Module 12 - Risk Reduction

7/30/2019 Module 12 - Risk Reduction

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Risk Reduction includingEmergency Preparedness

The Before


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Objectives

Understand what is meant by Risk Reduction, EmergencyPreparedness, and ContingencyPlanning and their placein the broader picture ofSustainableDevelopment

Understand priority actions identified underHyogoFrameworkforAction with a focus on education relatedmeasures

Identify risk reduction and preparedness activities that willreduce vulnerability, mitigate the impact of emergencies

and support efforts to prevent conflict and civil unrest

Create contingency plans based on likely emergencies inparticipants countries/districts

INEE and Education Cluster


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What are Emergencies

Natural/manmade

Rapid onset, slow onset, chronic,complex.

Can cause displacement, bothrefugees and IDPs


Security situation can be volatile,

especially during conflict Varying degrees of predictability


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Crisis and Emergencies

Crisis: An event or series of events representing acritical threat to the health, safety, security or wellbeingof a community, usually over a wide area. Armed

conflicts, epidemics, famine, natural disasters,environmental emergencies and other major harmfulevents may involve or lead to a humanitarian crisis.

Emergency: A sudden occurrence demanding

immediate action that may be due to epidemics, tonatural disasters, to technological catastrophes, tostrife or to other man-made causes.



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The Big Picture


Natural Disasters Map 2010


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The Old Model


DevelopmentEmergencyResponse

Recovery


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Emergency Management


The organization and managementof resources and responsibilities foraddressing all aspects ofemergencies, in particularpreparedness, response and initialrecovery steps.

The Emergency Management Cycle


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Linkages between HumanitarianResponse, Recovery and Development


SustainableDevelopment

including

Risk Reduction

EmergencyResponse

including

preparedness

Early

Recoverybegins in responsethrough to recovery


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Relationship betweenDevelopment and Disaster


T.O. NyambaneOCHA Kenya - 2008

POSITIVE

REA

LM

DISASTER REALM

NEG

ATIVE

REALM

DEVELOPMENT REALM

Development

can increasevulnerability

Development

can reducevulnerability

Disasterscan set back

development

Disasters cancreate

developmentopportunities


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Risk Reduction inDevelopment

Disasters caused by vulnerability to naturalhazards exert an enormous toll on development

They pose significant threats to poverty alleviation

and the achievement of the MDGs The solution to this challenge is to make a

concerted effort towards integrating RiskReduction interventions into development planningand programming in countries at risk

United Nations Development AssistanceFramework (UNDAF) now integrates DRR



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Sustainable Development

Sustainable developmentis seeking to meet theneeds of the present without compromising those offuture generations. We have to learn our way out ofcurrent social and environmental problems and learnto live sustainably.

Sustainable developmentis a vision ofdevelopment that encompasses populations, animaland plant species, ecosystems, natural resourcesand that integrates concerns such as the fightagainst poverty, gender equality, human rights,education for all, health, human security,intercultural dialogue, etc.



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Key Concepts and Scope



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Key Terminology

Hazard: A dangerous phenomenon, substance,human activity or condition that may cause loss oflife, injury or other health impacts, property damage,loss of livelihoods and services, social andeconomic disruption, or environmental damage.

Vulnerability: The characteristics andcircumstances of a community, system or asset that

make it susceptible to the damaging effects of ahazard.

Risk: The combination of the probability of an eventand its negative consequences



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Risk


Risk = Hazard x Vulnerability

Hazard: The more severe the hazard, and the morelikely it is to occur, the greater the risk.

Vulnerability: The more vulnerable a community is

(the less capacity it has to respond to a crisis) thegreater the risk


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Risk Reduction


Prevention Mitigation Preparedness

Risk Reduction involves measures designedeither to prevent hazards from creatingrisks orto lessen the distribution, intensity orseverity

ofhazards (know as mitigation). It also includesimproved preparedness for adverse events.


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Prevention/Mitigation

Prevention/Mitigation Examples:

o Flood defences, stronger buildings

o Appropriate land use, environmental awareness

o Health and life skills educationo Relocation or protection of vulnerable populations or

structures

o School evacuation plans

o Child protection networkso Community participation in risk analysis



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Emergency Preparedness

Programme of long-term activities whose goals areto strengthen the overall capacity and capability of acountry or a community to manage efficiently alltypes of emergencies. (These measures should bemonitored and evaluated regularly).

Supports an orderly transition from relief throughrecovery, and back to sustained development.

Includes the development of emergency plans Training of personnel at all levels and in all sectors

be trained

Awareness raising for at risk communitiesINEE and Education Cluster


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Example Activities

Ongoing risk and vulnerability assessments,

The development or enhancement of an overallpreparedness strategy including preparedness and/orcontingency planning, field exercises and drills.

Knowledge development and capacity building,including education, training, research and publicinformation/awareness programmes.

Creation and maintenance of stand-by capacities and

stock-piling of supplies. Early warning systems, cyclone and earthquake

resistant buildings.



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Key Points

Includes everyone, takes place atmany levels and is a continuousprocess

Builds capacities to deal with alltypes of emergencies


Attempts to achieve fast and orderly transitions fromresponse through to sustained recovery

Based on a sound analysis of disaster risks and wherepossible early warning systems


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DRR, Conflict and Civil Unrest

Disaster Risk Reduction deals with hazards definedwith the Hyogo framework (hazards of natural originand related environmental and technological hazardsand risks). This does not include conflict.

Risk Reduction activitiescan also be undertaken forthe mitigation and prevention of crises caused byconflict and civil unrest.

Emergency Preparedness (of which ContingencyPlanning is a part) is relevant to both conflict anddisaster scenarios and often uses a multi hazardapproach.



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Education Sector RiskReduction and Preparedness MoU or ToR between government and education partners on

roles and responsibilities for emergency education

Annual funding allocations for emergency education in sectorand emergency education focal points in MOE

School emergency preparedness plans and school safetyguidelines including building standards that are disasterresistant

Disaster risk reduction curricula mainstreamed in the national

syllabus and teacher education Utilisation of the INEE Minimum Standards for emergency

preparedness



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Preparedness

The knowledge and capacities developed bygovernments, professional response and recoveryorganizations, communities and individuals to effectivelyanticipate, respond to, and recover from, the impacts of

likely, imminent or current hazard events or conditions.Source - UNISDR Terminology on Disaster Risk Reduction (2009)



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Emergency PreparednessPlanning

Two broad approaches guide when to plan for an emergency:

General Preparedness Planning

Covers a rangeof different situations

Establish standing capacity for response

Broad set of measures

Assessed, reviewed and updated regularly

Contingency Planning

Undertaken specificallyfor an emerging or anticipated crisis

New situation or deterioration in existing crisis

Early warning and triggers identified

Both approaches share many of the same planning elements, the primarydifference between them is in the level of specificity



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Different levels of planningEffective humanitarian action requires planning at several levels

Organizational PlanningDefines specific services thatthe organization is committedto provide

Sector/Cluster Planning

Defines how organizationswill work together to achievesectoral objectives

Inter-Agency PlanningProvides a common strategic

planning framework &process to ensure alignmentof humanitarian action tooverarching principles andgoals

OrganizationalPlanning

Sector/ClusterPlanning

Inter-AgencyContingency

Planning

UNICEF Ed Cluster

SC


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Different levels of planning


This also applies to Government and MOE

National Level

Provincial/District Level

Community Level

School Level


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Contingency Planning

Definition

A management process that analyses specificpotential events or emerging situations that

might threaten society or the environment andestablishes arrangements in advance to enabletimely, effective and appropriate responses tosuch events and situations.

Source - UNISDR Terminology on Disaster Risk Reduction (2009)



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Analysepotentialemergencies

Analysepotentialimpact

Establishclearobjectives &strategies

Implementpreparednessactions

Example:

Due to unusualweatherpatterns,

Country X is atrisk of largescale floodingthis year

Example:

Up to 1.5 millionpupils loseaccess to

educationbecause schoolsdestroyedand/or beingused as shelter

Example:

Providetemporarylearning

facilities

Reconstructionor rehab ofschools

Example:

Preparecommunity-basedearly warning

mechanismDistributeteaching/learningmaterials in high-risk areas

Contingency Planning Process


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Example Contingency Plan

Title

Executive Summary

Context Analysis & Risk Assessment

Scenario(s) Overall Management and Coordination

Strategies and Objectives

Sector and Agency Response Plans

Preparedness & Maintenance Actions

Annexes



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Risk Analysis


IdentifyHazards and possible Crises Civil UnrestFloodingTsunamiDroughtMilitary Action

Estimate the likelihood , severity and trigger for each hazard/crisis

FloodingTriggered by over average rainfall in Jan Mar (Wet Season)Happens every 3-5 years

Civil UnrestTriggered by elections, or high food pricesUnlikely in 2011 as no elections?


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Location and Impact

Where is the emergency likely tohappen?

Which communities will be affected?

Estimate numbers of people, children.

Describe the impact.


Flooding likely in eastern province, rural areas mainly affected

20-50,000 people will be displaced, schools will be damaged, materialsdestroyed

Communities will be displaced for several months

Major offensive in the north likely sometime in 2011

150-200,000 people displaced Unlikely to return home for sometime Communities, children and teachers will suffer trauma


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Three Scenarios

Develop most likely, best and worst casescenarios identify triggers


Worst-case scenario Most likely scenario Best-case scenarioElaborated in the

contingency planResponse to this scenario

is guided through the

contingency plan

Planning assumption

for the humanitarian

response in 2011To be elaborated; if

happens, we can revise /

downscale the Response

Plan


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Consolidated Plan

Identify coordination mechanisms and links tonational contingency planning and response

Identify organisations, communities, local

government and MOE offices and their responsecapacity. (Capacity Mapping)

Consolidate agency, organisation andgovernment response plans (including stockpiles,key contacts, coverage etc) into a sector plan. Activities to be undertaken before an emergency

Activities to be undertaken during an emergency

Activities to be undertaken after an emergency


E i D l i


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Exercise: Developing aContingency Plan

1. Use the sample contingency plans provided asguides (Mozambique, )

2. Select and consider one hazard, outline the best, worstand most likely scenarios for the coming year.

3. For the most likely scenario make a list of necessarypreparedness actions to be taken before theemergency.

Who needs to be part of the contingency planning process?

Consider what supplies are needed. Do you need to requestextra funding?

What coordination mechanisms will be in place? How will theMOE, agencies and communities interact?

What training and capacity building needs to take place?



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SummaryEmergency Preparedness Planning

On going process and is often reviewed on a yearlybasis or in the case of significant change ofcircumstances (more common in conflict situations)


Development of a preparednessplan for likely emergencies

Involved national and locallevels, government, agencies

and communities. Often sector focused utilising

technical specialists


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Disaster Risk Reduction

The concept and practice of reducing disaster risksthrough systematic efforts to analyse and manage thecausal factors of disasters, including through reducedexposure to hazards, lessened vulnerability of peopleand property, wise management of land and theenvironment, and improved preparedness for adverseevents - UNISDR Terminology on Disaster Risk Reduction (2009)

Every US$1 invested in pre-disaster risk management indeveloping countries can prevent losses of US$7

UNDP Human Development Report 2007-08



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What is DRR

Aims to minimize vulnerabilityand impact of disasters.

Utilises prevention and

mitigation measures as wellas preparedness

Strengthens communitiescapacity and resilience

Conducted within the broadcontext of sustainabledevelopment


Hyogo Framework for Action


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Hyogo Framework for Action2005 - 2015

1. Ensure that disaster risk reduction is a national and alocal priority with a strong institutional basis for

implementation2. Identify, assess and monitor disaster risks and enhance

early warning

3. Use knowledge, innovation and education to build a

culture of safety and resilience at all levels4. Reduce the underlying risk factors

5. Strengthen disaster preparedness for effectiveresponse at all levels


Five goals and priorities for action on Disaster Risk Reductionover the next 10 years:


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DRR in Education

A systematic approach to incorporating theanalysis of disaster risks and disaster riskreduction measures in education sectordevelopment planning.

It is a combination of actions, processes andattitudes necessary for minimising underlyingfactors of vulnerability, improving preparedness

and building resilience of the education system. It enables an uninterrupted development trajectory

of the education system and continued access ofall learners to quality education.


DRR in Education in


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DRR in Education inEmergencies

Is a systematic attempt to analyse and reducedisaster risks to enable the education system toprovide, learners to continue, and out-of-school

children to access, quality education both duringand after emergencies.

Helps to minimise underlying factors ofvulnerability, prevent disasters and improve

disaster preparedness. Is the combination of actions, processes and

attitudes to achieve resilience



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DRR in Education


Children from the Mopeia Child

Parliament (Mozambique) learnabout flood risk reduction andpreparedness using a boardgame - 2007

Teachers and pupils in an evacuation drill


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Education Activities


Teachers &other

Education

Personnel

Teaching

andLearning

EducationPolicy

Access &

LearningEnvironment

DRR in curriculum Environmental impact

in curriculum Rapid learning/home

based study materials

Safe SchoolConstruction

Child FriendlySchools

Schoolevacuationplans

Teachers trained

in DRR School safetyofficers

First aid trainingfor teachers

Support for emergencyeducation throughoutMOE

Contingency planning Special regulations for

emergency situations Requirements for school

evacuation andpreparedness plans


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Education Activities cont.

Community Children as agents for promoting DRR

PTAs and School Development Committees involved inDRR and Environmental projects

Hazard and Risk mapping Coordination

Capacity building within the MOE

Setup coordination mechanisms amongst UN, INGOs andlocal NGOs

Coordinate with other sectors and government depts

Analysis Agreed standardised assessment and data collection tools

Baseline data collected


Exercise Design of DRR


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Exercise Design of DRRActivities

In groups, focus on designingDRR interventions for each ofthe following levels:


2. At sub-national level in disaster-proneareas

1. Forchildren, teachers and

communities at school level

3. For the Education Sector at nationallevel

Ri k R d ti i C fli t Sit ti


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Risk Reduction in Conflict Situationsand Complex Emergencies

50% of world's 100 million out-of-schoolchildren are living in conflict/post

conflict countries

Its far better to learn life skills and

lessons than the education of war. Ifwe all go to school maybe there will be

no more war.Sarah, 15, South Sudan

Source Rewrite the Future, Save the Children


Ch ll f Ed ti


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Challenges of Educationin Conflict Zones

Each group brainstorms the challengesconflict and civil disorder pose toeducation for one of the INEE Minimumstandards Domains.

Foundational Standards CommunityParticipation, Coordination and Analysis

Access and Learning Environment

Teaching and Learning

Teachers and Other Education Personnel

Education Policy



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The Impact of Conflict

Operational issues The volatile nature of conflict can mean rapid changes to the situation.

Difficulty negotiating with armed groups.

Access and security issues for aid workers and MOE staff.

Access Schools closed due insecurity, destroyed or used as makeshift shelters

for IDPs. Equipment, books and school records can be damaged.

No official education provision for refugees or less directly throughprejudice or threat.

Parents maybe fearful of sending children to school.

Teachers

Teachers can be targets for political violence or forced to teach politicalindoctrination (Zimbabwe is a recent example).



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The Impact of Conflict cont.


Childrens well being Schools can be a target for child soldier recruitment.

Children can suffer physical and emotional trauma

Without education children are more vulnerable (to exploitation,

abduction, recruitment and gender-based violence). Lack of important information around health and other issues.

Childrens development

Conflict can increase poverty with the destruction of livelihoods andeconomic opportunities

Lack of education compromises childrens future.

The school curriculum may exacerbate stereotyping of certain groupsand people


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Intervention Aims

Ensuring access to education during and afterarmed conflict

Incorporating peace building, conflict resolution

and peace education into school curricula Emphasis on education to provide future

economic benefits and stronger social cohesion,breaking the cycle of poverty and conflict



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Operational Considerations

Security

Access Logistics

Communications

Perceptions

Impact and unintendedconsequences


Meas res to s pport


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Measures to supportEducation in Conflict Zones

Each group to come up with threestrategies within their assigned INEEMinimum Standards Domains to supporteducation in the case of conflict / civil

disorder. Foundational Standards Community

Participation, Coordination and Analysis

Access and Learning Environment

Teaching and Learning Teachers and Other Education

Personnel

Education Policy



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Operational Contexts

Fears of an outbreak of civil unrest due to election results. Travel restrictions, police and army checkpoints.

Accusations of NGOs buying votes made by both sides.

An uneasy peace after a lengthy civil war where there is fear thatviolence could break out again.

High instances of carjacking and armed robbery in certain areas.

Lack of maps, many roads/bridges damaged, unexploded ordinanceand minefields a concern.

Resettlement of large numbers of refugees/IDPs after the end of

civil war, many had been displaced for several years. Local politicians accuse NGOs and the UN of supporting the other

side and demand more aid for their people.

Sporadic outbreaks of violence in and around camps overdistributions to IDPs, (a perception that there is nothing for locals).



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Policies Safeguarding Childrens Right to

Education

1996: Graca Machels report onthe Impact of Armed Conflicton Childrenat the 51st sessionof UN General Assembly

1998: Rome Statute for ICC toadjudicate crimes againsthumanity and war crimesagainst children

2005: UN Security CouncilResolution 1612 monitoringand reporting mechanism onchildren affected by conflict

1995: UNICEFs The Stateof the Worlds Childrenon children in war, withthe first child-basedanti-war agenda


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UN Resolution 1612

Violations Killing or maiming of children

Recruiting or using child soldiers

Attacks against schools or hospitals

Rape or other sexual violence against children

Abduction of children Denial of humanitarian access for children

Monitoring and reporting mechanism on children affectedby conflict

Action against partiesthat continue to violate childrenssecurity and rights

Concrete time-bound Action Plans for ending violations

Targeted measuresagainst the offending parties

Documents

Module 12 - Risk Reduction