vulnerable groups adult learning working with children module 2 – session 6 adult learning styles...

International Federationof Red Cross and Red Crescent Societies

Vulnerable groupsAdult Learning

Working with children

Module 2 – Session 6Adult learning styles

Designing a training course


Vulnerable Groups in Disaster Response


‘When hundreds of refugees come flooding across the border, you do not think about whether they are men, women, children or elderly, you see a MASS of miserable people who are suffering great loss and trauma and who are in dare need of shelter, food, water and medical care’.

What do you think?


Practical Exercise 1: What are the immediate and long term needs of each of the individuals? Which are their fears?

15-years girl: Has lost her whole family as result of recent clashes. They were shot dead in front of her when they were shopping in the market. She fled with her neighbours.

70-year old man: widower who has lost touch with his grown-up family. He supplements his meagre pension by selling the eggs his chickens lay. He fled with his neighbours.

40-year woman: In good health. Midwife. She fled with everyone else. She is accompanied by her 1 year daughter who survived the fire although sustained burns which are now infected. She has not idea if her husband and 2 sons know where she is.


Gender

Gender role: The socially defined sets of behaviours attached to being a man or a woman.

Gender relations: how the society perceives the identities of men and women in relation to one another. Also refer to the power dynamic between the women and men and authority at family and community level.


Planning

Monitoring & Evaluation

Assessment

Implementation

Gender in disaster response

Assess different impact on both women and menTools:Rapid checklistGender analysis

Incorporate gender findings in the design of Plan of Action

Tool: List Gender-responsive Indicators

Monitor gender-disaggregated indicators

Gender-balance field teams

Members with gender awareness,local knowledge, cultural understanding, and willingnessto listen.


Why Mainstream Gender?

Because women’s rights are often missed if we do not explicitly include them from the beginning of intervention.

Because men also suffer from inflexible gender stereotypes. Ex: young man with small children and no wife might be very vulnerable as he has not cared for them alone before.

Because the programme may fail to hold tangible benefits if we don’t attend the needs from the different groups.


Practical gender recommendations

Draw up gender-disaggregated needs of the target population. Plan your activities based on those needs.Ensure privacy, safety and dignity of sanitation facilities (latrines, bathing and laundry).Ensure proportional provision of facilitiesEnsure facilities and appropriate NFI to attend menstrual needs.In societies that practice purdah or gender segregation, use women field workers. Ensure gender-balanced teams. Women sometimes find it easier to express their views to other women.Involve men in hygiene promotion activities (hygiene can not be seen as an issue related only to women’s sphere).Etc…


Other vulnerable groups

Needs and vulnerability are not always related to sex, but might be connected to age, health status, social status, race, etc. and that might change over time.

Other vulnerable groups potentially at risk in emergency situation are:Elderly Disable peopleChildrenPLWHA and those exposed to high risk behaviour


Disability in emergency

Within displaced and refugee populations, disabled people are frequently abandoned and left behind

People with impaired mobility who are able to flee may become more dependent because wheelchairs and other aids are left behind.

Disabled people tend to be invisible to emergency registration systems. They are frequently left unregistered, which means that their specific needs are not met.

Evidence from acute emergencies suggests that disabled people suffer particularly high rates of mortality and morbidity.


Elder people in emergency

Often older people’s need remain invisible during need assessment. This invisibility often results in older people being deprived of critical life-saving resources.

Common misconception that older people are difficult to train, not open to new ideas, and unable to participate effectively in community and economic activities.

Older people might be be housebound or have poor mobility, chronic disease, confusion or depression, poor strength and co-ordination, disability (blindness, deafness) and poor nutritional status.


HIV AIDS People

All groups affected by an emergency are subject to an increased vulnerability to HIV infection as people are driven to adopt risky behaviour in order to survive.Persons living with HIV/AIDS are more prone to disease and death as a consequence of limited access to food, clean water, and good hygiene.Caregivers may be killed or injured during an emergency.Women, girls and boys are especially vulnerable to HIV infection.Health-care systems break down and financial resources are much more limited than usual.


Children in emergency

During emergencies, children are especially vulnerable to disease, malnutrition and violence.Diarrhoea is one of the major killers of children during humanitarian crises. Many humanitarian crises cause the forced displacement of families, with children separated from their caregivers and at grave risk of violence, abuse, abduction and exploitation.


Common needs for those groups

Children, disabled people, older people may need smaller or specially designed water carrying containers.Special toilets and bathing facilities may need to be constructed for children, older people and disabled people e.g. potties, or toilets with lower seats or hand rails.Even if a sufficient quantity of water is available to meet minimum needs, additional quantity might be needed for other groups (HIV AIDS).All users (including non accompanied elderly and children) should be fully informed of when and where water is available. Minimum standards in term of distance between dwellings and water points might not meet needs for these groups.Etc…


Adult Learning

Common mistake:

Trying to fit adult learners into the traditional learning mould designed for children

Adults learn differently than children


The Traditional Approach to Learning


Adult Learning Theory

Adult learning theory recognizes that adult learners bring life-experience and prior knowledge to the training environment.

Adult learners have a complex set of needs and presentation requirements that must be fulfilled for learning to occur.


Adult Learning principles

1. Adults need to be involved in the planning and evaluation of their instruction.

2. Experiences (including mistakes) provide the basis for learning activities.

3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

4. Adult learning is problem-centred rather than content-oriented.


Adults Remember

• 10% of what they read

• 20% of what they hear

• 30% of what they see

• 50% of what they hear and see

• 70% of what they say or write

• 90% of what they say as they do something


Problem-posing approach

Facilitator provides a framework for participants to consider a common problem and find solutionsParticipants are activePeople learn more by reflecting on their own situation Easier to motivate people to take actionBuilding on knowledge that students have previously developed

Tell me and I forget, show me and I remember,

involve me and I understand.


•Children’s ideas and attitudes are often more flexible.

•They are often inquisitive and enjoy opportunities to find things out for themselves.

•Children might be an effective link between the school and home-learning environments.

Hygiene Promotion with Children


Working with children in emergency: benefits

Children in Emergency situations (e.g. refugee camps) benefit in two ways from being involved in hygiene promotion and sanitation programmes:

It helps improve their health and, by giving children recognised responsibilities, increases their self-esteem.


Child to child approach

Child-to-Child (CtC) is an approach to health promotion and community development that is led by children.

It is based on the belief that children can be actively involved in their communities and in solving community problems.

Participatory approach developed for long term programmes.


Child to child approach: six steps


Child to child approach: which one?

Teaching and learning is about everyone learningfrom each other.

Teaching and learning is about an 'expert' giving knowledge to those who don't have it


Child to child approach: elements for emergency situations

Children used as ‘loudspeakers’ passing messages on

1 child or group of children

- younger child/children.- a same-aged child / children.- a family / families.- the community.

- spreading knowledge to- teaching skills to- demonstrating by example to- working together with

Adolescents in particular are often very influenced by their peers and can be helped to become effective peer group educators.

Progressively, as the emergency situation stabilizes, involving children as partners


Hygiene Promotion with Children

HP with Children

•School children if schools working

•May be possible to work informally with existing youth groups or faith groups

•Set up informal children’s activity groups

•Peer education often very successful

•Groups may already exist•Sport is a useful entry point

vulnerable groups adult learning working with children module 2 – session 6 adult learning styles...

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