training guideline for mainstreaming disaster risk reduction … · 2016. 9. 29. · overview 1....

1Training Guideline for Mainstreaming Disaster Risk Reduction into Development (For CBOs)

TRAINING GUIDELINE for

Mainstreaming Disaster Risk Reduction into Development

(For Community-based Organisa ons)

2 Training Guideline for Mainstreaming Disaster Risk Reduction into Development (For CBOs)

Date of publica onNovember 2014

© Mission East, 2014All photographs and content are property of Mission East unless otherwise noted.

Published byMission East Nepal

Training Guideline Prepared by Rajan Subedi, Kirdarc Nepal

Edited and Reviewed byChristophe Belperron, Mission EastDinesh Prasad Baral, Mission East

Tested in fi eld byMr. Katak Bahadur Mahatara, KIRDARC NepalMr. Kushal Shahi, KIRDARC Nepal

Photo contribu on Mission East’s Project Team

DisclaimerThis document has been produced with the fi nancial assistance of the European Commission. The views expressed herein should not be taken, in any way, to refl ect the offi cial opinion of the European Commission.


TABLE OF CONTENTS

1. Introduc on 1

1.1. Background 1

1.1.1. Children at higher risk 2

1.1.2. Water User Group 2

1.1.3. Community Forest User Group 3

1.1.4. Women Group 3

2. Objec ve of the training 4

3. Target groups of the training 4

4. Expected outcomes 4

5. Methods for training sessions 5

6. Pre-requisite 5

7. Detailed training schedule 5

7.1. Day One-Block 1: Introduc on 6

7.2 Day One-Block 2: VCA Tools 9

7.3 Day Two-Block 1: Understanding CBOs Ac vi es 11

7.4 Day Two-Block 2: Mainstreaming DRR in CBOs Ac vi es 13


1. INTRODUCTIONThis manual guides the facilitator on how to mainstream DRR into CBOs ac vi es and has been designed under the 7th round of DIPECHO project in Nepal, funded by the European Commission’s Humanitarian Aid and Civil Protec on department (ECHO), and implemented by Mission East and its partners Karnali Integrated Rural Development and Research Center (KIRDARC), Nepal Na onal Dalit Social Welfare Organiza on (NNDSWO) and Samjhuta Nepal.

This training guideline has devised to support local ini a ves to prepare for disasters, as per guidance from the Local Disaster Risk Management Planning (LDRMP) guideline, produced by Ministry of Federal Aff airs and Local Development (MoFALD) of Nepal. It considers that risk management is not under the sole responsibili es of dedicated organiza ons or groups but is the concern of all people living in the community at risk. Community-based organiza ons (CBO) are playing a vital role in the local development of Nepal, and it is important that they are all aware

of risk management, exis ng plans at local level, and how to incorporate risk into their own ac vi es.

Important note: this guideline relies on the assump on that the target VDC and communi es where the training is going to be implemented, have already been through the LDRMP process, with func onal Local Disaster Management Commi ee (LDMC), Community Disaster Management Commi ee (CDMC), and an updated Local Disaster Management Plan.

1.1. BackgroundIn remote mountainous region of Nepal, high vulnerability of popula on combined with numerous small scale hazard events generate high risk profi le of communi es. Nevertheless due to the small scale dimension of each disaster, it mainly remained unreported. The choice for the Karnali region for tes ng this training package is based on extreme vulnerability and poverty of popula on, as well as their isola on from mainstream development process in Nepal. Observa on and risk management


ini a ves by Mission East and its partners in Humla and Kalikot district show that the region, despite being regularly aff ected by mini-disasters, is not a na onal priority. It is also observed that natural disaster is not the people’s primary concern when immediate needs in food, health, educa on and access to income, is exacerbated by the extreme poverty situa on of the region, but it aff ects numerous development ini a ves, jeopardising years of eff orts and investment. Despite most of the popula on is aware of surrounding hazards, few people know how to deal with these “acts of God”. Extreme poverty forces them to focus on day-to-day concerns and does not enable medium term considera on of risk reduc on prac ces and necessary disaster preparedness. DRR educa on and awareness are important, but only a DRR mainstreaming approach into local livelihood development can bring posi ve results.

Below are few examples of challenges CBOs are facing from their risky environment, and can be used during the training as support for the facilitator conduct training.

1.1.1. Children at higher risk

In the mountains, children are at high risk to hazards. Children usually travel two mes a day on long distance to go to school, facing rocks fall, landslide and fl ood, while using narrow and steep paths, weak wooden bridges to cross rivers. Their schools are usually located in dangerous areas, while safer lands, usually the fl at one, are kept for agriculture ac vi es. Schools are si ng on steep side of hills, making them vulnerable to landslides and rock fall. The buildings are o en made by local materials without any seismic-resistant material and techniques, make each schools of remote region at high risk of earthquake. Child Club and Youth Club are strong group to discuss these issues and envisage ac ons to mi gate the surrounding risks.

1.1.2. Water User Group

Water User Groups are facing both problems of small-scale hazards but also of of climate change. Mini-landslides but also wandering animals regularly destroy water system and leakage of water, loss of pipes, increasing cost for the community to fi x it. Deforesta on


and changes in climate pa erns see the water ponds are drying out in the communi es. Reduc on of water availability and leakage of waters reduce access to clean water, and diseases are spreading in the communi es. Water User Commi ee must be able to analyse surrounding hazards, understand the risk and invest into mi ga on ac on to safeguard the vital resources that is water.

1.1.3. Community Forest User Group

Illegal logging, accidental forest fi re but also man-made fi re for agriculture and terracing purpose, are major problems faced by the community forest user groups of Karnali region every year. People are dying due to forest fi re, but on longer terms, a soil without trees gets eroded, water table recess, threat of new diseases in trees may appear. Community Forest Groups are key to address these issues.

1.1.4. Women Group

Women are struggling with disaster in their daily life. Domes c fi re is a threat for their children, stone falling on the way while moving daily from home to farm

land, fl ood, landslide occurring while grinding seads in water mills, wild forest fi re, epidemic diseases for their children, but also male violence, sexual assaults while walking alone by night. are many hazards that aff ect their daily life. Women Group can address eff ec vely such threat if they can be er iden fy it, understand impact and incorporate risk-sensi ve ac on in their plans.

Is capacity strengthening of CBOs necessary?

Facilitator must understand why capacity strengthening of CBOs is necessary.

Lack of governance and high turnover of government staff can be compensated for by emerging civil society.

Communi es are o en less aware of exis ng means and opportuni es allocated by government to be be er prepared for disaster. Low par cipa on at VDC level and high turnover at district level of government staff does not enable effi cient governance. In parallel, community ini a ves can eff ec vely compensate the limited public services, especially


in mountainous environment, yet their capaci es remain weak. By training CBO members to be er understand hazards, mainstreaming mi ga on ac on into their ac vi es, but also understand legal framework, governement plans, tools and structure for risk management, such training will capacitate CBO members to advocate for be er governance and inclusive DRR by local authori es.

2.OBJECTIVE OF THE TRAINING

The overall objec ve is:

CBOs understand the DRR mainstreaming principles, and are capable to mainstream DRR into local ini a ves.

The specifi c objec ves are: To capacitate and support CBOs

in mainstreaming DRR into local ini a ves

To make CBOs understand the importance of DRR mainstreaming into local ini a ves

3. TARGET GROUPS OF THE TRAINING

The target groups of this training

(CBOs) are:

Water and Sanita on User Commi ee (WSUC) and Irriga on Commi ee/Community Forest User Groups/Farmer groups

Child Clubs and Child Club Networks, Youth Clubs/Women Groups

Ci zen Ward Forum/Ci zen Awareness Centre/Local Disaster Management Commi ee

4. EXPECTED OUTCOMES

Changes at CBOs level: The CBOs have knowledge on

techniques to mainstream DRR into development and are capable to mainstream DRR in their ac vi es.

CBOs understand government mechanism for risk management via LDRMP and are regarded as key actors to plan about DRR mainstreaming.

5. METHODS FOR TRAINING SESSIONS

Role play/games Brainstorming/mapping

Group Discussion


6. PRE REQUISITE

The facilitator will need the Vulnerability and Capacity Assessment (VCA) report and fi ndings, produced by LDMC, CDMC in the target community. The training can s ll be conducted in

absence of such elements, but the focus will then be more to aware par cipants on the existence of such government mechanism and how to advocate for it, than concrete mainstreaming ac ons for CBO.

Time Particular Responsible Person

10:00-10:30 Participants registration

10:30-11:30

Opening session: Introduction about the training and brief introduction on LDRMP, expectation collection and environment setting

11:30-12:00 Tea Break

12:00-13:30 Orientation and review on VCA process

13:30-14:30 Lunch

14:30-16:00 Continue Orientation and review...

16:00-16:15 Tea Break

16:15-17:30 VCA tools and hazard prioritization

DAY 2

Time Particular Responsible person

10:00-11:30 Understanding on CBOs activities

11:30-12:00 Tea Break

12:00-13:30 Activities for mainstreaming of DRR in CBOs activities

13:30-14:30 Lunch

14:30-16:00 Continue Activities for mainstreaming...

16:00-16:15 Tea Break

16:15-17:30 Continue + Closing Session

7. DETAILED TRAINING SCHEDULE DAY 1


7.1 DAY ONE BLOCK 1: INTRODUCTION

S.N. Activity Duration Materials needed

Overview

1. Introduction, Expectation collection 1 hr Metacards, Flip Chart, markers

2. Orientation and review on VCA process 3 hrs Metacards, Flip Chart,,

markers, basket, small papers

Objective: The participants have basic knowledge about the project in which this action take place.

Activity 1 Introduction, Expectation collection

Time allocated 1 hour

are the ministries, line agencies and persons responsible to implement it.

Ask participants:

- “Have they heard about LDRMP process in their VDCs?”

- “Is any par cipants of the training members of LDMC or CDMC and if yes what is their role?”

As it is assumed that LDRMP has been done in the target VDCs, above ques ons will enable to indicate general level of awareness. In order to discuss the content of LDRMP, using meta-card, ask par cipants to write 2 or 3 keys elements they know about LDRMP? Once collected and shared, open discussion among

SESSION

STEP ONE

Introduction

The tle of the project, the main components, the implemen ng agencies and the donor ins tu ons are introduced here to make par cipants aware of the global ac on in which this training takes place.

STEP TWO

The facilitator explains on the following topic:

What is LDRMP and does it exist in the target community?

Describe the LDRMP guideline, and each of its steps. Explain who


par cipants to verify if they all agree with it.

STEP THREE

Expecta on collec on

Expecta on collec on is designed to get the idea on what they might have expected on it. The facilitator leads the group through the process of genera ng a set of expecta ons on:

What content they would fi nd most useful in the session or training?

What the process of the training might look like?

The facilitator distributes metacards to the par cipants. Begin with a list of “expecta ons.” Generate a list of what par cipants expect from the training. Ask clarifying ques ons and record the responses as briefl y as possible. Use addi onal sheets if necessary. Paste all the expecta ons on the wall so that each par cipant can know about his or her expecta ons. (Alterna ve: you can separate the group and from the

group, expecta on collec on can also be done)

STEP FOUR

Ground rules

The facilitator asks par cipants about star ng me of the training, break me, rules regarding the use of mobile phone, lunch me, tea break, and “punishment” for the delayed arrival. The group members also compose a set of code of conduct that set the forth ground rules for crea ng the successful learning environment and achieving their expecta ons. The facilitator needs to make clear on the purpose of se ng ground rules. This is not only the process of training but can be useful tool for the par cipants to use in their fi eld. The par cipants are training the CBOs in the future. While conduc ng the training, ground is to be prepared for the smooth running of the training.

Similarly, two groups (Group A & B) are formed for recap of the training for the next day session.


Vulnerability and Capacity Assessment (VCA) uses various par cipatory tools to gauge people’s exposure to and capacity to resist natural hazards. It is an integral part of disaster preparedness and contributes to the crea on of community-based disaster preparedness programmes at the rural and urban grass-roots levels. VCA enables local priori es to be iden fi ed and appropriate ac on taken to reduce disaster risk and assists in the design and development of programmes that are mutually suppor ve and responsive to the needs of the people most closely concerned.

STEP ONE

The facilitator will explain about VCA process. This session starts with the use of metacards where the par cipants are asked to write down:

Why VCA is conducted?

The answers wri en in the metacards are collected. The metacards are then pasted on the board and issues are discussed with the support of those cards so that par cipants could pay more a en on on their answers.

STEP TWO

For the brainstorming of people, one can use the quota on “Before, we used to work for people, but now we work with them.”

Ask par cipants what does the quota on signify?

A er VCA process, people understand that we work with people rather than for them.

STEP THREE

Par cipants who have been involved in the VCA data collec on, are provided a copy of the VCA reports of their VDC.

Activity 2 Orientation and review on VCA process

Time allocated 3 hours

Objec ve: Par cipants understand the importance of Vulnerability Capacity Assessment process (it is possible that some par cipants have been engaged in VCA process also during LDMC training).

INTRODUCTION


They are provided metacards, expected to write on the challenges they face during VCA process.” What has been their experiences while using the tools?”. “Which tool was easy and which one not?”. “Do they think the fi ndings of the VCA reports covers well the real percep on of the people?”. Sugges ons/comments on VCA tool is collected by facilitator.

This session will provide the idea that how many CBOs have understood about the VCA process and did they learn anything about VCA process?

Facilitator note: Facilitator will understand the real problems faced by communi es during VCA process. It should serve as support for the next session of the training.

7.2 DAY ONE BLOCK 2: VCA TOOLS

Activity 1 VCA tools and hazard prioritization

Time allocated 1 hour and 15 minutes

Objec ve: Par cipants understand on VCA tools and hazard priori za on processSTEP ONE

The facilitator describes on major steps used during VCA process.

1. Cause of disaster and loss

2. Hazard mapping and ranking

3. Hazard calendar

4. Historical meline

5. Hazard analysis

6. Social mapping

7. Ranking of vulnerabili es

8. Problem analysis

9. Transect walk

10. Stakeholder analysis

11. Mobility map

12. Direct observa on

13. Local knowledge, skill and technology

Using the LDRMP guideline, the


Overview1. VCA tools and hazard

prioritization1 hr 15 mins Metacards, Flip Chart, markers


facilitator will discuss about the VCA tools and process.

Remark: the detail of it is not necessary and; only methodology and process will be explained in this session to refresh on the tools.

STEP TWO

In this step, par cipants are asked to list out the poten al hazards in their metacards. And further, they are asked to summarise the listed hazards in newsprint and paste on the whiteboard.

At the end of the session, the par cipants will have common understanding on list of poten al hazards.

STEP THREE

In this session, facilitator will explain about hazard priori sa on methodology.

The above chart “Hazard Priori sa on Chart 1” will be prepared in the newsprint and explained to the par cipants. All the listed hazards

are poten al hazards of that area. The frequency of hazards in on Y axis and impacts of hazards on X axis. Frequency indicates how many mes such hazard occurs, for example per year. The more you move up, the more frequent is the hazard. Impact indicates the level of damages and destruc on it causes when it occurs. The more you move right, the bigger was the impact. Let’s take an example if the landslide has been occurred in the area three mes a year and if its impacts are very high, then give dot line on A area. If the drought occurred in the area only every 3 years (low frequency) but hight impacts then give dot line in B area.

CA B

DHazard Prioritisation Chart 1

Medium HighLow


When all listed hazard have been plo ed on the chart, the Hazard Priori sa on Chart 2 may be generated.

The Hazard priori sa on chart 2 clearly indicates which type of hazard has more frequency and more impacts. One of the par cipants must present the following chart so that group can further discuss on the hazard they should consider in priority (area A, B or C), which will generate a common understanding on hazard to address in priority for the next sessions.

The below chart Hazard Priori sa on Chart 2 is an example of all hazards plo ed on the chart.

Hazard Prioritisation Chart 2

Medium HighLow

CA B

D

STEP FOUR

Closing session: The facilitator requests the par cipants to answer the following ques ons:

What was the interes ng thing that s/he learned from today’s session?

Which session is more useful in your work? How can you apply in your work?

These ques ons are for them to answer. This gives the idea about the knowledge and skills learned, their changes in a tude and how they plan to transfer the learned to others, the CBOs. The answer sheets are collected. The useful ways of their learning are wri en

in the metacards and shared with the par cipants.


7.3 DAY TWO BLOCK 1: UNDERSTANDING CBOS ACTIVITIES


Overview1. Understanding CBOs

Activities1 hr 30 mins Metacards, Flip Chart, markers

Activity 1 Understanding CBOs Activities

Time allocated 1 hour and 30 minutes

Objec ve: Par cipants have clarity on CBOs ac vi es

STEP ONE

Par cipants are grouped according to the nature of their ac vi es and respec ve CBOs they belong to. They are provided newsprint and are asked to write down about the ac vi es their group usually perform every year.

In fi rst newsprint, write down about the list of ac vi es.

In second newsprint prepare the list of the concerned ac vi es.

The example of Water User Groups

1. Opera on and maintenance of water and sanita on projects

2. Purifi ca on of water

3. Water management

4. Drainage management

5. Monthly mee ng of WSUC

6. New water scheme

Similar types of ac vi es are listed to each of the CBOs.

STEP TWO

Par cipants are asked to read the following story, which helps them to sensi se that DRR mainstreaming is essen al in their ac vi es.


In 2008, in Majhpatal community (Jaira VDC, Humla district) an ambitious project aiming at connecting water fl ow from at least eight diff erent sources along a nearly fi ve kilometres long canal was implemented by ME/KIRDARC with an important contribution of the community. Each household provided 23 days of labor each, though at the outset of the project the community was busy with planting crops. By July, hundreds of people reportedly showed up to work on certain days. The project came to fruition in mid September and water fl owed for about a month until a large landslide occurred, which completely disrupted the water fl ow. The landslide proved a crushing blow to the community, which had laboured intensively to get the system operating. Members of community complained that they’ve done too much work and there is no impact, “pani chuinchha, janchha” – i.e. the water leaks and goes away.

Evaluation of “Community Development leading to Sustainable Food Security in Humla district, Mid West Nepal” - Mission East, June 2009.

Facilitator must guide the session with other relevant examples happening in the target community that if any. If par cipants have another similar stories to tell, the facilitator will use this one to illustrate the following session.

Here, par cipants are expected to refl ect on the small size disaster, the limited priority given by communi es to pure DRR, the important infl uence of small scale disaster on overall development and hence the importance of mainstreaming risk into the CBO ac vi es.


Activities (as per step 1)

Hazard Impact on different activities

(Past history)

What are the impacts of that hazard on the activities?

Mitigation/ Recovery

done

Year Remarks

1. Water tank

2. Pipe lines

3. Water sources

4.

5.

STEP ONE

Based on the list produced by groups in Step 1, Block 1 the facilitator will use the following table 1 for each CBO to know about the history of mi ga on ac vi es done by the community.

Table 1: Ac vi es for mainstreaming of DRR in CBOs ac vi es

Activity 1 Activities for mainstreaming DRR in CBOs activities

Time allocated 4 hours

Objec ve: Par cipants understand the process of mainstreaming DRR on CBOs ac vi es

7.4 DAY TWO BLOCK 2: MAINSTREAMING DRR IN CBOS ACTIVITIES


Overview1

Activities for Activities for mainstreaming DRR in mainstreaming DRR in CBOs activitiesCBOs activities

4 hrs4 hrs Newsprint, Metacards, Flip Newsprint, Metacards, Flip ChartChart


STEP TWO

The facilitator will use the following table for each CBO to know about intervention of DRR activities and mainstreaming activities done by the community. S/he will use the past hazard identifi ed in the past table, but also any potential hazards, listed in priorization exercise (Day 1) that was not yet identifi ed. If hazards are ranked

in D category, the facilitator can discuss with participants if it is important to address this hazard given low impact and low frequency?

The cost of ac vity to protect / mi gate impact on the hazard will be discussed and sources of funding iden fi ed. If the CBO does not have the resources, it will be wri en in “external” column.

Facilitator note:

The number of hazards to address is important. The more the par cipants picks up, the more diffi cult and costly it will be to address all of it. Because the aim is to produce a realis c plan of ac on, it is be er to focus on key priority hazard than trying to address all of them. The prioriza on chart was devised for this purpose.


STEP THREE

The facilitator will use the following table 2 for Mainstreaming DRR in CBOs activities.

Table 2: Mainstreaming DRR in their ac vi es

Activities

Intervention of DRR activities External

Budget for DRR mainstreaming Internal

Sources of budget

Remarks

1. Operation and maintenance of water and sanitation projects

a. Cleanliness of water tank

b. Maintenance of water pipelines

c. Awareness programme

d. Training programme

2. Purifi cation of water

e. Training

f. Campaigns

g. Local practices

3. Water management

4. Drainage management

a. Waste water management

b. Rain water management plan

5. Monthly meeting of WSUC

a. Issues for monthly meeting

6. New water Scheme

a. Design

b. Water source

c. Tank

d. Water pipes

e. Taps

f. Waste water


As conclusion for this exercice, the par cipants are encouraged to start mi ga on ac on based on the fi nancial resources they already have internally, and bring new risk-sensi ve ac on plan to the level of CDMC and LDMC to be incorporated into budget alloca on for the next year.

STEP FOUR

Closing session: The facilitator requests the par cipants to answer the following ques ons:

• What was the interes ng thing that s/he learned from today’s session?

• Which session is more useful in your work? How can you apply in your work?

These ques ons are for them to answer. This gives the idea about the knowledge and skills learned their changes in a tude and how they plan to transfer the learned to others, the CBOs. The answer sheets are collected. The useful ways of their learning are wri en in the metacards and shared with the par cipants and fi nal sugges ons regarding the training.

Facilitator note:

The prepared ac on must be documented properly and must be shared in the monthly mee ngs of LDMC so that LDMC can take the ownership of the documents, ul mately resul ng to incorporate into the LDRMP in the next year plan. The ac on plan prepared by all CBOs will be complied and priori sed by the LDMC and provided to VDC Secretaries of concerned VDCs a er the mee ng. Community Facilitators are encouraged to support of this process as LDMC and LDRMP is new for the local communi es.


Karnali Integrated Rural Development and Research Centre (KIRDARC Nepal), which is an NGO established in 1999, is an ini a on of youths from Karnali zone with a vision of just and prosperous Karnali region with people having access to and ownership over resources. KIRDARC’s mission is to enable Karnali people to claim and exercise their human rights, including the right against poverty and neglect by way of educa ng, organizing and mobilizing people themselves in ac ons that promote human rights ; research and evidence-based policy advocacy; and just and judicious resource mobiliza on in the region.

www.kirdarc.org

Mission East (ME) is a Danish non-profi t interna onal relief and development organiza on that works with the most vulnerable communi es in Eastern Europe and Asia, making no poli cal, racial, or religious dis nc on among those in need. ME’s mission is to help the vulnerable people through humanitarian relief aid, development assistance, the linking of relief, rehabilita on and development, and suppor ng communi es’ capaci es to organize and assist themselves. ME’s ‘Values in Ac on’ are honesty, integrity, compassion, respect for all people and valuing the individual. In Nepal, Mission East started working since 2007.

www.miseast.org

The European Commission’s Humanitarian Aid and Civil Protec on Department (ECHO), the largest single donor in the world, aims to save and preserve life, prevent and alleviate human suff ering and safeguard the integrity and dignity of popula ons aff ected by natural disasters and man-made crises. A signifi cant part of the European Commission’s humanitarian assistance to Nepal goes towards helping communi es resist, withstand and cope against natural disasters like fl oods and landslides through the crea on of community based rescue mechanisms, disaster-resilient infrastructure, early warning systems and fl ood management.

www.ec.europa.eu/echo

Contact usMission East

P.O.Box 8975, EPC 2328, Jawalakhel, Lalitpur, Nepal Phone: +977 1 5538416, 5538668

Fax: + 977 1 5545649Email: [email protected]

training guideline for mainstreaming disaster risk reduction … · 2016. 9. 29. · overview 1....

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