CB DRR Workshop in Kolkata

3rd DRAFT: 22nd September 2010
Report of workshop on
Sector Specific CBDRR Module designing
Organized by: UNICEF KFO
Institutional support: RedR India
Dates of the workshop: 6th, 8th and 9th September 2010
Venue: Hotel Sonnet, Salt Lake City, Kolkata, WB

Content
1. Background
2. Objectives
3. Methodology and activities
4. Participants’ suggestions and comments
5. Suggested contributions of partners in the process
6. Outcomes
7. Way forward with tentative schedule
8. Annexes
 Programme schedule
 List of participants
 Report of presentation on DRR and PRIs
 Content for module on health
 Content for module on Child Protection and Education
 Content for module on WASH, shelter and settlement
 Content for module on Food security and Nutrition

1. Background
UNICEF in West Bengal has been working on emergency management and capacity building of
all stakeholders for a long time. Capacity development is the central thrust and main benefit of
UNICEF cooperation with the other stakeholders. This emphasis is highly relevant for DRR,
given that: (a) disaster risk will only be effectively reduced if there is strong national and local
ownership/capacity; and (b) effective emergency response, when disasters do occur, relies on
the appropriateness and timeliness of national and local interventions. The Hyogo Framework
for Action (HFA) also makes specific reference to empowering communities and local authorities
to manage their own development by supporting their access to necessary information,
resources and authority to implement DRR actions as a part of their development decision-
making.
During the capacity building efforts and discussions with stakeholders it was realized that for a
sustainable and considerable change in the State on DRR, the capacity building government
functionaries mainly of PRIs and block level officials on DRR should be considered. It also came
out that general workshops on DRR will have limited impact and may not result in full
involvement of stakeholders and integration of development with mitigation of hazards. Specific
trainings on the sectors which are directly related with these stakeholders may have a greater
impact.
Accordingly, UNICEF KFO has come forward to work on designing of sector specific CBDRR
modules for PRI members and block level government officials with objectives as given below:
• To build capacities for better preparedness and management of emergencies

• To sensitize for linking current development programmes with DRR
• To improve the coordination between communities, departments, NGOs and other
stakeholders for reducing the vulnerabilities of disaster affected people
The modules will be designed as training of trainers. The PRIs deal with ten sectors- finance,
public health and environment, education, disaster management and relief, women and child
development, fisheries & animal husbandry, agriculture and irrigation, cooperatives and public
works department. For the first phase, 4 sectors will be focused as:
– Health
– Child protection and education
– Food and nutrition
– WASH, shelter and settlement
2. The objectives of the workshop:
 Partners are able to provide inputs for preparation on TOT modules on CBDRR
 To involve partners in the process of preparation of TOT modules on CBDRR
 To identify the strengths available with the partners for designing of the modules
 To discuss and finalize the content for the sectors identified for TOT module designing
3. Methodology and activities
To make the workshop interesting and result oriented, lot of different communication methods
were adopted. The workshop started with a key note address by Ms. Lori Calvo, The State
Chief, KFO/UNICEF. The note appreciated the keen interest of the stakeholders, role and
responsibilities of the government, UNICEF and other partner agencies. She particular
emphasized on the need for sector specific capacity development of the government officials,
PRIs and line agencies on CBDRR, especially at panchayat and block level. This was followed
by three presentations of NGO networks on experiences related to the Aila Cyclone response
and their learnings. The presentations and discussions that followed; provided a direction for the
whole workshop for looking at the objectives and understanding them in a focused manner.
Mr. Debabatra Pal, Joint Secretary, the State Disaster Management Department, GoWB, along
with other senior officials from the department attended the workshop and appreciated the
significance of the same and promised fullest support to development of the modules and
effective use of them for training of the block level government officials and PRI members.
Seven consultants from RedR India were involved in the process to plan and the facilitation of
the content development of the sector specific modules on DRR. It was an opportunity not only
for participants but also for the consultants to identify and appreciate the role of PRI members
and block level officials in CBDRR. Before getting into the sector specific details, a presentation
on CBDRR and role of PRIs was given to the participants. This followed with sector sessions
including Health, Child Protection and Education, WASH, Settlement and Shelter; and Food
Security and Nutrition. The sessions included role plays, group discussions and brainstorming
activities. It allowed the sector specialists, government counterparts and other stakeholders to
get insight of the related issues and identify linkages for the finalization of content of their
respective modules.
Nasir Ateeq, C4D Specialist & EFP/ KFO, gave vote of thank and appreciated the overall
workshop as highly interactive and informative. He promised UNICEF/KFO’s continued support
for the follow up actions which came out of the workshop.
4. Participants’ suggestions and comments
– PRIs are the grass root level organizations and are given the basic duties of advocacy to
run the different programmes. To equip them more in their task delivery, they may be
given some soft skills like communications, conflict resolution etc.
– The modules should clearly spell out the roles, steps and responsibilities of the PRI
members on CBDRR
– Identification and specifications of PRI members in 3 tier PRI system
– While designing the modules, root causes of the problems must be clearly identified and
each activity must be designing accordingly
– Acts, bylaws, government schemes, grants and aids available may be given to the PRI
members in the content of the modules
– PRIs must be taught about PLA tools
– While talking on vulnerabilities, institutional vulnerability also should be considered
– The outcomes of the training should be linked with PRIs developing action plans with
support of block officials
– The team of the trainers should be gender balanced
– Follow up trainings must be scheduled
– Clear guidelines should be included for sub-components

– The training methodology must be clearly spelt out in a different document for trainers
– Training of soft skills like how to conduct trainings is a must
– How to include children in all the modules must be considered
– Food security and nutrition sector should consider livelihoods as one component
– A link between food security and climate change should be part of food security module
– The content should be gender sensitive
– Content should be precise and to the point
5. Suggested contributions of partners in the process

– PRISM can contribute by designing audio visuals/documentaries etc to make the training
modules more fruitful
– Mr. Hemadri will share the DRR material available to them
– Father Puthumai will share a GP plan to understand the role of PRIs better
– INSS can conduct pilot testing and can share experiences of DRR activities
– CASA can contribute through human resources and can share experiences
– Save the Children can contribute resources on child centred DRR, child protection and
education; and food security and nutrition
– TSRD has flip charts available which they can share
– INSPIRATION can share “Basic learning and Accelerated Reading Module in Child
Friendly Spaces”
– Posters should be designed for mass awareness on PRIs role in DRR
– Representation of SHGs at the GP level and Mahashangha at block level, can be
considered in module designing
6. Outcomes
– It helped the partners including NGOs, INGOs, government department officials and
consultants to come to a common platform and clarify issues and need for sector
specific trainings of PRIs
– It helped the sectoral resource persons to get a wide range of suggestions and draft the
content of the modules accordingly (The workshop helped in understanding the
resources and strengths available on DRR for module designing (Please see 5.
Suggested contribution of partners in the process)
– It brought interest and commitment of partners on the issue. The government partners
assured to train the PRIs after the modules are ready.
– The content for the module designing is ready for finalization (as given in Annexes).
7. Way forward with tentative schedule
Task Tentative schedule

After review and finalization of the By 22nd September 2010
workshop report, it will be shared with
partners for their comments and
suggestions
Finalization of sectoral consultants and By 30th September 2010
process of designing the training module
Designing and finalization of module By 30th October 2010
Field testing of modules in 2 GPs 20th November 2010
Reworking and finalization of modules By 5th December 2010
Translation of modules in Bangla By 10th January 2011
Simultaneous preparation of document on By 10th January 2011
training methodology for guiding trainers
Training of Trainers To be started by end of Jan 2011
8. Annexes
Annex 1:
Programme schedule
Day 1
When What Who
3.00 to 5.30 pm Presentation by UNICEF partners RKM, SHIS and TSRD
High Tea
Day 2
When What Who
9.30 to 10.00 am Welcome and introduction Mr. Nasir/Ms Lori Calvo
10.00 am to 10.30 am Background and objective setting Deepak
10.30 am to 11.00 am Introduction to DRR Mandar CV
11.00 to 11.30 am Tea break
11.30 am to 1.30 pm Technical session 1: Health Prabir Chatterjee
1.30 to 2.30 pm Lunch
2.30 to 3.30 pm Child protection and education Shubhra Jha
3.30 to 4.00pm Tea break
4.00 to 5.00 pm Child protection and education Shubhra Jha
(Cont.)
5.00 to 5.15 Recapitulation of the day
Day 3
When What Who
9.30 to 11.00 am Food and Nutrition Bubu Saha
11.00 to 11.30 am Tea break
11.30 am to 12.30 pm Food and Nutrition (Cont.) Bubu Saha
12.30 to 1.30 pm WASH, shelter and settlement Ajoy Bhattacharyya
1.30 to 2.30 pm Lunch
2.30 to 3.30 WASH, shelter and settlement Ajoy Bhattacharyya
3.30 to 4.00pm Tea break
4.00 to 5.00 pm Identifying available strengths and Mandar/Moushumi
way forward
5.00 to 5.15 Thanks giving and departure Mr. Nasir/Lori Calvo
Annex – 2
List of Participants
No Name Organization / Department

1
2
3
4
5
6
Annex 3
Report of presentation on DRR and PRIs
Background:
The training of Panchayati Raj Insitutions and block level government official for mainstreaming
Disaster Risk Reduction (DRR) is a significant step towards sustainable DRR process
integrated with development. This topic on understanding basics of DRR in the context of
development and role of PRI dwells with understanding of development for all, impact on
disasters on the development of most vulnerable and role of PRIs in reducing risks of disasters.
Looking at the disaster preparedness process in West Bengal and the learning needs
assessment the content of the topic is more on providing knowledge, skills and attitude intends
more to bring about the change in the ongoing practices than getting into technical details of
DRR. Understadning of 73rd amendment, functions of PRIs in the context of DRR measures is
the core of the topic.
Key Learning Points: 1 Let us understand the relationship of time with development
Illustration:1
Understanding relationship of time with development is thre is no disaster
Development essentially is the process of improved quality of life, with dignity. Quality of life
includes access to basic aminities, fulfillemt of basic needs, access to essential services and
livelihood. The Dignity means all the people are able to enjoy fundamental rights; they
participate in governence and are able to voice discrimination. Development is a continious
process, which progresses with time. However, disasters affect the continuity and achievements
of development.
There is a growing recognition underlying such a rationale; the risk of disasters is fundamentally
linked to environmental problems and unresolved issues essential for sustainable development.

Key Learning Points: 2 What happens to the hard won development due to disasters?
It is a longterm effort for a community to achieve socio-economic development. Remote

communities often have to overcome barriers of geographical accessibility to avail basic
services like health, education and public distribution system, water supply and sanitation.
Howerver even a low intensity hazard can set back entire achievements of the hard won
development. The escalation of frequent disaster events triggered by natural hazards is
increasingly posing a substantive threat to both sustainable development and poverty-reduction
initiatives. In such situation worst affected population is the most vulnerable section of our
society. The data indicates that single disaster event results into displacement, loss of livelihood
resources, increased cases of child traficing and malnutrition. It is essential to provide special
attention to the most vulnerables in the process of development as well as in DRR initiatives.
Illustration:2 Understanding How disaster affects the most vulnerable in the development
process. There are few who can come back to normal developmental course quickly,
there few who take more time but the come back to developmental course, however there
are most vulnerable who can not come back to the development process.
Key Learning Points: 3 Understanding the vision of resilient communities
Due to rapid population growth, rapid urbanization, and environmental changes, it seems that
disasters are increasingly diverse and complicated and our societies are even more vulnerable
to disasters. It is one of today’s biggest challenges how our communities can be made safer
against probable disasters. While many people are aware of the terrible impact of disasters
throughout the world, few realize that this is a problem and we can do something about it.
Disasters are no more rare events they strike every year with a new face, that is why it is
important to understand that "Disasters are a problem that we can and must reduce"
The concept of resilient communities help us to understand how we can make our communities
safe from the risks of disasters and how entire community can come back to the normal course
of development after disasterous situation.
Resilience is:
• capacity to absorb stress or destructive forces through resistance or adaptation
• capacity to manage, or maintain certain basic functions and structures, during disastrous
events
• capacity to recover or ‘bounce back’ after an event
Illustration:3 Understanding rfesilience in the context of Development process.
Key Learning Points: 4 Understanding Disaster Risk Reduction

DRR puts the community at the focus of identifying and reducing the risks of disasters.
Community and institutional participation are the essential dimensions of the DRR process.
DRR process is broadly identification and assessing the risks, which involves systematic
participatory investigation of exsisting vulnerabilities, capacities and hazards. This process of
risk assessments leads towards a process of participatory planning for preparedness, mitigation
and prevention.
Preparedness is the planning for empowering communities to become first responders for
coping with the risks and disaster situtions by ehnaced capacities of early warning, search and
resce, first aid.
Mitigation is the planning for advanced measures to reduce the impact of disasters. This
includes structural mitigation measures like infrastructure improovement, ecological
regeneration or non structural mitigation like insurance, micro credit.
Prevention is the planning for providing permenent protection from the risks, which involves
relocation, ecological sustainable development planning and advocacy.
It is important to recognise the role of governence as the key stakeholder in the DRR process.
PRIs can be the significant stakeholders in the DRR process.
Key Learning Points: 4 Role of PRIs in Disaster Risk Reduction
The 73rd amendment provides the necessary powers to the Panchayati Raj institutions to
function as institutions of local self-governance and plan and implement schemes for
economic development and social justice.
In India Panchayat is the village level body and lowest yet powerful component of democratic
setup. Panchayat can plat effective role to enhance organising community, forming village level
disaster response committees, developing early warning systems, organising rescue teams and
diversifying livelihood sources. Hence, it is extremely important to build capabilities of
Panchayat so that they can act effectively in times of disaster.
Panchayati Raj is a three-tire system of governance, which works at the level of village, block
and district under the name of Gram Panchayat, Panchayat Samiti and Zila Parishad
respectively. After 73rd amendment, more powers have been placed in the hand of people at
local level for development and disaster related activities.
Illustration – 4: Structure of PRIs.
It is observed that the structure till Gram Panchayat is functional, however there is a need for
strengthening the institutions of Gram Sabha and Subcommittees. These two institutions can
play significant role in risk assessment, identification of most vulnerable and a continual
implementation of risk reduction planning integrated with development planning. Gram Sabha
also can play a significant role in advocating for unresolved issues of development. The XI
schedule exlaining the tasks of PRIs clearly indicates that all DRR measures can be carried out
by PRIS. (Please see Annexure 1) As PRIs act as interface between community and other
stakeholders including the administration, their involvement assumes significance in community
preparedness and disaster mitigation by acting.
Key Learning Points: 4 Sectors of DRR and Development

Following is the dream of Safe communities explained by UNISDR. The dream explains the
sectors of Shelter and settlement, Eduation, Health, Food security. Local governence can play
a significant role in building resilient communities.
The dream of safe communities

It is possible to imagine a community or a nation that lived with a regard for nature, despite
its hazards, with a coherent disaster risk reduction strategy in place.
Housing would be built out of appropriate materials, adapted to local conditions and
according to building codes. Houses, hospitals, schools, markets, factories, government
offices, power supplies and other critical services would be built on sites least exposed to
risk. Communities would maintain forested or wetland areas as a form of natural flood
control, as sources of local renewable revenue and as security against other threats such
as erosion and landslide.
Civilians and government officials would be aware that a hazard that threatened one family
or settlement would also be a threat to all. They would maintain a network of early warning
systems and watchfulness, linked to the experts who monitored weather signals or seismic
instruments.
Elected or traditional leaders would have regular dialogue not just with local officials and
citizens but also with government agencies and scientists. Village councils would have
ensured structures that serve as safe shelters in a cyclone and safe ground for livestock in
the event of flood. Schools would teach children what to do when the river rises or when
the earth begins to shake. Farmers would have granaries or fodder stores safe from storm
and above any likely flood level. Health facilities would be safe and health centres would
work with communities to reduce risk from disaster. Householders would have small but
secure savings to help them through disruption caused by storm or inundation.
These communities would accept that information and communication were the most
important elements of all. People would routinely listen to daily weather reports and follow
local political and economic debate through radio, newspapers or television. Such
communities would be more likely to shore up their own flood defences, maintain their
drainage and secure their housing against destruction, through communal action.
Legislators would understand that public safety was part of their obligation and
administrators, of course, would be expected to police such legislation.
It is important to strengthen PRIs in this perspective of safe communities where all the sectors
of development and DRR intervention are governed for the vision of resilient communities.
Key Learning Points: 4 Skills for DRR process

Along with the knowledge of DRR and role of PRIs the RI members also need have following
skills to ensure sustainable DRR practice
 Developing interlinkages with respective line department for increased resilience.
 Participatory planning and budgeting for vulnerability reduction.
 Monitoring of essential services before and during difficult times.
 Community organization for the implementation of the risk reduction planning.
 Strategies of public awareness.
 Information collection and use for grassroots advocacy.
Key observations from the workshop:

The content presentation was appriciated however key suggestions were:
 Include roles and responsibility of each structure of PRIs and its relationship with DRR.
 Include details of the process of DRR.
Key Reference
XI schedule explaining tasks of the Panchayat Raj
Projects and programmes for economic development and social justice under the responsibility
of the Panchayati Raj institutions include:
1. Agriculture, including agricultural extension
2. Land improvement, implementation of land reforms, land consolidation and soil conservation
3. Minor irrigation, water management and watershed development
4. Animal husbandry, dairying and poultry
5. Fisheries
6. Social forestry and farm forestry
7. Minor forest produce
8. Small scale industries, including food processing industries
9. Khadi, village and cottage industries
10. Rural housing
11. Drinking water
12. Fuel and fodder
13. Roads, culverts, bridges ferries, waterways and other means of communication
14. Rural electrification including distribution of electricity
15. Non-conventional energy sources
16. Poverty alleviation programme
17. Education, including primary and secondary schools
18. Technical training and vocational education
19. Adult and non-formal education
20. Libraries
21. Markets and fairs
22. Public distribution systems
23. Health and sanitation, including hospitals, primary health centres and dispensaries
24. Family welfare
25. Women and child development
26. Social welfare, including welfare of handicapped and mentally retarded
27. Welfare of the weaker sections and in particular of the scheduled castes and tribes
28. Public distribution system (PDS)
29. Maintenance of community assets
Annex: 5
CBDRR Module Content for Health:
Health is not a constant. Climate change impacts on health and disease patterns. It also leads
to disasters which can cause their own effects on health. Other major health threats due to
climate change are caused by changing patterns of water and food insecurity, vulnerable shelter
and human settlements, extreme climatic events, and population growth and migration. At the
same time communities with better health status will be at less risk from disasters.
The content for the CBDRR module on Health for PRI members will have components as given
below:
 Linkages of Health with risk reduction in disasters and development through improving
resilience
 Resilient Communities bounce back when
o Disease outbreaks decrease,
o Deaths decrease to pre-disaster levels
 Essential Services function
o PHC at block for diagnosis and treatment
o outreach at camps for minor illnesses and diagnosis
o subcentres for pregnant women, immunization
 Community can Adapt to change and Resist hazards if
o Health information system identifies new diseases/ patterns
o Its members can adapt to stress and maintain mental health
 Inter-sectoral links- disease is prevented through
o Food- because malnutrition leads to disease and disease (TB, measles) leads to
malnutrition
o Water- because unsafe water leads to diarrhea, poor drainage leads to
mosquitoes and malaria
o Toilets- which prevent spread of diarrhea and without which girls may miss
school
o Sanitary Pads for teenage girls (Poushi scheme)- without which disease my
spread through dirty cloth and without which girls may miss school
Key learning points :Knowledge:

At the end of the session participants will be able to explain
 pre-disaster levels of disease and mortality (local IMR U5MR growth monitoring)
 (minor ailments, skin diseases)
 disease outbreaks that happen in different disasters
Essential Services
 BPHC and PHC- role
 Referral and Referral Transport
 subcentres
 Immunization Schedule
 briefly pregnancy- ANC, JSY, institutional delivery
 Birth Registration (situations- displacement)

 briefly RNTCP, NVBDCP
 role of second ANM
 role of ASHA
Adapt/ Resist change/ hazards

 what is health risk assessment
 what is disease surveillance- IDSP
 importance of prevention
 role of food, clean water, sewage disposal, growth monitoring
 role of immunization, hygiene
 methods of vector control
 signs of stress/ PTSD
Key learning points Skills

At the end of the session participants will be able to
 List contact person and phone number for Essential Services
o BPHC and PHC
o Referral Transport
o subcentre ANM, Supervisor
o second ANM
o ASHAs
 Demonstrate
o how to do a health risk assessment
o how to recognize symptoms of measles
o how to assess dehydration
o how to assess pneumonia (ARI)
o how to recognize TB, recognize malaria
o how to recognize poisonous and non-poisonous snakes
o How to prepare bleaching stock solution (WASH)
o how to disinfect drinking water (see WASH)
o how to prepare oral rehydration solution (WASH)
o hand washing (WASH)
 Organize Training for

o VHSC-s and SHGs for one panchayat
 Key learning points Advocacy

Panchayat can advocate
o Sub centre team to open centres regularly
o ORS and ORT corners
o Blankets in cold/ Mosquito Net in rains
o Delivery Kits
o If Camps/ Poor Immunization
o Special Measles Round
o Resume Routine Immunization as soon as possible
Feedback from workshop participants

 See Health Matrix (attached)

 Also other soft copies (attached)
References used
 Sphere Guidelines (also available in Bengali- hard copy)
 SAMBIT report (also available in Bengali- hard copy)
 Jokhon Daktar Nei (draft Hindi available, also available in Bengali- hard copy)
 UNICEF booklet on Water Sanitation in Floods (available in Bengali- hard copy)
 Sari Filtration (pdf article from Bangladesh)
 Safe Water (Power Point)
 Water Purification film (UNICEF Orissa)
 National Immunization Schedule (Power Point)
 Tasks for ORT corners
 IMNCI Handbook and Chart Booklet (also available in Bengali- hard copy)- refers to
treatment of fever, diarrhea, pneumonia, feeding problems (accompanying film with video
clips, exercises and photograph booklet)
 ASHA Modules 6 & 7
Annex: 6
CBDRR Module Content for Child Protection and Education:
Children are the future of nation and as the world’s youngest country India is has maximum
number of young citizens. The growth of the nation depends on the growth of her children.
Growth and development of children can be ensured only when they are protected and
educated in the right environment. If children are not protected against exploitation and abuse,
their growth and development gets hampered. The need of having a sector specific training
module on Child Protection and Education in CBDRR was recognized by UNICEF. It is a sector
in which we aim at sensitization of PRI and Block Level Staff for protecting children from all
sorts of violence, exploitation and abuse by community mobilization and creating a safety net in
the community to work in normal as well as in emergency situation.
In most disaster events, children’s perspective, needs and capabilities get neglected. Though
they are one of the most vulnerable group, they are not usually considered separately while
assessing risks or generating plans. Most of the time, it is adults who speak on behalf of them
which does not reflect children’s need in specific. Thus, a sectoral specific training for PRIs and
Block Level Officials on Child Protection and Education is being prepared through a consultative
process.
Child Protection and Education are kept together in this sector because of two reasons –
1. Education system can provide protection for children, or in other words, we can use
education system to protect children.
2. Protecting child’s right to education in time of emergencies is taken into consideration.
Key learning point 1: Impact of Disaster on Children

Impact of Disaster on Children is the first and most important content. With the knowledge of
this content, PRIs and the Block level Officials will know which are the areas they need to look
into while facilitating / guiding risk assessment before disaster and impact assessment
immediately after disaster. This will help them in planning appropriate interventions. The
impacts can be divided in two types – short term (first two weeks) and long term (three weeks
onwards). The elaboration is as follows –
Short Term Impacts:
 Displaced – displacement is common immediately after any disaster due to inundation of
residing places, damage to house and movement in search of food and temporary
shelter.
• Separation from family – as the disaster strikes, people run for their life leading to a
chaotic situation which cause separation of children from family. This also can be due to
death of family head.
• Loss of family support – when children go missing, they loose the family support
especially the love of the caregivers.
• Loss of playmates, favorite items, friends – for children, their favorite items come first.
Their favorite doll or any other play items with which they find themselves associated
gets lost during disaster.
• Decreased appetite – due to disturbed routine, separation from family members and
known people different physical, psychological impacts may occur such as Diarrhea,
Sleep disorders (insomnia, nightmares), Irritability and others.
• Tics, muteness – Due to sudden shock often children lead to convulsions and muteness.
• Child Death – heavy injuries can even lead to death.
Long Term Impacts:

• Try to adapt / cope with the situation – in all disaster, after a certain period, children are
found trying to cope with the situation. They find new friends and re-group. For
adolescent group, it is not that easy; but they also try to cope with the situation with
existing resources.
• Malnutrition / Starvation – long term food insecurity leads to starvation and malnutrition.
• Increase in number of Child Laborers – to meet the basic needs of the family and due to
insecure income sources for adults, in long run children get into work and the number of
child laborers increases.
• Child trafficking – there are some people within the community who take advantage of
the mishap and the situation, and traffic children.
• Fake child marriages – most of the parents unknowingly or even some times knowingly
engage their girl child in fake marriages often in exchange of money. In some cases they
marry off their daughter to give her a secure life and to send her out of the situation; but
in some cases they consider the girl as a best resource for getting money.
• Physical, mental and sexual Abuse of children – whether the children are with the family
or separated from the family, they face abuse in various forms. Most of the times it is
from the neighbors, relatives, and some times it is even from the family members, while
they are with family or engaged as laborers.
• Social withdrawal – due to constant stress and abuse, children can get into to serious
psychological problems, can lose self confidence or become unsociable.
• Child Death – due to various physical and psychological reasons in long run children
may die.
Key learning point 2: Factors contributing to increased risks to children

The content relating to factors contributing risks to children will enhance the knowledge of PRI
and Block level Officials and help them in planning how to minimize the factors and their impact
on children. The factors can be divided in two groups – in general condition and in emergency
situation. The factors that contribute to risk factors in general condition prevail in a severe
manner in emergency situations. Thus, the PRIs need to assess these factors and generate
awareness among community people so that these factors can be taken care of before and after
emergency situation. The factors are as follows -
Social Factors:
• Discrimination against girl child – it is common in West Bengal to discriminate against
girl child and not allow their right to proper food, education and other entitlements.
• Parents’ alcohol abuse – in most of parts of West Bengal, alcohol abuse is a big social
problem which fuels the risk factors to child protection. Often the children are beaten up
by the father leading to serious injuries and sometime their books and copies are burnt.
• Domestic violence – problem between parents or such other domestic violence puts the
children’s fragile mind in a state where they have negative impact about family life and
relationships. Children are directly or indirectly affected by the domestic violence. Often
children end up with running away from the house due to domestic violence.
• Myths and misconception – following myths and misconception or the social taboos
often children are at risk. The community need to identify those and with the help of PRIs
create awareness among the public.
Economic:
• Child labour – due to poor economic background of the family children are sent out to
work so that they can help the family. Often, children (adolescent) choose to go out and
work to support the family and end up with various kinds of abuse and exploitation.
• Marrying off girl children in exchange of money – parents marry off their girls in
exchange of money to help other child’s education or marriage.
Cultural:
• Help in household work – in rural and poverty ridden urban pockets of West Bengal it is
a culture that the girl child learns the house hold works in the age of 6/8 years and help
the mother. It was also found in the absence of the mother, the girl child is taking care of
the entire family at a very tender age.
• Taking care of younger siblings – it is a common picture of rural Bengal where elder
siblings are given with the responsibility of taking care of younger children while their
mother is busy in cooking, fetching water or some other household or agricultural work.
Geographical:
• Proximity to river, hills, forest, and International border put children in more risk. Where
the village is close to river and hills while playing children meet with accident or lose their
lives encountering tiger (in Sunderban area) or elephant (in Jalpaiguri and Purulia). In
the villages that are close to International border, children get into unlawful activities.
Key learning point 3: What is Child Protection?

It was felt, instead of formal definition of child protection the measures that prove that child
protection and education is ensured will be much useful for the PRIs and Block level Officials to
know. With that they can plan and take measures in respect of other line departments.
The measures are as follows –
• All children are registered immediately after birth – birth registration speaks about the
child’s existence and if children are not registered, they are more prone to get trafficked.
• Children are immunized at right intervals and are healthy – routine immunization
ensures the health of children and save them for the deadly diseases. Their nutrition
status can be monitored which will indicate their physical and mental growth.
• All Children are enrolled and go to school irrespective of sex, caste – all children are
entitled with the right to go to school and complete primary education.
• No school drop out – drop out is a common factor in rural Bengal, especially with
adolescent girls. There are various reasons behind drop out, viz: school is far from
house / village, teachers are non-cooperative and insensitive towards students and often
beat them, no separate toilet facility for girls with puts them in tremendous pressure
during menstruation days, roadway to school is not safe or communication mode is not
available or if available is not safe.
• Girl children get equal opportunities as boy children – often girl children are put under
restriction and not provided with equal opportunity as boys. Example: going out of house
in the evening - boys find more opportunity than girls and they do not have any
restriction. If the reason is assessed, the factors contributing to it are bad
communication, bad security provisions and others.
• No Child Labour, Child Abuse, Child Marriage – to protect children from these three, it is
essential to make the parents, school teachers and the community aware about the
consequences of Child Labour, Child Abuse and Child Marriage. It is often seen that the
child is abused or exploited within the house by the family members. In some other case,
it was found that the family members are arranging for the child marriage or putting the
child to work to earn money.
Key learning point 4: Role of Education System

• Ensuring Disaster resistant school infrastructure – As the children spend most of their
time in the school thus first it is essential to make the schools disaster resilient. For this
each school needs to have fund provisions to repair the building as per the need, and
the fund needs to be utilized properly.
• School continues in the time of emergency or opens immediately after disaster – it is

mandatory for the school to function at all situations. If the school closes during disaster
then there is a need to assess the following – if the school is in low lying area causing
inundation of school building or school is used as temporary shelter in the time of
emergency; school building is not resilient to common disasters like cyclone, flood etc.
• School opening on time, teacher coming on time – other than emergency situation, PRIs
can check the proper functioning of the school such as does the school open on time
and teachers are regular and coming on time or not etc.
• School has its own facility of safe drinking water, separate toilet facilities for boys and
girls – it was seen in most of the rural schools, the tube well is situated outside of the
school campus or the toilet is far from the school building or do not have facility of
drinking water or sanitation. In this entire situation, there is high chance of children
getting into trouble. If the school is close to a high road, river, and hill – students may be
in trouble at any time. Thus, PRI need to do assessment if the schools are free from
risks and what are the other risks that may arise during emergency and then to plan
accordingly.
• Include Disaster Preparedness and Response mechanism in school curriculum – it is
also very important to include the children into DRR by making them aware of
preparedness measures and the immediate response in terms of what they can do in
time / immediately after disaster.
Key learning point 5: Legal Provisions for implementing Child Protection and Education
 UN Convention on Rights of the Child (ratified by India 1992): speaks about
1. …special protection measures and assistance;
2. …access to services such as education and health care;
3. …grow up in an environment of happiness, love and understanding
 Hyogo Framework for Action 2005-2015:

To Use knowledge, innovation and education to build a culture of safety and
resilience at all levels.
 UN Millennium Development Goal (Goal 2):

To Achieve Universal Primary Education by the year 2015
 Other Child Protection Act / Policy:

Integrated Child Protection Scheme, Sarba Siksha Abhiyan, Balika Sambridhhi
Yojana, Kishori Shakti Yojana, Nutrition Program for Adolescent Girls, Rajiv
Gandhi National Creche Scheme for Working Mother and others.
Key learning point 6: Role of PRI and Community in respect of Child Protection and
Education
Other than mobilizing community it is also essential to list the role and responsibilities of PRIs
which need to be identified with the community and shared as per the line departments. The
work could be as follows -
• Identification of separated children and arrange for support through crèche, Children
Homes as per the need – in the time of disaster due to displacement and chaotic
situation often children go separate from their parents and other family members. It is
essential to identify the Government homes or NGOs working for such children in
advance so that immediately after disasters separated children can be handed over or
referred to those institutions.
• Advocacy for Child Protection on higher level and include this in Village Development /
Disaster Management Plan – as it is mentioned in background that often child protection
and education is not considered as a sector of DRR which need to be included in risk
assessment and further planning for the village. If this sector is included in the Village
Disaster Management Plan then it willl be much easier to ensure child protection through
segregation to responsibilities and monitoring.
• Enable linkage of community with Childline (1078), Women and Child Welfare
Department, Education Department, Police Department – often due to inadequate
information, people fail to approach to the right place on right time. Here PRI can play an
important role by helping the community to link with the existing institutions available and
by informing them about their duty and contact details.
• Compulsory registration of migration at GP level – if PRI makes migration registration
compulsory in GP level and stop giving age certificate or No Objection certificate to
minors – unsafe migration can be prevented or traced.
• Replication and proper implementation of Kishori Shakti Yojana – though Govt of West
Bengal has schemes to capacitate Adolescent girls under KSY, it is limited to few
Anganwadi only. The scheme is also deficiency in implementation at many locations.
The KSY scheme can be replicated at other AWC and the training that are suggested to
be included can be completed, this will help in the protection of adolescent girls. The
subject Child Protection and Education can also be included in their training and can
include adolescent girls to plan for themselves.
• Recognition and identification of roles and responsibility of Community vigilance
Committee, Adolescent boys / girls group, NGOs and CBOs working in the area – PRI
can also give recognition to the CVC and AGG and can promote Child Protection
through them.
Key learning point 7: Relationship of Child Protection and Education with other sectors
of DRR
As one of the sectors of DRR it is associated and linked to other sectors especially with –
1. Health – if health facilities are not properly functioning or at non – functional then it can
lead to serious physical or psychological problems for children. Through PRI it is
essential to check whether the Health Service systems are functioning properly through
out the year and specially during emergency. It is essential to check, if the PHC has
proper and sufficient staff to work, stock of medicine is available, there is enough space
to operate.
2. Food and Nutrition – if food is not ensured and nutrition is not up to their need children
can suffer from malnutrition which again can hamper child growth and development.
Through PRI it is essential to check whether the Public Distribution System is working
properly or not, they are opening on time, having sufficient stock to supply and have
quality food to give. The Food Inspector has an important role to play and keep an eye to
ensure food security.
3. WASH – If water, sanitation and Hygiene facilities are not properly working that can also
affect child protection. In most parts of Bengal it is children who fetch water from the
tube well and pond to help the mother in cooking. With poor water and sanitation facility
they are prone to more risks. In most of the villages people do not have proper sanitary
toilet and so it becomes hard for the adolescents to maintain Reproductive and Sexual
Health; especially for adolescent girls to maintain menstrual hygiene. PRI and Block
Officials can turn a village into Nirmal Gram by using various schemes / grants to help
community people to build disaster resilient sanitary toilets.
Even while planning for shelter and settlement it is essential to assess the cultural and
religious beliefs and faiths to ensure child protection. Even for constructing houses under
Indira Awaas Yojana Scheme, PRI and Block Officials need to keep in mind the issues
related to DRR.
4. Livelihood - It is essential that parents have secure multiple livelihood options; other wise
it will be impossible to deal with child labour. It was experienced that immediately after
disaster parents take their children with them for work or send the children out to work to
help the family expenses. Through PRI it is essential to ensure that all families have job
cards, that they get 100 days of work under National Rural Employment Guarantee Act
and Minimum Wage Act is followed properly throughout.
Maintaining minimum standards in health, nutrition, hygiene, water and sanitation and food
security are integrally connected with the issues of child protection.
Skills:
Other then knowledge PRI and Block Officials also need to learn the following skills to ensure
child protection and education.
• Creating Child Friendly Space in each village – CFS can be built anywhere in the village
such as primary school building, Anganwadi Center, Primary Health Center, Club house
of the village or any other reliable and easily accessible place within the village. CFS
mainly function during emergency situation only to provide a safe place for the children,
to keep them within the educational system and to help them in catharsis and ventilate
the shock, anxiety and tension caused by disaster. How to deal with children in CFS will
differ between different age groups and similarly different Teaching and Learning
Materials are used for different age groups. PRIs can mobilize space, volunteers and
TLM for CFS.
• Awareness generation to stop Child Exploitation, Abuse and Violence through
discussion, audio-visual aids, rallies, FGD. With the help of law enforcement agency
PRIs can ensure that the laws are followed strictly. At the same time mobilize community
to report for violation of any law. For this the contact details of necessary Government
Line departments should be available with the community and PRI need to take special
initiative in gathering and disseminating all the contact numbers.
• Awareness on myths and misconception – PRI should take special initiative to aware
community people and prevent child abuse, exploitation and violence because of myths
and misconception.
• Family Tracing and Reunification (if required) – immediately after disaster, for the lost
and displaced children PRI need to plan special initiatives how they can be traced and
reunited with their family. Also there is a need to implement birth registration strictly so
that each child and their address are properly maintained on paper. It is also essential to
teach the children (especially small children) to learn parents name, address and phone
number (if possible).
• Involving Police Department in programs – to aware the community people on existing
law and how the police department can be approached for various difficult situations
need to be explained by Police officials. PRI need to look into the police record and
catch the trigger points that reflects child protection and education at risk.
• Organize medical and psycho-social support for the children in difficult situation –
basically children are fragile and far from logical thinking. They need love and care in
general but in times of difficult situation, they need special attention. It is the role of the
PRI to link the community with the institutions that provide special care such as medical
and psycho-social support to children.
• Developed Effective Mechanisms within the communities to work as safety net through
the participation of various micro and macro level stake holders – PRIs and Block Level
Officials need to mobilize community to build Community Vigilance Committee,
Adolescent Girls Group and other peer groups and recognize such network. It can be
done through Self Help Groups, Community Based Organizations, Parent Teachers
Association, Village Education Committee, Anganwadi Center, Primary Health Center,
School Inspectors, District Education Officer, Women and Child Development Program
Officer and others.
• Role plays and mock drills.
Feedback from workshop participants:

 Ensuring minimum wages in all sectors is a key to reduction in child labour. If we
want to work for the welfare and protection of children, we must work with adults.
 Participation of children in development programs and in issues that pertain to
them need to be paid attention to, to ensure protection and education of every
child.
References used:
1. UN Convention for the Rights of Children
2. Hyogo Framework for Action
3. Standards for Education in Emergencies, Chronic Crises and Early Reconstruction,
by Inter agency network on education in emergencies
4. School Safety, by NDMA, Ministry of Home Affairs, GoI
5. Core Commitments for Children in Humanitarian Action, UNICEF
Annex: 7
Training of Panchayati Raj Institutions and Block level officials
Topic: WASH in DRR
Background:
A safe and sustainable water supply, basic sanitation and good hygiene are fundamental for
a healthy, productive and dignified life. And yet many of the world’s poor people lack access
to an improved water supply and improved sanitation facilities. Poor access to water,
sanitation and hygiene results in tremendous human and economic costs and reinforces
gender and other societal inequalities. Chronic diarrhoea diseases debilitate victims and,
coupled with malnutrition, induce a negative spiral into poverty. The productive activities of
poor people are severely restricted by ill health from water- and excreta-related disease, as
well as by the time and energy spent fetching water. Access to safe water and sanitation
facilities is a basic human right that safeguards health and human dignity. Every individual
deserves to be protected from disease and other health hazards posed by the poor disposal
of excreta and human waste. Millions of people die each year due to unhygienic
environments, their food and drinking water contaminated by faeces riddled with bacteria,
viruses and parasites that cause diseases such as diarrhoea, the deadliest killer of children
under five in developing countries. Solving the water and sanitation problem and helping
people to practice better hygiene can save many lives and reduce incidence of disease.
Risk reduction is an indicator of the sustainability of services. The work that is carried out to
reduce vulnerability and to strengthen the system will be expressed in its capacity to remain
and to survive in the event of disaster. WASH activities should be carried out ( planning,
implementation and monitoring) in such a manner that the community can cope with the
disaster by the way of adapting or resisting changes, initiating essential service functional
or bouncing back.
The content of this topic is organised from simple to complex. Understanding WASH, Hygiene
improvement framework for risk assessment and WASH risk reduction planning are the key
content points, which will help PRI members and block level officer to bring in a practice of
implementing WASH development programmes with the goal of DRR.
Key Learning Point: 1 Understanding WASH:

Water, Sanitation and Hygiene (WASH) plays significant role in preventing water related
communicable diseases during normal course of development as well as during emergency.
The WASH sector deals with safe water supply, safe sanitation services and safe hygiene
behaviour. People’s participation is the key for any successful WASH intervention and PRIs
can play significant role in planning and implementing such interventions during normal
course of development as well as during emergency.
The main objective of water supply and sanitation programmes are to reduce the
transmission of faeco-oral diseases and exposure to disease-bearing vectors through the
promotion of good hygiene practices, the provision of safe drinking water and the reduction of
environmental health risks and by establishing the conditions that allow people to live with
good health, dignity, comfort and security.
WASH programme comprises of six elements as shown in the illustration – 1
Illustration: 1 Six elements of WASH intervention

Key learning point 2: Understanding Water related communicable diseases
Poor living conditions, lack of safe and adequate water supply, lack of sanitation facilities,
lack of environmental cleanliness and poor hygiene behaviour often results into outbreak of
communicable diseases. The risk of such communicable diseases increases at the time of
disasters.
Water related communicable diseases can be classified into three categories as shown in
illustration: 2.
Illustration: 2 Classification of water related infections

It is important to include WASH as one of the important sectors for DRR to prevent water
related communicable diseases.
Key learning point 3: Understanding Hygiene improvement framework

Hygiene improvement framework provides significant insights for the planning and
implementation of WASH programme. The framework also can be used for the WASH risk
assessment. There are three pillars of WASH disease prevention (1) Access to hardware (2)
Enabling environment (3) Hygiene promotion. All the three pillars are interdependent and
absence of any one of these pillars creates the risk of WASH diseases.
Illustration: 3 Hygiene Improvement framework
Key learning point 3: How to use Hygiene improvement framework for risk assessment
PRA tools play significant role in participatory risk assessment. Hygiene improvement
framework provides guidance for such participatory risk assessment.
(1) Access to hardware: Mapping of available hardware of water supply, excreta disposal,
drainage and solid waste management will help in identifying the most vulnerable
population that does not have adequate services. The mapping also can provide
information about the hazard prone geographical areas where the essential hardware or
facilities get affected during disasters. e.g.: (1) Number and locations of hand pumps
which get submerged during floods. (2) Location of garbage pits, which during rainy
seasons bring garbage along with drainage water.
(2) Enabling environment: Focussed group discussion with women, school-going children,
and adolescent girls can provide significant information about the difficulties while using
WASH facilities. This will also provide an assessment regarding status and quality of
public facilities. e.g. (1) Long distance of hand pump for the habitat may result into
fetching of limited quantity of water which may result into the risk of Water washed
diseases. (2) Are schools toilets safe for adolescent girls?
(3) Hygiene Promotion: Transect walk, public meetings will help in understanding the risk
behaviour of the community the risk behaviour can be assessed using following five
categories:
a. Water handling: Collection, transportation, storage and consumption.
b. Food handling: hand washing, use of water, cooking, storing and consumption.
c. Environmental cleanliness: Household level cleanliness, places for domestic
animals and birds, drainage, neighbourhood cleanliness, cleanliness of public
places like schools.
d. Excreta deposal: Where do people Defecate? , Desistance from drinking water
source , Desistance from food storage , Cleansing practices, Types and condition
of toilets , Hand washing with soap, Handling children’s feces
e. Personal Hygiene: Hand washing, bathing, menstrual hygiene, washing clothes
Key learning point 3: Role of PRIs in WASH Risk Reduction Planning and
implementation
Based on risk assessment Panchayat can plan for the improvement in all the three elements
with the goal of making community free from public health risks. Following illustration explains
what roles can be taken up by village level PRI structures:
Illustration: 4 Role of PRIs in WASH risk reduction planning

Key learning point 4: WASH Skills for PRI members:

The critical skills that a PRI member needs to have are:
Skills of public health risk identification with regard to Water handling, Food handling,
Excreta disposal and Environmental cleanliness.
Skills to identify needs with regard to access to hardware and enabling environment
Skills of communicating with communities for public awareness
 Skills to monitor the public health situation of the community and communicate it to the
block level health officials.
Skills of networking with block Panchayat, district Panchayat and other civil society
actors for project mobilisation.
Skills of community organisation for efficient Gram Sansad and Subcommittees.
Skills of using F chart for strategising and planning to put barriers to the channels of
disease transmission,
Illustration: 5 F chart: Triangles indicate the sources / channels of disease

transmission, vertical red lines indicate the barriers.
Observations:
 WASH being a large sector it is important to provide significant amount of time in the
training process.
 Roles and responsibilities of PRI (Gram Sabha, sub committees and Gram Panchayat,
block Panchayat and district Panchayat) needs to be discussed in detailed.
 Interlinkages of other government departments like PHE, Health, and WCD need to be
brought in for the further clarity.
Annex – 7
Shelter and Settlement for DRR and role of PRIs
Background:
In an effort of the workshop facilitated by the Red R India for Unicef to define the content of the
training modules proposed to strengthen the capacity of PRIs at different levels of CBDRR and
village development programmes the essential aspects of Shelter and Settlement Planning as
an integrated Sector in Disaster Risk Reduction and Development.. The participants of this
workshop were from different managerial and programme background representing various
different practicing NGO agencies in West Bengal.
During the session the topic of Shelter and Settlement as a continuous process of transitional
development was understood by the participants and a general idea on the scopes and points of
DRR Shelter integration in the process of response and development were also envisioned. The
broad objective of this session was to widely discuss the varied context of Shelter and
Settlement Planning in DRR and developmental programmes and share the knowledge and
experience of successes and learning, the vital role of local governance [PRI/ BDMO]
integration making the difference in the effectiveness and efficiency of the programme delivery.
Key learning points
The entire process of Shelter and Settlement and the Role of PRIs in the integrating this
segment in the CBDRR framework is further understood as a combination of social and
technical components as the civics of engineering. More importantly understanding the training
and capacity building needs at different levels and context, who needs to be trained in what?
The needs and priorities of different stakeholders and implementing partners in both normal
developmental course and post disaster response with the idea to promote the values of DRR
identifies various descriptions of role involving local governance, PRIs BDMOs and other
supervising and practicing agencies. The contexts were broadly discussed by the help of a
Matrix considering the important elements of a shelter strategy under local situations. The role
of PRI was sought in ensuring both technical and social deliverables. The idea of need based
programme design directing the programme deliverables is found to be very fundamental at this
point.
The discussion of the point that what knowledge, skill and attitude that the PRIs and other local
practicing bodies in DRR Shelter integration needs to carry was facilitated for a participatory
inputs for the content development with the following findings,
Knowledge:
The basic knowledge and fundamentals of a good shelter and settlement programme design
and its social and technical elements of good practices shall cover the following topics.
1. Basic criteria of performances: Habitabiltiy, Durability and Safety are three key aspects
that define the performance of any type of shelter or dwelling unit in any phase of response
and construction.
Habitability to a large extent shall consider the comfort and dignity of the dwellers ensuring the
appropriate design and materials with respect to the local climate, culture, intersectional
linkages with WASH and livelihoods, personal security and privacy etc.
Durability in a broader sense shall also look at conservation aspect of the Shelter design and
materials used, its performance for in the given period of time, cultural preferences for livability
and affordability, local skills, capacity and access to technologies for construction and care and
maintenance, the recycle and reusability in Shelter Transition.
Safety of a shelter and settlement is the key focus of DRR integration which requires a larger
attention and participation among all groups of local and external responding agencies at all
level of programme to address the key issues of DRR Shelter with appropriate technical support
in safe site identification and key safety features and standards of a hazard resistant shelter
commonly agreed, understood and promoted at all levels, through various knowledge transfer
mediums, demonstrations, advocacy and promotion.
2. Knowledge of common Standards
It is important that the knowledge of humanitarian common standards of sphere in practice and
international humanitarian obligations of best practices recognized at PRI and community level
to be integrated at all Community based development and DRR programme. The basic
knowledge about the use of sphere in practice shall be promoted for adoption.
3. Updates on common cross-sector learning
More advance cross-sector learning and sharing from the ongoing developmental and DRR
strategies shall be continuously updated through knowledge transfer mechanisms and
knowledge sharing platforms. The DRR shall be always seen as an embedded component to all
cross sector response and development goals at every level of planning and implementation,
finding and lessons learnt shall be a continuous process through Monitoring and Evaluations at
all stages of development.
4. Knowledge of Sectoral Standards, perceptions and revisions
The Sphere Minimum Standards for Humanitarian response during emergencies provides
certain set of standards for all important sectors of Disaster Response, though these standards
are the minimum set of standards with quality indicators and guiding principles, the same could
also be used as a guidance for normal developmental course at extreme cases, in many cases
of field experience the perception of these guidelines are observed to be restricting the quality
which shall not be the case and it is important that the trainers take extra care while content
development for a DRR Shelter training module design. In most municipal and urban context the
minimum standards for covered living space and other norms for light ventilation, design and
engineering shall be guided either by the local or National Building Bye laws, the same could
also be used as a derivatives even in rural developmental context.
The Sphere Minimum Standards for Shelter and Settlement Planning provides the knowledge of
general social minimum standards covering Strategic Planning, Physical Planning, Covered
living Space, Design and Construction. Whereas the guidance from the local and national
building byelaws are more technical information, in many context of normal developmental and
response course the NBC shall be the guiding standards covering minimum area requirement
and minimum dimensions based o the activity, FSI / FAR of the building based on the regional
planning guidelines, bearing capacity etc., height of the building, coastal and river bank
regulations, structural types and minimum standards for construction.
5. Updates on Sectoral learning, feedbacks and improvisations
During the discussion the need for an upward feedback to the programme design and response
strategies was strongly expressed, this is actually a continuous process in the entire cycle of
community consultancy and accountability which eventually help the process of improvisation by
learning and development, any case of conflict, rejection, substandard quality,
inappropriateness or community boycott shall be considered while designing and implementing
in the local context.
An example of a successful model of a shelter response strategy and approach in a particular

context may not be feasible in other community situation, the sectoral learning and knowledge
sharing shall help in choosing appropriate tools and methods for a community programme
design and implementation. It will also be very useful to update the findings and learning from
the programme on period basis for developments and improvisations
6. TEK- Traditional Ecological Knowledge, examples
It is important that the programme standards are checked and verified against the local skills
and knowledge and are developed on the same. Most of the time the local technical knowledge
and wisdoms helps to find indigenous solutions to difficult technical problems making the
approach energy efficient and environmental friendly.
Suitability and appropriateness of the proposed building type, materials and technologies shall
be discussed with the local experts for its feasibility, feedbacks and suggestions. This process
might be very sensitive and critical and requires experience, skills and technical knowledge for
handling. It is important that the community focal points and the trainers under the PRIs are
socialized about the sensitivity of handling such situation by sector expertise, it is important that
the team is sensitized about the environmental impact of the programme at all stages.
7. Local and National Policies
At PRIs level the programme shall have a complete knowledge of all its elevations, good
knowledge about the local and national policies on housing schemes and settlement
programmes includes the resettlement schemes, provisions for grants and loans for
construction work, benefits under various scehemes for financially backward secotors, claims,
procedures and its eligibility. One of the important roles of community leaders under the PRI
establishment may also encourage and support the community to take benefits from available
policies and schemes under housing and settlement sector and also to insuring their properties
and other assets against damages in future.
Note: the local policies and schemes at each village and districts may differ at different states
and ministries.
8. Local and National Construction Codes and Building Laws/ Standards
The most common findings of failures from the post disaster assessments in shelter is due to
the sub standard construction technologies, the percentage is normally high in the rural area but
in many cases it is observed to be equally bad even in urban areas. The GoI National Building
Codes provides details of technical and planning standards for certain categories of building
types, that also includes codes for residential and public buildings. In many states and districts
the local building bye laws derived from the central building bye laws defines the standards for
construction in seismic zones and other specific regions like various different soil strata etc.
Other than this the National Coastal Regulation Zone [CRZ] defines the norms for constructions
along the sea line and river belts.
At the PRIs level under the DRR Shelter initiatives it shall be really vital to establish certain legal
bodies and technical authorities of qualifies officials for approvals of certain building and
construction types ensuring the basic health and safety factors of the community housing. In the
urban municipal area such cell are already functioning which shall also replicate to the
vulnerable villages in the disaster prone area. These would certainly require intense capacity
building, training and awareness at that level, which could be thought through a no: of
knowledge transfer mediums like radio awareness, clinics, IECs etc.
9. Knowledge about the governing bodies and their authorities
Awareness about the authorities, people entitlement, legal rights and other administrative and
legal supports for land and other homelessness issues is always a very strong wakefulness for
the remote and rural community under the PRIs, it is a very common surveillance that the far
flung communities and sometimes even bright villages often lack awareness about the
governance of authorities and often imprudent about where to go and what to request for? At
the PRIs and Gram Sabah level these issues can be well handle at the local level, bigger issues
of landlessness and homelessness shall be coordinated through the gramsabah and the PRIs to
the higher authorities for resolutions. These initiatives of capacity building and trainings at the
Panchayati Raj Institute levels has a very good scope to present an efficient and effective model
of dealing with complex cases and situations of shelter and settlement programme also at the
same time would be beneficial in insuring and securing community opportunity with DRR
linkages.
Skills
The Role of PRI in DRR Shelter initiatives and the training need would require various skills at
different levels of assessing the needs and designing a need based development strategy also
adhering the leading standards and guidelines. During the workshop the same was facilitated as
a point of discussion and the outcome were listed under two broad categories as Social and
Technical’s.
Social Technical’s
1. Socialization is the key and power to In the technical side the PRIs shall
any success at the community level, be cover all the planning, engineering,
it for awareness raising, counseling, managing and execution skills.
protection or promotions. Getting people
Here are some points provided
together for causes shall be the ultimate
goal. during the workshop.
1. Analyzing and assessing

2. Community Relationship building also a 2. Technological
part of socialization but shall be a 3. Scoping and Programming
slightly different participatory and 4. Resource Mapping and
proactive approach towards Managements
accountability and facts findings during 5. Training and capacity building
the programme processing. 6. Monitoring and Evaluating
7. Leaning and developments
8. Disaster resistant building
3. Participatory risk assessment and technologies and knowledge
shelter need assessment 9. Identification of cost effective and
hazard resistant technologies
10. Construction project management
4. Participatory coordination and training
management structure- design/ tools 11. IAY shall link to low cost disaster
resistant model
12. Training of local masons and
5. Rosters and registrations of local carpenters on safe shelter
masons , carpenters and other technical technologies
persons
Feedback from workshop participants
Here are the feedback received from the participants during the workshop on the DRR Shelter
Training needs
1. The PRIs shall be technically and technologically equipped with GIS Mapping
instruments
2. The PRIs shall be aware about the different types of houses, their appropriateness for
the given location and nature of disaster
3. Participatory planning considering social and cultural needs

4. Knowledge on land distribution related policies for rehabilitation / resettlement
5. Proper usage and disbursement of IAY
6. Capacity to be the first responder in the event of natural and unnatural disaster live fire
accident.
7. PRIs should have the knowledge of disaster resistant design and construction
8. Traditional coping mechanisms to be strengthened
9. Site Planning knowledge about choosing safe location and consideration livelihood
options etc.
10. Monitoring of migration pattern in post disaster scenario
11. The projects available with government and actual planning process
12. Training needs at PRI level on social and technical aspects of shelter and settlement
planning
13. Knowledge of building codes and hazard resistant houses
14. Knowledge about available funds and funders
15. Knowledge on implementing and participating agencies
16. Programme monitoring and reporting
17. Knowledge on cross sector linkages
18. River Island – Handling of displaced population and disaster affected community,
capacity and knowledge for response and DRR
19. PRIs role in influencing the land rights and the issues of landlessness
20. PRIs role in controlling substandard planning and constructions
21. Capacity for post disaster retrofitting for the repairable structures
22. Awareness about the landless labours/ workers
23. Issues of forest land encroachments
24. Government orders and code of conduct
25. Decentralization of authorities from maximum hold at state level
26. An approach of building resilient communities and not just shelters
27. Construction with maximum participation and minimum grants
28. Most of the time the grants are not enough to construct house and hence the response
solutions are also substandard, such housing building grants does not make
development effort effective.
29. PRIs shall have a land use zone Map and planning, identifying the safe locations for
construction.
30. The CBDRR Shelter trainings modules to include the information on available housing
schemes, grants and policies and if there are aid agencies working that should also be
briefed.
References used (soft form) used to extract the content for the training module
Disaster Assessment Scoping Priorities / Focus Strategy

s Mandates scoping the
role of local
body
Fully damaged Total need and Most Gender

houses organizations Vulnerable
capacity groups
Partly Self Managed Quantity and Appropriate

damaged Reach solution
houses
Displaced Community Quality and Best Practices

population managed Process
Homeless Home owner Facilitation and Safe Shelter

people driven Self Help built Techniques
Need for Cash programme Introducing

Temporary with Technical technologies
Shelter / Support
transitional
Shelter
Scoping for Contract

permanent Management
house
Standard Strategi Physical Desig Constructio implementatio Monitoring

Parameters c plannin n n n
Planning g
STAKEHOLDER
S
PRI
Conclusions:
The intend of this workshop to develop the content for the training modules for to strengthen the
capacities of the Panchayati Raj Institutes has briefly discussed the contents for various context
and situations the simple tools used for the training need identification enabled the participant to
provide the feedbacks of the session which points out many important areas under varied
context of housing programme as coverable contents for the Shelter DRR module development.
Annex: 8
CBDRR Module Content Food Security and Nutrition:
Food security is essential to save lives in normal and especially in humanitarian situation. The
Food Security and Nutrition training contents includes definition, and Act. At the same time it
shows the linkages or correlation between the food security, malnutrition and low productivity
which will strengthen the perspective of PRIs and Block Officials to perform their task in an
efficient way at the local level. It is expected that PRI will be in a position to negotiate with
higher authority when they get to know about Acts and Rights of people. This is also to be noted
that the Humanitarian Charter and Minimum Standard of SPHERE, Hyogo Framework of Action
and MDG goals are the key reference points for developing the contents on Food and Nutrition
security.
Food security is closely linked with livelihoods options and opportunities for survival of an
individual or family. The natural calamity directly affects the balance between the food security
and livelihood options at the community level. The food insecurity conditions leads to
malnutrition or diseases due to unavailability food, and insufficiency of quality food among the
affected population. The vulnerable people normally live in vulnerable pockets of a community
are the worse affected in such situation. Therefore emphasis on DRR is highly relevant where
PRIs and Block Officials are trained to enhance the local capacities so that they will be in a
position to take appropriate and timely interventions. This process facilitate to develop a
resilience community to cope with natural disaster
Training Participants:
PRI members and Block Officials: It is presumed that the contents of training module of both
(PRI and Block Officials) will be same. However two different methods will be adopted to
organize training for both of these target groups considering the educational level. In order to
ensure common understanding on DRR and inter-sectoral collaboration on various sub-sectors,
it has been suggested that some of the PRI members and block officials will participate in both
the trainings. So that, they will have common understanding on CBDRR and will incorporate
DRR approach in the development programs at the block level.
Methodology: while developing the contents sector specialist has given enough attention to
consider the role of PRI as per 73rd amendment (eleven schedule- article 243G) and
qualification level of Block level Officials. It has been decided to make the module simple with
sector specific information which will be useful at the local level.
Key Learning Points:
 Developed conceptual clarity on food and nutrition security.

 Developed skills to analyze vulnerability and it’s management.
 Developed clarity on vulnerable groups, and families.
 Developed understanding on inter-sectoral collaboration for reducing the vulnerabilities
in a disaster situation.
 Knowledge to negotiate with relevant stakeholders to bring food security at the local
level.
The food and nutrition security section is divided in four parts such as
1. Food security,
2. Assessment of food security
3. Nutrition, malnutrition and it’s consequences
4. Food and nutritional requirement of vulnerable population.
Recognizing the critical role of PRI and Block Officials need to be played in enhancing the local
capacity in combating humanitarian crisis. The contents focus is on enhancing the sector
specific knowledge and develop skills. So that PRIs and Block Official will act efficiently while
dealing with sector development initiatives and will try to consider and promote and the integrate
DRR concept. This process will make them more efficient in dealing with the situation in
enhancing the community capacities.
1. Food Security: Knowledge:

1.1 Right to Food: An Act to ensure dignified economic and social access to adequate food
and other requirements of good nutrition for all residents of the country, at all times, in
pursuance of their fundamental right to be free from hunger, malnutrition and other deprivations
associated with the lack of food.
1.2 Definition of Food Security: Food security exists when all people, at all times, have
physical, social and economic access to sufficient, safe and nutritious food which meets their
dietary needs and food preferences for an active and healthy life.
1.3 Dimension of Food Security: 1. Physical Availability 2.Economic and Physical Access to
Food 3. Food Utilization 4. Stability
1.4 Global and National food security: (Overview of global and national food security)
“Record level food and fuel prices, increasing climate challenges and decreasing food stocks
are coming together to hit the world’s most vulnerable—the so-called bottom billion—hard at a
time when food aid flows are at their lowest levels for thirty-five years, and with the food surplus
disposal era clearly over.” Some data reflecting the actual condition should be added so that
PRI should able to use this information at various level.
1.5 Climate changes: Loss of Agricultural land to residential and industrial development, and
growing consumer demand in China and India. 70% or more of the population lives in rural
areas and agricultural development among smallholder farmers and landless people provides a
livelihood for people. The vulnerable community will be worse affected in such situation.
1.6 Vulnerability and survival strategy:
Some national and state level data related to poverty indicator and HDI indicators will help the
participants to recognize the vulnerability in normal situation. So that, as per of the community
capacity building considering the local situation.
The dynamic nature of food security at the local context is implicit when we talk about people
who are vulnerable to experiencing food insecurity in the future. Vulnerability is defined in terms
of the critical dimensions .The vulnerability analysis suggests two main interventions such as
reduce the degree of exposure to the hazard or / and increase the ability to cope. To make it
practical the relationship with hunger, poverty and malnutrition could be explained through
diagram mainly to develop conceptual clarity of PRI and Block Oficials.
1.7 Chronic Food Insecurity: long-term or persistent where people are unable to meet their
minimum food requirements over a sustained period of time. The extended periods of poverty
create a situation where people go for distress sale and loose their productive assets. Typical
long term development measures can be used by PRI and block officials to overcome poverty in
chronic food security situation which will enable community to cope with disaster,
1.8 Transitory Food Insecurity:

It is short term and temporary. There is a sudden drop in the ability to produce or access
enough food to maintain a good food security and nutritional status. This crease short-term
shocks and fluctuations in food availability and food access. In such case transitory food
insecurity is relatively unpredictable and can emerge suddenly because of natural calamity. This
makes planning and programming more difficult and requires different capacities. Integration
of DRR in planning will be helpful for local communities.
1.9 Survival strategy or coping mechanism:

PRI and Block Official should have understanding on survival strategy which can provide
information on early warning. So that PRI and Block Official can take appropriate action. In real
sense, where people start with eat less food then go for household assets sell. If situation
continue to be bad then people start selling productive assets such as land which increase
future vulnerability to cope with immediate needs. In an acute vulnerable situation they arrange
child marriage, women go for sex work. This session will be completed with complex
relationship with disaster vulnerability and poverty.
Appropriate planning and intervention will help the community to combat with such situation and
bounce back.
Expected Skills: The following skills will be useful while discussion the local issues with higher
authorities and other departments
 Equip with information to negotiate with higher authorities
• Able to correlate with local problems in relation to 4 dimension of food security and will
utilize when making plan on food stock and distribution.
• Some information on the global and national food security will help PRIs and block
officials to act locally better considering global/national food security scenario.
• Clarity on local vulnerability and it’s relation with DRR will help them to make programme
effective.
• The above mention knowledge will help PRIs to strengthen survival strategy or coping
mechanism at the local level.
2. Assessment of Food Security: It is important to assess the food insecurity at various level
(village/ hamlet, Panchayet and block). A simple tool could be introduced which they use to
analyse local situation. This analysis will be helpful to get prepare at various vulnerable pockets
to maintain food stock and initiate long term development initiative to make the community
resilient .
2.1 Food Safety Net (government food programme): PRI and Block Offical should know the
purpose of the programme clearly. So that PRIs can use these programmes in an effective
manner, considering the needs of vulnerable groups and local vulnerabilities.
1. Group work on the management and effectiveness of these programmes. ( PDS, ICDS, Mid
Day Meal, NREGA. Role of PRI)
2. Group work: Why Govt anti poverty programs are not effective at the grassroots level?
2.2 Vulnerable groups: discussion on the special needs of pregnant mothers, nursing mother,
baby below 6 months, 6 – 72 months children, adolescent, aged , critically ill person.
Skills: This section will develop skills of PRI and Block officials to assess the local vulnerability
identify vulnerable communities and trend of vulnerability. It will provide clear ideas on the
agricultural problems faced by local communities, livelihood patters, and available local
resources. Special attention will be given to understand the food needs of women , children ,
aged and physically challenge person.
3. Nutrition
3.1 Definition of Nutrition Security: Physical, economic and social access to balanced diet,
clean drinking water, sanitation, primary health care and primary education to every child,
woman and man. Nutrition security thus involves concurrent attention to food and non-food
factors
3.2 What is malnutrition: Protein calorie malnutrition Clinical forms of marasmus,

kwashiorkor and Non-clinical forms such as Stunting – chronic malnutrition, Wasting – acute
malnutrition, Underweight-Micronutrient deficiencies (vitamin A, iron)
3.3 Consequence of malnutrition: Different types of deficiency diseases. It has to be

explained that relationship between nutrition food security, health and mortality and morbidity or
low productivity.
3.4 Underlying causes of Malnutriiton: we need to elaborate on underlying causes such early
marriage, nutritional status of mothers, literacy level, caste, economic status, culture, etc
3.5 Food requirement of all vulnerable groups: Balance diet, low cost balance diet, vitamin
rich food. Examples of nutritious food, low cost weaning food, balance diet for children, pregnant
and nursing mothers.
3.6 Food requirement of aged and critically ill persons: food requirement and low cost food
for those sections of person.
Group work: Discussion on the management of “Food Programme” in emergency situation.

(Relief distribution quality and quantity as per SPE
Skills: PRI and Block Officials will not directly implement the nutrition programme but they
need to have basic knowledge to manage the nutrition programme more effectively. They will
have better idea on quality and quality of food distributed in normal as well as in emergency
situation.
PRI and Block Official will have better knowledge about the management of malnourished
children.
Resilience Community:
Immediate :
• PRI/Block Officials members take lead role in monitoring the key indicators such as IMR,
MMR, disease pattern, job availability vulnerable groups, women headed families,
nutritional status of children and pregnant mothers and critically ill persons.
• Proxy indicators – Household migration patterns, child labour, early marriage, distress
sale of productive and non productive assets..
• Take lead in identifying problem related to food production and availability of food (Food
stock at village, Panchayat, Block ) and situation in order to make necessary
arrangement to make food available and accessible in emergency situation.
• PRI take lead in monitoring the status of vulnerable families and provide special care.
Long term:
Influence concern departments and community to adopt new agricultural strategy (crop
pattern and seeds) toward nutrition security considering the nature of vulnerability (salinity,
floods, scanty and erratic rain fall).
• Adopt or alter agricultural techniques (traditional seed, crop pattern)

• Promote horticultural garden to improve the nutrition security.
• Introduce subsistence variety of millets or roots and tubers
• Initiate community grain bank and seed bank
• Promote household level food/nutrition security
• Emergency fund
Comments:
• Participants felt that the contents are good but it might be slightly heavy for PRI
members.
• Some though it is essential to know the rights Acts so that they PRI will have
tools while negotiating with higher authorities.
• Some suggested to have group discussion on “why is the government welfare
initiative effective ineffective in village level” ?
• Suggestion on explain the poverty in terms of kcal .

CB DRR Workshop in Kolkata

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3rd DRAFT: 22nd September 2010

Organized by: UNICEF KFO

Institutional support: RedR India

Dates of the workshop: 6th, 8th and 9th September 2010

Venue: Hotel Sonnet, Salt Lake City, Kolkata, WB

3. Methodology and activities

4. Participants’ suggestions and comments

5. Suggested contributions of partners in the process

7. Way forward with tentative schedule

 Report of presentation on DRR and PRIs

 Content for module on health

 Content for module on Child Protection and Education

 Content for module on WASH, shelter and settlement

 Content for module on Food security and Nutrition

• To build capacities for better preparedness and management of emergencies

2. The objectives of the workshop:

4. Participants’ suggestions and comments

– Clear guidelines should be included for sub-components

5. Suggested contributions of partners in the process

7. Way forward with tentative schedule

Task Tentative schedule

No Name Organization / Department

It is a longterm effort for a community to achieve socio-economic development. Remote

Key Learning Points: 3 Understanding the vision of resilient communities

Illustration:3 Understanding rfesilience in the context of Development process.

Key Learning Points: 4 Understanding Disaster Risk Reduction

Key Learning Points: 4 Role of PRIs in Disaster Risk Reduction

Illustration – 4: Structure of PRIs.

Key Learning Points: 4 Sectors of DRR and Development

The dream of safe communities

Key Learning Points: 4 Skills for DRR process

 Information collection and use for grassroots advocacy.

Key observations from the workshop:

Key learning points :Knowledge:

 Birth Registration (situations- displacement)

Adapt/ Resist change/ hazards

Key learning points Skills

 Organize Training for

 Key learning points Advocacy

Feedback from workshop participants

 See Health Matrix (attached)

Key learning point 1: Impact of Disaster on Children

Long Term Impacts:

Key learning point 2: Factors contributing to increased risks to children

Key learning point 3: What is Child Protection?

Key learning point 4: Role of Education System

• School continues in the time of emergency or opens immediately after disaster – it is

 Hyogo Framework for Action 2005-2015:

 UN Millennium Development Goal (Goal 2):

 Other Child Protection Act / Policy:

Feedback from workshop participants:

Topic: WASH in DRR

Key Learning Point: 1 Understanding WASH:

WASH programme comprises of six elements as shown in the illustration – 1

Illustration: 1 Six elements of WASH intervention

Illustration: 2 Classification of water related infections

Key learning point 3: Understanding Hygiene improvement framework

Illustration: 3 Hygiene Improvement framework

Illustration: 4 Role of PRIs in WASH risk reduction planning

Key learning point 4: WASH Skills for PRI members:

Illustration: 5 F chart: Triangles indicate the sources / channels of disease

Key learning points

2. Knowledge of common Standards