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Laisamis Sub-County Food & Nutrition Security And Resilience

Enhancement Project (FONSAREP)

10th -13th May 2016

Child-led DRR Training for primary school teachers in Laisamis.

Team building session during Child led DRR training for primary school teachers at Nabosu

hotel (Picture by Victor Kamadi)

Implemented by

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Abbreviations

ADP Area Development Programme

ASAL Arid and Semi – Arid Lands

EMC Environmental Management Committee

CMC County Management Committee

CHC Community Health Committee

CHMT County Health Management Team

CHVs Community Health Volunteers

CMA Community Milk Assistants

CHE Community Health Extensions

DRM Disaster Risk Management

DRR Disaster Risk Reduction

PLM Pregnant Lactating Mothers

CLDRR Child Led Disaster Risk Reduction

FONSAREP Food & Nutrition Security And Resilience Enhancement Project

DM Disaster Management

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PROJECT GOAL

Contribute to improved food and nutrition security and enhanced resilience

to droughts in Laisamis Sub- County by 2017

Objective 1.0: To improve food and nutrition security and income for 700 households in Laisamis Sub- County by 2017

Objective 2.0: Improved nutrition status of children under five and pregnant & lactating mothers (PLM)

Facilitators

Training was facilitated and supported by:

Oyoko Omondi - National DRM Coordinator

Introduction

(FONSAREP), is working with communities in the pastoral setup on interventions

targeting food and nutrition security. This is through implementation of activities in

partnership with local institutions. Dissemination of key messages on dietary diversity,

smart food choices, sanitation and hygiene, child care practices, food safety and

healthcare uptake is key focus. Food and Security interventions are targeting Mother To

Mother Support groups, who are majorly Women Under Reproductive Age (WRA).

A total of 20 teachers from 11 primary schools were trained on child-led DRR.

DRR participants

list.xlsx

Training methodology

PowerPoint presentations

Group discussion

Group presentation

Pictorials and diagrams

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Goal of the Child led DRR training

Goal

This training is meant to increase the ability of WVK staff & Partners to facilitate Child-

led Disaster Risk Reduction process to enable children effectively participate in and

contribute to their community resilience

Objectives:

1. To have a common understanding of Disaster Risk Management terminologies,

concepts, principles and practices of DRR

2. Draw lessons from the CMDRR process and conceptualize the relationship

between disaster and development

3. To developed understanding of facilitating and sustaining Child-led DRR in a

community

4. To demonstrate the use of selected tools in facilitating participatory disaster risk

assessment (hazard, capacity and vulnerability assessment) and participatory

planning, monitoring, evaluation and learning

5. To identify action points applicable in our (WVK) working areas

In pursuit of the foregoing, this training is designed to address, among others, the

following key issues:

1. Conceptualization skills to enable participants explain, compare and/or interrelate

key terminologies used in DRR/DM

2. Ability to differentiate between hazard and disaster and elaborate on the

differences of disaster response management (DRM) and disaster risk reduction

(DRR)

3. Facilitation skills for a CLDRR process and its importance in disaster risk

reduction

4. Skills for Community Risk Assessment

Expectations

Knowledge and how to handle disasters

Certificates

Allowances

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Promotions

Training process

What is World Vision?

Participants were taken through what World Vision Kenya is. It was essential to create

awareness about the mission, vision and how World Vision interact and integrate with

the community.

What is WVK -

Presentation 1.pptx

Terminologies

Five groups were established and were tasked with defining some of the terminologies

and presenting them. Some of the terminologies identified and listed by the groups

based on their understanding of DRR included:

1. Disaster

2. Destruction

3. Hazard

4. Risk

5. Danger

6. Uncertainty

7. Loss

8. Recovery

9. Evacuation

10. Rescue

11. Damage

12. Catastrophic

13. Floods

14. Outbreak

15. Management- Disaster

Management and Disaster Risk

Management

16. Solution

17. Precautions

18. Intervention

19. Victim

The Disaster Management terminologies defined were:

1. Hazard

An event or occurance that has a potential to cause loss of life, injury and

damaging property

2. Risk

The probability of loss likely to be suffered when a community’s structure or

geographical area is damaged by a particular hazard

3. Vulnerability

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A condition or set of conditions that reduces people’s ability to prepare for,

withstand or respond to a hazard

4. Capacity

Community tools, resources, skills and knowledge that can be mobilized to

respond to and mitigate emergency situations

5. Mitigation

Refers to activities or efforts initiated to significantly reduce or eliminate

vulnerability of a population and chance of occurance of the potential threat of a

disaster

6. Early warning

The provision of timely and effective information through identified institutions

that allows individuals exposed to a hazard to take action to avoid or reduce their

risk and prepare for effective response

7. Preparedness

Activities and measures taken in advance to ensure effective response to the

impact of hazards, including the issuance of timely and effective early warnings

and the temporary evacuation of people and property from threatened locations

8. Prevention

Activities to provide outright avoidance of the adverse impact of hazards and

means to minimize related environmental technological and biological disasters

9. Relief/Response

The provision of assistance or intervention during or immediately after a disaster.

10. Resilience/Resilient

Ability of a community to bounce back after it had been affected by a disaster

INTRODUCTION TO DISASTER

What is a Disaster?

This is an event in the environment that causes a serious disruption of the functioning

of a community, resulting in widespread human, material or environmental loss.

- It is caused by a hazard impacting on conditions of vulnerability and insufficient

capacity

Note: a disaster takes place when the following 3 conditions occur at the same time:

1. When people live in hazardous place e.g. close to active volcano

2. When a hazardous phenomenon occurs be it natural or human-made

3. When the phenomenon also causes a lot of damage, especially where no

preventive measures were taken place

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Types of Disasters

1. Natural

-Floods

- Earth quakes

2. Human- induced disasters

-Transport accidents

-War/armed conflicts

-Arson

-Sabotage

-Industrial accidents

-Fires (Forest and Urban fires)

These are further classified into two:

a. Slow-onset e.g. drought, HIV/AIDS

b. Rapid onset disasters e.g. Fires, earthquakes, volcanic eruptions

3. Complex Humanitarian Emergency

Breakdown of social, political and economic systems examples:

- War e.g. Rwanda, Darfur-Sudan, Somalia

- Japan Tsunami 2012

- Post-election violence in Kenya 2007/2008

DISASTER MANAGEMENT

What is DM?

Is using policies, strategies and coping capacities of the community to lessen the

impacts.

DM Cycle in WV:

6 Operational Dimensions namely:

1. Early warning

2. Preparedness

3. Mitigation

4. Response

5. Rehabilitation( Recovery)

6. Transition

DM Cycle in UN/Red Cross

There are 4 phases in DM:

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1 .Mitigation

2. Preparedness

3. Response

4. Recovery

Note: All the measures taken at this stage cannot stop the disaster from happening

Disaster preparedness planning depends on 3 elements:

1. Knowledge of the situation ( problem identification)

2. Action plan- agreement of what is done

3. Capacity- technical and resource capability

DM Cycle

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Teachers discussing on the DM cycle

Group discussions and presentations on DM cycle

Discussions were done within the four groups, to help understand the DM cycle.

Group 1

DM CYCLE ON FOOD SECURITY

CROP AND LIVESTOCK

Normal

Preparedness

- Planting on time

- Weeding

- Harvesting

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- Proper storage

- Enough pasture and water

- Increase in number of livestock

- High yield of livestock products

- Grazing patterns management

Alert

Mitigation

- Stock enough food

- Minimize food wastage

- Proper food preservation

- Destocking

- Livestock insurance

Response

Emergency

- Supplementary foods

- Supply food and water

- Vaccination

Recovery

- Supply seeds

- Supply fertilizers and chemicals

- Restocking

- Rehabilitation of dams

Group 2

DM CYCLE ON PUBLIC HEALTH

Normal

Preparedness

- Public awareness

- Infrastructure

- Hand wash program

- Proper wash disposal

- Avail enough water

- Boiling drinking water

- Proper handling of food- washing fruits

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- Public health officers

- Boiling of milk

Alert

Mitigation

- Addition of infrastructure

- Purification of water

- Provision of soaps

- Deworming

- Low cost latrines

- Medical camps

- Supply of drugs

- Low cost latrines

Response

Emergency

- Vaccination

- Supply of clean water

- Supply of water storage facilities

Recovery

- Putting of permanent latrines

- Provision of piped water

- Proper handling of food

- Enlightening community on how to make home make detergents

Group 3

DM CYCLE ON DISASTER IMPACT ON EDUCATION

Normal

Preparedness

- Creating awareness

- Proper and prior planning on causes of conflict

Mitigation

Alert

- Calling meetings

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- Dialogue

- Involve community leaders

- Resolution

Response

Emergency

- Make follow up

- Reconciliation

- Action plan

Recovery

- Action plan

- Follow up

- Laying down ground rules

- Specify specific conflicts

GROUP 4

DM CYCLE ON WATER STRESS

Preparedness

Normal

- Creating awareness

- Infrastructure development- dams, rock/roof catchment, tanks, pans

Mitigation

Alert

- Building and repairing dams

- Water storage facilities

- Protection of dams

- Water treatment

- Water conservation

Response

Emergency

- Water supply/trucking

- Relief support

Recovery

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- Dams rehabilitation

- Infrastructure development

GROUP 5

HOW DOES SOCIAL CULTURAL ISSUES CONTRIBUTE TO DISASTERS IN

LAISAMIS COMMUNITY?

1. Polygamy

- Shortage of the basic needs

- Conflicts among the respondent

2. FGM

- Early death

- Excessive bleeding

- Weakness of the respondent to pleasure

3. Early marriage/Beading

- Denial of children right to education

- Child labour

4. Abortion

- Death

- Sickness

- Excessive bleeding

- Absenteeism

5. School Drop out

- Illiteracy

- Disadvantage to the girl child

- Lack of future leaders

6. Festivals e.g. Sorio, Lmuget, Lopiro

- Absenteeism in school

- Mass death of livestock

- Fornication during dances

- Adultery during this ceremony

INTRODUCTION TO C-LDRR

Disaster episode/events and intensity are on the rise because capacity to reduce

risks is greatly weaker

Disasters affect all sectors of development e.g. schools, hospitals, industries etc.

In poor communities, children are amongst the most vulnerable population

groups when disaster strikes

These forces these children to engage in activities like prostitution, child labour,

armed conflicts and drug trafficking- violation of rights.

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Vulnerability conditions-contributing factors:

1. Political factors- poor governance and limited population will

2. Economic and livelihood factors

- Poor families often live in high risk

- Dependence on a single means of survival

3. Physical factors

- Wooden houses unlikely to collapse in an earthquake but more vulnerable to fire

or hurricane

- Residents on plains more vulnerable to floods than those living on high

4. Social factors

- A well informed and well organized community is less vulnerable to natural

hazard

- Marginalized groups in a society more vulnerable to disaster risk

- Children and women in highly patriarchal communities face serious vulnerability

conditions during disaster

5. Ecological factors

- Deforestation

WHY ARE CHILDREN VULNERABLE

- Their age- lack experience and knowledge

- Lack capacity of vulnerable to care and protect them

- Indirect exposure to hazards

- Child labour

- Lack of limited education

- Curiosity

- Lack of limited education

- Diseases

- Early marriage

WHERE ARE CHILDREN VULNERABLE

- Families

- Community

- Institutions

NATURE OF THEIR VULNERABILITY

- Natural

- Human-induced

SO WHY C-LDRR?

1. Children have specific vulnerabilities and need to be addressed( also through

DRR)

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Children & Youth

Action for DRR&CC Presentation 4.ppt

C-LDRR (Vulnerabity

of Children in Africa-Kenya).ppt

CHILDREN CHARTER FOR DRR (CONSTITUTED IN GENEVA)

The Children’s Charter for disaster risk reduction (DRR) has been developed through consultations with more than 600 children in 21 countries in Africa, Asia and Latin America.

The aim of this charter is to raise awareness of the need for a child-centred approach to DRR and for stronger commitment from governments, donors and agencies to take appropriate steps to protect children and utilize their energy and knowledge to engage in DRR and climate change adaptation.

The following are five points selected based on the priorities identified by children

themselves, grouped together according to the most common themes.

1. School must be safe and education must not be interrupted

2. Child protection must be a priority before and after a disaster

3. Children have the right to participate and to access the information they

need- relevant information

4. Community infrastructure must be safe and relief and reconstruction

must help to reduce future risk

5. Disaster risk reduction must reach the most vulnerable

CHILDREN’S

CHARTER FOR DRR.pptx

PROCESS OF DISASTER RISK ASESSMENT

1. Identify the nature, location, intensity and probability of a threat

2. Determine the existence and degree of vulnerability

3. Identify the capacities and resources

4. Determine the acceptable level of risk

𝑅𝑖𝑠𝑘 =𝐻𝑎𝑧𝑎𝑟𝑑 × 𝑉𝑢𝑙𝑛𝑒𝑟𝑎𝑏𝑖𝑙𝑖𝑡𝑦

𝐶𝑎𝑝𝑎𝑐𝑖𝑡𝑦

HAZARD ASSESSMENT

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NOTE: Some of the hazards assessments such as flood may require a wider use of

geographical information system (GIS) the inclusion of social, economic and

environmental variables.

Hazard Assessment Tools

1. Seasonal Calendar- floods, drought etc.

2. Hazard mapping-visual representation of what the community perceive as their

space

3. Trend/Historical Analysis- the history of a given disaster in a given community

CAPACITY ASSESSMENT

- Refers to the material, attitudinal, social, cultural and spiritual strength that

exists within the community which can be used to mitigate, prepare for and cope

with damaging effects of hazard or to recover from a disaster

- The strength of copping capacities usually builds resilience to withstand the

effect of hazard

- Communication (radio/phones) is a key factor in building resilience

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Common Hazards/Disasters which affect Laisamis Children Adversely

Individual Assignment

1. At Home

Ranking of Core Issues

Issue Score

1. Inadequate care 2. Nutrition 3. Education 4. Lack of medical care 5. Poverty 6. HIV/AIDS 7. Domestic violence 8. Child labour 9. Early marriage 10. FGM 11. Absenteeism 12. Polygamy 13. Lack of awareness 14. Diseases 15. Housing

6 4 3 1 6 1 4 4 1 2 1 1 1 1 1

2. In Community

Issue Score

1. Diseases 2. Child labour 3. Education 4. Child abuse 5. Early marriage 6. Rape 7. Poor leadership 8. Famine 9. Conflict 10. Participation 11. Protection 12. Poverty 13. Abortion 14. Floods 15. Drought 16. Age 17. Tribalism

1 2 7 5 7 2 1 2 3 1 1 2 2 1 1 1 1

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18. Transport 19. Drug 20. FGM

1 1 1

3. In Institution

Issue Score

1. Rape 2. Corporal punishment 3. Gender 4. Stigma 5. Infrastructure 6. Peer pressure 7. Guidance and counselling 8. Truancy 9. Poverty 10. Education 11. Food and water 12. Climate 13. Early marriages 14. Drug abuse 15. Protection 16. Bullying 17. Exposure 18. Death

3 2 2 2 8 2 1 4 2 6 3 1 2 6 3 1 1 1

The three areas where children are vulnerable, were identified as home, community

and institution. Each teacher was tasked to highlight the key areas within those

vulnerable areas on avenues upon which children are undermined and exploited. Each

individual wrote on the paper, and the papers were collected and counted, to determine

the scores.

C-LDRR (Vulnerabity

of Children in Africa-Kenya).ppt

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PRESENTATIONS

Three groups were formed

Common hazard which affects children adversely

Group 1

Type of Hazard- Inadequate Infrastructure- Education and health

Causes

- Poor management by heads of

institution

- Marginalization

- Embezzlement of funds

- Lack of proper auditing

- Nomadic way of life

- Corruption

- Lack of maintenance

- Lack of inadequate skilled

personnel

Direct Impacts

- Children

- Teachers

- Parents

- Community

- Stakeholders

What is affected?

- Quality education

- Health of all the people

What are the impacts?

- Drop outs

- Absenteeism

- Poor transition

- Poor performance

- Death

- Malnutrition

- Lack of motivation

- Indiscipline

Intensity

High

Warning signs

- Congestion in classroom

- Poor performance

- Absenteeism

- Loss of life

- Malnutrition

Seasonality

- Throughout the year

Frequency

- All the time

Location

- Marsabit South

Speed of Onset

- Slow

Duration

- Throughout

VULNERABILITY

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Hazard- inadequate infrastructure

Which assets are affected?

- Class rooms, toilets, desks, health centers

- Systems- Education and health

- Network-transport and communication

How

- Few- to accommodate number and patients

Why

- Lack of maintenance

When

- Throughout the year

GROUP 2:

Social cultural effects which affect Laisamis children adversely

1. Early Marriage- denial of children education

2. Beading- this results to early marriage, abortion

3. FGM- they cause excessive bleeding if not handled properly by experts

- Delivery problems

- Weakness of respondent to pleasure

4. Festivals- children ran away from school to attend cultural festivals e.g. Lmuget,

Remore

5. Age/Discrimination- there were discrimination among the aged, children, this led

them to bring the isolation

VULNERABILITY

Assets- livestock

Systems- affect many families, dowry, and slaughtered animals

Why vulnerable- patriarchal nature of community, poverty and poor housing

When are they affected- during Lmuget, Romore and Lopiro.

Hazard, Vulnerability

and Capacity Assessment Format.doc

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CAPACITY

Financial Assets- organized groups, banks, SACCO

Natural – sand, water

Physical assets-conservancy, Lake

Social assets-tourism, culture

Political assets- CDF, LATF

POLICIES AND INSTITUTIONS

Financial Assets

- Group rules and norms

- Micro organizing finance by the laws

Natural Assets

- Community policies on natural assets and resource such as sand, water

Physical Assets

- Conservancies making rules governing grazing of animals and how to spend

income e.g. MELAKO

Social Assets

- Formulating good policies that ensure cultural events that does children from

going to school e.g. EFA 2015

Political Assets

- National and County polices

GROUP 3

Type of Hazard

Education

Causes

1. Inadequate personnel

2. Inadequate teaching and learning institution

3. Poor infrastructure

4. Distance( accessibility) to institution

5. Harsh climatic conditions

6. Inadequate water

7. Lack of exposure to learning

Direct impacts

Who are most affected?

- Boy and girl child

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- Girls between ages 9-14

What is affected?

- Performance

What are the impacts?

- Drop outs

- Early marriages

- Truancy

- Death

- Poor performance

Intensity

- Medium

Warning signs

- Low enrolment

- Decline in performance

- Absenteeism

- Drop out

Frequency

- 3 times in a year

Location

- Laisamis sub-county

Speed of onset

- Slow

Duration

- January- April

- September- December

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VULNERABILITY QUESTIONS

Hazard: Education

Which Assets?

Systems- Education

Networks- Roads

Assets- Infrastructure

How are they affected?

- Education will be weakened

- Assets will be destroyed by the hazard

Why are they vulnerable?

- Poor built infrastructure

- Poor roads to make them available

When are they affected?

- During rainy season- May – March

- During windy seasons the infrastructure is destroyed

Assets Categories

Secure Assets Sustainable likelihood

Policies and institutions

Financial assets

- Cash - Cash books - Ledger books - Receipts

- Pastoralist - Employment - Business

- Auditing - Banking

Natural assets - Playground - Trees - Rivers

- Conservation - Afforestation - Controlling

soil erosion

Physical assets

- Classrooms - Black board - Toilets - Books - Chalks

- Land cultivation

- Tree planting

- Putting protection measures i.e. repairing and maintenance

Human assets - Teachers - Pupils - Subordinate staff

- Motivation - Training - Wages

- Proper supervision

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Social assets - Groups - School clubs - Churches - Movements

- Trips - Funding - Training

- Including the clubs in the school timetable

Political assets - School cabinets - Board of

Management - PTA - MPs - MCAs

- Training - Voting

- National and County Policy

Plan of action-

Child-led drr.docx

Conclusion

The purpose of the training was to equip WVK staff, partners (NSA, County and National Government) and teachers with CLDRR skills and processes to enable children to effectively participate and respond to disasters within the school and community. Skills acquired will support enhance child-participation to contribute to disaster preparedness and mitigation.

Report written by:

Victor Kamadi Bill

Project Officer-Food Security

Laisamis ADP-Marsabit Cluster

World Vision Kenya

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