ECD are closely linked, especially in emergency and conflict contexts, where children are more likely to be deprived of adequate nutrition, education, health etc. The 2007 Lan-cet Child Development Series recognized that tackling stunting, iron deficiency, iodine deficiency and low birth weight are among the top most effective early childhood development interventions, along with addressing in ad-equate stimulation. ECD is a period in a person's life from conception to 8 years. Young children in emergencies are an especially vulnerable group as they are dependent on others for their survival and well-being.

1. Shelly-Ann
Shelly-Ann
6th February 2019
EARLY CHILD
DEVELOPMENT IN
EMERGENCY – CSSSP IS
AN APPROACH
Bibhuti Bhusan
Gadanayak
Education in Emergency Coordinator,
UNICEF, Barbados
Department of Education, MoE, Youth
and Library Services
Providenciales, Turks and Caicos Island
Presented during the visit of Ms. Shelly-Ann Harper Early Childhood Development Specialist
UNICEF Barbados

2. COUNTRY PROFILE
Total population: 31,458/ 53,701 (est. 2018)
Total no. of Islands & cays: 40
No. of habituated Islands: 6
Total area: 948 sq km.
Coastline areas: 389 km
Natural resources: Spiny lobster, Conch
Agricultural land: 1.1% (2011 est.)
Arable land: 1.1% (2011 est.) /
Permanent crops: 0% (2011 est.) /
Permanent pasture: 0% (2011 est.)
Forest: 36.2% (2011 est.)
Other: 62.7% (2011 est.)
Natural hazards: Hurricane frequent
Env. current issues: Limited natural fresh water ressources
GDP per capita: $ 22,813
Belongers Number: 42.5%
Non-Belongers Number: 57.5%
https://www.cia.gov/library/publications/the-world-factbook/geos/tk.html

3. CHILD POPULATION
Youth popn. (20-24 years): 8.0%
Total children popn. (0–19) years: 28.5%
Adolescent popn (10-19): 13.7%
15-19 years: 7.1%
Total boys popn.: 16365
Total girls: 15834
No. of Schools: 40
No. of public Schools: 15 (10primary+ 5 secondary)
No. of private Schools: 25
Total no. of Students: 5627
Boys: 2829
Girls: 2798
Source: Child and youth population, 2012, http://www.gov.tc/; http://www.tcimall.tc/

4. KEY SHOCKS AND STRESSES IN TCI
Floods
Earthquakes
Drought
Tsunami
Oil spills
Aviation accidents
Road accidents
Health and epidemic HazardsTCI is vulnerable to multi-hazard
Children are highly vulnerable to impacts from these
shocks and stresses
Hurricane
Cruise ship/Maritime accident

5. EARLY CHILDHOOD
DEVELOPMENT IN
EMERGENCY
ECD are closely linked, especially in
emergency and conflict contexts, where
children are more likely to be deprived of
adequate nutrition, education, health etc.
The 2007 Lan-cet Child Development Series
recognized that tackling stunting, iron
deficiency, iodine deficiency and low birth
weight are among the top most effective
early childhood development interventions,
along with addressing in ad-equate
stimulation.
ECD is a period in a person's life from
conception to 8 years.
Young children in emergencies are an
especially vulnerable group as they are
dependent on others for their survival and
Source: https://www.ineesite.org/en/early-childhood-development
https://www.unicef.org/earlychildhood/files/Programme_Guide_ECDiE.pdf

6. Source: https://www.ineesite.org/en/early-childhood-development
 ECD provides services during unique period of
brain development in children
 ECD provides health and nutrition services
along with brain stimulation
 ECD programs help protect children from
harm
 ECD helps mitigate toxic stress that can result
in permanent long-term damage
 ECD is cost effective and beneficial for society
 ECD programs promote peace, DRR, and
environmental protection
ECD IMPORTANT ESPECIALLY IN
EMERGENCIES……

7. MAJOR ACTIVITIES IN TCI ECD IN EMERGENCY
SFDRR 2015-30
4 priorities for action
i.Understanding DR;
ii.Strengthening DR governance to manage
DR;
iii.Investing in DR for resilience and;
iv. Enhancing DP for effective response, and to
"B3 " in R3.
7 targets
1.Reduce global disaster mortality
2.Reduce the number of affected people
3. Reduce direct disaster economic loss in
relation to GDP
4. Reduce disaster damage to critical
infrastructure
5.Increase the no. of countries with national
and local DRR strategies
6.Enhance international cooperation
7.Increase the availability of and access to
multi-hazard EW systems
Knowledge
Management
Creating an e-hub for sharing DRR and CCA knowledge
Incorporating DRR into School curriculum
Training manual on CSSSP
Developing SoP
Knowledge products on psycho-social support, Child Rights and SFDRR, SDG
CB ToT on SDMP
Interaction with senior officials on the implementation of CSSSP
Consultation on CSSSP
Creating a cadre of trainers among the teachers at all level
Provision of School Emergency Kit
Advocacy Updating the national Disaster Management Plan
CSSS Policy guideline
Developing School Operational Emergency Plan (SOEP)/SDMP
National level consultation on mainstreaming DRR
Interaction with elected representatives
Safe School declaration
Public Private Partnership

8. THE THREE PILLARS OF
COMPREHENSIVE SCHOOL SAFETYCSS Global framework
in support of the global alliance for DRR and resilience in the education and worldwide initiative for
safe school
GOALS OF COMPREHENSIVE
SCHOOL SAFETY
 Protect students and
educators from death,
injury, and harm in schools
 Plan for continuity of
education through all
expected hazards and
threats
 Safeguard education sector
investments
 Strengthen risk reduction and
resilience through education

9. WHAT IS CSSS?
Comprehensive School Safety and
Security (CSSS) in the context of TCI
takes the learning from existing
approaches to include broadly
concerns related to school facilities
and environment, various security
and protection related issues faced
by children and the risks arising out
of hazards (natural and man-made).

10. 3 PILLARS OF CSSSP GUIDELINE
–ISSUES PROPOSED…….
Safe School facilities and school
environment
Protection from violence and other
forms of abuse
Disaster Risk Reduction
 Safe and healthy school
facilities (drinking water for all,
toilet, check list to assess the
existing structural risks, safe
classrooms)
 Safe environment around and
outside of School (Road to and
from School, campus,
playground, safety for
infrastructure arrangement,
field trips)
 WASH in School
 Protection from emotional and physical
abuse (training of teachers on the
issue of punishment, monitoring visits
by academic/administrative officials)
 Sexual safety (at least 1 male teacher,
changing gender stereotypes as part of
pre-service training teachers
sensitization on eve teasing /sexual
abuses
 Mechanisms in place for prevention
and response (antecedent verification
of all teachers and staff , no tolerance
of teachers and staff intoxication,
continuous education on child rights
grievance re-dressal mechanism, SMC
 School disaster management
(building safety audits, disaster
preparedness and response
plan at individual school level,
formation of disaster
management teams)
 Safe school infrastructure
(disaster resilient building,
adequate emergency exits)
 Risk reduction and resilience
education (sensitization of
teachers on response to
disaster ) pre-service and
continuing)

11. OBJECTIVES
Promot
e
Assist
Enable
Establis
h
Delegat
e
PADE2

12. OBJECTIVE CONTD………
Promote
To promote a safe, secure and positive environment in school, conducive for
learning and development, in partnership with children
Assist
To assist the school to enable children to assess and anticipate risks and take
initiatives for reducing risks and subsequently adopt a policy on safety of
children
Delegate
To define roles and responsibilities and accountability of school authorities
and other stakeholders
Enable
To enable staff and others recognize signs of safety violation, risks and
abuse or situations when a child may require protection and help; and
importantly enable them to report or bring to the notice of the concerned
authority for immediate action
Establish
To set in place mechanisms for monitoring and review of the implementation

13. PART I- INTRODUCTION
1.1 Background
1.2 Need for CSSS Guidelines
The CSSSP is an attempt towards ensuring an effective mechanism for assessing, planning,
implementing, monitoring and redressal of grievances on safety and security of children in schools
through a multi-stakeholder engagement model
1.3 Legal and Policy Context
1.4 Objectives of this Policy Guideline- TCI
1.5 Obligations
1.6 Applicability and Scope
1.7 Approach
1.8 Governing Principles
1.9 Process adopted for development of the
guideline

14. 2.1 Defining Comprehensive School
Safety
2.1 Core Components of
Comprehensive School Safety and
Security
2.2 Safe School Facilities and
Environment
2.3 Operational Guidelines
2.4 Disaster Risk Reduction in Schools
2.5 Operational Guidelines
2.6 Protection of Children from
PART II- THE GUIDELINE

15. PART III- IMPLEMENTATION OF THE POLICY
GUIDELINE
3.1Implementation
Mechanism
3.2Regular Monitoring of
Comprehensive School Safety
and Security

16. PART IV- ROLES AND RESPONSIBILITIES
4.1 Role of Stakeholders
4.2Review of the guidelines
Abbreviations
Glossary

17. CSSS PROPOSED PROCESS
Consensus and
partnership
Inter
departmental
consultation
Review and
validation of
the guideline
Islands level
workshops
Drafting of the
guideline
Submission
for approval at
the Parliament
Final CSSS
guideline

18. REFERENCE:
 TCI Disaster Management Bill 2013
 TCI Country Risk Profile, August 2013
 CARICAD Post Hurricane recovery Plan September 2018
 TCI, National Disaster Management Plan
 DDME, TCI websites
 Situation Analysis of Children in Turks and Caicos Islands (2016), The GoTCI and UNICEF
Office for the Eastern Caribbean Area
 Needs Assessment: TCI, Department for International Development, July 2012
 https://theirworld.org/news/thousands-island-children-still-out-of-school-after-hurricane-
irma
 https://www.unicef.org/lac/en/press-releases/caribbean-unicef-works-developing-
resilience-children-and-communities-islands
 https://www.preventionweb.net/countries/tca/data/
 Others.........

19. THANK
YOU