1. 1
Laisamis Sub-County Food & Nutrition Security And Resilience
Enhancement Project (FONSAREP)
10th
-13th
May 2016
Child-led DRR Training for primary school teachers in Laisamis.
Team building session during Child led DRR training for primary school teachers at Nabosu
hotel (Picture by Victor Kamadi)
Implemented by

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Abbreviations
ADP Area Development Programme
ASAL Arid and Semi – Arid Lands
EMC Environmental Management Committee
CMC County Management Committee
CHC Community Health Committee
CHMT County Health Management Team
CHVs Community Health Volunteers
CMA Community Milk Assistants
CHE Community Health Extensions
DRM Disaster Risk Management
DRR Disaster Risk Reduction
PLM Pregnant Lactating Mothers
CLDRR Child Led Disaster Risk Reduction
FONSAREP Food & Nutrition Security And Resilience Enhancement Project
DM Disaster Management

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PROJECT GOAL
Contribute to improved food and nutrition security and enhanced resilience
to droughts in Laisamis Sub- County by 2017
Objective 1.0: To improve food and nutrition security and income for 700
households in Laisamis Sub- County by 2017
Objective 2.0: Improved nutrition status of children under five and pregnant &
lactating mothers (PLM)
Facilitators
Training was facilitated and supported by:
Oyoko Omondi - National DRM Coordinator
Introduction
(FONSAREP), is working with communities in the pastoral setup on interventions
targeting food and nutrition security. This is through implementation of activities in
partnership with local institutions. Dissemination of key messages on dietary diversity,
smart food choices, sanitation and hygiene, child care practices, food safety and
healthcare uptake is key focus. Food and Security interventions are targeting Mother To
Mother Support groups, who are majorly Women Under Reproductive Age (WRA).
A total of 20 teachers from 11 primary schools were trained on child-led DRR.
DRR participants
list.xlsx
Training methodology
 PowerPoint presentations
 Group discussion
 Group presentation
 Pictorials and diagrams

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Goal of the Child led DRR training
Goal
This training is meant to increase the ability of WVK staff & Partners to facilitate Child-
led Disaster Risk Reduction process to enable children effectively participate in and
contribute to their community resilience
Objectives:
1. To have a common understanding of Disaster Risk Management terminologies,
concepts, principles and practices of DRR
2. Draw lessons from the CMDRR process and conceptualize the relationship
between disaster and development
3. To developed understanding of facilitating and sustaining Child-led DRR in a
community
4. To demonstrate the use of selected tools in facilitating participatory disaster risk
assessment (hazard, capacity and vulnerability assessment) and participatory
planning, monitoring, evaluation and learning
5. To identify action points applicable in our (WVK) working areas
In pursuit of the foregoing, this training is designed to address, among others, the
following key issues:
1. Conceptualization skills to enable participants explain, compare and/or interrelate
key terminologies used in DRR/DM
2. Ability to differentiate between hazard and disaster and elaborate on the
differences of disaster response management (DRM) and disaster risk reduction
(DRR)
3. Facilitation skills for a CLDRR process and its importance in disaster risk
reduction
4. Skills for Community Risk Assessment
Expectations
 Knowledge and how to handle disasters
 Certificates
 Allowances

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 Promotions
Training process
What is World Vision?
Participants were taken through what World Vision Kenya is. It was essential to create
awareness about the mission, vision and how World Vision interact and integrate with
the community.
What is WVK -
Presentation 1.pptx
Terminologies
Five groups were established and were tasked with defining some of the terminologies
and presenting them. Some of the terminologies identified and listed by the groups
based on their understanding of DRR included:
1. Disaster
2. Destruction
3. Hazard
4. Risk
5. Danger
6. Uncertainty
7. Loss
8. Recovery
9. Evacuation
10.Rescue
11.Damage
12.Catastrophic
13.Floods
14.Outbreak
15.Management- Disaster
Management and Disaster Risk
Management
16.Solution
17.Precautions
18.Intervention
19.Victim
The Disaster Management terminologies defined were:
1. Hazard
An event or occurance that has a potential to cause loss of life, injury and
damaging property
2. Risk
The probability of loss likely to be suffered when a community’s structure or
geographical area is damaged by a particular hazard
3. Vulnerability

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A condition or set of conditions that reduces people’s ability to prepare for,
withstand or respond to a hazard
4. Capacity
Community tools, resources, skills and knowledge that can be mobilized to
respond to and mitigate emergency situations
5. Mitigation
Refers to activities or efforts initiated to significantly reduce or eliminate
vulnerability of a population and chance of occurance of the potential threat of a
disaster
6. Early warning
The provision of timely and effective information through identified institutions
that allows individuals exposed to a hazard to take action to avoid or reduce their
risk and prepare for effective response
7. Preparedness
Activities and measures taken in advance to ensure effective response to the
impact of hazards, including the issuance of timely and effective early warnings
and the temporary evacuation of people and property from threatened locations
8. Prevention
Activities to provide outright avoidance of the adverse impact of hazards and
means to minimize related environmental technological and biological disasters
9. Relief/Response
The provision of assistance or intervention during or immediately after a disaster.
10. Resilience/Resilient
Ability of a community to bounce back after it had been affected by a disaster
INTRODUCTION TO DISASTER
What is a Disaster?
This is an event in the environment that causes a serious disruption of the functioning
of a community, resulting in widespread human, material or environmental loss.
- It is caused by a hazard impacting on conditions of vulnerability and insufficient
capacity
Note: a disaster takes place when the following 3 conditions occur at the same time:
1. When people live in hazardous place e.g. close to active volcano
2. When a hazardous phenomenon occurs be it natural or human-made
3. When the phenomenon also causes a lot of damage, especially where no
preventive measures were taken place

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Types of Disasters
1. Natural
-Floods
- Earth quakes
2. Human- induced disasters
-Transport accidents
-War/armed conflicts
-Arson
-Sabotage
-Industrial accidents
-Fires (Forest and Urban fires)
These are further classified into two:
a. Slow-onset e.g. drought, HIV/AIDS
b. Rapid onset disasters e.g. Fires, earthquakes, volcanic eruptions
3. Complex Humanitarian Emergency
Breakdown of social, political and economic systems examples:
- War e.g. Rwanda, Darfur-Sudan, Somalia
- Japan Tsunami 2012
- Post-election violence in Kenya 2007/2008
DISASTER MANAGEMENT
What is DM?
Is using policies, strategies and coping capacities of the community to lessen the
impacts.
DM Cycle in WV:
6 Operational Dimensions namely:
1. Early warning
2. Preparedness
3. Mitigation
4. Response
5. Rehabilitation( Recovery)
6. Transition
DM Cycle in UN/Red Cross
There are 4 phases in DM:

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1 .Mitigation
2. Preparedness
3. Response
4. Recovery
Note: All the measures taken at this stage cannot stop the disaster from happening
Disaster preparedness planning depends on 3 elements:
1. Knowledge of the situation ( problem identification)
2. Action plan- agreement of what is done
3. Capacity- technical and resource capability
DM Cycle

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Teachers discussing on the DM cycle
Group discussions and presentations on DM cycle
Discussions were done within the four groups, to help understand the DM cycle.
Group 1
DM CYCLE ON FOOD SECURITY
CROP AND LIVESTOCK
Normal
Preparedness
- Planting on time
- Weeding
- Harvesting

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- Proper storage
- Enough pasture and water
- Increase in number of livestock
- High yield of livestock products
- Grazing patterns management
Alert
Mitigation
- Stock enough food
- Minimize food wastage
- Proper food preservation
- Destocking
- Livestock insurance
Response
Emergency
- Supplementary foods
- Supply food and water
- Vaccination
Recovery
- Supply seeds
- Supply fertilizers and chemicals
- Restocking
- Rehabilitation of dams
Group 2
DM CYCLE ON PUBLIC HEALTH
Normal
Preparedness
- Public awareness
- Infrastructure
- Hand wash program
- Proper wash disposal
- Avail enough water
- Boiling drinking water
- Proper handling of food- washing fruits

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- Public health officers
- Boiling of milk
Alert
Mitigation
- Addition of infrastructure
- Purification of water
- Provision of soaps
- Deworming
- Low cost latrines
- Medical camps
- Supply of drugs
- Low cost latrines
Response
Emergency
- Vaccination
- Supply of clean water
- Supply of water storage facilities
Recovery
- Putting of permanent latrines
- Provision of piped water
- Proper handling of food
- Enlightening community on how to make home make detergents
Group 3
DM CYCLE ON DISASTER IMPACT ON EDUCATION
Normal
Preparedness
- Creating awareness
- Proper and prior planning on causes of conflict
Mitigation
Alert
- Calling meetings

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- Dialogue
- Involve community leaders
- Resolution
Response
Emergency
- Make follow up
- Reconciliation
- Action plan
Recovery
- Action plan
- Follow up
- Laying down ground rules
- Specify specific conflicts
GROUP 4
DM CYCLE ON WATER STRESS
Preparedness
Normal
- Creating awareness
- Infrastructure development- dams, rock/roof catchment, tanks, pans
Mitigation
Alert
- Building and repairing dams
- Water storage facilities
- Protection of dams
- Water treatment
- Water conservation
Response
Emergency
- Water supply/trucking
- Relief support
Recovery

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- Dams rehabilitation
- Infrastructure development
GROUP 5
HOW DOES SOCIAL CULTURAL ISSUES CONTRIBUTE TO DISASTERS IN
LAISAMIS COMMUNITY?
1. Polygamy
- Shortage of the basic needs
- Conflicts among the respondent
2. FGM
- Early death
- Excessive bleeding
- Weakness of the respondent to pleasure
3. Early marriage/Beading
- Denial of children right to education
- Child labour
4. Abortion
- Death
- Sickness
- Excessive bleeding
- Absenteeism
5. School Drop out
- Illiteracy
- Disadvantage to the girl child
- Lack of future leaders
6. Festivals e.g. Sorio, Lmuget, Lopiro
- Absenteeism in school
- Mass death of livestock
- Fornication during dances
- Adultery during this ceremony
INTRODUCTION TO C-LDRR
 Disaster episode/events and intensity are on the rise because capacity to reduce
risks is greatly weaker
 Disasters affect all sectors of development e.g. schools, hospitals, industries etc.
 In poor communities, children are amongst the most vulnerable population
groups when disaster strikes
 These forces these children to engage in activities like prostitution, child labour,
armed conflicts and drug trafficking- violation of rights.

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Vulnerability conditions-contributing factors:
1. Political factors- poor governance and limited population will
2. Economic and livelihood factors
- Poor families often live in high risk
- Dependence on a single means of survival
3. Physical factors
- Wooden houses unlikely to collapse in an earthquake but more vulnerable to fire
or hurricane
- Residents on plains more vulnerable to floods than those living on high
4. Social factors
- A well informed and well organized community is less vulnerable to natural
hazard
- Marginalized groups in a society more vulnerable to disaster risk
- Children and women in highly patriarchal communities face serious vulnerability
conditions during disaster
5. Ecological factors
- Deforestation
WHY ARE CHILDREN VULNERABLE
- Their age- lack experience and knowledge
- Lack capacity of vulnerable to care and protect them
- Indirect exposure to hazards
- Child labour
- Lack of limited education
- Curiosity
- Lack of limited education
- Diseases
- Early marriage
WHERE ARE CHILDREN VULNERABLE
- Families
- Community
- Institutions
NATURE OF THEIR VULNERABILITY
- Natural
- Human-induced
SO WHY C-LDRR?
1. Children have specific vulnerabilities and need to be addressed( also through
DRR)

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Children & Youth
Action for DRR&CC Presentation 4.ppt
C-LDRR (Vulnerabity
of Children in Africa-Kenya).ppt
CHILDREN CHARTER FOR DRR (CONSTITUTED IN GENEVA)
The Children’s Charter for disaster risk reduction (DRR) has been developed through
consultations with more than 600 children in 21 countries in Africa, Asia and Latin
America.
The aim of this charter is to raise awareness of the need for a child-centred approach to
DRR and for stronger commitment from governments, donors and agencies to take
appropriate steps to protect children and utilize their energy and knowledge to engage
in DRR and climate change adaptation.
The following are five points selected based on the priorities identified by children
themselves, grouped together according to the most common themes.
1. School must be safe and education must not be interrupted
2. Child protection must be a priority before and after a disaster
3. Children have the right to participate and to access the information they
need- relevant information
4. Community infrastructure must be safe and relief and reconstruction
must help to reduce future risk
5. Disaster risk reduction must reach the most vulnerable
CHILDREN’S
CHARTER FOR DRR.pptx
PROCESS OF DISASTER RISK ASESSMENT
1. Identify the nature, location, intensity and probability of a threat
2. Determine the existence and degree of vulnerability
3. Identify the capacities and resources
4. Determine the acceptable level of risk
𝑅𝑖𝑠𝑘 =
𝐻𝑎𝑧𝑎𝑟𝑑 × 𝑉𝑢𝑙𝑛𝑒𝑟𝑎𝑏𝑖𝑙𝑖𝑡𝑦
𝐶𝑎𝑝𝑎𝑐𝑖𝑡𝑦
HAZARD ASSESSMENT

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NOTE: Some of the hazards assessments such as flood may require a wider use of
geographical information system (GIS) the inclusion of social, economic and
environmental variables.
Hazard Assessment Tools
1. Seasonal Calendar- floods, drought etc.
2. Hazard mapping-visual representation of what the community perceive as their
space
3. Trend/Historical Analysis- the history of a given disaster in a given community
CAPACITY ASSESSMENT
- Refers to the material, attitudinal, social, cultural and spiritual strength that
exists within the community which can be used to mitigate, prepare for and cope
with damaging effects of hazard or to recover from a disaster
- The strength of copping capacities usually builds resilience to withstand the
effect of hazard
- Communication (radio/phones) is a key factor in building resilience

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Common Hazards/Disasters which affect Laisamis Children Adversely
Individual Assignment
1. At Home
Ranking of Core Issues
Issue Score
1. Inadequate care
2. Nutrition
3. Education
4. Lack of medical care
5. Poverty
6. HIV/AIDS
7. Domestic violence
8. Child labour
9. Early marriage
10. FGM
11. Absenteeism
12. Polygamy
13. Lack of awareness
14. Diseases
15. Housing
6
4
3
1
6
1
4
4
1
2
1
1
1
1
1
2. In Community
Issue Score
1. Diseases
2. Child labour
3. Education
4. Child abuse
5. Early marriage
6. Rape
7. Poor leadership
8. Famine
9. Conflict
10. Participation
11. Protection
12. Poverty
13. Abortion
14. Floods
15. Drought
16. Age
17. Tribalism
1
2
7
5
7
2
1
2
3
1
1
2
2
1
1
1
1

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18. Transport
19. Drug
20. FGM
1
1
1
3. In Institution
Issue Score
1. Rape
2. Corporal punishment
3. Gender
4. Stigma
5. Infrastructure
6. Peer pressure
7. Guidance and counselling
8. Truancy
9. Poverty
10. Education
11. Food and water
12. Climate
13. Early marriages
14. Drug abuse
15. Protection
16. Bullying
17. Exposure
18. Death
3
2
2
2
8
2
1
4
2
6
3
1
2
6
3
1
1
1
The three areas where children are vulnerable, were identified as home, community
and institution. Each teacher was tasked to highlight the key areas within those
vulnerable areas on avenues upon which children are undermined and exploited. Each
individual wrote on the paper, and the papers were collected and counted, to determine
the scores.
C-LDRR (Vulnerabity
of Children in Africa-Kenya).ppt

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PRESENTATIONS
Three groups were formed
Common hazard which affects children adversely
Group 1
Type of Hazard- Inadequate Infrastructure- Education and health
Causes
- Poor management by heads of
institution
- Marginalization
- Embezzlement of funds
- Lack of proper auditing
- Nomadic way of life
- Corruption
- Lack of maintenance
- Lack of inadequate skilled
personnel
Direct Impacts
- Children
- Teachers
- Parents
- Community
- Stakeholders
What is affected?
- Quality education
- Health of all the people
What are the impacts?
- Drop outs
- Absenteeism
- Poor transition
- Poor performance
- Death
- Malnutrition
- Lack of motivation
- Indiscipline
Intensity
High
Warning signs
- Congestion in classroom
- Poor performance
- Absenteeism
- Loss of life
- Malnutrition
Seasonality
- Throughout the year
Frequency
- All the time
Location
- Marsabit South
Speed of Onset
- Slow
Duration
- Throughout
VULNERABILITY

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Hazard- inadequate infrastructure
Which assets are affected?
- Class rooms, toilets, desks, health centers
- Systems- Education and health
- Network-transport and communication
How
- Few- to accommodate number and patients
Why
- Lack of maintenance
When
- Throughout the year
GROUP 2:
Social cultural effects which affect Laisamis children adversely
1. Early Marriage- denial of children education
2. Beading- this results to early marriage, abortion
3. FGM- they cause excessive bleeding if not handled properly by experts
- Delivery problems
- Weakness of respondent to pleasure
4. Festivals- children ran away from school to attend cultural festivals e.g. Lmuget,
Remore
5. Age/Discrimination- there were discrimination among the aged, children, this led
them to bring the isolation
VULNERABILITY
Assets- livestock
Systems- affect many families, dowry, and slaughtered animals
Why vulnerable- patriarchal nature of community, poverty and poor housing
When are they affected- during Lmuget, Romore and Lopiro.
Hazard, Vulnerability
and Capacity Assessment Format.doc

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CAPACITY
Financial Assets- organized groups, banks, SACCO
Natural – sand, water
Physical assets-conservancy, Lake
Social assets-tourism, culture
Political assets- CDF, LATF
POLICIES AND INSTITUTIONS
Financial Assets
- Group rules and norms
- Micro organizing finance by the laws
Natural Assets
- Community policies on natural assets and resource such as sand, water
Physical Assets
- Conservancies making rules governing grazing of animals and how to spend
income e.g. MELAKO
Social Assets
- Formulating good policies that ensure cultural events that does children from
going to school e.g. EFA 2015
Political Assets
- National and County polices
GROUP 3
Type of Hazard
Education
Causes
1. Inadequate personnel
2. Inadequate teaching and learning institution
3. Poor infrastructure
4. Distance( accessibility) to institution
5. Harsh climatic conditions
6. Inadequate water
7. Lack of exposure to learning
Direct impacts
Who are most affected?
- Boy and girl child

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- Girls between ages 9-14
What is affected?
- Performance
What are the impacts?
- Drop outs
- Early marriages
- Truancy
- Death
- Poor performance
Intensity
- Medium
Warning signs
- Low enrolment
- Decline in performance
- Absenteeism
- Drop out
Frequency
- 3 times in a year
Location
- Laisamis sub-county
Speed of onset
- Slow
Duration
- January- April
- September- December

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VULNERABILITY QUESTIONS
Hazard: Education
Which Assets?
Systems- Education
Networks- Roads
Assets- Infrastructure
How are they affected?
- Education will be weakened
- Assets will be destroyed by the hazard
Why are they vulnerable?
- Poor built infrastructure
- Poor roads to make them available
When are they affected?
- During rainy season- May – March
- During windy seasons the infrastructure is destroyed
Assets
Categories
Secure Assets Sustainable
likelihood
Policies and
institutions
Financial
assets
- Cash
- Cash books
- Ledger books
- Receipts
- Pastoralist
- Employment
- Business
- Auditing
- Banking
Natural assets - Playground
- Trees
- Rivers
- Conservation
- Afforestation
- Controlling
soil erosion
Physical
assets
- Classrooms
- Black board
- Toilets
- Books
- Chalks
- Land
cultivation
- Tree
planting
- Putting
protection
measures
i.e. repairing
and
maintenance
Human assets - Teachers
- Pupils
- Subordinate staff
- Motivation
- Training
- Wages
- Proper
supervision

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Social assets - Groups
- School clubs
- Churches
- Movements
- Trips
- Funding
- Training
- Including
the clubs in
the school
timetable
Political assets - School cabinets
- Board of
Management
- PTA
- MPs
- MCAs
- Training
- Voting
- National and
County
Policy
Plan of action-
Child-led drr.docx
Conclusion
The purpose of the training was to equip WVK staff, partners (NSA, County and
National Government) and teachers with CLDRR skills and processes to enable children
to effectively participate and respond to disasters within the school and community.
Skills acquired will support enhance child-participation to contribute to disaster
preparedness and mitigation.
Report written by:
Victor Kamadi Bill
Project Officer-Food Security
Laisamis ADP-Marsabit Cluster
World Vision Kenya

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