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World Vision Development Foundation, Inc 18-20 September 2012

Sarrosa Hotel, Cebu City

Child-Focused Disaster

Risk Reduction (CFDRR) Lessons Learned Event

A Documentation of the Accomplishments

Gained, Challenges Faced plus the

corresponding Resolutions and Plans For

Implementation of CF DRR in ADPs

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DOCUMENTATION

September 18, 2012

I. Introduction

A year after the completion of the research period for the Regional Resilience Project, Child

Focused Disaster Risk Reduction (CFDRR) was rolled out and implemented in the Area

Development Program (ADPs) of World Vision (WV) Philippines starting with a Trainers’ Training

in March, FY 2011. Since then things have been done and rich experiences have been gained. Thus,

the essence of conducting a Lessons Learned Event to gather all the best practices and stories, the

accomplishments and the facilitating factors, the challenges and the hindering factors and the ways

employed to deal with most of the challenges, if not all.

In September 18-20, CFDRR Lessons Learned

Workshop was finally held in Sarrosa Hotel,

Cebu City. This was led by Ms. Luz Mendoza,

Humanitarian & Emergency Affairs (HEA)

Program Officer together with other HEA staff

and WV Phillipines Specialists. Participants

coming from 11 ADPs took part and shared

their stories in this workshop. There were

children, Barangay Officials, teachers and

principals, church leaders, ADP and CBO staff

and leaders and WV Program Officers.

The objectives of the workshop were to: (Search for the objectives of the workshop in LN)

1. Know how CFDRR is able to contribute to and be integrated in the plans of the community.

2. Reflect all the lessons gained and the challenges faced during the CFDRR implementation

3. Come up with recommendations to resolve any unsettled issues and concerns

4. Agree on practical ways of mainstreaming CFDRR in ADPs to ensure everyone is aligned in

one direction only

5. Identify indicators which are common amongst every ADP/community as we go through

the process of the workshop

Several processes were employed to make the activities more systematic and effective. There were

separate sessions between kids (10-17 years old) and adults (18 years old above) to guarantee

equal opportunities for participation among sectors. Kids were gathered for each workshop using

visually-stimulating mediums which are appropriate to their age groups such as art works, photos,

games, and story-like sharing. All were given opportunities to share their thoughts, ideas and

stories which were accumulated from their leadership experiences doing CFDRR. Adults on the

other hand were doing more workshops that involved writing of thoughts, ideas and concepts;

although, they also experienced creative methods such as games. However, equal opportunities for

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both age groups were much more shown in activities that they joined together. Most of the kids

took part in the presentation of the stories of their ADPs in terms of CFDRR. Activities such as

workshops and reflection-sessions also showed the importance of children’s participantion in the

implementation of CFDRR.

As Christian, one of the kids from the Davao, quipped ““Nung nag-approach na ako sa LGU non,

initsa pwera ako. Kahit meron akong kasabay dito na Ate at Kuya, dininig nila ideas at hinaing ko.

Nagpapasalamat din ako sa Ates at Kuya na nagtiwala bakit ako andito. (In the past, we experienced

coordinating with the LGU but we were taken for granted. Here, though there were relatively much

older people than us, they listened to my ideas and grievances. I thank those who trusted me, hence,

I am here right now.)

This workshop is a success not just because it

reveals to us the positive results and outputs so

far and the needs for improvement of this

program in our ADPs, but also, it reminds us that

Children’s Participation, and in that sense their

leadership, is one of the rights which we need to

recognize and practice. After all, their ideas, skills,

potentials, energy and passion are also

unmatched of and can absolutely, create positive

impact in their communities.

On another important note, this workshop also

paved a wider way for each sector coming from

Barangay LGU, schools and churches to join hands,

reflect and plan out together as one community;

especially considering the need to prepare to

reduce the risks of disasters in their areas.

II. Preliminaries (1pm)

Felix Cinco

The first day of the workshop started at 1:00pm with Preliminary activities introduced by the

Officer of the Day, Mr. Felix Cinco (HEA Specialists for Visayas). He injected positive energy into the

atmosphere as most of the participants had just arrived in the venue by that time. To also recognize

the presence of each ADP, he requested them to clap once the name of their ADP was called.

III. Praise and Worship

Ruel Fegarido

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IV. Welcome Remarks

Bebeth Tiu

V. Devotion

Bebeth Tiu

Afterwards, Mr. Ruel Fegarido (HEA Specialists for Mindanao) led the singing of Praise and Worship

songs, ‘Lord I Lift Your Name on High’ and ‘Our Father’. Ms. Bebeth Tiu (HEA Director) was

introduced next to welcome the participants ad thereafter, share a devotional message that

participants can ponder about as they render their participation for the next 2 ½ days.

She started with calling up all the ADPs expected to attend:

ADPs Expected

Sorsogon (Green Valley)

Isabela (Pangka 1 and 2)

Davao

Leyte 2 (Diadem)

Northern Cebu

Iloilo

Palawan

Agusan Sur

Surigao Sur

Bohol

NW Leyte

Aklan

She reminded the participants that the coming days were

indeed remarkable. More than 1 year after the CFDRR

started implementation; this time was the avenue for

sharing of stories. She encouraged them that this activity

will be full of learning. Topics for discussion were the

Realities of Disaster, Understanding Disaster based on

Bible Stories, Consequences of Disaster and Human’s

Influence to its Happening. She also encouraged use of

native tounge as it is acknowledged that this event

gathered participants nationwide who are comfortable

with speaking their respective dialect alone, though

interpreters were requested for translation.

What is Reality of Disaster?

Bebeth Tiu

Ms. Tiu made several points with regards to the realities of

disaster.

Philippines is always visited by disaster. Tayo din

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daw tumatanggap ng bagyo, very hospitable. Totoo na tayo ay daanan ng bagyo. (Other

countries say that we are always hospitable to typhoons, although, it is true that our country is

often visited by typhoons.)

Based on studies, in the last 10 years, malaki na pinsala ng disaster. 243M people are affected

by disaster yearly and will increase by 2015 (375M), an increase of 54%. (In the lat 10 years,

disaster affects 234M people yearly and it will possibly rise to 375M people by 2015, a 54%

increase.)

Madaming naapektuhan sa mga nangyayaring disaster. Most vulnerable ay mga bata. Kulang

pa ng kaalaman kung paano maprotektahan ang sarili. Babae at mga matatanda ay kasama sa

most vulnerable. (Although, many are affected by disaster, most vulnerable during these times

are children, women and elderly.)

Effects: namamatay, naapektuhan pati mga tanim, damaged properties, nasisirang

hanapbuhay. (Adverse effects, among others, are death damage to crops, properties and

livelihoods.)

Observation – mabilis ang disaster minsan na nag-iiwan ng malaking damage na tumatagal ng

isang linggo hanggang buwan. (Disasters are swift to come and affect people yet leaving grave

damages that last from a week to a month.)

Climate Change Effects - also in Rise in Food Prices

Devotion Message

Understanding Disaster (based on The Bible)

o Disaster as a cause of broken relationship

Genesis 1 God created a good world

Genesis 3 People turned their back on God

Result: Broken relationship with God, other creation and himself.

Human Influences on Disasters

o Deforestation mining, etc

o Ruth 2:2-18; Leviticus 9:9-10

Christian as Stewards of Creation

o Genesis 1:28-20

o Genesis 2:15

o Lev 25:3-5

“We cannot stop natural hazards, but we can and must make people and their livelihoods less

vulnerable to them.” Bill Clinton

Response – CFDRR

Sharing of Experiences

Barangay Kagawad

from Sorsogon

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“ Mula ng nagkaroon ng DRR seminars, napapansin ko na mula nang gumawa kami ng Risk

Assessment at nagkaroon ng Contigency Planning, ang mga tao sa amin mayroong Education

at Information, aware na sila pag may nangyayari sa disaster. Aware sila na pag may

kalamidad, may pupuntahan, di na nagkakagulo. Sa Early Warning, pag narinig na sirena

(wang wang).” (After the DRR seminars where we crafted Risk Assessment and Contingency

Planning, we were able to transmit Education and Information in our community, enabling an

increased level of awareness among the people on where they should go and what they should

do, especially upon hearing Early Warning signals.)

ADP Staff

Surigao

“ On tsunami warning incidence, nag-evacuate kasi may alarm agad.” (During the Tsunami

Warning incidence, people evacuated upon hearing the alarm.)

Bebeth Tiu

“Nababawasan ang epekto kung lagi tayong handa sa pwedeng maging disaster.

Sabi ng Panginoon, wag nyo sirain creation.

Salamat at sana mag-enjoy sa stay dito.” (The effects of disasters on us are reduced if we are prepared.

And let us be reminded that it is God telling us that we must not cause ruin to His Creations.)

Prayer

VI. Expectation Setting

Luz Mendoza

Activity 1: Setting the Mood through an Activity

Instructions

All participants gathered in once place for the Getting-to-Know activity and they were asked

to find a partner.

Read and Sing with Action:

“Welcome ka, Welcome ka. Tayo nang magkaisa. Isang hakbang. Dalawang hakbang.

Humanap ng Iba.”

They would find new partner before repeating the song.

They were eventually grouped according t category to be dictated by the facilitator (ID lace

color, Age, Birth Month, etc)

o This will determine and test the groups whether bigger or smaller group would be

most challenging for the activity.

o Game : Toung Twister w/action – Botika, Bituka, Butiki

Activity 2: Expectation-Setting

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Form six (6) groups according to birth month (January-Feb, Mar-April, May-June, July-August,

Sept-Oct, Nov-Dec)

Separate groups for children and adult

Everyone is encouraged to share and contribute their ideas

Acitivity 3: Sharing per Group

Children and adult gathered in separate sessions.

Activity 4: Processing of Expectations

1. Group (adults) were to read the answers to the questions assigned to them.

2. Kids’ groups were to add ideas that were not yet given by adults.

Expectations/Output

Participants shared their expectations based on the following categories

1. Workshop

Output

Learn more about background, lessons, experiences, ideas, strategies for

implementation with regards to DRR

Acquire lessons on Disaster Preparedness

Share best practices on DRR

Know DRR advocacy-related activities

Learn on children’s involvement on DRR and hear them share their experiences

Sharpen knowledge on DRR

Enjoy their participation in the workshop

2. Content

Output

Lessons about Disaster

Children’s Involvement on DRR

Strategies on DRR employed by ADPs

Inclusion of advocacy aspect on DRR

Background on DRR

New information on DRR

3. Factors that will help facilitate learning and active participation

Output

Workshops

Discussions

Kwentuhan-style or Sharing

More illustrative activities

Effective and Clear Facilitation

Encouragement from Facilitators

Lively Speakers

No rejection upon answers that may be wrong

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Active involvement and cooperation

Attentiveness

Use of Energizers/Ice Breakers

4. Factors that will hinder active participation

Output

Boring topics

Lack of sense of humor

Unaccomplished tasks

Absent-mindedness of participants

Side discussions of participants

Too cold temperature of venue

Destructions such as ringing mobile phones and concerns left at home

Illness or sleepiness

*Note: For any illness or personal needs, participants may approach HEA Specialists to

attend to them.

5. Participant’s contributions in the success of the workshop

Output

Sharing of ideas

Participation

Patience and respect to fellow participants

Attentive listening

Cooperation

Coordination

Faith in God, Trust in each other

Unity

6. House Rules

Output

Be on time

Silent mobile phones

Respect for one another

Children must be accompanied by adults

Maintain cleanliness

Pray first

Wear a smile

Avoid talking when discussions are on-going

Be alert and attentive

Avoid discrimination

Obey the rules

After processing of expectations, Ms. Mendoza explained the flow and objectives of the workshop to

the participants. This is to give them idea on what they should expect to be happening and the

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outputs expected from them within the next 2 ½ days. Workshop Objectives gave them idea

whether their expectations will be met at the end of the workshop.

Acivity 5: Program Flow (September 17-20)

Lulut Mendoza

I. September 18-19 Review CFDRR

II. September 19 Market Place (10-15 minutes presentation for each ADP) and Open

Forum/Reflection

III. September 20 Videos on DRR practices on DRR in other countries

Discussion/Sharing on CFDRR’s contribution in the community

Planning (How do we move forward?)

Objectives:

1. Know how CFDRR is able to contribute to and be integrated in the plans of the community.

2. Reflect all the lessons gained and the challenges faced during the CFDRR implementation

3. Come up with recommendations to resolve any unsettled issues and concerns

4. Agree on practical ways of mainstreaming CFDRR in ADPs to ensure everyone is aligned in

one direction only

5. Identify indicators which are common amongst every ADP/community as we go through

the process of the workshop

Break

Session Resumed at 3:30pm

VII. Video Presentation on Worldwide Disaster (Documentary 2011-2012)

Activity 1: Reflection

Reflection: Session with Adults (Share with partner for five (5) minutes.)

Liloan: Very scared, merciful, feeling of blessedness, hoping that it will not happen in the Philippines, praying hard to God. (Virginia, etc.)

Shared experiences on Flooding Riza: Thankful that disasters in their area are not that bad as compared to the

film, not losing hope, people always praying to God. Rizalia: Sad and nervous at the same time, shared 1989 typhoon experience (on

delivery), must have discipline among ourselves and to be prepared, must apply learnings in DRR.

Golden Valley: Scared, disaster events are biblical, children are the ones that are mostly affected, infrastructures damaged, poverty worsens, awareness of people are important, dapat di matigas ulo ng mga tao.

Iloilo: TY Frank – experienced great flooding. Shared story about the experience on TY Frank. Shared th importance of mitigation measures by the government and other private NGOs/ organizations.

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Pangka 2: Had a heavy feeling. Disasters are real but we can still have hope through measures on preparedness. Shared experience on relief operation in Isabela shared (TY Megi) (Survival is the main goal. Thought it was end of the world. But people were prepared and knew what should be done.)

Bohol: Realized that we have to be always prepared for disasters, to care for the welfare of children in times of disasters, to have disaster mitigation through tree planting, Areas are progressive through WV’s help.

Reflection: Session with Kids (Form one big circle to share reflections one-by-one.)

Reactions/Pakiramdam (15 minute sharing one word/one phrase)

1. What did you see in the video?

Disasters

Dangers of disasters

Sandstorm

Death

Typhoons are dangerous

Tsunami

How people are vulnerable

Earthquake

Hazard

Death of animals

Tornado

Loneliness of people

The longest lunar eclipse

Crying girls and boys

Storms

Flood

Suffering

Comets

Bible Verse

2. How did you feel? Share it with expression

Hurt Scared

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Sad

Merciful N

Shocked

Nervous

Uncertain

Feel like crying

Botheredabout what could

happen

Heavy heart

Guilty

Mixed emotions

Lulut Mendoza

“Sa atin affected tayo kahit videos lang sya. Kinakabahan, natatakot (sa pwedeng mangyar). Gustong

maiyak. Ang feelings natin, hindi basta basta. Bawat isa sa atin may gifts. May mensahe panginoon sa

bawat pakiramdam natin. Sa nakikita at nafifeel, ano ang sinasabi ng utak.” (We are affected though

it’s only a video presentation. We are nervous, scared, and emotional. But each of us were given

gifts that we can use. This is also God’s way of sending us a message. )

3. What does your mind says? What should we do?

Plan trees

Adoid littering

It might also happen in the

country

Proper segregation of garbage

People must change in good

ways

Do not abuse the nature

Always pray

Have self-discipline

Be stewards of the earth

Whatever learning from the

workshop won’t be put to

waste

Be environmentalist

Conceptualizing next steps

Trainings will help

Unity

Be cautious in any action

4. What do you want or plan to do?

Start with oneself and teach

others to be custodians of

nature

Be prepared

Plant trees

Recycle

Start an action. Be a “virus”

that shall spread and influence

others

Be resilient – both for self and

community. Share the

learning.

Segregation of garbage

Increase capacity to lessen

vulnerability

Teach others on right waste

segregation

Use the 3Rs

Invite friends to be eco-

friendly

Start with onelf, with friends

and family (Forgive and forget

others’ mistakes on you.)

Lulut Mendoza

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“Pag may bumabagabag sa dibdib natin, mas maganda na ikwento sa mga ate at friends para

makauwi tayo na wala ang pakiramdam na un sa dibdib.

Thanks for being honest on how you feel about it.” (When we are bothered, it’s better to share it to

our friends or elders so we will go home free of any heavy feelings.)

VIII. Sessions/Discussions on Basic DRR Information

1. Basic DRR-related Definitions

2. Why is DRR important to World Vision

3. Why Child-Focused

A. Session with Adults

Joyce Dumayag

1. Basic Definition of Terms on DRRM

Activity 1: True or False Quiz Show with Discussion of slides (4:45 – 5:15)

Notes: Defined the following terms – hazards, vulnerability, capacity, risk, disasters, disaster risk,

disaster continuum, disaster and development (mining, economic boom), development initiatives that

help DRR, disasters give opportunities.

2. Why is Disaster Risk Reduction important to World Vision? (5:16-5:49)

Activity 2: Workshop

Adult participants were grouped into three (3).

Each were assigned with metacard that is color-

coordinated according to category – Yellow for

Communities, Green for Families adn Orange for

Children. The groups would have to agree if DRR

is important in relation to the category they

were assigned with and they would give reasons

for their answer.

Categories Responses of Groups

Communities (Yellow) To lessen loss of lives and properties

With DRR, capacity and vulnerability of a community during

disaster/hazards are assesed

Preparedness of community.

To reduce death toll during disasters

For sustainability of the community.

Families (Green) DRR build resilient families which result to resilient community

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Reduce loss of life (family members)

For the protection of the whole family and property

To reduce poverty situation of families

Yes, because every parent and children were helping each other to

make their lives grow.

Every family need to be aware through seminars and trainings in their

community which shall teach them ways to rescue family members

Families are the basic unit of community. Deep implementation of

DRR builds resilient family that prevents loss of lives of family

members

Children (Orange) For awareness on the possible effects and outcomes of disaster

Open to all to cooperate and help or get involved in community

activities and programs

They are the most vulnerable, most affected emotionally and mentally,

when disasters come

Teachable and trainable

Serve as agent of change for the family and can impart information to

their families

Participation is one of the rights of children. They must be aware on

how to protect themselves and recognize their capacity and venues

for participation.

Activity 3: Discussion about World Vision

World Vision from Emergency Response to Disaster Risk Reduction

The previous sharing served as the platform to discuss (through PowerPoint presentation) “Why DRR is

important to World Vision.”

Why Child-Focused?

Afterwards, the session was continued to another workshop tackling why the need for a Child-Focused

Disaster Risk Reduction (CFDRR).

Activity 4: Workshop

The groups shared among themselves their ideas on the following questions:

1. Why Child-Focused?

2. What is Child-Focused?

3. How to be Child-Focused?

Questions Responses of Groups

Why Child-focused?

Children is the most vulnerable

World Vision is a child-focused organization

What is Child-focused?

Involvement of children in CFDRR (from planning to

implementation process). It is not just about children’s

participation but also recognizing their capacity to decide for

themselves. They can also advocate DRR at the government.

CF recognizes the capacity and rights of the children.

How to be Child-focused?

Workshops, Drills, Tree planting, and Trainings with

involvement of youth and children.

Giving of project and programs

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Funding allocation thru Sangguniang Kabataan Fund

School integration in curriculum

Involvement of children in planning and implementation of

activities/programs (DRR)

Additional:

a. Each student is required to plant one tree every month. This is

mandated by the Office of the Philippine President.

b. There are DepEd Orders on integration of DRR to school

curriculum.

c. Recommendation: To highlight the capacity of the children to be

involved and participate.

d. As an adult, we must ensure and we are accountable to build a

child-friendly community.

B. Session With Children

Ruel Fegarido

1. Introduction to Basic Information on DRRM

Interpretation of Pictures: For 1

minute, children were to think of a

word or “mag-isip tayo ng

salita/phrase na maglalarawan sa

picture na nakuha natin. Explain

bakit natin nagustuhan”.

1. The kids picked-up a photo

which they liked or caught their

attention

2. For 1 minute, they though of a

word/phrase that described the

photo they chose.

3. They shared to the rest of the group why they liked the photo

Children’s responses, using the photo they chose, can actually be classified to different aspects that

can be related to DRR. These are:

What kids can do?

Katulad sila sa atin na bata. Naghahanap ng way para maka-influence sa iba. Nag-

aadvocate sila para sa maaaring gawin para ma-minimize epekto ng disasters. (They

are also children capable of seeking for ways to influence and advocating to minimize

effects of disasters.)

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Even though bata, gaya ng CFDRR, ni-lessen ng programang ito ang pagiging

vulnerable ng bata at pinapataas ang capacity natin. (Involvement in programs, such

as CFDRR, decreases vulnerabilities and increases capacity of children.)

How kids are vulnerable?

Napili ko dahil nagpapakita ng kawawang bata na nasa binabahang lugar at wala

nang damit. (Photo showed kids affected by floods, with no clothes to protect their

bodies.)

Pagkita sa mukha ng bata, curious tungkol sa baha. Sa pagiging bata na walang alam

sa baha, tayo ang unang naaapektuhan. (Children are curious about floods, we can be

the most affected since we may have little knowledge on disasters.)

Babaeng tinamaan ng kidlat sa paglalaro. Madaming kabataan na inuuna ang

gadgets. Minsan sinasabihan tayo ng magulang pero di nakikinig. (Children,

sometimes, prioritize gadgets more than obedience to their parents , which can

actually cause us harm (such as being struck by lightning as shown in the photo.)

Effects of Disasters to People?

Naghihintay ng tulong para mailigtas ang buhay. (Awaiting assistance/rescue to

have lives saved.)

Malnourished due to lack of good food (Positive Stories during Disasters: There is

unity despite floods, soldiers helping others.)

Damaged houses from disasters. (Positive Stories during Disasters: Bayanihan

enables people to still re-build their homes.)

Human and their properties are vulnerable.

Nakikita ang bahay na nasisira. Tao na nagsilikas. Kawawa ang tao at kanilang

hanapbuhay. (Damaged houses and livelihoods, and people evacuating.)

Nasisira ang daan kaya mahirap makatawid ang mga sasakyan. Nakakaawa ang mga

tao. (Destruction of roads.)

Madaming namamatay na tao (Deaths)

Causes of Disasters?

Di lamang ang natural na kapaligiran ang nagdulot ng sakuna kundi pati mga tao.

(Man-made causes of disasters)

Di tamang pagtapon ng basura kaya ito resulta. Madumi tingnan ang paligid at

bumabaho. (Improper disposal of garbage)

Pagputol ng puno na nagdulot ng landslide (Cutting of trees causing landslides)

What we can do?

Representing na dapat magtanim ng trees at mangroves. (We should plant trees and

mangroves.)

“Save you, Save me” (Result of concerted efforts.)

Prepare

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Personal Experience on Disaster

Reminder of personal experience of a child participant who nearly died when one of

the most destructive typhoons hit their community in Sorsogon. Also, he was able to

witness ashfall from a volcanic eruption. The photos brought him back to his

personal experiences.

From the interpretation of photos, Ms. Mendoza used a creative method for kids to learn or be

reminded of the basic definitions of terms related to DRRM.

2. Basic Definition of Terms on DRRM

Ruel Fegarido

Activity 1:

The children found at the bottom of their chairs paper with statement written on it.

Through these statements, they formed basic definitions of DRR-related words.

Note: Words and their Definitions

Hazards - An event or occurrence that has potentials to cause harm to life and damage properties

and environment.

Risk - The probability that a community’s life is affected.

Capacities - Positive resources.

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

withstand or respond to the impact of a hazard.

Disaster - Serious disruptions on the functioning of a community causing widespread losses that

exceed the ability of the affected community to cope.

Activity 2: Identifying pictures according to definitions of terms

With their chosen photos, children were asked to match what they have with the given

definitions of hazards, risks, capacities, vulnerabilities or disasters.

3. Why is DRR important to World Vision, Deepening of Understanding on CFDRR

Activity 1:

Ms Mendoza asked the kids why there is a need to discuss disaster risk reduction. Children

answered that this is relevant since this gives them know-how and increases their

understanding, resulting to their involvement and participation on minimizing the effects of

disaster.

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Activity 2: Children were asked to:

Form 2 Lines.

Pretend that these two lines represent good and bad conscience. Left is bad while

right is good

A question was provided, “Is there a need to implement DRR project?” Kids would

reason out according to the conscience they belong to.

OO (Yes) /Good Conscience HINDI (No) / Bad Conscience

...dahil nakabubuti sa lahat (because it’s good

for everyone)

...dahil tinutulungan mo ang komunidad na

maging resilient at pinapataas capacity

(because it increases capacity and builds the

resilience of community)

...dahil dapat tinutulungan kai bata pa at di

pa alam amang gagawin sa panahon ng

sakuna (because children are still children

and they do not yet what to do in time of

disaster)

...para alam nila tama at maling ginagawa (so

children would know whether or not what

they are doing are right or not)

...kasi kailangan natin para maprevent

disaster (to prevent disasters from

happening)

...kasi respecting God is respecting mankind

and environment

...kasi isa siyang (it’s one) way to achieve

fullness of life for every children.

...kasi nagsasayang ka lang ng oras

mo (because you’re just wasting your

time)

...kasi may mashalaga pa akong

trabaho kesa DRR (because I still

have something to do that’s more

important than DRR)

...dahil dapat alam na ng mga tao

kaya din a kelangang iremind. Alam

na gagawin (because people should

already know what to do, no need to

remind them)

...Dapat isipin mo sarili mo. Wag

tulungan. Para saan pa, gastos lang

yan (Just think only of yourself, no

need to help others. What for? It’s just

a waste of money)

..Populated na, kailangan nating

magbawas (We’re already populated,

we need to reduce population).

At the end of the activity, children were asked whether any of those belonging to bad conscience

group would prefer joining the good conscience. They all answered yes. On the other hand, no one

wanted to belong to bad conscience. Everyone wants to do DRR.

Ms Mendoza shared that in 2006 alone, HEA of World Vision spent about 6M USD on emergency

responses. If communities were capacitated and were resilient enough, it could have been avoided.

Thus, we want to be prepared and do DRR. This is how important DRR is to World Vision.

4. Why Child-Focused?

Activity 1: Children were asked to:

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Four (4) groups were formed.

Discuss their ideas about CF DRR and express them in drawings.

The following questions were used to guide children’s discussions.

1. What is CF DRR for you?

2. Why do we need CF DRR?

3. How do we do CF DRR?

Ano para sa amin ang Child Focused

DRR

Bakit kailangan ng Child

Focused DRR?

Paano magiging

Child-Focused

ang DRR?

1st

presenter

(Group 2)

May Relief goods na inililibot sa

bahay ng nabaha

Mga bata na tinutulungan ang

nasalanta.

Nag-rerescue sa naapektuhan ng

flood.

Tumutulong sa avalanche.

Nagtuturo ang batang leaders,

Tinuturuan ng WV about CFDRR.

Tinuturuan ang mga bata

na ma-increase ang

capacity at makapag-

respond.

Pwede ang mga bata na

mag rescue.

CF ang DRR kasi sila

pinaka vulnerable in any

form of abuse.

Pagtuturo sa bata

na maging aware

sila sa disasters.

Key Words

1. Response

2. Children are more vulnerable

3. Raise capacity

4. Children can be taught of ways to increase

capacity. It is our hope that they do not just

respond, but instead, they also

know how to rescue and save lives.

2nd

presenter

(Group 1)

Kadalasang ginagawa ng WV. Ang

CFDRR, kinocover lahat aspects pati

daily needs ng bata.

Kasama dapat school at play

ground kasi don din umiikot

mundo nila. Generally for

children. Kailangang i-cover

ang aspectsng buhay bata. Di

lang kelangang relief goods.

Pag aayos ng classrooms,

Page | 19

upuan at lamesa na

ginagamit sa schools.

Capacity ng pamilya dapat

batayan ng ibibigay na goods

(di equal, equitability).

Key Words

1. Children’s Needs

2. World Vision is for children

3. Upon distribution of goods, the size and capacity

of family must be a factor

When doing CFDRR, we must not just consider one

aspect of a child’s life or activities; we should look at all

the aspects of a child’s life – house, playground and

school.

Group 3 Hindi disaster ang drawing.

Sumasalamin sa 2 bata. Batang

vulnerable, batang may capacity

to help fellow children.

CFDRR - paano

makatulong sa kabataan

kasi bilang kabataan they

have right to be

protected. May bata na

vulnerable in times of

disaster. Drinawing ang

leader.

1. CFDRR – may capacity na

mag-lead sa children, na

makuha atensyon to lead

sa DRR.

Key Words

1. Child-friendly

2. Vulnerability

3. Be alert

4. Capacity

Kids can have two faces during disasters – those who

are just vulnerable and those who are vulnerable yet

capacitated to save fellow children.

Page | 20

Group 4 Tool para ma-boost capacity

to the highest level capacity

ng bata.

Mitigation, preparedness and

prevention. CFDRR minomold

bata para maging prepared at

maprevent hazard. Though

mag occur ang disaster,

nakakatulong ang COMSCA.

Magiging CF, kung child-friendly

at peaceful flow ng activity. CF ito

pa gang speaker ay child friendly,

approach ay child friendly.

Key Words

1. Preparedness

2. COMSCA

3. Mitigation

4. Child approach

5. E-peace

6. Children’s Rights

7. Mitigation

8. Preparedness

9. Child-friendly

10. Boost child’s capacity

Child’s capacity can be boosted. It is child-focused if the approach

is child-friendly.

Lulut Mendoza

CFDRR ay di lang children, andon kasi ang capacity ng bata nabo-boost pag me pagkakataon sya.

Kahit may kakayahan nangangailangan pa din ng adult na ksama sa community. Di kaya ng bata na

sila lang.

I-consider lahat ng aspeto kung saan umiikot ang buhay ng bata. Kailangan andon din ang adults for

guidance at plano sa community. Dapat napapasok ang sinsabi natin sa plano. Mga bata, adults,

purok leaders, lahat nagtutulong-tulong para sa CWB ng bata na natutugunan for DRR. Kayang mag-

contribute ng bata kasi responsbilidad na mag-contribute at maging mabuting model. Di lang para sa

pamilya kundi para sa community.

After the sessions were done, all the participants were gathered again in one big group to have an

End-of-the-Day Reflection on what transpired and how they felt about it.

IX. End of Day Reflection

Page | 21

Aha (For New Learning and

Realization)

Ok ? (Are there questions)

Tight bonding

There is learning from the

groups’ outputs.

Ideas are something to

learn from

Child-friendly approach

In shock about the upcoming

presentations of ADPs during

the market place.

X. Announcements:

1. There are 10 groups to present in the market place.

2. For concerns, contact HEA Specialists

3. Preparation of ADPs can be started by setting up on their designated places

4. Praise & Worship Assignment

a. Thursday - Aklan, Leyte 2, Bohol

b. Friday – Children’s Group

XI. Closing Prayer

End of Session: 6:30pm

DOCUMENTATION

September 19, 2012

The session was once again started with preliminaries that began at 8:00 in the morning. Ms. Joyce

Dumayag as the Officer of the Day began to set the mood of the participants for the 2nd day by

introducing the leader for the Praise and Worship Activity, the Aklan Team.

Afterwards, Pastor Jay Rodriguez of Palawan, who was one of the participants, was introduced to

lead the devotion. His message revolved around preparing oneself, especially our spiritual

conditions, even before disaster strikes. He also cited some causes of disasters using the Bible as the

reference. But before he ended, he also assured that God has promises in keepingus away from

disasters.

I. Devotion

1. Scriptural Reference on Disasters

Matthew 24:6-14

Matthew 24:12-14

Page | 22

2 Peter 3:10-13

2. Biblical Causes of Disasters

Forsaking God

Ignorance of Advice – Proverbs 1:25-28

Disobedience – Deut 28:61-62

3. God’s Promise in Keeping Us Away from Disasters:

Ps 91:9-10

Prov 3:25-26 (Have no fear of sudden disaster.)

4. Conclusion: 2 Peter 3:14-15

II. Message of Encouragement

Ernie Macabenta, Operations Associate Director for Visayas

After the Morning Devotion, Mr. Ernie

Macabenta, Associate Director for Visayas

Field Office, gave a Message of

Encouragement to the participants.

While disasters are unavoidable,

what’s important is we can do

something to reduce the impact of

disasters.

All of us need to change our ways for

one reality in life is actually, change.

There is much learning in this

workshop to keep us abreast and

which will become useful for us to be

prepared.

It is our hope that we can capture everything and our learning won’t be confided here but

will be shared to our communities. This includes the impact to children of everything we do.

Ice Breaker

Ruel Fegarido

III. Recap of Day 1

Joyce Dumayag

Ms. Dumayag facilitated the recap activity as a review of the activities, outputs and learning that

were accomplished and gained the previous day.

IV. Child Well-Being Aspirations (PowerPoint presentation)

Luz Mendoza

Page | 23

V. Session on Market Place

First Batch of Presenters

The highlight of 2nd day began with the 1st batch of presenters, namely: ADP Pangkaunlaran 1;

ADP Agusan Sur; and ADP Iloilo.

Please see below summary of presentation by ADP.

Process:

1. The large group of participants, adults and children together, were divided into smaller

groups according to the number of ADPs that will present.

2. Two (2) members of ADPs presenting stayed in their designated spots for presentation. The

rest of the members visited the presentations/exhibit of other groups.

3. The formed groups went to their designated places to view the exhibit and listen to the

presentations.

4. After 15 mins, the groups will move clockwise and transfer to another presenters.

5. After round 1, a reflection session was facilitated.

Activity 2: Reflection on MarketPlace after the 1st Batch (1:04pm)

(Note: Summary of Reflections can be found below.)

Process:

1. For reflection, the cafe lite methodology

was used.

2. There were 5 groups (3 – 5 members each

group) for adults and 5 groups for kids.

Each of the group had question assigned

to them. The group chose documentors to

write down answers within 2 minutes.

After 2 minutes, members of each group

(except the documenter) were asked to

transfer to another group with a different

set of guide question.

3. The documenter then welcomed the

newcomers, presented what has already

been discussed by the previous group and

led the next round of discussion until all

five groups were able to go through each of

the 5 guide questions for reflection.

Page | 24

4. These quide questions were:

a) Mga positibo at mga magaganda’ng bagay na nagyari or factors that facilitate

accomplishments.

b) Ano ang mga balakid o pumipigil para gawing maayos ang mga ito? Or what are the

hindering factors affecting the smooth implementation of CFDRR?

c) Ano and mga pangunahing hamon or major challenges at paano ito nilutas o balak

lutasin ng ADP o komunidad? Or major challenges and how they were dealt with or

are planned to deal with by the ADP or community?

d) Ano ang kahalagahan ng mga natutunan ko bilang magulang, anak, lider,s taff

workers sa usaping CF DRR? Or importance and relevance of the learning on

CFDRR as parent, leader, son or daughter and staff?

Ice Breaker

Bagyo, Baha, Lindol

2nd Batch of Market Place Presenters: This involved ADP Pangkaunlaran 2; ADP Sorsogon

(Green Valley); ADP North West Leyte; ADP Surigao Sur; ADP Palawan (Golden Valley)

Please see a summary of the presentation below.

Activity 3: Continuation of Reflection after the 2nd Batch

1. Same reflection process was employed using same guide questions.

2. After all questions were answered, the group proceeded to consolidating all information by

gathering together all cards of the same colors with ideas written on them, including those

coming from children.

3. By a methodology called “dotmocracy”, participants were given sticky dots, which they used

to pick out his/her top 5 ideas from out of the many that’s written per guide question cited

above.

Page | 25

Please see summary of ideas in a matrix below.

MARKET PLACE OUTPUT

ADP Pangkaunlaran 1

Results of CFDRR Implementation

Capacity Building

CBDRRMT for the Municipalities of Luna & Gamu

CFDRR School Base

Provision of flood control crops & disaster kits.

Regular consultation with the Provincial & Municipal DRRM

PDAI is a member of the DRRM (Provincial & Municipal)

Provision of Warehouse by the PLGU

Conduct of Audit or Confirmation / Validation of the Calamity

Monitoring & Evaluation

Hindering Factors

No disaster Plan ( Prov’l – Municipal & Barangay)

Absence of formulated DRRM Structure

No MOA with Stakeholders ( Roles & Functions)

Learning/Recommendations

Readiness and willingness of Stakeholders/ Partners

MOA should be signed with Partners

Finalization of DRRM Plans.

Masterlist / Directory of potential partners/volunteers (before, during, post disaster).

Mobilization of Key Leaders of Pangkaunlaran 1 during disasters.

Counter-parting/ collaboration with other sectors

*Note: LGU is responsive. Coordination is through letter.

Page | 26

ADP Agusan Sur

Batang HANDA

Results/Activities

1. Disaster Management Framework

Preparedness

Response

Rehabilitation (seminar CFDRR)

2. Mitigation - Tree Growing

3. Youth Savings Activity- COMSCA

4. Agusan Marsh – “Resilient Community, Surviving Hazards”

5. Mainstreaming CFDRR during 2010, six (6) barangays were involved

6. ADP-wide assessment - identification of most vulnerable community

Best Practice

Before Typhoon Sendong, in a DRR workshop, children identified water systema as

source of sickness. The results of the workshop were presented to LGU and they

responded to it after 3 months.

Construction of floating evacuation centers (c/o Lumad)

Challenge:

Three (3) years after mining opened, flooding worsened. There is flood even from just normal

amount of rainfall.

Analysis: Due to silted river

Significant Learning:

The children identified crocodiles as hazards to the. From this, it was seen that there are learning

Page | 27

that the kids can see but the adults cannot capture.

Questions

1. Are there warehouses for relief goods?

Limitation if the lack of facilities, thus, the use of

some government facilities

2. Is the issue on mining integrated in the

DRR plan?

In mainstreaming CFDRR, there was an

Advocacy regarding mining

ADP Iloilo

IUSECO (Children Organization)

Vision

We want a united, sustainable, and empowered

children organization composed of competitive

individuals that promote positive change in the

community.

Mission

Fostering children’s active participation and

community partnership.

Goals

Capacity Enhancement

Community Engagement

Life Formation

CFDRR started in July 2012

Child Participation in CFDRR

Recognized capacity and the situation of a

child

Child Leaders have capacity to teach

others

Children organization have VMG

Activities

Capacity-Building

Savings activity

Module on CFDRR (used in communities)

IUSECO Logo (meaning)

Footprints ng bata beside adults’ footprints

+ (cross) God as the centre of the organization

Heart (connection/inter-connectedness)

Page | 28

Hands as guidance

Learning: Confidence that CFDRR will be implemented successfully because of child leaders.

Challenges:

Miscommunication

Information-dissemination

Questions

1. What’s LGUs’ participation?

Networking/collaboration

2. Organizational Structure? None yet since we just started last July

3. Integration in ADP Design? Ownership of the ADPs is important

Integrated in the Organizational

Development aspect

4. Is there any planned coordination with

Department of Education?

Yes, to inform children on DRR

ADP Davao

Brgy Calinan Children for Peace

Strengthening of Barangay Children’s Association

Projects

LCP

COP

CFDRR Project

ECAP

Strengthened BCA of ADP Davao

Representative sitting on BCDC

Activities

COMSCA

Strategic Planning

Other Activities

Revision of CFDRR module for better understanding among children

Underwent seminars

Trained gangsters in Brgy. Calinan as a way to pass on legacy on CFDRR

Page | 29

Realizations

Children are most vulnerable in terms of disaster, hence, CFDRR

Children-to-children type of teaching must be employed

As children, there is recognition of partnership in local governance context through Linkage

with barangay to present CFDRR, CFDRR ToT, installation of “Unahin Kami” Charter thru

Davao BCA

Advocacy on CFDRR: Project Tree Growing with tree guards

Good Stories/ Best Practices

During a Barangay Training on COP. Children went house-to-house to collect recyclable

materials as fund raising activity to push through with the training.

Realization: Children of ADP Davao reach for their goal of acquiring additional learning and

knowledge

“Tapos na ADP sa Davao. Nag-allocate kami ng 70% of Calamity Fund for funding sa plano ng

kabataan on DRR.” (Barangay Council allocated 70% of Calamity Fund for funding of

children’s plans on DRR) - Kagawad Hector of Barangay Calinan, Davao.

“Davao Children Facilitators are the first facilitators* of CFDRR, COP and LCP in the world.”

Christian, Child CFDRR Facilitator

Process Undertaken : Orientation ToT Facilitation

*Note: They are qualified as trainers when they have already conducted CFDRR trainings out of

their own effort. Youngest trainer is 10 years old.

Questions: 1. Is there any Barangay Executive Order

adopting CFDRR?

BCPC has plans to incorporate youth

in the barangay programs

Page | 30

2. Wasn’t it hard for you as trainers to miss class in order to conduct trainings?

LGU schedules trainings during holidays

ADP Pangkaunlaran 2

CF DRR Interventions/ Activities

World Vision and PDAI are members of the Provincial Disaster Risk Reduction and

Management Council (PDRRMC)

Coordination and Collaboration

PDRRMC officer attended CFDRR training, conducted trainings, mainstreamed CFDRR in the

training design, and continuously lobbying for CFDRR training funds to the governor

Community Mapping in 27 barangays (identification of capacities and vulnerabilities)

Natural Farming System (NFS) as the main strategy of the ADP

Mainstreamed in the ADP Sustainability Plan

Business Plan includes Vegetable and Fish Production

Disaster Response

COMSCA (both adults and kids)

Sagip-Kalikasan – Barangay Tree Planting in one School

ADP Child Protection Policy (contextualized) was drafted which contains, among others,

Responsibilities of Different Sectors

Child Monitoring (Child Well Being Aspirations)

Environment/DRR as part of Advocacy Plans

Challenges

Advocacy

Use of Calamity Fund for training

Page | 31

NFS

Functionality of structures (M/B DRRMC, LCPC/BCPC)

Infra and facility support like evacuation centers, etc…

Coordination and collaboration

Information dissemination of the CDPP.

CDPP Plan (for finalization)

History of Disaster

Vulnerabilities

Capacities (Structure)

Disaster Response

Response Strategy

Transition Plan

Coordination and Communication Plan

Advocacy and Security Plan

Design Plan – Financial Plan

Family and community Resilience

Questions:

1. What’s your responde during drought

season in Isabela?

Natural Farming

Culture/ing og=f Micro-organism

(indigenous)

Crop rotation/diversified farming

ADP Sorsogon

*Note: Presentation is about the plans formulated by the children.

Page | 32

Activity

COMSCA

Tracing map of affected barangays (identifying vulnerabilities and capacities, # of affected

population)

ADP North West Leyte ACCOMPLISHMENTS:

Identified pilot areas for CF DRR - Brgy. Sto.Rosario, Matag-ob, Leyte.

Conducted Community Risk Assessment to Adult and Children in Nov. 29-Dec. 1, 2011 and

Dec. 3 and 4, 2011. Twenty-eight (28) adult participants attended including the Barangay

Council and 29 children participants.

Identifed high risk areas in the barangay, as well as vulnerable conditions.

Formulated Community Risk Reduction Plan.

RESULTS: Community Risk Assessment facilitated more understanding among barangay council and

community residence on Disaster Risk Reduction.

Implemented one portion of Community Risk Reduction Plan, which is Tree Planting.

Facilitated Membership of NorWeLeDePAI representative to the Barangay Disaster Risk

Reduction Management Council (BDRRMC)

CHALLENGES Staff focused on CF DRR piloting/mainstreaming, considering that the current staff is

currently, in-charge of 2 municipalities with 600 children to attend to

Understanding of the barangay council and community people on the importance of CFDRR.

Reinforcement of the BDRRMC

Ownership of the barangay council on the Community Risk Reduction Plan.

Prioritization of the barangay council on what plans to be implemented

Inclusion of Community Risk Reduction Plan to their Annual Budget Plan

ADP Surigao Sur

Child- Focused Disaster Risk Reduction (CFDRR)

What has/have been done in relation to the CF DRR?

Conducted CFDRR Training in ADP Surigao Sur

Formulated the ADP Surigao Sur Community Disaster Preparedness Plan

Organized the HEART structure at the ADP and defined specific functions and

responsibilities.

ADP HEART Team responded to the ADP level Relief Response during the 2011 Calamity Replicated CFDRR Training in one (1) pilot area of Madrid

CF DRR training with local partners Conducted environmental awareness/climate change activity during the Children’s

Page | 33

Fellowship conducted last September 1, 2012. This was facilitated by the representative

from DENR

Contributed/participated in the formulation of Local DRRM/CCA Plan of Madrid for CY

2012- 2016

Results

LISURKA representation as member of the MDRRMC (Madrid) and attended the regular

quarterly meeting of the said committee

LISURKA representation as member of the CDRRMC (Tandag City)

Tapped BFP as one of the resource persons for the CFDRR Replication Training in Brgy. San

Antonio, Madrid, Surigao del Sur

Generated cash counterpart from the LGU Madrid in the conduct of CFDRR Replication

Training in Brgy. San Antonio, Madrid, Surigao del Sur

Challenges

Knowledge of the LGUs and community members on Republic Act 10121 (Disaster Risk

Reduction and Management (DRRM) Act of 2012

Representation of Children in planning for DRRM and other related activities

Absence of Barangay DRRM Plan in some covered barangays How they were dealt with?

Integration of DRR in ADP sectoral activities

Collaboration with LGUs and LGA partners in advocating DRR in our covered areas

Replication of CFDRR Training in other covered areas that are vulnerable

Page | 34

ADP Golden Valley

CF-DRR

What we have done so far?

CF-DRR was introduced to the ADP in 2010 Assessment of existing ADP Designs and DRRMPs (Province, City and Barangays) of LGUs

and other NGOs Partnership and collaboration on CF-DRR in the City and ADP areas. ADP Golden Valley

works with the City/Barangay Councils, churches, Red Cross, government agencies, and children

ADP Golden Valley was able to pilot Bgy Irawan as one model on CFDRR implementation/ All Council members joined with other City stakeholders in CF-DRR training.

Holistic reflection, creative communal prayers and planning Integration of CF-DRR in the ADP Transition Plan On-going Community Risk Assessment for final revision of Irawan Child Focused Disaster

Risk Reduction Management Plan (CF DRRMP). Children share relevant views and and intensify involvement to ensure their safety, protection and resiliency during disasters.

Challenges Different sectoral and LGUs priorities Budget constraints for locally-funded ADPs. CF-DRR processes entail investment/resources.

Where are we now?

Revalidation of CRA results in Irawan

Finalization of Draft Irawan CF-DRRMP with LGUs, Red Cross and other groups

Integration of CF-DRR Schedule of Implementation in the ADP Transition Plan. CF-DRR

Processes with children and replication in other ADP areas were integrated in the

Transition Design (FY 2013-2015).

There were a total of nine (9) ADPs who willingly and actively presented and shared their

experiences during the Market Place Session. On the other hand, other participants who listened to

the presentations were also delighted to share their thoughts and ideas and ask for clarifications

since they recognize that the experiences of other ADPs will be source of additional knowledge and

information to them that they can share upon returning to their communities.

Although, there were still a couple of ADPs, which were not completely done in presenting, it was

already cut short by Ms. Luz Mendoza due to limited time. The spared time was, nonetheless, spent

in reflection activities and the consolidation of all the learning and ideas that the participants had

during the Market Place.

Page | 35

VI. Reflections/Realizations for the Day

Before ending the day, participants were once again asked how they felt during and after the whole

day’s activity. Responses were:

1. Happy

a. In listening to the presentations of the ADPs.

b. “System of implementation of the market place. This is the first time that I saw that

having children and adults joined together in a discussion about learning, issues,

concerns and challenges can, actually, be done. “ (Pastor Jay Rodriguez)

2. Tired

3. Learned a lot

VII. Realizations from children

1. Happy with the use of a lot of colors

2. Happy with the presentations

VIII. Announcements

1. Reimbursements to Jolly and Kath

2. Third day shall start at 8:30 and end at 3:30pm

End Session at 5:43 pm

DOCUMENTATION

September 20, 2012

The 3rd day was started up with an energy-boosting activity through a dance led by Ms. Yheleen

Veso, WV Learning Innovation Specialist.

Mr. Ruel Fegarido, afterwards, called up the kids to lead the Praise and Worship activity which was

immediately followed by a Devotion led by Pastor Jay Rodriguez.

I. Recap of Day 2

Activity 1

1. The participants formed one big circle.

Page | 36

2. The recap activity was done through use of phrases:

a. Mabuti na lang.....

b. Kaya lang....

3. Each participant said his/her response to the said phrases.

But they should relate it to the response of the participants

preceeding them.

II. Processing of Reflections done the previous day (See

Summary of Reflections below.)

After the recap, discussion of the reflections output gathered in the

previous day was facilitated by Ms. Luz Mendoza. The top five (5)

priorities for each question, which they had identified, were

highlighted. The summary of the reflections are found below in the

summary of reflections matrix.

Page | 37

Summary of Reflections (Round 1-2)

Questions Top 5 Priority ItemsA Other Responses

Ano ang mga

balakid o

pumipigil para

gawing maayos

ang mga ito?

(What is the

hindering factors

affecting the

smooth

implementation of

CFDRR?)

1. Financial/funds/resources (limited)

2. Lack of Political Will ng LGU

3. Lack of partnership with LGU

4. Only Structure available but no

personnel

5. No child empowerment in DRR (No

child leading DRR, still adults)

No sense of ownership by community

Low level of child participation

NO Disaster Plan

Mining Corp, nakakasira ng kanilang resources

CFDRR confined w/RC only

Buwaya, risky para sa mga tao

Weak networking and linkaging with LGU/DILG (are ADPs

accredited)

Ang katamaran

Lack of monitoring (no tools)/TOR

ALck of supportive parents

Lack of governance

Lack of self confidence

Limited capacity of ADP to implement CFDRR

Lac of prioritization of person responsible/manpower

No MOA with partners

Neglected BCA

Kawalan ng Unity

Lack of leadership/interes

No action on plans

Kawalan ng interest

Kawalan ng kooperasyon

Clarity of Role/Function

Peace & Order Situation

Time Constraints

Time Management

Hindi Priority sa agenda

Absence of DRRM Structure

Seasonal: campaign only

Page | 38

Mga Pangunahing

Hamon or major

challenges at

paano ito nilutas o

balak lutasin ng

ADP o

komunidad?

(Major challenges

and how they

were dealt with or

are planned to

deal with by the

ADP or

community?)

1. Political Will of the LGU in support to

CFDRR

2. Lack of financial support and lack of

love for nature

3. Involvement of children

4. Sustainability of child volunteers

5. Responsible person for

implementation of CFDRR

Political Will

Change of leadership (election na)

Prioritization of programs/activities (brgy level)

Ownership of CDRR plan

MOA with partners/MOU with CDRRMC, DILG, DSWD)

I-convince ang leadership ng LGU to formulate RESO for

CFDRR

Institutionalization of partnership

Integration of CFDRR

Consultation Meeting with Stakeholders

Networking and Partnership

Advocacy pn RA 10121 among local officials and

community

Assistance at Brgy Level on crafting BDRRM plans

Farm-to-Market road (makipag partner sa mg aofficials,

LGU

Lack of Financial Funds

Availability of local funds to support

Solution: Accurate allocation of calamity funds

Lack of funds/Linking to barangay

Involvement of Children

Representation/membership of children to DRR-related

organizations

Cooperation of all agencies

Cooperation of the community

Child participation, empowering children through

conducting trainings (advocacy)

Sustainability of Child Volunteers

Responsible person for implementation of CFDRR

Retention of volunteers (children/adults)

Tradition? Sila ang pumunta sa isolated area para ma-

Page | 39

implement ang CFDRR

What’s the stand of WV or ADP on children with

disability

Phase out of ADP

Sol: Tapping of resources from LGUs, school/DepEd

Sustainability of CFDRR implementation

Sol: Create structure of CFDRR Team (equip w/KAS)

Responsible person for implementation of CFDRR

Nagkalat na basura (Segregate ang mga ito sa tamang

lalagyan 3Rs)

Kakulangan sa silid-aralan (nagpatayo ng rooms,

partnership with barangay

Kakulangan sa hanapbuhay (nagconduct ng livelihood

program)

Malnourished children ( nag feeding ang WV)

Education for OSY (nagbigay sila ng scholarship)

Bagyo (pagbibigay ng relief goods)

Child Abuse (seminars on child rights and their

responsibilities)

Ano ang

Kahalagahan ng

mga natutunan ko

bilang magulang,

anak, lider,s taff

workers sa

usaping CFDRR?

(Importance of the

learning on

CFDRR as parent,

leader, son or

1. Staff Workers: Strengthening of

CFDRR Advocacy

2. Community participation and

involvement as citizens during

disaster

3. Mitigation to lessen impact of disaster

or hazard; preparedness and

alertness physically, mentally,

emotionally and spiritually.

4. Assurance, ensuring safety measures

for children, family and community

5. Responsible in all possible outcome

Sense of independence in deciding during

disaster/emergency (Children)

Partnership and collaboration

Maging agenda sa BLGU at magawan ng plano

Resiliency to adopt CFDRR

Dapat kita tanan magpakabana kung say nahitabo sa

ating palibot

Reduce risk of disaster

Ibaba sa komunidad ang natutunan sa CFDRR Lessons

Learned

Must be included in LFA in ADP

Rehabilitation of agriculture and livelihood activities

Page | 40

daughter and

staff?)

Gawing isa sa mga agenda sa usaping pamilya

Service-oriented

Address the child protection issues

Magulang: inculcate values of preparedness among

children

Mai-aaply sa ADP na kung saan meron tayo (Sharing)

Ma-reduce ang risk sa bawat communities

Coordination between the BCA and the Brgy Council

Lider: Fund allocation/prioritize CFDRR

To boost up my capacity in responding to different

disasters

Kalahalagan ng CWBA – CFDRR

Maging alert ang lahat n gliders and staff sa pag monitor

Gve more time on CFDRR; dapat much more iinstalled

documentation

Importance of child participation

To feed enough clear and useful information in a

community

Para mabawasan ang mga taong vulnerable

Upang mapalawak at madagdagan ang ating kaalaman

bilang isang anak/lider

Lahat tayo ay duty-bearers sa usaping CFDRR

Assurance of safety measures for children, family,

community

The most important is prayer

Maging handa kapag may sakuna

Napakalaki lalo na sa mga new beginners (new idea, bad

and good, strategies, experience)

Ensuring the safety of the families

Responsible in all possible outcomes

Napapalawak ang kaalaman sa pag-iwas sa sakuna

Page | 41

Mga batang gagawa ng plano susuportahan na lang or

guide ng leaders

Re-eccho sa barangay o sa mga kinauukulan

Malalamang kung anong agencies ang lalapitan thru

CFDRR

Awareness

As a staff, pwede mo syang i-share sa family mo at kung

involved ka pa sa ibang org, pwede mo rin itong o-share

“Ligtas ang may Alam”

Preparedness for us to be prepared. Mitigation to lessen

up the possible impact of the disaster or hazard

Mga Facilitating

factors sa mga

magaganda at

positibong bagay

(Facilitating

factors to the

accomplishments)

1. Full cooperation of the community

2. COMSCA

3. Strong partnership with LGU and

technical support from partners

4. Chiild-led activities

5. Focused and committed person on

CFDRR implementation

6. High Level of participation among

children in CFDRR

Child Focused DRRM Plans

They give relief goods to those who were affected by the

calamity

Parent motivation

Capacity-building for children

Knowledgeable and confident

Readiness and willingness of children

Well-defined roles, function, responsibilities of all

agencies involved

Receptivity or acceptance of target areas

Ask for budgetary requirements

Nag-train sila ng mga child leaders

Conducting seminars or workshop regarding CFDRR

Available documentation of CFDRR but needs

improvement

They used facilities, which can encourage and give more

information to the participants

Ownership of lGU

Availability of funds

Unity and collaboration

Page | 42

Proper auditing and monitoring of projects

Commitment of children/stakeholders on DRR

Organized structure of children

Proper waste disposal

Contextualized plans

Nagbibigay ng school supplies

Resolution of adoption of cfdrr plans and programs

Pagsuri at pagbigay rekomendasyon sa problema

Focused-staff for CFDRR

Resource mobilization

NFS

Production of organic fertilizers

Production of indigenous vegetables

Forward

They bbuild warehouses or stock house

Tree planting activity

Patubig

Presence of faith

World vision

Integration of cfdrr to LGU training design

Conduct trainings and activities that will help children to

be kept away from trouble such as gangstersim and

illegal drugs and other wrongful deeds.

Magbigay ng

pangkalahatag

mungkahi o

rekomendasyon

para sa mas

maayos na

implementasyon

ng CFDRR

1. Allocated budget of CFDRR must tie-

up with BCPC

2. Implementation of CFDRR training

should be done in a community thru

empowered and trained children

3. Need action planning and evaluation

4. School-based CFDRR

5. MOA with partners

Implementation of CFDRR

Federate BCA

Advocacy

Adaptation of LGus on CFDRR plans and programs

through resolutions

Sustainability

Peer approach

Regular meeting (even with disaster)

Page | 43

(Over-all

suggestions or

recommendations

for better

implementation of

CFDRR)

Strategies on Implementation

Magkaroon ng structure (person responsible)

Establish indicator on CFDRR

M&E (Purposive M&E (provision of appropriate tools)

Maayos na documentation and filing of ocuments

Engaged CFDRR to national level

Tree planting/mangrove planting/ proper waste disposal

management

Assessment/Criteria in Identification of target groups

- CFDRR should be culture-sensitive

- Unity of ideas and principles

- CFDRR is for everyone not only for Registered families

Page | 44

III. Video Presentation of DRR efforts of other countries

The following were some of the videos that were shown:

The Boat School (Bangladesh)

Communities Managing Disaster (Bangladesh)

Resilient Livelihoods Reduce Disaster (Bangladesh)

Disaster Risk Reduction (Save the Children)

Child Focused DRR (World Vision Philippines

Reflection: “Disaster Risk Reduction is not a stand-alone na project. All the sectors must be

involved in this.”

IV. Poster Making: “What does resilient children/family/community mean to us” Joyce Dumayag

The next session employed creative method, which is Poster-Making, for participants to illustrate their idea or view on what resilience is in different aspects – Resilient Children, Resilient Family and Resilient Community. Each of them was given art materials to use in their work. Children and adult were grouped separately to see the perspectives according to the eyes of children and adults.

Activity 1: Reporting of Posters Made

Below is the summary of this session.

Page | 45

Resilient Children Resilient Families Resilient Communities

Adult’s

Perspective

Group 1 (Ruel’s Group)

Indicators

o Empowered

o Strong

o Able to cope in different

disasters

Goals (at the core):

o Group of children

leading

o “Save the Earth”

Children: With passion,

commitment to volunteerism,

capacity to lead and act

Children’s Involvement must be

highlighted in policy and

governance

Children must be involved in the

family’s decision-making

Children must be involved in

community activities such as

tree-planting

Ptr Jay’s Group

Malaking mata/Big Eye symbolizes

vision – focused on resilient families.

In times of disasters, family must be

intact with focus on preparedness,

first aid, and awareness.

Child is for CFDRR; mother is for food

security/COMSCA

Resources must be prepared and

Available

Put God first especially in homes

Resilient families must be involved in

community projects (tree-planting for

flood control)

Child-Friendly Community

Community must have

children with strong spiritual

values

Schools must be venue to teach

them, especially on CFDRR

Health center must have

available basic medicines at all

times

During disaster, commmunity

gather to do response and

rescue

Community must be aware of

what to do during disasters

Mountains must not be mined

Page | 46

Ate Carol’s Group

Do not forget that God Loves ys i

any disaster.

Everyone, especially, children have

capacity

Lesson: Center of our Lives must be

Jesus Christ

Ate Jimbea’s Group

Families must be intact and work

hand-in-hand

Disaster-prone areas must regularly

plant trees, and have source of

livelihood

“Ang bata nakakaexperience ng

makulay na buhay pag resilient ang

pamilya.” (Better life awaits for

children from resilient families.)

Resilient Children

From a vulnerable child with no

source of help, then joining

organizations that capacitated

him/her

Has Strong LGU Support

Child continues his/her studies

With Close family ties

Has good grasp on CFDRR that

results to resiliency

Shares with other children what

she/he learns resulting to a

Page | 47

brighter future.

Children’s

Perspective

We are Ready Poster

3 belongings to different

religions yet united and

ready as one during disaster

(even first-aid kits)

Children must teach fellow

children about CFDRR

Christian’s Group

Family prepares their homes

(making those more sturdy

especially, the roofs)

First-Aid kits are prepared

Pamilya

Resilient Family

Family is prepared (even documents

and other important things)

Family watches news on tv for

updates

There are a lot of trees planted to

avoid intense flooding

Page | 48

Activity 2: Synthesis

Joyce Dumayag

Ms. Dumayag reminded the participants about Disaster Continuum.

Preparedness – Early Warning

Prevention

Mitigation – Lessening of bad effects

Development – Target goal

The question to ponder on was: Malayo pa ba ang gap sa target natin na resilient community?

(Is there still a large gap between the present and the resilient community/family/children that we

are targeting?)

1. Children’s drawings show that their perpectives are mostly inclined towards preparedness.

2. Adult’s drawings, on the other hand, show that their perspectives contain diverse messages.

Mitigation - Tree Planting Activity. It lessens the damage since this is a protection

mechanism

Policy and Governance

Development : Food Sufficieny/Security and COMSCA; Livelihood Activities

Child Well-Being Aspirations

Key Message: Resilient Families Resilient World

V. Session on Child Well-Being Aspirations

Yheleen Veso

This is an activity that will deepen their perspectives on

Child Well-Being Aspirations (CWBA) in times of

disaster.

Activity 1: Role Playing

Groups had to do a role-playing that will express their ideas based on the topics they were

assigned with. There was a processing after all the groups performed their parts. But,

afterwards, Ms. Veso added some inputs on Child Well Being Aspirations in

times of disaster.

Page | 49

Activity 2: Group Output and Discussions

Group 1 – Girls and Boys Enjoy Good Health

1. Responsive Health

2. Social Services in the brgy

3. Enough Food ( availability of food products at home)

4. Transformation

5. Basic Health Education

6. School-based Health and Nutrition Program

Group 2: Girls and Boys are cared for, protected and

participating

1. Cared for with safe places to play

2. Cared for with safe houses esp in times of disaster

3. Protected from discrimination

4. Participation (youth organizations: BCA, church

organizations, CFDRR

5. Participation (COMSCA)

6. Protected for/ Participating (Policy and Governancce)

Girls and Boys are educated for life

1. Integration of CFDRR in school

2. Partnership with stakeholders

3. Community advocacy

4. Preparedness of family

5. Empowered children

Girls and Boys experience love of God and their neighbours

1. Love God

2. Love of neighbors

Guiding Principle

1. Children are citizens and their rights and dignity are upheld

United Resilience Clap

Clap, Clap, Clap, Padyak, Padyak

Tayo, Clap, Clap, Padyak, Clap

Talon, Padyak, Clap, Upo, Padyak

Tayo, Clap, Clap, Talon, Talon

Talon, Padyak, Padyak, Padyak, Padyak,

Clap, Clap, Clap, Clap, Clap

Page | 50

Yeheeyy!!

VI. Action Planning: How do we move forward from here?

Luz Mendoza

Activity: Action Planning

Considering the

presentations on

accomplishments and

upon seeing the gaps, the

participants were asked to

look back at their

community and envision

plans that they want to

implement for the next six

(6) months. For this

activity, the participants

must review all the

session’s outputs and

consider them, especially,

the gaps in their planning.

They would have to identify those which they need to immediately respond to in their community

for 6 months, at the minimum, that will contribute to a resilient community. Upon returning to

their respective communities, the plans they make must be prioritized.

Action Plan Template

(*Note: Below are plans made by nine (9) ADPs.)

Activity will be per ADP to be guided by the HEA Specialists

Gaps o

kakulangan

Activity Available

Resources

Sino Gagawa?

Person/s

Responsible

Support Needed

Klase ng

Support/Type

of Support

Kanino at

saan

manggagaling

/From whom

this support

will come?

Page | 51

ADP Leyte 2/Diadem

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng Support/Type

of Support

Kanino at saan

manggagaling /From

whom this support will

come?

Level of Information

shared Barangay

Council, LGUs and

ADP Staff

Meeting with Barangay

Council, Muncipal LGU and

ADP Staff

Barangay Hall, Barangay

Chapela and School

Community Leaders,

Barangay Council,

Municipal LGU, DP Staff

and WV

Facilitators Barangay Council, LLGU,

ADP, WV Staff

Lack of Funds Submission of Proposal for

Training

Barangay Council and ADP

Staff

Budget and Materials to

be used in the training

Conduct of CFDRR Training Community Leaders and

ADP Staff

ADP North Cebu

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng Support/Type

of Support

Kanino at saan

manggagaling /From

whom this support will

come?

Limited Funds Review plans during the

CFDRR seminar conducted in

Cotcot

Cotcot Gym World Vision Staff,

Barangay Officials (Brgy.

Chairman)

Availability of the

participants

Barangay Officials

Implementation of

CFDRR Training

Page | 52

ADP Aklan

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng

Support/Type of

Support

Kanino at saan

manggagaling /From

whom this support

will come?

Full Coordination of

Community

Orientation to Community World Vision, BLGU,

MLGU

World Vision Staff,

CFDRR-Trained

Facilitators, BLGU

Assistance/support WV, BLGU, MLGU

BCA Workshop/Seminars/Orientation World Vision, BLGU World Vision Staff,

CFDRR-Trained

Facilitators, BLGU,

Children/Youth

Assistance/support and

Parental Support

Parents, WV, BLGU,

MLGU

ADP North Bohol

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng Support/Type

of Support

Kanino at saan

manggagaling /From

whom this support

will come?

Presentation of CF-DRR to Board of Trustees and staff of ADP

Conduct Orientation to the ADP

members

Set the implementing

guidelines for CF-DRR

Include CF-DRR guidelines to

ADP Policy

Man power

ADP/ OD Staff

ADP BOT and

OD Staff

Module of DRR

Financial

Support

WV

Page | 53

MOU/ MOA to

Partners

Set appointment or meeting

with stakeholders about CF-

DRR

Formulation of MOU/MOA with

stakeholders

Conduct trainer’s training

Man power

LGU support

ADP/OD Staff and PM

Staff

Review of documents

(MOA/MOU)

Trainer’s,/Facilitators

WV

Davao

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng

Support/Type of

Support

Kanino at saan

manggagaling /From

whom this support

will come?

Lack of Participation

of Adult

Convene CDRRMC

CFDRR Orientation to CDRRMS

Venue

Meals

Materials

Facilitators

BLGU/Resource

Persons from BCA

Children’s Plans are

not yet integrated in

CDRRMC

Presentation of the Children’s Plans to

the Council

Plans Kagawad Hector

BCA

CFDRR

Mainstreaming in

the Community

School-Based CFDRR

Orientation (Purok CFDRR)

First Aid Olympics (School-

Based)

Lobbying to other barangays

on CFDRR

Tree-Growing (Bunawan and

Calinan)

Meals/Materials

Prizes

Plans/CBL

Seedling

BCA/LGU (Kgwd.

Hector)

LGU/Schools

BCA

BCA/LGU

Page | 54

ADP Surigao Sur

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng

Support/Type of

Support

Kanino at saan

manggagaling /From

whom this support

will come?

Most of the

residents lack

knowledge on

CFDRR

Conduct Orientation/Training per

barangay during the General Assembly

Venue

Speaker

LGU

LISURKA

Technical and Financial

Support

LGU, BLGU and

LISURKA

Information-

Dissemination on

RA 10121 and RA

9003

Lobbying with barangay officials during

BDC Meeting

Venue

Resource Person

DILG

LGU personnel

Service vehicle LGU

Replication of

CFDRR Training to

most vulnerable

area

Conduct CFDRR Training Venue

Facilitator/Speaker

BFP

LGU Personnel

Cooperation of

Barangay Residents and

officials

BLGU, LGU, LISURKA

Strengthening

partnership among

different sectors

Meeting with Different stakeholders LISUKRA, Stakeholders

from LGU

Cooperation of partners In Partnership with

LGU, LISURKA

Lack of Flood

Control System

Tree-planting Seedlings

Budget

DENR

Residents of the

barangays

Cooperation of

residents

DENR, LGU, LISURKA

Page | 55

ADP Pangkaunlaran 2

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng

Support/Type of

Support

Kanino at saan

manggagaling /From

whom this support

will come?

Community Disaster

Preparedness Plan

Finalization of CDPP Budget ADP

WV

Stakeholders and

Partners

Technical Support WV

Organization of

COMSCA Group

Organization Budget

Parents’ Counterpart

Materials

ADP

COMSCA Village Agent

Financial Support ADP & COMSCA Village

Agent

Child Focused

Disaster Risk

Reduction (CFDRR)

Training of Trainers on CFDRR Budget

Parents’ Counterpart

Materials

ADP

WV

Stakeholders

Technical and Financial

Support

WV

LGU

Stakeholders

CFDRR School-

based (High School

level)

Training on CFDRR School as venue

budget

ADP

WV

Stakeholders

Technical and Financial

Support

ADP

WV

Stakeholders

CFDRR School-

based (elementary)

Training on CFDRR School as venue

Budget

ADP

WV

Stakeholders

Technical and Financial

Support

ADP

WV

Stakeholders

Page | 56

ADP Golden Valley

Gaps o kakulangan Activity Available Resources Sino Gagawa?

Person/s Responsible

Support Needed

Klase ng

Support/Type of

Support

Kanino at saan

manggagaling /From

whom this support

will come?

Re-validation of CRR

results

Meeting with the Barangay

Council/Sectoral Group in the

community

Children’s Group

BCA (September 22)

Manpower

Budget

PO

CBO Staff

BCA

Barangay Chairman and

Council

Leaders

Technical Support

Materials

Barangay Fund

ADP

Finalization of Draft

(Irawan CF-DRR

Plan)

Organizing of Organizational Structure

of CFDRR (Pilot Areas) (October)

Budget

PO

CBO Staff

Council

Technical Support

Materials

Barangay Fund

ADP

Children’s

Participation

Training of Trainers

Children’s Workshop in 4 Target Areas

(October 20-25)

SK Fund

BDRM Fund

ADP

BCA Officers

CBO Staff

PO

SK Chairman

Technical Support

Materials

Barangay Fund

SK Fund

ADP

Page | 57

VII. Evaluation

Jolly Gibe

After the planning session, the event was ended with an Evaluation activity. They were asked to use smiley for positive evaluation, sad

face for things that need improvement and Indifferent Face for any additional comments.

Smiley Face Sad Face

Enjoyed and learned things that can be shared to ADP

Children were empowered

Methods were appreciated and were very applicable

Great Facilitation

Full of Learnings especially from other ADPs

Gained friends

Saw the importance of adult mentoring in children

empowerment

Highly Participative planning with representation from

different sectors

Enjoyed the fellowship

Happy with Sharing of Best Practices and participants’

active participation

Friends gained will be missed

Page | 58

VIII. Messages from Each Sector

LGU (Barangay)

Kap from Palawan

Salamat sa facilitators. Madaming natutunan na pwedeng i-share sa kabarangay at kalapit na barangay. Nag-aaral pa lang ako (3

years of service. Mahaaga ag ganitong training. Madaming natutunan para sa kapakanan ng brgy at kabataan. Sana magtulungan

kami. Kaya kumandidato para magserbisyo at di pagserbisyuhan.

I-share ko lang ang accomplishments ng City

o Everyday na pagtatanim ng puno

o 2M trees sa loob ng 23 years

o Patuloy kaming sumusuporta sa

proteksyon sa mga kabataan

o Kami may land fill sa Palawan

Masaya po. 3 years akong kapitan, dito lang ako napasayaw. Masaya na na-meet kayong lahat

President ng CBO

Bohol

“Madaming natutunan na pwede i-share.”

Representative

DepEd

“ Na experience ko ang balik sa dati. Matagal na akong nagtuturo sa Grade 1. Masaya na andito sa Hotel. Nahirapan sa activity

ngayon July pa nag train sa CFDRR sa lugar. Plans di lang na-implement, pero at last, nakapag enjoy kami kasama ang kids at BHW

sa aming lugar.”

Jolly

“Thank you na may taga DepEd. Hindi hiwalay ang DepEd kasi madalas nasa school ang bata, kaya dapat ma-mold ang guro na nag-

momold sa mga kids.”

Page | 59

Christian

Representative of Kids

“Para sa akin, nag-approach na ako sa LGU initsa pwera ako. Kahit meron akong kasabay dito na Ate at Kuya, dininig nila ideas at

hinaing ko. Nagpapasalamat din ako sa ates at kuya na nagtiwala bakit ako andito. Nagpapasalamat na may new friends. Special

thanks kay Kuya Ruel, nag-train sa amin on CFDRR. Salamat sa Panginoon na ginather tayo dito na walang accidents na nangyari.

Hope and pray na walang kalimutan.”

Ronalyn

Representative of Kids

North Cebu

“Masaya dahil madaming natutunan (naiyak kasi sa new found friends) . Dito sa training na ito, napakasaya ako na andami kong

naging kaibigan. Madami din akong naka jamming na friends. At madaming natutunan sa training. Sana sa lahat ng friends

makapag-facilitate ng CFDRR. Pagpapatuloy nyo lang magandang nasimulan. Follow ur journey.”

Ruel Fegarido

“Madaming dilaw na naisulat. Happy din kami na madami tayong activity na ganito where we share our learning and experiences.

Sana may mga activities tayo na ganito lagi para ma-build capacity natin.”

IX. Closing Dance (Kapayapaan) and Prayer

To close the workshop, the participants and the facilitators joined together for a Closing Dance and a Closing Prayer led by Carol Cabading,

Project Officer of ADP Pangkaunlaran 2 of Isabela.

End of Session/End of the Lessons Learned Workshop 4:15 pm