Post on 31-Dec-2019
Page | 1
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
Page | 2
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
Page | 3
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
Page | 4
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
Page | 5
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
Page | 6
“ 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
Page | 7
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
Page | 8
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
Page | 9
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.
Page | 10
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
Page | 11
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
Page | 12
“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
Page | 13
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
Page | 14
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.)
Page | 15
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
Page | 16
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.
Page | 17
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:
Page | 18
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