Something to know about... DISASTER RISK REDUCTION IN LATIN AMERICA AND THE CARIBBEAN UNICEF Latin America and the Caribbean Regional Office
No. 3, 16 December, 2011
Every year, an estimated 100 million children and young people are affected by disasters*
CONTENT Best practices
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Human interest stories
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Resources
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Key documents and publications
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Videos
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Links of interest
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Children and young people are the most affected by disasters because the particular challenges they face in coping with unexpected and painful interruptions to their lives. It is essential to include the perspectives of children and young people in Disaster Risk Reduction. *Source: UNIRSD
Every year over 100 million children and young people, are affected by disasters*, because the particular challenges they face in coping with unexpected and painful interruptions to their lives. Since they are the most affected by disasters, it is essential to include their perspective in Disaster Risk Reduction (DRR) and ensure their active participation in decision-making and risk reduction activities. DRR first started in the early 90’s, in Latin America and the Caribbean (LAC) following the launch of the International Decade for Disaster Risk reduction. In 2004, UNICEF and partners in LAC initiated the “Riskland Game” to raise awareness for children about disaster risks. For the past several years, there has been growing international support for DRR programmes. In 2005, The international community committed to the Hyogo Framework for Action, which provided five main tenets for DDR programming (Education, Nutrition, Water and Sanitation, and Communication,) and in 2007, was endorsed by UNICEF. Education - Since 2006, UNICEF LAC has been collaborating with Ministries of education, National systems for DRR, sub regional bodies, such as CEPREDENAC (in Central America) and CAPRADE (in the Andean Region) and international cooperation agencies, including ISDR, OFDA/USAID, UNESCO, IFRC, Plan International, ITDG and Save the Children on the issue of DRR within the education sector.
go to page 3.) Nutrition, Water and Sanitation - When a disaster occurs, children are very much affected by a lack of safe drinking water -which often leads to health and malnutrition problems. Therefore, it is important to ensure that the national response system takes into account water and sanitation needs of children during emergencies. Ideally water supply systems are resistant to disasters. The recurrent lack of water caused in part by hydro meteorological factors (i.e. droughts, El Niño, etc.) can cause nutritional crises mainly affecting young children. As such, it is essential to develop effective risk analyses, to monitor the situations carefully and to strengthen responses through the nutrition sector in order to reduce the risks for children. In the area of water and sanitation, the interagency Water, Sanitation and Hygiene coordination mechanism (Cluster) at the regional level has been strengthened. A national response capacity development in water, sanitation and hygiene was undertaken through capacity mapping and training courses in several countries, including Dominican Republic, El Salvador and Guatemala.
Communication - Public communication and awareness is crucial in the field of DDR since it is the communities that in the first line of response and the recipients of disaster; they are the main actors that can prepare, prevent and mitigate risks. It is important to continuously invest resources, ideas and energy in risk reduction programmes, and high-risk populaIn 2008, ten regional priorities on DRR were tions -especially children. Community particiagreed upon in an inter-agency manner in pation is key for advocacy at the ministerial depth participation of Ministries of Education in level. the region. In Central America the DRR framework for the education sector was developed Furthermore, efforts should be made to reinand signed by the Ministries of Education; force messages and to encourage the use of some of these activities have been implement- the wide-range of tools available for stakeed with the support of UNICEF (to learn more holders in order to strengthen the DRR.
Every year... - Latin America and the Caribbean are particularly vulnerable to natural hazards, such as hurricanes, tidal waves, floods, earthquakes, landslides, volcanic eruptions, forest fires, and droughts. Last year according to the Government in Haiti* the number of young people that died in Haiti hit record numbers because of the earthquake that claimed 316,000 lives. - During the hurricane season (between June-November) on average 12-15 tropical systems pass through the Caribbean area and affect the lives and livelihoods of tens of thousands people. - The rainy season in LAC has led to major flooding. In 2011, large scale flooding affected approximately 150,000 people in seven countries. - Droughts have been intensifying and have resulted in reduced access to water and increased risks of nutritional crises, especially in areas already prone to chronic malnutrition for children; as seen in Mexico this year.
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DISASTER RISK REDUCTION in Education in Latin America and the
mand for schools, hospitals and health centres to be safe, and for: the lives of students and patients to be protected by implementing appropriate security measures; the continuity of the functions of hospital and health centre functions to be guaranteed in terms of the treatment of the ill, and for safe places to be provided in schools at all times; and This initiative urges all persons, families, communities, organizations, governments or other entities to commit to helping make a school or hospital safer and better able to survive disasters. The persons in unsafe schools, hospitals and health centres run a greater risk of losing their lives when a disaster occurs. We can increase the safety of these establishments for dealing with the growing risks from natural and man-made threats, including climate change. The UNISDR, WHO, UNESCO, UNICEF, the World Bank, the ADB and other working partners seek to increase the degree of awareness and establish a de-
the risk reduction capacity of all groups involved in schools, hospitals and health centres to be increased. This initiative has been designed so that any person or institution can make a commitment to a school or hospital in his or her community. We all can commit to becoming promoters, leaders or spokespersons for making a school or hospital safer.
Join up! All you have to do is enter here and select the kind or nature of your commitment.
Best practices Student Brigades for Risk Management and Psychosocial Care in Venezuela The Project is oriented to forming brigades of students to participate in the promotion of actions for comprehensive risk management and psychosocial care initiatives in emergency situations [Read the document] Development of the Strategy for Risk Management and Disaster Response in Bolivia The document is designed to help develop family and community capacities, strengthening their resilience and creating tools for disaster risk reduction and disaster response. [Read the document] Development of local capacities for observation of climate change and its effects on the health of children and availability of water resources in Bolivia. The project is oriented to developing the capacities of the office of the governor of the department of Chuquisaca and a group of public and private actors from the department in the provision of water and health services, considering the effects of climate change and their integrated nature. [Read the document] Systematization of best educational practices for risk management in Central America The experiences and materials presented have been developed in a context where, in recent years, the United Nations’ Disaster Risk Reduction (ISDR) has been promoting “disaster reduction begins at school”. [Read the document]
Something to know about...
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The Right to Education in emergencies or disasters Education is a human right and a child right that permits the full exercise and enjoyment of the other rights. Education protects well-being, promotes learning opportunities and stimulates the social, emotional, cognitive and physical of children and adolescents. States are obligated to ensure, respect, protect and satisfy the right to education, even under emergency conditions, and if due to these conditions a State cannot assume its res-
ponsibility the international community should include education assistance in education assistance as part of humanitarian aid. During an emergency, Education mainly: Makes possible the physical, psychosocial and cognitive protection that can save and maintain lives. Offers stability and hope for the future in times of crisis, especially for children, adolescents and youths. Enables the emotional recovery process from traumatic events produced by the emergency.
classes, reopening schools, and reintegrating students and teachers; supplying adequate teaching and learning materials; promoting spaces and materials for recreation, and reestablishing social programmes (in nutrition, health, water, etc.) and materials and equipment to enhance education quality. For this, there must be a combination of efforts and strategies that primarily includes: The participation of children –and the education community in general– in risk management activities, either under normal conditions or after a disaster has occurred. The implementation of schools and sectorial arrangements,
During an emergency the education sector should ensure access to a qua- The implementation of activities and tasks of prevention and mitigality education for all children in the tion (including the physical reinforaffected communities, providing a cement of school buildings), safe and protective environment for children and ensuring that schools are The development of school risk only used as shelters in extreme camanagement plans linked to school ses. plans. If the education process is interrupted, provisional learning spaces must be established – quickly renewing
For additional information, please see the thematic web portal: Education and risk management [in Spanish]
Key aspects for preventing emergencies
actors enrich efforts to build safer and better prepared communities.
School Security is a Social Responsibility: society must guarantee that the school provides a safe learning environment.
To Educate is to Prevent: all educative efforts to prevent disasters constitute actions for development and for life.
To Prevent is to Transform: all initiatives for risk reduction and disaster prevention contribute to making communities safer and better prepared places.
To Promote Partnerships is to Reduce Risks: synergy and coordinated work among social
Disaster Prevention is Also for Children: at school they must feel that risk prevention and reduction are a shared responsibility – and above all, a chance to protect their lives.
Disasters must not go to School: the education community can incorporate disaster prevention in the education curriculum, organize school brigades and create community strategies for making schools safe and protected places.
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DISASTER RISK REDUCTION in Education in Latin America and the
Human interest stories Houses still are defying gravity in Honduras - Puerto Cortés remains one of the areas of Honduras most affected by the 2009 earthquake [Read the story] 'Baby Jenny' reunited with doctor who saved her in Haiti - CNN. One year later, Devilme meets the doctor who treated her daughter's fractured skull and crushed chest. [Read the story] Return to Happiness - Venezuela. José Antonio, like 6 other youths, received workshops on the use of the Return to Happiness backpack. [Read the story]
“I’m very happy to go back to my Mama” – Dominican Republic. Rosly arrived in the country after the earthquake on January 12, 2010, to receive emergency care, and a year later is reunited with her family in Haiti. [Read the story] We must stay strong in front of the children, but we are worried- Chile. Children tell that at night they are camping on a hill near Curanipe, while during the day they go down to help their parents protect their belongings to prevent possible looting. [Read the story]
The Children’s Charter for Disaster Risk Reduction was based on consultations with more than 600 children in 21 countries of Africa, Asia, the Middle East and Latin America. In these consultations the children identified priorities for children among the topics of Disaster Risk Reduction. This is a Charter for children, made by children, and it shows us that they are talking about the theme – implying the need for our commitment to ensure that their priorities influence decision-makers at the highest level. The Charter has five priority points identified by children. [Read the Charter]
Something to know about...
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Resources 1. Key documents and publications Disaster risk reduction terminology UNISDR 2009. Standardized terminology to be used in programme preparation, institutional development and public information [Read the document]
Education in emergencies and disasters. A guide to preparation for the education sector [in Spanish] - CE, CECC/SICA, Plan, UNICEF 2010. Compiles experiences and resources to guarantee education in situations of emergency and disaster. [Read the document]
Core Commitments for Children in Humanitarian Action - UNICEF 2010. These comprise a global framework for humanitarian activities for children implemented by UNICEF and its partners [Read the document]
Practice drills in schools: A guide to their preparation [in Spanish] - CE, CECC/SICA,UNICEF 2010. A tool prepared based on the experiences of teachers and students, both during disasters and in drills. CE, CECC/SICA,UNICEF 2010. [Read the document]
Minimum Standards for Emergency Education, chronic crises and early reconstruction - INEE 2007. These apply to a wide range of situations, including natural disasters and armed conflicts. [Read the document]
Education in emergencies: including everyone. INEE pocket guide to inclusive education - INEE 2009. Complements the INEE Minimum Standards, particularly in their crosscutting themes: gender, HIV/AIDS, disabilities, etc. [Read the document]
Experiences in disaster risk reduction in schools in South America [in Spanish] - UNICEF 2010. The document presents experiences from Colombia, Ecuador, Paraguay, Peru and Venezuela [Read the document] The rights of children in emergencies and disasters: Everyone’s Concern [in Spanish] - UNICEF 2008. Addresses the rights approach in emergencies; children, their rights and vulnerabilities [Read the document] Communication kit for risk management [in Spanish] - Promotes a culture of disaster prevention for the entire population, and strengthens response capacity in the schools [See the materials] Comprehensive risk management: A right of the education community” [in Spanish] - Guide to the preparation of risk management plans in schools. UNICEF; CECC/SICA; European Community 2010 [Read the document]
Shelters in schools, When? How? Why? [in Spanish] - EIRD (ISDR), UNICEF, CECC/SICA, CE 2008. Addresses the theme of using schools as shelters, the interruption of classes, deterioration of the infrastructure and loss of educational materials [Read the document] Guide to the application of the Minimum Standards for Education in Emergencies [in Spanish] - CE, UNICEF, CECC/SICA 2009. The aim of this guide is for children to return to normality following an emergency situation or chronic crisis . [Read the document] Instruction Manual for educational play: Guide to the application of Minimum Standards for Education in Emergencies [in Spanish] - UNICEF 2010. This game has been developed to accompany the “Guide to the application of the Minimum Standards for Education in Emergencies, to help with the reconstruction of the education system in communities experiencing emergencies [Read the document]
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DISASTER RISK REDUCTION in Education in Latin America and the
2. Videos Education and risk management [in Spanish]- Video clip dealing with disaster prevention from within the education sector. Provides advice on how children, adolescents and the community can prevent emergencies and disasters. [See video]
Celebration of International Disaster Risk Reduction Day 2010 [in Spanishi]. Dominican Republic – On the occasion of the International Day for DRR in Santo Domingo, a campaign of information and awareness raising was implemented with the participation of 270 children. [See video]
Disaster reduction begins at school [in Spanish] – Emphasizes the importance of guaranteeing the right to education during emergencies and disasters, and the importance of child and adolescent participation in matters of Risk Management. [See video]
Chickenland: Don’t let disasters surprise you [in Spanish] - FUNDACRID. Educational video on preparation for emergency situations. [See video]
Riskland. Education in Emergencies [in Spanish] Honduras. Throw the dice, advance a few spaces, read a card and discuss with classmates. It’s that easy to learn to prevent disasters with Riskland at school. [See video]
Learning to prevent with Solidario [in Spanish]Venezuela. Contents of the proposal for RECREA Vacation Plans and Camps for 2011. [See video]
Earthquake drill [in Spanish] - Peru. Teachers and students work together to hold an earthquake drill at school. It was the third challenge of the UNICEF’s interscholastic competition "La Onda de mi cole". [See video] [More videos]
31 Minutes – So children can laugh again after the earthquake [in Spanish] - Chile. Deals with restoring the spirits of children with post-traumatic stress following an earthquake. Together with APLAPAC and the cute characters of 31 Minutes, teaches the value of not fearing nature and getting over fear in the company of friends. [See videos]
Videos on Risk Reduction [in Spanish] - International Strategy for Disaster Reduction (EIRD). [See videos]
Multimedia resources on disaster preparedness and emergency [in Spanish]. [See resources]
Ri sk land Learning through play how to prevent disasters This material is intended to make available to the educational community and the children of Latin America and the Caribbean an innovative and interactive tool for disaster risk reduction. More information
Something to know about...
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3. Links of interest desaprender – Web site for the promotion of experience-based learning, focused on those who work for the reduction of risks in the region [Web site] International Strategy for Disaster Reduction (ISDR), Regional Unit for the Americas – Aims to support actors throughout the region, fostering a culture of disaster prevention and helping to build resilient nations and communities that are resilient to disasters. [Web site] Plan International – Works to protect the rights of children and adolescents during emergencies, providing immediate and long-range response. [Web site] Save the Children - It is prepared to help protect vulnerable boys and girls during disasters and their aftermath. Also supports children's needs throughout ongoing, complex emergencies. [Web site]
Regional Disaster Information Centre (CRID) – Technological platform sponsored by six organizations to guarantee the compilation and dissemination of available information on disasters in Latin America and the Caribbean. [Web site] Education and risk management – The Regional Disaster Information Centre (CRID) and various organizations and actors in the Americas region have joined efforts to disseminate knowledge and experiences on education and risk management. [Web site] Inter-Agency Network for Education in Emergencies, (INEE). A global network working to ensure the right of all persons to a quality education and a safe learning environment in emergencies and post-crisis recovery period. [Web site]
unite for children This is a joint initiative of Emergencies and Communication Units, coordinated by Gladys Hauck, Document Information Assistant, ghauck@unicef.org For more information on Emergencies: Gian Luca Buono, Regional Emergency Adviser, gbuono@unicef.org Heidi Peugeot, Regional Emergency Specialist, hpeugeot@unicef.org Timoteo Gordillo, Disaster Risk Reduction Specialist, tgordillo@unicef.org For more information on Communication in Emergencies: Andrés A. López, Chief of Communications, aalopez@unicef.org Tamar Hahn, Communication Specialist, thahn@unicef.org
UNICEF Latin America and the Caribbean Regional Office Av. Alberto Oriol Tejada, Building No. 102, Ciudad del Saber Panama, Republic of Panama Telephone: + 507 301 7400 www.unicef.org/lac