo pa (2x)
Ang galling-galing nating lahat! And clap many times.
2. Boholano clap
3 claps, 3 stamps of feet, arang ajoha!
3. Cebu clap
3 claps, 3 stamps of feet, pit senor!
4. CCP or social clap
Soft clap with head held up high
5. Lamok clap
Usa ka lamok, clap
Duha ka lamok, clap clap
Tulo ka lamok, clap clap clap
Daghan nga lamok, applause
6. Cebuano clap
3 claps, 3 stamps of feet, very gud!
7. Yes clap
3 claps, yes yes yes!
8. Boom Tarat clap
Singing of boom tarat tarat 2x, tararat 2x, boom 3x!
9. 5 bagsak
5 claps and 5 padyak
10. 2 claps, 2 padyak, 2 claps, and 2 padyaks (or other combinations of 3, 4, etc…)
11. 5 claps with the other partner‟s hands and 5 tadyaks
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Annex J – CF DRR Framework
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Annex K - List of Participants, Facilitators, and Support Staff Name Position
Nimfa Campos BOT Chair
Armando Logaos Econ Chair
Jospeh Lamoste ADP Staff
Benedicto Labor ADP Staff
Juderr Neri ADP Staff
Leonora Bejoc ADP Staff
Catherine Regonas ADP Staff
Ivy Ybanez ADP Staff
Lerma Cotoner WV SRS
Bonifacio Calapan WV PO
Iris Lesigues Wright ADP Staff
Deive Vonnie Monleon ADP Staff
Grecilda Baloro WV PO
Roselli Opon WV PO
Mulaca Baldezciso WV PO
Veronico Urbuda ADP Staff
Allan Valdez ADP Staff
Marco Angeles HR
Marilyn Belleza HR
Pranilou Amorin COMBAT
Editha Evangelista Resource Mob
Sol Ilasan MSWDO
Siony Espina Pre-Elem Teacher
Joyname Cory Alipio ADP Staff
Mary Jade Paitan ADP Staff
Dionarose Gasatan ADP Staff
Manette Lerion WV SRS
Annalyn Matillano DCW
Rosalinda Cuyag BHW
Regine Boiser SK Kagawad
Rebelyn Cuyno BHW
Jay Mijares WV Communication
Noza Ganet Mis
Lydia Valleser
Lulut Mendoza WV DM Specialist
Maria Donesa Autida Activity Documenter
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Annex L - Groupings of Participants Group 1
- Ate Lala
- Benedict
- Devon
- Cathy
- Lec2x
- Len2x
- Mando
Group 2
- Adam
- Allan
- Rebz
- Nora
- Joseph
- Ivy
- Manette
Group 3
- Nimfa Campos
- Grace Baloro
- Lydia Valleser
- Ronie Urbuda
- Juderiz Neri
- Marilyn Vallesa
- Marilou Amorin
Group 4
- Bondix
- Vivian
- Iris
- Angel
- Regine
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