2016 Final Report Impact Study of the Project Protection, Education and Livelihood in Earthquake affected VDCs of Nuwakot
Submitted By: Submitted To:
Nepal Development Research Institute Planete Enfants Chakupat-10, Shree Durbar Tole, Pulchowk Lalitpur, Nepal P.O Box: 8975, EPC 2201, Kathmandu, Nepal G.P.O:8975, EPC 1945, Kathmandu, Tel: +977-1-5554975, 5537362, Nepal Fax: +977-1-5537362 Tel: +977-1-5260428 / 5260597 1 | P a g e Date: 2nd August 2016
Contents
I. Acknowledgement ...... 5 II. Abbreviations ...... 6 III. Executive summary ...... 7 CHAPTER I: INTRODUCTION ...... 8 1.1 Background ...... 8 1.2 Objectives ...... 9 1.3 Limitation ...... 10 CHAPTER II: METHODOLOGY ...... 11 2.1 Study Area ...... 11 2.2 Desk review of project document ...... 12 2.3 Sampling Strategy/Approach ...... 12 2.3.1 Sample Size Estimation ...... 12 Students /Children ...... 13 Female attending FSS ...... 14 Community ...... 14 2.4 DATA COLLECTION TECHNIQUE ...... 15 2.4.1 Quantitative Data...... 15 2.4.2 Qualitative Data: ...... 15 2.4.3 Design and Develop Survey Tools...... 15 2.4.4 Selection and Training of Field Researchers ...... 16 Data Management and Analysis ...... 16 CHAPTER III: KEY FINDINGS ...... 17 QUANTITATIVE FINDINGS...... 17 Demographic Setting...... 17 Caste/Ethnicity ...... 17 Age ...... 18 Gender ...... 18 A. EARTHQUAKE ...... 20 B. LANDSLIDE ...... 22 C. DISASTER PREPAREDNESS ...... 24 D. EDUCATION ...... 26 E. WASH ...... 29 F. PSYCHOSOCIAL SUPPORT ...... 32 G. PROTECTION/TRAFFICKING/GBV ...... 36 H. PARTICIPATION IN AWARENESS RAISING PROGRAMS ...... 39 QUALITATIVE FINDINGS ...... 40 FGD of Women attending FFS ...... 40 FGD of Adolescents ...... 41
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CHAPTER IV: CONCLUSION ...... 44 4.1 CONCLUSION ...... 44 ANNEX ...... 47 Annex I: Sample distribution in VDCs and wards ...... 47 Annex II: Education level of children ...... 47 Annex III: Education level of community adults ...... 48 Annex IV: Understanding of key life saving messages among beneficiaries as per key message tracking plan ...... 48 Annex V: Psychosocial indicators ...... 49 Annex VI: Research team ...... 49 Annex VII: School observation checklist ...... 50 Annex VIII: Quantitative and Qualitative questionnaire and checklists ...... 51
List of Tables Table 1. Table highlighting Sample intervention VDCs ...... 12 Table 2. Selection of wards according to three respondent types ...... 12 Table 3. Total sample distribution in three VDCs according to three respondent types ...... 13 Table 4. Sample size distribution of TLC students according to Grade ...... 13 Table 5. Caste/ethnicity and ward wise sample distribution for FFS in each VDC ...... 14 Table 6. VDC wise sample size for community questionnaire survey ...... 14 Table 7. Data collection technique ...... 15 Table 8. Understanding of key messages related to earthquake ...... 20 Table 9. Understanding of key messages related to landslides ...... 22 Table 10. Understanding of key messages related to disaster preparedness ...... 24 Table 11. Children with correction understanding of WASH ...... 29 Table 12. Understanding of key messages on protection/ GBV ...... 36 Table 13. Incidences of physical/verbal abuse in the community ...... 36
List of Figures Figure 1. Map of Nuwakot showing sample VDCs ...... 11 Figure 2. Caste distribution of sample respondents ...... 17 Figure 3. Age distribution of sample respondents ...... 18 Figure 4. Gender distribution of sample respondents ...... 18 Figure 5 Source of information on disaster awareness...... 24 Figure 6. Participation of TLC students in extracurricular activities ...... 26 Figure 7. Most preferred extracurricular activity among TLC students ...... 27
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Figure 8. Students enjoying attending TLC ...... 27 Figure 9. Children with understanding of menstrual hygiene ...... 29 Figure 10. Sources of information on WASH ...... 30 Figure 11. Psychosocial state post earthquake before and after PSS...... 32 Figure 12. Source of Psychosocial counseling ...... 33 Figure 13. Beneficiary perception on efficiency of psychosocial counseling ...... 33 Figure 14. Reasons behind dissatisfaction with PSS services ...... 34 Figure 15. Perception on efficiency of referral systems ...... 37 Figure 16. Referral systems for cases of GBV ...... 37 Figure 17. Source of information for Protection/GBV ...... 38 Figure 18. Participation in awareness raising activities ...... 39 Figure 19. Participation in awareness raising activities segregated by theme ...... 39
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I. ACKNOWLEDGEMENT We would like to extend our gratitude to Planete Enfants for association with Nepal Development Research Institute (NDRI) in its noble initiative aimed at recovery of earthquake afflicted community. NDRI is thankful to Planete Enfants for trusting NDRI to contribute to its venture and cooperation during the entire project duration. We would like to extend our sincere appreciation towards Ms. Perrine Savoie, Country Director/Planete Enfants, for her invaluable contribution. We would especially like to acknowledge the constant and thoughtful feedbacks and valuable suggestions of Mr. Buddhi Kumar Shrestha and Ms. Kopila Dongol throughout the research period. We are also grateful to Ms. Anjana Tamang from Shakti Samuha, Ms. Samjhana Kandel and Mr. Bibek Mainali from Women For Change for their cooperation and generous support. We extend our hearty gratitude to the field researchers for their dedicated effort to work under such a challenging situation. Above all, special thanks to all the respondents and community for their patience and cooperation.
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II. ABBREVIATIONS
CFS Child Friendly Space CI Confidence Interval DAG Disadvantaged Group DRR Disaster Risk Reduction EQ Earthquake FFS Female Friendly Space FGD Focus Group Discussion GBV Gender Based Violence HSS Higher Secondary School INGO International Non Government Organization KII Key Informant Interview LGCDP Local Governance and Community Development Program MHPSS Mental Health and Psychosocial Support NA Not Applicable NDRI Nepal Development Research Institute NGO Non Government Organization PDNA Post Disaster Need Assessment PE Planete Enfants PEL Protection, Education and Livelihood PFA Psychosocial First Aid PS Primary School PSS Psychosocial Support SPSS Statistical Package for Social Sciences SS Secondary School TIP Trafficking In Person TLC Temporary Learning Center TV Television UNICEF United Nations Children's Emergency Fund VDC Village Development Committee WASH Water, Sanitation and Hygiene
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III. EXECUTIVE SUMMARY Planete Enfants launched a project termed Protection, Education and Livelihood (PEL) in eight earthquake affected VDCs of Nuwakot; one of the fourteen severely earthquake affected districts of Nepal from Mid June 2015. The PEL Project Phase 1 focusing on protection and education through TLC and FFS was implemented in collaboration with its local partner “Shakti Samuha”. The objectives of the intervention was to improve dignity of women, reduce the risks of GBV and support GBV survivors; to help children getting back to school and protect them from abuses; to help the affected communities to overcome their trauma; and to limit the risks of abuse and protect them from other risks by disseminating key messages. The impact Phase 1 was evaluated in this Impact study. The impact study was carried out in three sample VDCs of Nuwakot district namely: Sundaradevi, Thaprek and Shikharabesi. Both quantitative as well as qualitative survey was carried out, targeting the major beneficiaries of the Project: TLC Children (Primary/Secondary), FFS Women and Community (Adult/Children). One on one questionnaire interview, FGD, KII and school observation tools were employed for the impact study. Seven indicators was set to measure the impact of the project under two major results; one based on quality of post-earthquake education services accessible to children and the other on quality protection services accessible to earthquake affected communities. The project intervention focused on themes: Disaster (Earthquake/landslide), Education, WASH, PSS, Protection and GBV/Trafficking. The understanding and overall well being of the beneficiaries was measured as a part of the impact study. It was found that during the project, against the target of 80 % around 88 % of teachers and facilitators trained in the center used child-friendly methodologies; facilitate PFA/care sessions and other quality education practices. After four months of TLC activities, 76 % of children (primary and secondary) attending TLC had good understanding of key life-saving messages disseminated. Around 88 % of children reported that TLC delivered good education services against the expected outcome of 80 %. After four months of CFS/TLC activities, 85 % of children attending TLC reported improved overall well- being against the target of 75 % whereas 89 % of women attending FFS reported an improved overall wellbeing against the target of 75 %. At the end of the project, 93 % of women had a better understanding of what GBV was, how and where to report GBV and support services. Further, very close to 80% of community children and adults had a good understanding of key life saving messages disseminated. The project expected output was 80 %. Except for the two indicators relating to the understanding of key life saving messages, all other indicators relating to TLC/FFS services and beneficiary’s wellbeing had successfully exceeded project expectations.
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CHAPTER I: INTRODUCTION
1.1 Background
The major earthquake of April 25th and May 12th was one of the most devastating disasters in the history of Nepal. It resulted in approximately 9,000 deaths, 21,000 injuries, displaced 188,900 people and caused billion worth of infrastructural damage. Nepal, which is already surrounded by a myriad of problems like vulnerable livelihood, poverty, debt, political instability and poor infrastructure, was left paralyzed by the unprepared disaster and its aftermath. Fourteen districts in central and western region were declared as severely affected districts; Nuwakot being one of them. Entire settlements and schools were flattened forcing people to seek shelter under the open sky or temporary shelters and depriving children from education. Planete Enfants which has been actively working in Nepal since 20 years defending against violence and trafficking conducted a needs assessment to identify 8 VDCs of Nuwakot as priority area of its intervention; where about 51% of district population was affected (Source: District Profile of Nuwakot). These are also the areas with high risks of violence and human trafficking; these risks being even pronounced when it comes to women and children in emergencies. Project Background: The holistic project supported by Planète Enfants and implemented by the partner NGO Shakti Samuha during the first phase/first year aimed at contributing to the psychosocial well-being and economic reconstruction of earthquake affected communities within a protective environment. The specific objective of the project was to reduce the risks and respond to cases of violence against children and women in a post-earthquake context: through access to education, protection, psychosocial services and livelihood opportunities. The project was divided into two different phases: the first phase of four months with a strong focus on protection and education. During this Temporary Learning Centers/Child Friendly Spaces and Female Friendly Spaces were set up with a strong support from the project. Additionally, a protection officer and two counselors in each VDC provided psychosocial support and protection services to the communities. The second phase focusing on livelihood implemented by its second
8 | P a g e phase local partner Women For Change is still under progress. The present survey focuses on evaluating the impact of the first phase activities. Targeted Beneficiaries from the first phase: 1,300 students through TLC 1,200 women through FFS 1,600 Children and 1,600 Adults benefiting from individual counseling 1,600 Children and 3,200 Adults benefitting from group counseling 40 teachers 16 counselors 1.2 Objectives The first phase of the intervention attempts to address the needs identified at project design stage. They are listed as follows: 1. To improve dignity of women, reduce the risks of GBV and support GBV survivors; by providing among others female-friendly spaces: where women can come to access a space allowing privacy, have access to WASH facilities, can meet, receive counseling as well as can be referred to other services, even more in the case of GBV survivors. There will be a protection desk to help reporting such abuses. 2. To help children get back to school and protect them from abuses; by providing temporary learning centers (during school time) / child-friendly spaces (outside school hours): where they have access to a space where they can be safe, benefit from recreational as well as learning activities, receive age and gender-appropriate key messages, special counseling, etc. 3. To help the communities affected overcome their trauma; through psychological first aid and psychosocial counseling, especially for women, girls and boys. 4. To limit the risks of abuse and protect them from other risks (DRR, hygiene, etc.): by disseminating key messages to the children in the TLC and in the communities. The main assignment was to conduct the evaluation of the Protection, Education and Livelihood Project (PEL) in Nuwakot. The objectives of the evaluation/impact survey were: to measure the impact of the project activities; in comparison with the immediate post-earthquake situation. The indicators to be measured were: Under expected result 1: Quality post-earthquake education services are accessible for children a. During the project, 80% of teachers & facilitators trained in the centre who: - use child-friendly methodologies - facilitate PFA/self-care sessions - other quality education practices
b. After 4 months of TLC activities: 80 % of children [primary and secondary] attending the TLC who have good understanding of key life-saving messages disseminated (as per the key messages plan/table) c. 80% children report that TLC delivers good quality education services Under expected result 2: Quality protection services are accessible for earthquake-affected communities a. After 4 months of TLC /CFS activities: 75% of children attending the TLC who report an improved overall well-being b. After 4 months of FFS activities: 75% of women attending the FFS who report an improved overall well-being
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c. At the end of the project, 75% of women who consider having a better understanding of/know: - what GBV is - how & where to report GBV - where to get support d. After the project, 80 % of community children & adults who have good understanding of key life- saving messages disseminated (as per the key messages plan/table) 1.3 Limitation
Multisectoral/ Integrated Effort: Planete Enfants focused on multiple sectors/themes on different types of beneficiaries: Disaster (Earthquake/Landslide), Education, WASH, MHPSS, GVB etc. These activities were implemented in an integrated approach through multiple sources. Further, these information were disseminated via various sources; some via already existing groups and some via awareness events. However, converging these scattered activities to a single measurable output has been attempted. Time Relevancy of Evaluation Study : The first four months starting from mid June 2015 was devoted to protection and education mainly through Temporary Learning Centers/Child Friendly Spaces and Female Friendly Spaces. The evaluation study was supposed to be carried out immediately; however it was pushed back to April 2016. This increased the difficulty level of the task to measure the effectiveness of the intervention. The study has however been carefully designed to address this issue cautiously. Each question has been designed to track each activity and options have been designed to ensure that respondents can conjure up the intervention activities. Overlapping Efforts: Many other international and national assistance projects are already at work in Nuwakot, hence it was an arduous task to segregate the results that can specifically be attributed to Planete Enfants interventions. It was a challenge to retrieve the expected information from the beneficiaries as many activities were at conjunction during the project period. However, the activities of PE were segregated out based on the specific nature of activities, and the beneficiaries attending TLC/CFS, FFS and community adults and children.
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CHAPTER II: METHODOLOGY
2.1 Study Area The Protection, Education and Livelihood project (PEL) project was carried out in the eight interventions VDC's of Nuwakot District viz; Samundradevi, Ralukadevi, Balkumari, Urleni, Thaprek, Shikharbesi, Samundratar and Sundaradevi (Table 1). Out of eight VDCs three VDCs were selected for study. The main criteria considered for selection of the sample VDCs are as follows; Accessibility to schools (provided by Planete Enfants). Category of schools (primary, secondary and higher secondary), and DAG1 category as defined by LGCDP for each VDC. Thus, based on above mentioned criteria three VDCs namely; Sundaradevi, Thaprek and Shikharbesi were selected for impact evaluation of this program
1 http://lgcdp.gov.np/phase1/home/central_dag.php
Figure 1. Map of Nuwakot showing sample VDCs11 | P a g e
(Table 1). The district along with three sampled VDCs are presented in Figure 1) Table 1. Table highlighting Sample intervention VDCs
Geographical DAG S.N VDC Name of School Sample VDC Situation of School category √ 1 Sundaradevi Sundara HSS Very Accessible 2 Sundaradevi √ 2 Thaprek Mangala SS Medium 3A Thaprek 3 Bal Kumari Bal Kalyan PS Remote 3A 4 Samundratar Dupcheshower HSS Very Accessible 2 √ 5 Shikharbesi Shikharbesi PS Remote 4 Shikharbesi 6 Raluka Raluka SS Medium 3A 7 Urleni Sundara LSS Remote 3B 8 Samundra Devi Samundra Devi HSS Very Accessible 3A
Selection of wards for the primary data collection was done on the basis of most representative wards or as suggested by PE. The wards covered according to three different types of respondents are presented in Table 2. Table 2. Selection of wards according to three respondent types Wards covered S.N VDC TLC FFS Community 1 Sundara Devi 2 2,4,7 2,4 2 Thaprek 3 3,4 2,4,3,7 3 Shikharbesi 6 1,2,6,7 1,2,3,4,5,6,7,8,9
2.2 Desk review of project document All the relevant project documents provided by PE were extensively reviewed for designing tools and questionnaire during the preparatory phase. The project log frame, key messages tracking tool, training manual, activity log book were perused to develop tools specific to project thematic areas and target beneficiaries. 2.3 Sampling Strategy/Approach
2.3.1 Sample Size Estimation The target sampling population in this study was school going children (5 to 18 years of age), women attending FFS and community people for questionnaire survey. In order to have a statistically significant sample size, sample size was estimated for these three types of target respondents (Table 3) by using following formula, given by Arkin and Colton (1963). Mathematically,
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Where, n= sample size N =total no. of households Z = confidence level (at 95%, Z=1.96) p = estimated population proportion (0.5 maximizes the n) d = error limit of 5% (i.e. 0.05). (CI) A total of 674 sample was calculated as shown in Table 3. Table 3. Total sample distribution in three VDCs according to three respondent types Sample size S.N VDC Total TLC FFS Community 1 Sundara Devi 66 70 58 194 2 Thaprek 131 89 90 310 3 Shikharbesi 20 88 62 170 Total 217 247 210 674
Students /Children The sample size for students was drawn from data recorded in TLC for each intervention schools per sampled VDC (data provided by Planete Enfants). Following steps are carried out for estimating sample size for student attending TLC/CFS. Total sampling population based on TLC attended students for each sample VDC per intervention school was listed. A total sample size was calculated by using above mention formula (Arkin and colton) for students attending TLC/CFS. However, total existence number of students is among three sampled schools in three VDCs was different. Hence, 100% students from proposed grade were considered for the study. Then the calculated sample was distributed according to school category (primary/secondary) and student’s grade, which is presented in (Table 4) Table 4. Sample size distribution of TLC students according to Grade
Primary Level Secondary Level Total S.N VDC School Grade Sample Grade Sample Sample 1 Sundara Devi Sundara Higher 4 6 6 22 Secondary School 8 3 66 5 11 9 24 2 Thaprek Shree Mangala 3 1 6 22 Secondary School 4 13 7 23 8 4 131 5 27 9 18 10 23 3 Shikharbesi Shikharbesi Primary 4 4 20 School 5 16 Total 78 139 217
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Female attending FSS The sample size for female attending FSS and its distribution among the sampled VDCs is presented in Table 5. Following steps were carried out while calculating sample size and its distribution among the each sample VDCs. Total sampling population based on FFS attended female for each sample VDC per intervention school was listed out. A total sample size calculated by using above mentioned formula (Arkin and colton) for female attending FFS. The total sample was distributed among the sample VDCs on the basis of proportionate sampling. Then the estimated sample size in each VDC was again distributed according to caste/ethnicity and ward (Table 5). Table 5. Caste/ethnicity and ward wise sample distribution for FFS in each VDC
Caste/ethnicity wise sample distribution in VDC S.N VDC Total sample Tamang Brahman/Chhetri Newar Dalit Janjati 1 Sundara Devi 70 7 42 15 4 2 2 Thaprek 89 26 43 8 12
3 Shikharbesi 88 69 17 2
Total 247 102 102 15 12 16
Community The community sample was drawn from each VDC where at least 10 % of the population of each VDC was taken as sample size for the particular VDC. For community, sample was drawn separately, i.e. the direct beneficiaries of TLC and FFS interviewed have been excluded in community sampling. The VDC wise sample size was calculated as shown in Table 6. Table 6. VDC wise sample size for community questionnaire survey S.N VDC Children Adult Total 1 Sundara Devi 25 33 58 2 Thaprek 33 57 90 3 Shikharabesi 26 36 62 Total 84 126 210
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2.4 DATA COLLECTION TECHNIQUE
2.4.1 Quantitative Data Quantitative data were collected through questionnaire survey specifically designed according to the type of target beneficiary. Questionnaire survey was made as inclusive as possible, through participation of from different age group, gender and caste and education level. For ease of data collection in TLC, instead of sampling students from a single class, students from different classes representing different age- group, gender and caste were grouped into a separate class for survey. To ensure such participation, teachers from school or facilitators from Shakti Samuha were consulted. Data from Secondary students were collected through self administration of paper based questionnaire, whereby questionnaire was filled up by students themselves. Field enumerators facilitated the above process to ensure accurate response from the students. In case of Primary students the questionnaires were filled by filed enumerators. For women/female from FFS and respondents from community, one on one interview was carried out. Sample respondents inclusive of age group and caste/ethnicity were identified by referring to records made available by Planete Enfants/Shakhti Samuha. In case of community, respondents were selected randomly from intervention wards while maintaining caste/ethnic/gender/age diversity. To ensure caste/ethnic the diversity, maximum feasible geographical coverage was considered while for age and gender diversity interviewees were purposively selected form random community.
2.4.2 Qualitative Data: Additionally, Focus Group Discussion (FGD), Key Informant Interview (KII) and observations were made for qualitative information for further verification of the data collected through quantitative survey. Hence, three FGD and one KII were conducted in each VDC. KII was targeted at one teacher from each 3 schools receiving training from PE. FGD was carried out among one adolescent groups and one FFS women group in each 3 VDC. School observation was also carried out by field enumerators to evaluate the status of basic facilities at school. Details of data collection techniques are shown in Table 7. Table 7. Data collection technique Indicators of Type of Data Type Tools Achievement Respondent Result 1: 1, 2, 3 Children Quantitative Questionnaire Survey (217 FGDs each with adolescents in each VDC (1*3) Result 2: 1 Teacher Qualitative KII with trained teachers in each school (1*3) Result 2: 2,3 Women/Female Quantitative Questionnaire Survey (247) Qualitative FGD with Female in each VDC (1*3) Result 2: 4 Community Quantitative Questionnaire Survey (210)
2.4.3 Design and Develop Survey Tools Questionnaires were designed through extensive review of secondary data (Log frame & Key message tracking tool) availed by PE. Since the intervention seeks to measure the results among different types of
15 | P a g e beneficiaries and thematic areas, the questionnaire for quantitative data collection was designed especially for each type of beneficiary under each theme. Total of 5 different individual questionnaires was designed for TLC primary students, TLC secondary students, FFS women, Community children and Community adults. For qualitative data, two types of FGD checklist: one for adolescent group and one for FFS women were designed. A school observation checklist was also developed to evaluate the status of intervention school. The survey tools were originally designed in English which was later translated into Nepali language.
2.4.4 Selection and Training of Field Researchers For data collection, field researchers as enumerators with prior experiences on respective activities were recruited. The enumerators were assigned tasks accordingly in order to address gender sensitive issues; female enumerators assigned for FFS/GBV. They were responsible to collect both qualitative and quantitative data using different tools from different identified target groups. Training including mock interviews was carried out with focus on the objectives of the study, study design, qualitative and quantitative data collection techniques, designed questionnaires and quality procedures and research ethics.
Data Management and Analysis Quantitative data collected in paper was extracted and fed into SPPS version 17. Analysis was done via SPSS and MS-EXCEL 2010. The findings were categorized at each beneficiary level segregated into each thematic areas of intervention. The qualitative information from FGD and KII were translated and transcribed from Nepali to English for data validation and analysis.
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CHAPTER III: KEY FINDINGS
QUANTITATIVE FINDINGS Demographic Setting
Caste/Ethnicity The study area is predominantly occupied by Brahmin/Chettri(35%) and Tamang communities(54%)(Source: CBS, 2011), which are clearly reflected in the sampling distribution (Figure 2). For both primary and secondary level TLC students, highest representation was observed from Tamang followed by Brahmin/Chhetri, Janajati, Dalit and finally by Newar. In community, Brahmin/Chhetri had the highest proportion (over 50 %) followed by Tamang and Dalit. Few respondents belonged to Janajati and Newar. In case of FFS women, Brahmin/Chhetri and Tamang were in equal proportions (about 40 %). This was followed by somewhat equal proportions of Janajati, Newar and Dalit. Caste Distribution 80 % Brahmin/Chhetri 60 % Tamang Janjati 40 % Newar 20 % Dalit 0 % TLC Primary TLC Community Community FFS Women Secondary Children Adult
Figure 2. Caste distribution of sample respondents
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Age Age plays an important role in determining the level of awareness and cognitive response of a person. Therefore, the perception and understanding of respondents of different age groups was included in the study to assess the impact of the project on different age groups. In primary level TLC, almost 95 % belong to the age group of 6 -12 yrs old and rest belonging to 13-18 yrs age category while in Secondary TLC, it was 34 % and 66 % respectively. For community children, 86 % were 13-18 yrs old while 14 % were 6-12 yrs old. About 52 % of sampled community adults were aged 31-59 yrs followed by 37% from 18-30 yrs and 11 % from 60 yrs and above. In case of FFS women, the age representation was scattered with highest representation (56 %) from the middle aged women of 31-59 yrs and almost half (23.5 %) of that from young age group of 18-30 yrs. Few teenagers, children and senior women were also interviewed in FFS. Age Distribution 100 % 6 -12 yrs
80 % 13-18 yrs 18 -30 yrs 60 % 31 - 59 yrs 40 % 60 yrs and 20 % above
0 % TLC Primary TLC Community Community FFS Women Secondary Children Adult
Figure 3. Age distribution of sample respondents
Gender Gender balance was given attention while sample selection to ensure effective representation. The gender distribution in each respondent category is depicted in the Figure 4. More than 50 % of TLC students and community children were female. Gender Distribution 100 % 80 % 38.9 55.1 59.7 51.2 60 % 40 % 61.1 Female 44.9 48.8 20 % 40.3 Male 0 % TLC Primary TLC Community Community Secondary Children Adult
Figure 4. Gender distribution of sample respondents
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EARTHQUAKE
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A. EARTHQUAKE The precautions and safety measures to be adopted before, during and after earthquake were disseminated by PE/Shakti Samuha at TLC and Community level.
TLC Students Earthquake led to significant damages in the educational sector. School education faced the highest extent of damages and losses with the subsector accounting for 88.8 % of the total damages and losses faced by the entire sector. In the severely-affected districts, the earthquake and its continual aftershocks forced complete closure of schools and colleges for more than a month. More importantly, the destruction of houses and displacement of families has had a severely negative impact on the learning environment at home (PDNA, 2015). In Nuwakot alone, 51 school buildings were damaged depriving 6,551 students access to education. (District Education Office, Nuwakot). Planete Enfants was actively involved in operating Temporary Learning Center/ Child Friendly Spaces in various severely affected VDCs of Nuwakot in order to enable a safe learning environment. The understandings of key messages on earthquake awareness were disseminated through TLC which was assessed in the impact study. Precautions to be taken before, during and after earthquake were disseminated as a part of the intervention through TLC. Students from both primary and secondary level were found to have better understanding of the key messages related to precautions to be taken during earthquake while outside rather than precautions to be taken inside home/school. Understanding of a safe place i.e. away from compound walls/trees/electric poles was appreciable in secondary students. Community children had the highest level of understanding about the cause of earthquake. They also had a comparatively better understanding of safety precautions to be adopted during earthquake while inside and understanding of a safe place. This may be because the community children have comparatively higher proportion of educated youth aged 13-18 yrs. The overall understanding of key messages on earthquake was observed to be the greatest for community children followed by community adult, secondary students and finally primary students as shown in Table 8. Table 8. Understanding of key messages related to earthquake % having correct understanding Key messages TLC TLC Community Community Primary Secondary Children Adult Causes of Earthquake 43.6 66.2 90.5 56.3 Measures to be taken during EQ while outside 97.4 97.8 94.0 99.2 Measures to be taken during EQ while inside 62.6 68.1 74.8 70.8 Measures to be taken while exiting from 81.5 73.9 76.0 79.6 Home/school Understanding of a safe place NA 90.8 94.5 94.4 Average 71.3 79.4 81.8 81.6
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LANDSLIDE
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B. LANDSLIDE Earthquake and landslide are concomitant disasters owing to the sloppy and fragile mountain terrains of Nepal. Since, the hills and mountains with clustered human settlements were at the center of recent tremors, the risks of landslides in these areas were pronounced. Many areas were declared unsafe and hence entire villages had to be relocated in some cases. Symptoms of landslide, risk mapping and safety measures to be adopted during landslide were disseminated as per key message plan table. Community adults had the highest level of understanding for all the key messages disseminated. Primary level TLC students and even community children had a better understanding of the landslide in comparison to the secondary students. Higher understanding of Primary students as compared to secondary maybe attributed to the fact that TLC intervention was more focused on primary students than secondary students. Only a little over half of the respondents were aware of the symptoms of landslide while majority of respondents had identified the areas of landslide risk in locality and knew that monsoon season was a high landslide risk period. Areas of landslide risk were properly identified by community adults than children. In overall average understanding, community adult had highest understanding of landslide followed by TLC primary students, community children and TLC secondary. The figures are shown in Table 9 below. Table 9. Understanding of key messages related to landslides Key messages % having correct understanding TLC Primary TLC Secondary Community Children Community Adult Symptoms of Landslide 51.3 56.2 49.6 68.3 Landslide risks mapping in locality 89.7 82.0 84.5 99.2 Areas of landslide risk 68.8 57.8 57.9 76.5 Landslide season 84.6 67.6 91.7 97.6 Average 73.6 65.9 70.9 85.4
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DISASTER PREPARATION
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C. DISASTER PREPAREDNESS Natural Disasters such as earthquake are very unpredictable and they can occur anytime and anywhere in tectonically active regions like Nepal. Weak geography coupled with weak infrastructural design and poor disaster preparedness lead to an unprecedented loss of lives and properties. We cannot avoid natural disasters; we can only be better prepared for it. Disaster preparedness can hugely minimize the extent of impact of disaster. Lower percent of TLC students had emergency bag at their home while this percent was higher for community children and lowest for community adults. A close to 60 % TLC students identified necessary items in emergency bag while percent of community children and adult for the same was slightly higher. Majority of community children were unaware about the emergency exit plan and even lesser had rehearsed the plan as compared to the TLC attendees. Higher percent of TLC students also reported having made plans to reach a safe place in case of emergency with their family than community children and adults. The detailed breakdown of understanding is depicted in Table 10. Table 10. Understanding of key messages related to disaster preparedness Key messages % having correct understanding Primary Secondary Community Children Community Adult Presence of emergency bag at home 35.9 40.3 94.0 17.5 Necessary items in emergency bag 58.8 59.8 65.1 65.1 Measures to limit landslides 60.9 72.7 71.4 78.0 School with emergency exit plan 44.9 40.3 13.1 34.9 Rehearsal of emergency exit plan 29.5 33.1 10.7 15.9 Weather forecast 57.7 65.5 53.6 69.0 Plans to reach safe place 64.1 55.4 36.9 47.6 Average 50.2 52.4 49.3 46.9
The source of information on disaster awareness is shown in Figure 5. Teachers followed by family/friends and Radio/TV were the key messages deliverers for primary level TLC students while for secondary students and community children it was family/friends, teachers and Radio/TV. For community adults, radio/TV and family/friends were the most efficient source of learning on disaster preparedness.
100 % 90 % Family/Friends 80 % 70 % Community groups 60 % Teachers 50 % 40 % Adolesecents group 30 % Radio/TV 20 % 10 % NGO/INGO 0 % FFS Primary Secondary Community Community Adult Children
Figure 5 Source of information on disaster awareness
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EDUCATION
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D. EDUCATION Majority of school infrastructures in Nuwakot collapsed or were rendered unsafe due to the earthquake 2015. Educational institutes completely shut down for a more than a month (April end to May). Not only were the learning centers destroyed but the student’s psychosocial state was also disrupted. Hence, TLC/CFS were established to ensure that students could continue learning in a safe and sound environment. These centers used different child-friendly methodologies and self-care sessions to improve the overall wellbeing of the students exposed to trauma. Most of the students reported of having regularly attending TLC/ School after resumption of study i.e. before mid June (Asar). Those who joined TLC after Shrawan reported fear of Earthquake as the reason behind not joining regular study. The proportion of students afraid to attend school was higher for primary level students (86 %) than secondary students (73 %). About 14. 3 % primary students and 23 % secondary students reported school damage as another reason for not attending school while few secondary students (5 %) reported being too busy in household chores to join study.
100 % 80 % 60 % 40 % 20 % 0 %
Primary Students
Secondary Students
Figure 6. Participation of TLC students in extracurricular activities A wide range of extracurricular activities were included in TLC, specialized for children (Figure 6). The participation of students in these activities was very appreciable; 97.4 % for Primary and 92.4 % for secondary students respectively. The varying level of participation for each activity is depicted in Figure 6. Overall, it can clearly be seen that there was higher participation of primary students in extracurricular/recreational activities than secondary students. During KII, one of the teachers from Sundaradevi mentioned that TLC focused mostly on Primary students. Meditation/ Yoga were rated as the most enjoyable activity by TLC students followed by drawing, reading and singing and dancing. The respective ratings are shown in Figure 7.
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Physical exercise/sports Listening to stories Primary Students Singing/Dancing
Reading Secondary Students Writing poems, stories Drawing Meditation/yoga
0 % 20 % 40 % 60 % 80 % 100 %
Figure 7. Most preferred extracurricular activity among TLC students Students were asked if attending TLC had been an enjoyable experience. Figure 8 shows the responses given by the students. Majority of primary TLC students rated attending TLC as moderately enjoyable while majority of secondary TLC students rated TLC as highly enjoyable.
120 %
100 %
80 %
60 % Secondary Students 40 % Primary Students
20 %
0 % Highly enjoyable Moderately Less enjoyable enjoyable
Figure 8. Students enjoying attending TLC
Student’s perception on quality of TLC services was measured in the study. Most of the responses were positive. The majority of students reported that their teachers made the TLC enjoyable. They were comfortable to ask questions/ share ideas /problem/difficulties with their teachers. The teachers treated them fairly irrespective of caste/ethnicity and economic status. Almost half of TLC student stated TLC education being similar to school while around one-third rated TLC education superior to school education.
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WASH
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E. WASH In addition to food and shelter, water supply and sanitation is a priority sector according to PDNA report, 2015. The earthquake disrupted many rural water supply lines and sanitary facility damages which exposed people to higher risks of diseases through contamination. Moreover, the disease vulnerability remains high among children especially in emergency situations where nutrition and other health facilities are compromised. Hence, different issues of water, sanitation and hygiene were highlighted among children through different sources. Primary TLC students were found to have a very good overall understanding of WASH. Greatest understanding was reported for waste disposal, hand wash and drinking water followed by menstrual hygiene and toilet use. About 87 % of primary students had an overall average understanding of key messages disseminated under WASH category. Secondary students also had good knowledge on sanitation and hygiene. Community children also had a good understanding although their levels were lower for toilet use and menstrual hygiene as compared to TLC students. The detailed understanding on WASH is shown in Table 11. Table 11. Children with correction understanding of WASH Key messages % having correct understanding Primary Secondary Community Children Toilet use 65.4 71.2 51.2 Hand wash 97.6 88.5 93.3 Drinking water 85.3 84.5 86.1 Waste disposal 100.0 98.6 91.7 Menstrual hygiene 74.4 65.9 Average 87.1 83.4 77.6
80 % 67.81 70.39 70 % 60 % 50 % Access to Disposable sanitary pads/menstrual rags 40 % 32.4 30 % 23.8 Things to consider during Menstruation 20 % 10 % 0 % Secondary Community Children
Figure 9. Children with understanding of menstrual hygiene Only about 32 % of secondary students and even less (23 %) community students claimed to have access to disposable sanitary pads/ menstrual rags. However, understanding of the things to be considered
29 | P a g e during menstruation like sun drying of menstrual rags, getting enough rest and nutritious diet etc, was high for both categories of children.
100 % 90 % 80 % 70 % 60 % 50 % 40 % TLC Primary 30 % TLC Secondary 20 % Community Children 10 % 0 %
Figure 10. Sources of information on WASH Among the various sources of information dissemination, teachers were found to be the most effective message deliverers on WASH issues. This is obvious because these are children who attend schools. Other major sources were family/ friends followed by radio/ TV. The contribution of other sources is shown in Figure 10.
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PSYCHOSOCIAL SUPPORT
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F. PSYCHOSOCIAL SUPPORT Disaster not only leads to physical damage but also leaves unseen damages, psychosocial impact being one of the major impacts. Loss of a family member/ close relative or property in several cases disrupts a person’s capability to lead a normal functioning life. Psychosocial first aid and psychosocial counseling was one of the priority areas of PE, primarily targeted at girls, boys and women. PE’s focus was on two major issues: trauma caused by earthquake and trauma caused by GBV/abuses. PSS services were provided through trained protection officers and counselors either individually in group or in family. This was further expanded through several outreach activities. Parents and Teachers were familiarized with common symptoms of Pyschosocial problems with children along with methods to deal with traumatized children and encourage a supportive, stable emotional environment for children. In case of women, FFS was the center for individual and group counseling. The psychosocial state of the beneficiaries of the PSS intervention was measured through a series of questions designed for assessing their state of mind just after earthquake before counseling and after the counseling. According to the impact study, the beneficiaries showed a reasonable improvement in overcoming their fear/trauma caused by earthquake. The adult’s recovery rate was found to be better than that of the children. The trend of psychosocial state as seen in the study is depicted in Figure 11. Details can be found in Annex V.
100 % 90 % 80 % 70 % 60 % 50 % 40 % 30 % 20 % 10 % 0 % After EQ Now
Figure 11. Psychosocial state post earthquake before and after PSS
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Psychosocial support was delivered through wide range of sources depending on the type of beneficiaries. For TLC students, teachers were the major source of PSS followed by family/friends; as was the case of community children. Majority of community adults got counseling services from adolescents groups while FFS women got the service from FFS itself.
100 % TLC Primary TLC Secondary 80 % Community Children
60 % Community Adult FFS women 40 %
20 %
0 %
Figure 12. Source of Psychosocial counseling The beneficiaries carried an optimistic view towards the efficacy of the psychosocial counseling services. The responses are reflected in Figure 13 below. While majority of beneficiaries from all categories felt that the psychosocial counseling services were moderately helpful, some of them felt that they were highly helpful. Very few beneficiaries held a pessimistic view towards the benefit of psychosocial counseling. 100 %
80 %
60 % Not helpful at all Less helpful 40 % Moderately helpful
20 % Highly helpful
0 % TLC Primary TLC Community Community FFS women Secondary Children Adult
Figure 13. Beneficiary perception on efficiency of psychosocial counseling
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70%
60%
50%
40%
30%
20% % of disatisfied of % FFSwomen 10%
0% Difficulty in Expect Material Insufficient Time Lack of Training Physical Disability understanding support
Figure 14. Reasons behind dissatisfaction with PSS services For those who found the PPS efficacy less helpful or not helpful at all, insufficient time duration of the PSS service was the chief reason accounted by almost 58 % of dis-satisfied women. They wished the PSS service continued for a longer duration. The other major reason according to them was that they expected some sort of material support form PSS service which they did not get. Lack of training and difficulty in understanding were among other reasons while few had a physical/hearing inability.
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PROTECTION & GBV
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G. PROTECTION/TRAFFICKING/GBV Women, who are already vulnerable to all forms of violence, are at the forefront of risks during disaster emergency. While most the efforts are focused on reconstruction and relief activities; cases of abuse and trafficking can easily slip through. Protection/GBV is one of the oldest working domain of Planete Enfants; hence in collaboration with already active women group Shakti Samuha, various interventions focused on awareness raising, case identification, management and referral and reporting was carried out in working VDCs of Nuwakot. For this, capacity building and mobilization of TIP survivors, women groups and adolescents groups was carried out. The initiative aimed at developing a better understanding in women of what GBV is, how and where to report GBV and where to get support. According to the study, more than 90% of all beneficiaries were aware about measures to avoid risky situations. Sharing/reporting incidences of GBV was lower among TLC students as compared to community children while it was highest for FFS women. Primary students who are at higher risks of trafficking were well informed about luring methods. The proportions who actually know the important numbers to report GBV was lower in children while it was higher in adults. Among those who knew, almost all of them only knew the contact number for Nepal Police. When we look at the figures in Table 12, we can observe that children and adolescents are at higher risks of GBV/Trafficking. This is further verified by their lower knowledge/response on the issue as compared to the adults. Cases of verbal and/or physical abuses were not very common as reported by the respondents, although reports from children and adolescents were higher than that of adults as shown in Table 13. Table 12. Understanding of key messages on protection/ GBV Key messages % having correct understanding Primary Secondary Community Community FFS Children Adult women Reducing risky situation 92.9 92.1 94.9 96.4 96.8 Sharing/reporting incidences of GBV 74.1 75.1 88.7 82.8 88.7 Luring methods of Trafficking 96.2 82.7 92.9 91.2 98.4 Important numbers to report GBV 35.9 43.9 39.3 94.2 87.8 Average 74.8 73.4 78.9 91.2 92.9
Table 13. Incidences of physical/verbal abuse in the community Incidences of Abuse Primary Secondary Community Children Community Adult FFS women Physical Always 5.1 18.7 4.8 .0 0.4 abuse Most of the time 2.6 10.8 11.9 6.3 10.1 Sometimes 60.3 38.8 34.5 52.4 72.5 Never 32.1 31.7 48.8 41.3 17 Verbal Always 3.8 5.8 4.8 .0 0.8 abuse Most of the time 3.8 12.2 7.1 7.9 12.6 Sometimes 62.8 49.6 46.4 51.6 68 Never 29.5 32.4 41.7 40.5 18.6
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The existing referral systems for reporting cases of GBV/Trafficking were perceived to be moderately effective by most of the community adults and FFS women (Refer Figure 14). The most common referral system was Police, followed by important VDC personnel, women’s group and finally District women and children office as shown in Figure 15. Majority of cases were reported to Women's group/Police/ Maiti Nepal/Shakti Samuha). Some of the respondents reported hesitation in reporting such cases. The reason for their hesitation was found to be fear and family restriction. Few of them believed that these cases would resolve on it’s own and their interference in the matter was not necessary.
100 %
80 %
60 % Community Adult 40 % FFS women 20 %
0 % Highly Moderately Less effective Not effective effective effective at all
Figure 15. Perception on efficiency of referral systems
100 %
80 %
60 %
Community Adult 40 % FFS Women 20 %
0 % Police Womens Important District group person of women and VDC children office
Figure 16. Referral systems for cases of GBV
The information regarding GBV/trafficking was found to flow through various community activists. The most common source of information was teachers, family/friends and media. For FFS, women FFS was the center of information regarding issues of abuse and violence. Detailed information is depicted in Figure 16.
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100 % 90 % 80 % 70 % 60 % 50 % Primary 40 % 30 % Secondary 20 % Community Children 10 % Community Adult 0 % FFS women
Figure 17. Source of information for Protection/GBV
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H. PARTICIPATION IN AWARENESS RAISING PROGRAMS Various awareness raising activities were conducted as a part of the project. As seen in the study, more than 90 % of Primary TLC students had attended some or the other awareness raising programs. This percent dropped by almost 20 % in secondary students and by half in community children (Refer Figure 17). Community adult’s participation in awareness activities was only about 15 %. Community adult participation was probably low as they were the indirect beneficiaries of the intervention. Further, adults are quite busy with household chores and work. The themes of the awareness raising activities participated by different beneficiaries is shown in Figure 18.
100 % 90 % 80 % 70 % 60 % 50 % 40 % 30 % 20 % 10 % 0 % Primary Secondary Community Community Adult Children
Figure 18. Participation in awareness raising activities
120 % 100 % 80 % Primary 60 % Secondary 40 % Community Children 20 % Community Adult 0 %
Figure 19. Participation in awareness raising activities segregated by theme
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QUALITATIVE FINDINGS FGD of Women attending FFS The FGDs discussed the physical and psychological threats that children especially the little girls and young women (adolescent) were exposed post-earthquake. They were forced to live under uncomfortable living condition since the temporary shelters they built were small and cramped. This means less privacy for women/girls. Hygiene was another challenge especially for young girls and women when they got their periods. From the psychological perspective, fear of earthquake continuously traumatized them. Now, after one year after earthquake things are getting normal but during those early months of 2072 B.S, their children didn’t sleep or eat well. Most of the respondents participated in programs organized by Shakti Samuha and Maiti Nepal. They thought the program against GBV/trafficking was contextual and effective as well, since the gender violence and discrimination in their community has drastically gone down over the years. Women were aware about these issues even before the earthquake since a number of NGO/INGO’s gave them counseling. “Pidama Na Parnu Ra Sahera Nabasnu” were the exact words relayed by Maiti Nepal (most of the respondents quoted those words). They were made aware of the GBV and Women can defend themselves and also help human trafficking in Shakti Samuha other community members to fight against awareness program which increased injustice. – FFS Women their confidence to report against any such issues of violence and abuse. FFS showcased drama reflecting the reality of abusive and trafficking cases. All the respondents had positive views towards the drama except few. They said it reflected reality and helped them increase their understanding of the issue. Moreover, they also claimed that they were inspired by the drama and this type of drama should be presented again and again so that the youth of the village along with adults become aware. Although they had actively participated in awareness programs, they did not organize such activities as they were too busy in their chores. The incidences of cases of GBV had remained same post earthquake according to the women. There were no reports of any serious GBV/Trafficking cases since earthquake but if they encountered/witnessed any such cases, they said they would turn to community/women’s group and police for help depending on the seriousness of the case. Women received counseling organized by Shakti Samuha (after the earthquake) which was held in a nearby school. Majority of them had received one day psychosocial counseling services from FFS. Psychosocial counseling helped the women to overcome the trauma, tragedy and fear brought by earthquake. The respondents who were involved said it helped them to come back to their normal life. The drama and musical performances in FFS sessions/class were informative and soothing. It helped earthquake victims to forget the distress and trauma. They also added “Time” as the major factor; with passage of time they began to forget the fear brought on by earthquake and its aftershocks. However, majority of them have already adopted normal
40 | P a g e lifestyle, some respondents admitted that they were still frightened, had nightmares of earthquake and could not eat normally. The respondent who participated in psychosocial counseling said the service was helpful but it did not continue after earthquake. There were reports that the duration of psychosocial counseling was not enough and that there was a need of such programs in a wider audience. Further they suggested that rather than generalized programs, special programs targeted at victims should be designed.
FGD of Adolescents DISASTER The adolescents had a very good understanding of Disaster preparedness. They were aware about the safe/unsafe areas in the community. They were sufficiently informed about the cautions to be adopted before, during and after earthquake and landslides. Their knowledge on the subject matter is listed below. Safe places: Unsafe places: I. Wide open spaces/ plains/grounds I. Places where there are risks of II. Non sloppy areas falling boulders. III. Earthquake resistant houses II. Near Electric poles/fences and walls. IV. Tent and temporary shelters III. Landslide prone areas. V. In groups so there is less chance of IV. Settlement areas getting robbed V. River banks
Cautions as pointed out by Adolescents: Before earthquake I. Propagate awareness about such disasters in the community II. Build earthquake resistant houses III. Don’t build houses in sloppy areas IV. Build houses which are well engineered and earthquake resistant. V. Plan emergency exit. VI. Prepare and maintain emergency bags ( including medicines, food , torch, clothes etc)
During earthquake I. If inside houses try to come/run outside as quickly as possible to open space. II. Go to open spaces III. Don’t go back inside the houses to retrieve the valuables IV. Try to find your family members and help them to escape V. Protect yourself from falling debris. VI. Don’t hide under the bed or the table
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VII. Help those who couldn’t help themselves like old people, children and physically challenged people. VIII. Stop your brothers, sister or any other people to go near or inside the houses or building
After earthquake I. Don’t go near walls, fences or electric poles. II. Don’t go near houses or places that destroyed or ruined by earthquakes. III. Rescue people who are trapped in the ruins. IV. Try to help each other in the community. V. Try to live in clean environment (i.e maintain hygiene wherever you are living) VI. Stay in open and plain areas. VII. Work together to rebuild.
Not all but some beneficiaries were involved in information dissemination in the community about the necessary precautions. EDUCATION Some of the children went to TLC while most of them went to schools regularly. Most of the primary level students in their Youths are very keen of participating in events community went to TLC. Moreover, they organized by clubs and other organizations. added their school was too far so they – Adolescent took some time before they started going to school regularly. Among the respondent those who went to TLC (for few days) said TLC was entertaining. TLC taught through entertainment and extracurricular activities which was progressive in terms of education. They included activities (Playing games, meditating, drama, exercise etc) which were not available in the schools. The students were exposed to a new and fun learning environment which helped them overcome the fear and dismay surrounding them. They also learned about precautions to be taken before/during/after such catastrophic event. Apart from the infrastructure, it was better than school. The quality of education provided in TLC was good and one of a kind according to adolescents. GBV/PROTECTION Youth clubs and teachers were active in disseminating information on human trafficking and gender violence. They believed that youths were more informed and educated about GBV and other related crimes and they did not fear raising voice against any unwanted/criminal activities in their community. Participation of youths was observed in events organized by UNICEF and Shakti Samuha. The girl respondents were informed by Maiti Nepal about GBV and human trafficking even before earth quake, nevertheless they attended awareness program organized by PE and Shakti Samuha as well. None of them witnessed any serious crimes in their community. The incidences of GBV cases had moreover remained same even after earthquake. In case they witnessed any
42 | P a g e criminal activities like murder or human trafficking or gender based violence, they were likely to seek help from police. If the case was not that serious but requires attention respondent were likely to complain to community. PSYCHOSOCIAL COUNSELING For any community to bounce back from such devastating calamity like earthquake community people’s psychosocial condition/state is very important. Youths believed that to improve such conditions community as whole should come together to help each other, console each other. Most of the respondents have taken psychosocial counseling from
I. Shakti Samuha Training and counseling should be provided to II. Teachers everybody irrespective of gender and age. III. Youth clubs – Adolescent IV. Radio
V. Televisions
After the earthquake, it took 2-3 months to recover/return back to normal state but the counseling they took from teachers and youth clubs catalyzed their recovery. The counseling helped them to overcome fear and taught them important lessons on disaster preparedness. The respondents who took the counseling said it was fruitful and that such counseling is necessary even before the catastrophic event like earthquake landslide or flood. It would help people to better prepare themselves.
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CHAPTER IV: CONCLUSION
4.1 CONCLUSION Earthquake: The understanding of earthquake and cautions to be adopted was observed to be quite relatable to the age of the respondents. It was observed that community children and adults consist of respondents of higher age category as compared to TLC students which has majority of students from lower age category. Hence, community understanding of Earthquake was better than TLC students, although this difference in understanding was not very vast. Landslide: Children in general (both TLC and community) had lower understanding of landslide as compared to adults. Only a near about half of the children were aware about the symptoms of landslides. Disaster preparedness: Among all the themes, lowest performance was recorded for disaster preparedness. Only 35-40 % of TLC students reported having emergency bag at home. Around 59 % knew the necessary items in the emergency bag. Similarly, about 40- 45 % of students from TLC intervened schools reported having emergency exit plans at school and 30 % had rehearsed such plans. 60 -65 % TLC children had plans to reach a safe place in case of emergency. While 94 % of Community children had emergency bag only about 13 % reported that they had emergency exit plans at their school. Further, only 36 % had plans to reach a safe place. Education: Majority of students reported having joined TLC before mid June (Asar) and regularly continuing thereafter. Among those who attended TLC late, 70- 85 % reported that their fear of earthquake was the major reason behind that. The participation of primary students was higher (97.4 %) for most of the TLC activities as compared to secondary students (92.4 %). Meditation/ Yoga were rated as the most enjoyable activity by TLC students followed by drawing, reading and singing and dancing. Majority of Primary TLC students rated attending TLC as moderately enjoyable while
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majority of Secondary TLC students rated TLC as highly enjoyable. Almost half of TLC student stated TLC education being similar to school while around one-third rated TLC education superior to school education. WASH: The understanding and behavior on WASH was found be very good for all the children. The understanding measured was best for Hand wash and waste disposal (> 90 %) while it was lowest for toilet use around 50-70 %. The understanding was better for TLC attendees than for non attendees. Only about 32 % of secondary students and even less 23 % of community students claimed to have access to disposable sanitary pads/ menstrual rags. However, understanding of care and considerations during menstruation was good (67-70 %) Psychosocial Support: While more than 70 % of respondents had some kind of trouble in their psychosocial state after earthquake. This proportion reduced drastically to around 20 % at present. The recovery of adults was found be better than that of children. While majority if beneficiaries from all categories felt that the psychosocial counseling services were moderately helpful, some of them felt that they were highly helpful. Very few beneficiaries held a pessimistic view towards the benefit of psychosocial counseling. Protection/ GBV: The understanding of GBV was also highly appreciable. The contributing factors to this maybe the active involvement of Women’s group like Shakti Samuha and Maiti Nepal in Nuwakot which is already a high trafficking and GBV risk area. But the fact that, the information gained was reported through FFS, verifies that PE project has a major role in spreading awareness of GBV. The children and adolescents as seen in the study were at higher risk of GBV as their knowledge level for the issue was lower than that of adults. The existing referral systems for reporting of cases of GBV/Trafficking etc were perceived to be moderately effective by most of the community adults and FFS women. The most common referral system was Police, followed by important VDC personnel, women’s group and finally District women and children office. The study was aimed at measuring the impact of Phase 1 of PEL project focused on protection and education through TLC and FFS in intervention VDCs of Nuwakot. Seven indicators were set for the purpose of impact study. Under Expected Result 1, Quality post-earthquake education services were made accessible to children. a. It was found that during the project, against the target of 80 % around 88.2 % of teachers and facilitators trained in the center used child-friendly methodologies; facilitate PFA/care sessions and other quality education practices. b. After 4 months of TLC activities, 75.9 % of children (primary and secondary) attending TLC had good understanding of key life-saving messages disseminated. The expected target was set at 80 %. c. Around 87.7 % of children reported that TLC delivered Good education services against the expected outcome of 80 %. Under expected Result 2, Quality protection services were made accessible to earthquake-affected communities. a. After 4 months of CFS/TLC activities, 84.9 % of children attending TLC reported improved overall well-being against the target of 75 %. b. After 4 months of FFS activities, 89 % of women attending FFS reported an improved overall well being against the target of 75 %. c. At the end of the project, 92.9 % of women had a better understanding of what GBV was, how and where to report GBV and support services. The expected target was only 75 %.
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d. After the project, 79.3 % of community children and adults had a good understanding of key life saving messages disseminated. The project expected output was 80 %. *(NOTE: Refer to Annex IV for details) Among the targets set at indicator level, two indicators (1.b and 2.d) related to understanding of key life saving messages disseminated did not reach the expected margin. For, community the understanding of messages missed the target by a very negligible margin of about 0.7 % while for TLC children this gap was of 4.1 %. Disaster preparedness was the top most priority area of post earthquake intervention but the messages disseminated under the theme disaster preparedness was least understood among the beneficiaries. During the field survey, it was found that the focus of TLC activity was strongly focused on Primary students than on Secondary students. It is also seen that the participation of primary students in TLC activity as well as awareness raising activities is also higher than that of secondary students. Hence, general understanding of Primary students was found to be superior to secondary students for many cases. Also for many instances, community children have a higher understanding than, this may be justified by the fact that community children respondents composed of more than 70 % of students from grade 9 and 10. In overall cases, the knowledge and practices of direct beneficiaries i.e. TLC and FFS attendees was observed to be better than that of indirect beneficiaries i.e. community children and adults. PE activities have been successful. Adolescents groups and FFS women group were a major part of the extension activities but the mobilization of adolescents groups was not very satisfactory while that of FFS women was limited to the FFS premises. Teachers on the other hand were seen very active in information dissemination.
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ANNEX
Annex I: Sample distribution in VDCs and wards
TLC Primary TLC Secondary Community Children Community Adult FFS Women Survey VDC Wards VDC Ward VDC Ward VDC Ward VDC Ward VDC Ward Sample Sample Sample Sample Sample Sample Sample Sample Sample Sample 2 17 49 16 13 52 Sundaradevi 4 17 49 25 9 33 20 70 14 7 4 2 1 3 41 90 23 52 Thaprek 41 90 33 57 89 4 3 37 7 33 30 1 14 20 2 11 48 3 5 4 6 7 Shikharbesi 5 20 26 3 36 88 6 20 2 8 7 2 4 12 8 2 9 6 Total 78 78 139 139 84 84 126 126 247 247
Annex II: Education level of children
TLC TLC Primary TLC Secondary Community Children School Name of Grade Frequency Percent Grade Frequency Percent Grade Frequency Percent name school
Shikharbesi 4 4 20.0 Shree Primary 10 26 100.0 5 16 80.0 Bachala HS School Total 20 100.0 3 1 2.4 6 22 24.4 9 14 42.4 4 13 31.7 7 23 25.6 10 19 57.6 Shree Shree Mangala 5 27 65.9 8 4 4.4 Udaya Secondary 9 18 20.0 Jalapa HS School 10 23 25.6 Total 41 100.0 Total 90 100.0 Total 33 100.0
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4 6 35.3 6 22 44.9 5 5 20.0 Sundara 5 11 64.7 8 3 6.1 7 2 8.0 Sundara HS HSS 9 24 49.0 8 18 72.0 Total 17 100.0 Total 49 100.0 Total 25 100.0 Grand 78 139 84 Total
Annex III: Education level of community adults
Community Adult Education level Frequency Percent Literate 78 61.9 Illiterate 48 38.1 Total 126 100.0
Annex IV: Understanding of key life saving messages among beneficiaries as per key message tracking plan TLC TLC Community Community FFS Key messages Themes Primary Secondary Children Adult women Earthquake 71.3 % 79.4 % 86.0 % 80.1 % NA Landslide 73.6 % 65.9 % 70.9 % 85.4 % NA
Disaster preparedness 50.2 % 52.4 % 49.3 % 46.9 % NA Protection / GBV Reducing risky situation 92.9 % 92.1 % 94.9 % 96.4 % 96.8 % What to do if abused 74.1 % 75.1 % 88.7 % 82.8 % 88.7 % Gender based violence 35.9 % 43.9 % 39.3 % 94.2 % 87.0 % Specific to Trafficking Luring methods 96.2 % 82.7 % 92.9 % 91.2 % 98.4 % WASH Hand Washing 97.6 % 88.5 % 93.3 % NA NA
Toilet use 65.4 % 71.2 % 51.2 % NA NA
Water 85.3 % 84.5 % 86.1 % NA NA
Waste management 100.0% 98.6 % 91.7 % NA NA
Menstrual hygiene NA 67.8 % 70.4 % NA NA Average 76.6 % 75.2 % 76.2 % 82.4 % 92.7 %
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Annex V: Psychosocial indicators How do you feel about earthquake TLC TLC Community Community FFS on following issues? Primary Secondary Children Adult Women After EQ 98.7 82.7 88.1 87.3 92.3 Afraid of going to bed Now 30.8 23.7 9.5 4.8 17.4 After EQ 87.2 64.0 79.8 85.7 90.7 Unable to Sleep well Now 14.1 15.1 2.4 7.9 12.6 After EQ 52.6 46.8 39.3 54.8 75.3 Unable to eat normally Now 30.8 33.8 21.4 53.2 6.9 After EQ 94.9 79.1 86.9 73.0 87.0 Scared when you are alone Now 32.1 30.2 13.1 11.9 16.2 After EQ 89.7 55.4 65.5 46.8 66.4 Afraid to go to toilet alone Now 17.9 15.8 10.7 .8 3.6 After EQ 80.8 64.7 71.4 75.4 82.1 Feel sad or restless Now 15.4 15.1 14.3 15.9 20.3 Get frighten by bad After EQ 80.8 65.5 75.0 50.8 61.5 dreams Now 23.1 21.6 16.7 17.5 13.8 Lost interest in group After EQ 51.3 56.8 54.8 38.9 53.8 activity(Playing) with peers/friends Now 6.4 14.4 3.6 13.5 12.1 Want to stay with After EQ 98.7 84.9 90.5 95.2 97.2 parents/family Now 66.7 57.6 52.4 69.8 79.8 Increase in After EQ NA NA NA NA 29.1 Alchololic/smoking activity Now NA NA NA NA 12.6
Annex VI: Research team
Research Team Contact Team Leader Dr. Manjeshwori Singh [email protected] Project coordinator Ms. Anita Khadka [email protected] Researcher Ms. Kriti Shrestha [email protected] Mr. Ram Devkota [email protected] Mr. Anuj Baniya [email protected] Mr. Shirshir Parajuli [email protected] Field researchers Ms. Pabitra Bhatta [email protected] Ms. Kripa Karki [email protected] Mr. Manish Thakur [email protected] Ms. Basanta Rai [email protected]
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Annex VII: School observation checklist Sundaradevi Thaprek-Mangaladevi Shikharabesi S.N Parameters HSS SS PS 1 EQ Safe building(Green sticker) Not Available Not Available Good 2 Classroom running in Buildings Shed Buildings 3 Well accommodating Classroom Poor Poor Satisfactory 4 Tents Poor Not Available Not Available 5 Furniture Satisfactory Good Poor 6 Educational materials (blackboard) Good Good Satisfactory 7 Open space Good Satisfactory Satisfactory 8 Playground Satisfactory Satisfactory Poor 9 Common Toilet Poor Satisfactory Satisfactory Not Available(under 10 Gender friendly toilet Not Available construction) Satisfactory 11 Hand wash facility Satisfactory Satisfactory Poor 12 First Aid Kit Satisfactory Good Satisfactory Recreational materials (Colors, 13 toys, sport items) Poor Good Satisfactory 14 Information/Notice boards Satisfactory Poor Poor Student records (Attendance 15 sheet/Parents contact address) Good Good Satisfactory Waste management 16 (Dustbins/Pits/Drainage) Satisfactory Satisfactory Satisfactory
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Annex VIII: Quantitative and Qualitative questionnaire and checklists IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE-AFFECTED VDCS OF NUWAKOT Questionnaire for TLC/CFS intervention students (Primary Level) Earthquake/ Landslide/Education/Protection/Trafficking/WASH
This survey is conducted by Nepal Development Research Institute (NDRI) on behalf of Planete Enfants (PE). It aims to assess the impact of activities provided by Planete Enfants and its partners Shakti Samuha & Women for change after earthquake to students who attended Temporary Learning Center (TLC), girls and women who attended Female Friend Space (FFS) and people in the community. Therefore, this questionnaire is provided to you to support us in evaluating these activities. The answers provided by you will be kept confidential and will be used only for analysis of the project impact. NDRI and PE are very thankful to the individuals and organizations that are supporting us in this program. 1. Surveyor: 2. Time: ...... to...... 3. Date: ...... /...... /...... (dd/mm/yy)
4. District: Nuwakot 5. VDC: 6. Ward no.:
7. School: 8. Level: Primary
A. Respondent Information 1. Given Name: ...... Family 4. Grade: 2. Age: ...... 3. Gender: M/F Name...... B. Earthquake 1. What do you think causes Earthquake? a. God/Supernatural forces b. Natural force/disaster c. Don't Know
2. What should you immediately do if an earthquake occurs while you are outside your school/home? (Multiple choice) a. Go inside your home/classroom to b. Stay outside where you are and find safe places to stay grab your belongings c. Don't know
3. What should you do if an earthquake occurs and you are inside your school/house? (Multiple choice) a. Do nothing and sit idle Yes No Don't Know b. Duck cover hold Yes No Don't Know c. Sit under the table Yes No Don't Know d. Sit on a safe place and put something over your head Yes No Don't Know e. If your unable to escape , stand up at the door Yes No Don't Know f. Other specify......
4. What should you do when the earthquake has stopped and you want to go outside the building? (Multiple Choice) Do not pay attention to falling objects when you exit Yes No Don't Know Wear shoes and bear identify card of yourself Yes No Don't Know Push everyone/friends and immediately run outside Yes No Don't Know Walk steadily outside to open spaces Yes No Don't Know Do not follow instruction of Teacher/monitor Yes No Don't Know
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Go home without permission from teachers Yes No Don't Know Leave only when your parents/relatives arrive. Yes No Don't Know
5. Does your school have an emergency exit plan/Assessment? a. Yes b. No. c. Don't Know
6. If yes, have you rehearsed such plan as well? a. Yes b. No. c. Don't Know
C. Landslide 7. Symptoms like Cracks in land/roads/house, Ground water source getting cloudy, Tilting of trees or retaining walls ,Appearance of spring/water sources in dry areas ,Rivers stop flowing abruptly, Falling of small stones etc indicates which disaster? a. Earthquake b. Landslide c. Thunderstorm d. None/Don't Know
8. Do you know where landslides usually occur or can occur in your locality? a. Yes b. No c. Don't Know
9. If yes, what type of place is it? (Multiple Choice) a. Significant slopping area Yes No Don't Know b. Barren and dry area Yes No Don't Know c. Near the river Yes No Don't Know d. Others Specify......
10. What is the season of landslide to occur? a. Winter b. Summer/Rainy c. Don't Know
D. Disaster Preparedness 11. Do you or your family have emergency bag in your house? a. Yes b. No.
12. What item should be present in your emergency bag? (Multiple Choice) a. Torch/battery Yes No Don't Know b. Water bottle Yes No Don't Know c. Glass Yes No Don't Know d. Food (beaten rice/noodles) Yes No Don't Know e. Piyush for chlorination Yes No Don't Know f. Medical kit Yes No Don't Know g. Jewellery Yes No Don't Know h. Gloves Yes No Don't Know i. Rope Yes No Don't Know
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j. Photocopies of your identity Yes No Don't Know k. Whistle Yes No Don't Know l. Books and copies Yes No Don't Know
13. What should be done to limit the risk of landslides and its consequences? (Multiple choice) a. Cut trees Yes No Don't Know b. Terrace farming Yes No Don't Know c. Tree planting Yes No Don't Know d. Worship the gods Yes No Don't Know
14. Do you/your parents listen to weather forecast? a. Yes b. No c. Don't Know
15. Have you or your family made any plans to reach safe place in case of any disaster? a. Yes b. No c. Don't Know
16. How did you know/learn about earthquake/landslides? (Multiple choice) a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
E. Education 17. When did you go back to school/TLC after earthquake? a. Before mid-June (Asar) b. Around mid-June c. Around mid-July (around Shrawan) d. Others specify......
18. If you attended school after the month Sharwan, what took you so long to go back to your school? a. Far/very far b. No uniform c. High school fees d. Lack of reading e. Lack of testimonials/birth certificate f. Not interested materials etc. g. Afraid to attend school h. Household chores/burden i. School damage j. Traumatic condition k. Other specify......
19. Did you attend TLC? a. Yes b. No.
20. If yes, how often did you attend TLC? a. Daily b...... /week c...... /month
21. Did you have extracurricular activities as part of the sessions given in the TLC? a. Yes b. No.
22. If yes, what were they and which activities did you enjoy the most? Extracurricular Activities Tick the most Enjoyable a. Meditation/yoga Yes No b. Drawing Yes No c. Writing poems, stories Yes No d. Reading Yes No e. Singing/Dancing Yes No f. Listening to stories Yes No
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g. Physical exercise/sports Yes No h. Publication of wall magazine Yes No i. Psychosocial counselling
23. To what extent did you enjoy attending TLC? a. Highly enjoyed b. Moderately enjoyed c. Less enjoyed d. Did not enjoyed at all
24. If c or d No, specify the reason? ......
F. Quality of Education in TLC 25. Did your teacher make learning enjoyable in TLC? a. Highly enjoyable b. Moderately enjoyable c. Less enjoyable d. Not enjoyable at all
26. Was learning at school enjoyable before earthquake? e. Highly enjoyable f. Moderately enjoyable g. Less enjoyable h. Not enjoyable at all
27. Did you feel comfortable asking questions or sharing your ideas with your teachers in TLC ? a. Highly comfortable b. Moderately comfortable c. Less comfortable d. Not comfortable at all
28. Did your teacher treat you and your friends fairly in TLC? a. Always b. Most of the time c. Sometimes d. Never
29. If you were not feeling good or had a problem at TLC, did you feel secure to share with your teacher? a. Always b. Most of the time c. Sometimes d. Never
30. How was learning in TLC compared to School? a. Better than School b. Similar to school c. Worse than School d. Don't know
G. WASH 31. How clean are toilets in school? a. Always clean b. Clean most of the time c. Sometimes clean d. Never clean
32. When do you need to wash your hand? If it gets dirty Yes No Before and after every meal Yes No After every toilet use Yes No
33. What should you use for washing hands after toilet? (Multiple choice) a. Clean water with soap b. With ash/mud and water c. Only water d. Others specify
34. How does someone get diarrhea? If you eat with dirty hands Yes No Don't know If you drink dirty water Yes No Don't know
If you drink Jeevanjal Yes No Don't know
35. If you get diarrhea, what should you drink? a. Water only b. Jeevanjal c. Milk d. Don't know
36. How can you purify water? (Multiple choice) Using Piyush/chlorine agent Yes No Don't know
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Boiling Yes No Don't know Filtering Yes No Don't know
37. At School, where do you dispose your waste? a. Dustbin b. Bury them in field c. Garbage pit d. Open spaces/Bush/River/Road
38. How did you know/learn about WASH? (Multiple choice) i. Family/Friends j. Community groups...... k. Teachers l. Adolescents group...... m. Radio/TV n. NGO/INGO...... o. FFS p. Others specify......
H. Psychosocial counseling 39. Did you receive any psychosocial counseling service? a. Yes b. No.
40. If yes, did you receive individual or group counseling? a. Individual b. Group c. With parents d. All
41. Who provided you psychosocial counselling service? a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
42. How do you feel about earthquake on following issues? Issues After Earthquake Now a. Afraid of going to bed alone Yes No Yes No b. Sleep well Yes No Yes No c. Eat normally Yes No Yes No d. Scared when you are alone Yes No Yes No e. Afraid to go to toilet alone Yes No Yes No f. Feel sad or restless Yes No Yes No g. Get frighten by bad dreams Yes No Yes No h. Lost interest in group activities (playing) with peers/friends Yes No Yes No i. Want to stay with parents/guardians Yes No Yes No
43. To what extent did psychosocial counseling help you overcome your fear/trauma over earthquake? a. Highly helpful b. Moderately helpful c. Less helpful d. Not helpful at all
I. Protection, GBV & trafficking 44. What should you do if you need to travel long distances from your family - to collect water, firewood or forage, to market, school etc (Multiple Choice) a. Go alone without informing anyone Yes No b. Go alone but informing your parents/friends/relatives Yes No c. Going in group without informing anyone Yes No d. Go in group but informing your parents/friends/relatives Yes No e. Others specify......
45. Are girls in your area subjected to any physical abuse? a. Always b. Most of the time c. Sometimes d. Never
46. Are girls in your area subjected to any verbal abuse? a. Always b. Most of the time c. Sometimes d. Never
47. If someone (a stranger or a family member) abuses you (hurts you, scare you, makes you feel bad or touches you in ways you don't like, what should you do? (Multiple Choice) a. Do not share it to anyone / keep quiet Yes No
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b. Tell someone you trust Yes No c. Talk with adolescent group Yes No d. Ask help from Police/VDC authority Yes No e. Blame myself for the cause Yes No f. Talk with women group Yes No
48. If someone unknown in your place offers you with job/better education in city (in exchange of food, shelter, medicine, money) what should you do? a. I immediately accept the offer b. I immediately reject the offer c. I will think about it without consulting d. I will think about it but after consulting with my anyone parents/teachers/relatives/etc. e. Others specify......
49. If you see anyone offering such activities or if you see any abusive cases, what are the useful telephone numbers to call/inform/report it? a...... b...... c...... d. Don't know
50. How did you know/learn about protection/GBV/trafficking? (Multiple choice) a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
51. Have you attended awareness-raising sessions conducted by/as part of the project? a. Yes b. No
52. If yes, on which of the following topics? a. Disaster (Earthquake/Landslide) Yes No b. Education Yes No c. WASH Yes No d. Psychosocial counseling Yes No e. Protection/GBV/Trafficking Yes No f. Others specify......
****END****
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE-AFFECTED VDCS OF NUWAKOT Questionnaire for TLC/CFS intervention students (Secondary Level) Earthquake/ Landslide/education/PSS/Protection/Trafficking/WASH/Menstrual Hygiene
This survey is conducted by Nepal Development Research Institute (NDRI) on behalf of Planete Enfants (PE). It aims to assess the impact of activities provided by Planete Enfants and its partners Shakti Samuha & Women for change after earthquake to students who attended Temporary Learning Center (TLC), girls and women who attended Female Friend Space (FFS) and people in the community. Therefore, this questionnaire is provided to you to support us in evaluating these activities. The answers provided by you will be kept confidential and will be used only for analysis of the project impact. NDRI and PE are very thankful to the individuals and organizations that are supporting us in this program. 10. Time: ...... 11. Date: ...... /...... /...... 9. Surveyor: to...... (dd/mm/yy) 12. District: Nuwakot 13. VDC: 14. Ward no.:
15. School: 16. Level: Secondary
A. Respondent Information
5. Given Name: ...... Family Name...... 6. Age: ...... 7. Gender: M/F 8. Grade: ......
B. Earthquake 53. What do you think causes Earthquake? d. God/Supernatural forces e. Natural force/disaster f. Don't Know
54. What should you immediately do if an earthquake occurs while you are outside your school/home? d. Go inside your home/classroom e. Stay outside where you are and find safe places to stay f. Don't know
55. What should you do if an earthquake occurs and you are inside your school/house? (Multiple choice) g. Do nothing and sit idle Yes No h. Duck cover hold Yes No i. Sit under the table Yes No j. Sit on a safe place and put something over your head Yes No k. If your unable to escape , stand up at the door Yes No l. Other specify
56. What should you do when the earthquake has stopped and you want to go outside the building? (Multiple Choice) Do not pay attention to falling to falling objects when you exit Yes No Don't Know Wear shoes and bear identify card of yourself Yes No Don't Know Push everyone/friends and immediately run outside Yes No Don't Know Walk steadily outside to open spaces Yes No Don't Know Do not follow instruction of Teacher/monitor Yes No Don't Know Go home without permission from teachers Yes No Don't Know Leave only when your parents/relatives arrive. Yes No Don't Know
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57. In your opinion what is a safe place? a. Open ground Yes No b. Open places near trees and electric poles Yes No c. Settlement areas Yes No d. Near compound walls Yes No e. Near cliffs and sloping lands Yes No
58. Does your school have an emergency exit plan/Assessment? d. Yes e. No. f. Don't Know
59. If yes, have you rehearsed such plan as well? d. Yes e. No. f. Don't Know
C. Landslide 60. What are the symptoms of landslide? (Multiple Choice) a. Cracks in land/roads/house Yes No Don't Know b. Tilting of trees or retaining walls or buildings Yes No Don't Know c. Rivers stop flowing abruptly Yes No Don't Know d. Appearance of spring/water sources in dry areas Yes No Don't Know e. Ground water source getting cloudy Yes No Don't Know f. Falling of small stones Yes No Don't Know g. Others specify......
61. Do you know where landslides usually occur or can occur in your locality? d. Yes e. No f. Don't Know
62. If yes, what type of place is it? (Multiple Choice) e. Significant slopping area Yes No f. Barren and dry area Yes No g. Near the river Yes No h. Others Specify......
63. What is the season of landslide to occur? d. Winter e. Summer/Rainy f. Don't Know
D. Disaster Preparedness 64. Do you or your family have emergency bag in your house? c. Yes d. No.
65. What item should be present in your emergency bag? (Multiple Choice) m. Torch/battery Yes No n. Water bottle Yes No o. Glass Yes No p. Food (beaten rice/noodles) Yes No q. Piyush for chlorination Yes No r. Medical kit Yes No s. Jewellery Yes No t. Gloves Yes No u. Rope Yes No v. Photocopies of your identity Yes No w. Whistle Yes No x. Books and copies Yes No
66. What should be done to limit the risk of landslides and its consequences? (Multiple choice)
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e. Cut trees Yes No f. Terrace farming Yes No g. Tree planting Yes No h. Worship the gods Yes No
67. Do you/your parents listen to weather forecast? d. Yes e. No f. Don't Know
68. Have you or your family made any plans to reach those safe places in case of any disaster? d. Yes e. No f. Don't Know
69. If yes, what are they? ...... 70. How did you know/learn about earthquake/landslides? q. Family/Friends r. Community groups...... s. Teachers t. Adolescents group...... u. Radio/TV v. NGO/INGO...... w. FFS x. Others specify......
E. Education 71. When did you go back to school/TLC after earthquake? e. Before mid-June (Asar) f. Around mid-June g. Around mid-July (around Shrawan) h. Others specify......
72. If you attended school after the month Shrawan, what took you so long to go back to your school? l. Far/very far m. No uniform n. High school fees o. Lack of reading materials p. Lack of testimonials/birth certificate etc. q. Not interested r. Afraid to attend school s. Household chores/burden t. School damage u. Traumatic condition v. Other specify......
73. Did you attend TLC? c. Yes d. No.
74. If yes, how often did you attend TLC? d. Daily e...... /week f...... /month
75. Did you have extracurricular activities as part of the sessions given in the TLC? c. Yes d. No.
76. If yes, what extra-curricular activities did you enjoy the most? Extracurricular Activities Tick the most Enjoyable j. Meditation/yoga Yes No k. Drawing Yes No l. Writing poems, stories Yes No m. Reading Yes No n. Singing/Dancing Yes No o. Listening to stories Yes No p. Physical exercise/sports Yes No q. Publication of wall magazine Yes No r. Sports Yes No s. Psychosocial counselling
77. To what extent did you enjoy attending TLC? e. Highly enjoyed f. Moderately enjoyed g. Less enjoyed h. Did not enjoyed at all
78. If c or d, specify the reason? ......
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F. Quality of Education in TLC 79. Did your teacher make learning enjoyable in TLC? i. Highly enjoyable j. Moderately enjoyable k. Less enjoyable l. Not enjoyable at all
80. Was learning at school enjoyable before earthquake? a. Highly enjoyable b. Moderately enjoyable c. Less enjoyable d. Not enjoyable at all
81. Did you feel comfortable asking questions or sharing your ideas with your teachers? e. Highly comfortable f. Moderately comfortable g. Less comfortable h. Not comfortable at all
82. Did your teacher treat you and your friends fairly in TLC? e. Always f. Most of the time g. Sometimes h. Never
83. If you were feeling not good or had a problem at TLC, did you feel secure to share with your teacher? e. Always f. Most of the time g. Sometimes h. Never
84. How was learning in TLC compared to school? e. Better than school f. Similar to school g. Worse than school h. Don't know
G. WASH 85. How clean are toilets in school ? a. Always clean b. Clean most of the time c. Sometimes d. Never
86. When do you need to wash your hand? If it gets dirty Yes No Before and after every meal Yes No After every toilet use Yes No
87. What should you use for washing hands after toilet? (Multiple choice) e. Clean water with soap f. With ash/mud and water g. Only water h. Others specify
88. How does someone get diarrhea? If you eat with dirty hands Yes No If you drink dirty water Yes No If you drink Jeevanjal Yes No
89. If you get diarrhea, what should you drink? e. Water only f. Jeevanjal g. Milk h. Don't know
90. How can you purify water? (Multiple Response) Using Piyush/chlorine agent Yes No Boiling Yes No Filtering Yes No
91. At School, where do you dispose your waste? e. Dustbin f. Bury them in field g. Garbage pit h. Open spaces/Bush/River/Road
92. How did you know/learn about WASH? (Multiple choice) y. Family/Friends z. Community groups...... aa. Teachers bb. Adolescents group...... cc. Radio/TV dd. NGO/INGO...... ee. FFS ff. Others specify......
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H. Menstrual Hygiene 93. Does your school have access to disposable sanitary pads/menstrual rags? a. Yes b. No
94. How should girls/women dry their menstrual rags or cloths? a. Inside b. Outside in c. Outside in the d. No need to e. Don't Know home shady area Sun dry
95. What should girls/women consider during menstruation? (Multiple Choice) Avoid milk Yes No Don't Know Work a lot outside the home Yes No Don't Know Sleep in cowshed/outside room Yes No Don't Know Rest Yes No Don't Know Do not take bath Yes No Don't Know Eat green leaf/green vegetables Yes No Don't Know Do not enter into the house Yes No Don't Know
I. Psychosocial Counseling 96. Did you receive any psychosocial counseling services? c. Yes d. No.
97. If yes, did you receive individual or group counseling? e. Individual f. Group g. With family h. All
98. Who provided you psychosocial counselling services? a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
99. How do you feel after/now earthquake about following issues? Issues After Earthquake Now j. Afraid of going to bed alone Yes No Yes No k. Cannot sleep well Yes No Yes No l. Eat normally Yes No Yes No m. Scared when you are alone Yes No Yes No n. Afraid to go to toilet alone Yes No Yes No o. Feel sad or restless? Yes No Yes No p. Get frighten by bad dreams Yes No Yes No q. Lost interest in group activities (playing) with peers/friends Yes No Yes No r. Want to stay with parents/guardians Yes No Yes No
100. To what extent did psychosocial counseling help you to overcome your fear/trauma over earthquake? e. Highly helpful f. Moderately helpful g. Less helpful h. Not helpful at all
J. Protection, GBV & Trafficking 101. What should you do if you need to travel long distances from your family - to collect water, firewood or forage, to market, school etc (Multiple Choice) f. Go alone without informing anyone Yes No g. Go alone but informing your parents/friends/relatives Yes No h. Going in group without informing anyone Yes No i. Go in group but informing your parents/friends/relatives Yes No j. Others specify......
102. Are girls in your area subjected to any physical abuse? e. Always f. Most of the time g. Sometimes h. Never
103. Are girls in your area subjected to any verbal abuse? e. Always f. Most of the time
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g. Sometimes h. Never
104. If someone (a stranger or a family member) abuses you (hurts you, scare you, makes you feel bad or touches you in ways you don't like), what should you do? (Multiple Choice) g. Do not share it to anyone or keep quiet Yes No h. Tell someone you trust Yes No i. Talk with adolescent group Yes No j. Ask help from Police/VDC authority Yes No k. Blame yourself for the cause Yes No l. Talk with women group Yes No
105. If someone unknown in your place offers you with job/better education in city (in exchange of food, shelter, medicine, money) what should you do? f. I immediately accept the offer g. I immediately reject the offer h. I will think about it without consulting i. I will think about it but after consulting with my anyone parents/teachers/relatives/etc. j. Others specify......
106. If you see anyone offering such activities or if you see any abusive cases, what are the useful numbers to call/inform/report it? e...... f...... g...... h. Don't know
107. How did you know/learn about protection/GBV/trafficking? (Multiple choice) a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
108. Have you attended awareness-raising sessions conducted by/as part of the project? c. Yes d. NO
109. If yes, on which of the following topics? g. Disaster (Earthquake/Landslide) Yes No h. Education Yes No i. WASH Yes No j. Psychosocial counseling Yes No k. Protection/GBV/Trafficking Yes No l. Others specify ......
****END****
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE-AFFECTED VDCS OF NUWAKOT Questionnaire for Community children Earthquake/ Landslide/education/PSS/Protection/Trafficking/WASH/Menstrual Hygiene
This survey is conducted by Nepal Development Research Institute (NDRI) on behalf of Planete Enfants (PE). It aims to assess the impact of activities provided by Planete Enfants and its partners Shakti Samuha & Women for change after earthquake to students who attended Temporary Learning Center (TLC), girls and women who attended Female Friend Space (FFS) and people in the community. Therefore, this questionnaire is provided to you to support us in evaluating these activities. The answers provided by you will be kept confidential and will be used only for analysis of the project impact. NDRI and PE are very thankful to the individuals and organizations that are supporting us in this program. 18. Time: ...... 19. Date: ...... /...... /...... 17. Surveyor: to...... (dd/mm/yy) 20. District: Nuwakot 21. VDC: 22. Ward no.:
23. School: 24. Level: Primary/Secondary
A. Respondent Information 9. Given Name: ...... Family 10. Age: 11. Gender: 12. Grade: Name...... M/F ...... B. Earthquake 110. What do you think causes Earthquake? g. God/Supernatural forces h. Natural force/disaster i. Don't Know
111. What should you immediately do if an earthquake occurs while you are outside your school/home? (Multiple choice) g. Go inside your home/classroom h. Stay outside where you are and find safe places to stay i. Don't know
112. What should you do if an earthquake occurs and you are inside your school/house? (Multiple choice) m. Do nothing and sit idle Yes No n. Duck cover hold Yes No o. Sit under the table Yes No p. Sit on a safe place and put something over your head Yes No q. If your unable to escape , stand up at the door Yes No r. Other specify ......
113. What should you do when the earthquake has stopped and you want to go outside the building? (Multiple Choice) Do not pay attention to falling to falling objects when you exit Yes No Don't Know Wear shoes and bear identify card of yourself Yes No Don't Know Push everyone/friends and immediately run outside Yes No Don't Know Walk steadily outside to open spaces Yes No Don't Know Do not follow instruction of Teacher/monitor Yes No Don't Know Go home without permission from teachers Yes No Don't Know Leave only when your parents/relatives arrive. Yes No Don't Know
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114. In your opinion what is a safe place? f. Open ground Yes No g. Open places near trees and electric poles Yes No h. Settlement areas Yes No i. Near compound walls Yes No j. Near cliffs and sloping lands Yes No
115. Does your school have an emergency exit plan/Assessment? g. Yes h. No. i. Don't Know
116. If yes, have you rehearsed such plan as well? g. Yes h. No. i. Don't Know
C. Landslide 117. What are the symptoms of landslide? (Multiple Choice) h. Cracks in land/roads/house Yes No Don't Know i. Tilting of trees or retaining walls or buildings Yes No Don't Know j. Rivers stop flowing abruptly Yes No Don't Know k. Appearance of spring/water sources in dry areas Yes No Don't Know l. Ground water source getting cloudy Yes No Don't Know m. Falling of small stones Yes No Don't Know n. Others specify......
118. Do you know where landslides usually occur or can occur in your locality? g. Yes h. No i. Don't Know
119. If yes, what type of place is it? (Multiple Choice) i. Significant slopping area Yes No j. Barren and dry area Yes No k. Near the river Yes No l. Others Specify......
120. What is the season of landslide to occur? g. Winter h. Summer/Rainy i. Don't Know
D. Disaster Preparedness 121. Do you or your family have emergency bag in your house? e. Yes f. No.
122. What item should be present in your emergency bag? (Multiple Choice) y. Torch/battery Yes No z. Water bottle Yes No aa. Glass Yes No bb. Food (beaten rice/noodles) Yes No cc. Piyush for chlorination Yes No dd. Medical kit Yes No ee. Jewelery Yes No ff. Gloves Yes No gg. Rope Yes No hh. Photocopies of your identity Yes No ii. Whistle Yes No jj. Books and copies Yes No
123. What should be done to limit the risk of landslides and its consequences? (Multiple choice)
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i. Cut trees Yes No j. Terrace farming Yes No k. Tree planting Yes No l. Worship gods Yes No
124. Do you/your parents listen to weather forecast? g. Yes h. No i. Don't Know
125. Have you or your family made any plans to reach those safe places in case of any disaster? g. Yes h. No i. Don't Know
126. If yes, what are they? ...... 127. How did you know/learn about earthquake/landslides? gg. Family/Friends hh. Community groups...... ii. Teachers jj. Adolescents group...... kk. Radio/TV ll. NGO/INGO...... mm. FFS nn. Others specify......
E. WASH 128. Do you clean your toilets regularly? e. Always f. Most of the time g. Sometimes h. Never
129. When do you need to wash your hand? If it gets dirty Yes No Before and after every meal Yes No After every toilet use Yes No
130. What should you use for washing hands after toilet? i. Clean water with soap j. With ash/mud and water k. Only water l. Others specify
131. How does someone get diarrhea? If you eat with dirty hands Yes No If you drink dirty water Yes No If you drink Jeevanjal Yes No
132. If you get diarrhea, what should you drink? i. Water only j. Jeevanjal k. Milk l. Don't know
133. How can you purify water? Using piyush/chlorine agent Yes No Boiling Yes No Filtering Yes No
134. At home, where do you throw your waste? a. Dustbin b. Bury them in field c. Garbage pit d. Open spaces/Bush/River/Road
135. How did you know/learn about WASH? (Multiple choice) oo. Family/Friends pp. Community groups...... qq. Teachers rr. Adolescents group...... ss. Radio/TV tt. NGO/INGO...... uu. FFS vv. Others specify......
F. Menstrual Hygiene 136. Does your school have access to disposable sanitary pads/menstrual rags? c. Yes d. No
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137. How should girls/women dry their menstrual rags or cloths? f. Inside g. Outside in h. Outside in the i. No need to j. Don't Know home shady area Sun dry
138. What should girls/women consider during menstruation? (Multiple Choice) Avoid milk Yes No Don't Know Work a lot outside the home Yes No Don't Know Sleep in cowshed/outside room Yes No Don't Know Rest Yes No Don't Know Do not take bath Yes No Don't Know Eat green leaf/green vegetables Yes No Don't Know Do not enter into the house Yes No Don't Know
G. Psychosocial counseling 139. Did you receive any psychosocial counseling services in your area? e. Yes f. No.
140. If yes, did you receive individual or group counseling? i. Individual j. Group k. With parents l. All
141. Who provided you psychosocial counselling services? ww. Family/Friends xx. Community groups...... yy. Teachers zz. Adolescents group...... aaa. Radio/TV bbb. NGO/INGO...... ccc. FFS ddd. Others specify......
142. How do you feel about earthquake on following issues? Issues After Earthquake Now s. Afraid of going to bed alone Yes No Yes No t. Cannot sleep well Yes No Yes No u. Eat normally Yes No Yes No v. Scared when you are alone Yes No Yes No w. Afraid to go to toilet alone Yes No Yes No x. Feel sad or restless Yes No Yes No y. Get frighten by bad dreams Yes No Yes No z. Lost interest in group activities (playing) with peers/friends? Yes No Yes No
143. To what extent did psychosocial counseling help you overcome your fear over earthquake? i. Highly helpful j. Moderately helpful k. Less helpful l. Not helpful at all
H. Protection , GBV & Trafficking 144. What should you do if you need to travel long distances from your family - to collect water, firewood or forage, to market, school etc (Multiple Choice) k. Go alone without informing anyone Yes No l. Go alone but informing your parents/friends/relatives Yes No m. Going in group without informing anyone Yes No n. Go in group but informing your parents/friends/relatives Yes No o. Others specify......
145. Are girls in your area subjected to any physical abuse? i. Always j. Most of the time k. Sometimes l. Never
146. Are girls in your area subjected to any verbal abuse? i. Always j. Most of the time k. Sometimes l. Never
147. If someone (a stranger or a family member) abuses you (hurts you, scare you, makes you feel bad or touches you in ways you don't like), what should you do? (Multiple Choice) m. Do not share it to anyone or keep quiet Yes No n. Tell someone you trust Yes No
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o. Talk with adolescent group Yes No p. Ask help from Police/VDC authority Yes No q. Blame yourself for the cause Yes No r. Talk with women group Yes No
148. If someone unknown in your place offers you with job/better education in city (in exchange of food, shelter, medicine, money) what should you do? k. I immediately accept the offer l. I immediately reject the offer m. I will think about it without consulting n. I will think about it but after consulting with my anyone parents/teachers/relatives/etc. o. Others specify......
149. If you see anyone offering such activities or if you see any abusive cases, what are the useful numbers to call/inform/report it? i...... j...... k...... l. Don't know
150. How did you know/learn about protection/GBV/trafficking? (Multiple choice) eee. Family/Friends fff. Community groups...... ggg. Teachers hhh. Adolescents group...... iii. Radio/TV jjj. NGO/INGO...... kkk. FFS lll. Others specify......
151. Have you attended awareness-raising sessions conducted by/as part of the project? e. Yes f. No
152. If yes, on which of the following topics? m. Disaster (Earthquake/Landslide) Yes No n. Education Yes No o. WASH Yes No p. Psychosocial counseling Yes No q. Protection/GBV/Trafficking Yes No r. Others specify ......
****END****
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE-AFFECTED VDCS OF NUWAKOT Questionnaire for Community Adult Earthquake/ Landslide/PSS/ Protection/Trafficking
This survey is conducted by Nepal Development Research Institute (NDRI) with the support of Planete Enfants (PE). It aims to assess the impact of activities provided by Planete Enfants after earthquake to students who attended Temporary Learning Center (LTC), girls and women who attended Female Friend Space (FFS) and people in the community. Therefore, this questionnaire is provided to you to support us in evaluating the activities provided by Planete Enfants. The answers provided by you will be kept confidential but will be used only for analysis. NDRI and PE are very thankful to the individuals and organizations that are supporting us in this program. 26. Time: ...... 27. Date: ...... /...... /...... 25. Surveyor: to...... (dd/mm/yy) 28. District: Nuwakot 29. VDC: 30. Ward no.:
A. Respondent Information 14. Age: 13. Given Name: ...... Family Name...... Gender: ...... B. Earthquake 153. What do you think causes Earthquake? j. God/Supernatural forces k. Natural force/disaster l. Don't Know
154. What should you immediately do if an earthquake occurs while you are outside your home? (Multiple choice) j. Do not go inside your home k. Stay outside where you are and find safe places to stay l. Don't know m. Others specify......
155. What should you do if an earthquake occurs and you are inside your house? (Multiple choice) s. Do nothing and sit idle Yes No t. Duck cover hold Yes No u. Sit under the table Yes No v. Sit on a safe place and put something over your head Yes No w. If your unable to escape , stand up at the door Yes No x. Other specify
156. What should you do when the earthquake has stopped and you want to go outside the building? (Multiple Choice) Do not pay attention to falling to falling objects when you exit Yes No Don't Know Wear shoes and bear identify card of yourself Push everyone/friends and immediately run outside Yes No Don't Know Walk steadily outside to open spaces Yes No Don't Know
157. In your opinion what is a safe place? k. Open ground Yes No l. Open places near trees and electric poles Yes No m. Settlement areas Yes No n. Near compound walls Yes No
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o. Near cliffs and sloping lands Yes No
158. Do you have an emergency exit plan/Assessment at home? j. Yes k. No. l. Don't Know
159. If yes, have you rehearsed such plan as well? j. Yes k. No. l. Don't Know
C. Landslide 160. What are the symptoms of landslide? (Multiple Choice) o. Cracks in land/roads/house Yes No Don't Know p. Tilting of trees or retaining walls or buildings Yes No Don't Know q. Rivers stop flowing abruptly Yes No Don't Know r. Appearance of spring/water sources in dry areas Yes No Don't Know s. Ground water source getting cloudy Yes No Don't Know t. Falling of small stones Yes No Don't Know u. Others specify......
161. Do you know where landslides usually occur or can occur in your locality? j. Yes k. No l. Don't Know
162. If yes, what type of place is it? (Multiple Choice) m. Significant slopping area Yes No n. Barren and dry area Yes No o. Near the river Yes No p. Others Specify......
163. What is the season of landslide to occur? j. Winter k. Summer/Rainy l. Don't Know
D. Disaster Preparedness 164. Do you or your family have emergency bag in your house? g. Yes h. No.
165. If yes, what item should be present in your emergency bag? (Multiple Choice) kk. Torch/battery Yes No ll. Water bottle Yes No mm. Glass Yes No nn. Food (beaten rice/noodles) Yes No oo. Piyush for chlorination Yes No pp. Medical kit Yes No qq. Jewellery Yes No rr. Gloves Yes No ss. Rope Yes No tt. Photocopies of your identity Yes No uu. Whistle Yes No vv. Books and copies Yes No
166. What should be done to limit the risk of landslides and its consequences? (Multiple choice) m. Cut trees Yes No n. Terrace farming Yes No o. Tree planting Yes No p. Worship the gods Yes No
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167. Do you listen to weather forecast? j. Yes k. No l. Don't Know
168. Have you made any plans to reach those safe places in case of any disaster? j. Yes k. No l. Don't Know
169. If yes, what are they? ...... 170. How did you know/learn about earthquake/landslides? mmm. Family/Friends nnn. Community groups...... ooo. Teachers ppp. Adolescents group...... qqq. Radio/TV rrr. NGO/INGO...... sss. FFS ttt. Others specify......
E. Psychosocial counselling 171. Did you receive any psychosocial counseling activities in your area? g. Yes h. No.
172. If yes, did you receive individual or group counseling? m. Individual n. Group o. With parents p. All
173. Who provided you with counselling services? a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
174. How do your feel about following issues after earthquake of April 25th 2015? Issues After Earthquake Now aa. Afraid of going to bed alone? Yes No Yes No bb. Cannot sleep well? Yes No Yes No cc. Eat normally? Yes No Yes No dd. Scared when you are alone? Yes No Yes No ee. Afraid to go to toilet alone? Yes No Yes No ff. Feel sad or restless? Yes No Yes No gg. Get frighten by bad dreams? Yes No Yes No hh. Lost interest in group activities (playing) with peers/friends? Yes No Yes No ii. Like to stay with parents
175. Did psychosocial counseling help you overcome your fear/trauma over earthquake? a. Highly b. Moderately c. Less d. Not at all
F. Protection, GBV & Trafficking 176. What should you or your children do if you need to travel long distances from your family - to collect water, firewood or forage, to market, school etc (Multiple Choice) p. Go alone without informing anyone Yes No q. Go alone but informing your parents/friends/relatives Yes No r. Going in group without informing anyone Yes No s. Go in group but informing your parents/friends/relatives Yes No t. Others specify......
177. Are girls in your area subjected to any physical abuse? m. Always n. Most of the time o. Sometimes p. Never
178. Are girls in your area subjected to any verbal abuse? m. Always n. Most of the time o. Sometimes p. Never
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179. If someone (a stranger or a family member) abuses you or your children (hurts you, scare you, makes you feel bad or touches you in ways you don't like), what should you do? (Multiple Choice) s. Do not share it to anyone or keep quiet Yes No t. Tell someone you trust Yes No u. Talk with adolescent group Yes No v. Ask help from Police/VDC authority Yes No w. Blame yourself for the cause Yes No x. Talk with women group Yes No
180. If someone unknown in your place offers you or your children with job/better education in city (in exchange of food, shelter, medicine, money) what should you do? p. I immediately accept the offer q. I immediately reject the offer r. I will think about it without consulting s. I will think about it but after consulting with my anyone parents/teachers/relatives/etc. t. Others specify......
181. If you see any abusive cases in your area, do you know where to call or report? a. Yes b. No.
182. If yes, do you know the numbers to call? a. Call at 1111 b. Toll free number 100 of Nepal Police c. Toll free number 1098 for children d. Do not remember/don’t know
183. Where would you report such abusive cases? a. Police b. Women's group c. Important person of VDCC d. District Women and Children’s Office e. Don't know f. Others specify ......
184. How effective are these referral system for gender based violence in your area? a. Extremely helpful b. Highly helpful c. Moderately helpful d. Less helpful e. Not helpful at all f. Don’t know
185. How did you know/learn about Protection, GBV and Tafficking? a. Family/Friends b. Community groups...... c. Teachers d. Adolescents group...... e. Radio/TV f. NGO/INGO...... g. FFS h. Others specify......
186. Have you attended awareness-raising sessions conducted by/as part of the project? g. Yes h. NO
187. If yes, on which of the following topics? s. Disaster (Earthquake/Landslide) Yes No t. Education Yes No u. WASH Yes No v. Psychosocial counseling Yes No w. Protection/GBV/Trafficking Yes No x. Others specify......
****END****
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE-AFFECTED VDCS OF NUWAKOT Questionnaire for FFS attending Women Psychosocial Counselling/Protection & Gender Based Violence (GBV)
This survey is conducted by Nepal Development Research Institute (NDRI) on behalf of Planete Enfants (PE). It aims to assess the impact of activities provided by Planete Enfants and its partners Shakti Samuha & Women for change after earthquake to students who attended Temporary Learning Center (TLC), girls and women who attended Female Friend Space (FFS) and people in the community. Therefore, this questionnaire is provided to you to support us in evaluating these activities. The answers provided by you will be kept confidential and will be used only for analysis of the project impact. NDRI and PE are very thankful to the individuals and organizations that are supporting us in this program. 32. Time: ...... 33. Date: ...... /...... /...... 31. Surveyor: to...... (dd/mm/yy) 34. District: Nuwakot 35. VDC: 36. Ward no.:
A. Respondent Information 15. Given Name: ...... Family 16. Age: 17. Gender: F Name...... B. Psychosocial counseling 188. Did you receive any psychosocial counseling services? i. Yes j. No.
189. If yes, who provided you psychosocial counseling services? uuu. Family/Friends vvv. Community groups...... www. Teachers xxx. Adolescents group...... yyy. Radio/TV zzz. NGO/INGO...... aaaa. FFS bbbb. Others specify......
190. If yes, did you receive individual or group counseling? a. Individual b. Group c. With Family d. Both
191. Which of the following was present during the psychosocial counselling? (Multiple choice) a. Confidentiality b. Friendly counselor c. Not disturbed by others d. Comfortable room e. Nice treatment by others f. Use of creative activities
192. How long did you get psychosocial counselling? How many sessions? …………………………. Months/Weeks/Days ...... sessions 193. What type of sevices did you receive in FFS/project? a. Counseling b. Awarness raising c. Dignity Kit d. Other specify
194. How do you feel/now about earthquake on following issues? Issues After Earthquake Now jj. Afraid of going to bed alone Yes No Yes No kk. Cannot sleep well Yes No Yes No ll. Eat normally Yes No Yes No mm. Scared when you are alone Yes No Yes No nn. Afraid to go to toilet alone Yes No Yes No oo. Feel sad or restless? Yes No Yes No pp. Get frighten by bad dreams Yes No Yes No
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qq. Lost interest in group activities (playing) with peers/friends Yes No Yes No rr. Want to stay with family Yes No Yes No ss. Increase in Alcoholic/ Smoking activity Yes No Yes No
195. To what extent did psychosocial counseling help you overcome your fear/trauma over earthquake? m. Highly helpful n. Moderately helpful o. Less helpful p. Not helpful at all
196. Was the service provided sufficient to you? a. Yes b. No.
197. If No, what was not sufficient? ………………………………………………… 198. In overall, how satisfied are you with the service you have received in FFS/project? e. Highly satisfied f. Moderately satisfied g. Less satisfied h. Not satisfied at all
199. How would you describe yourself/or your well being after earthquake? a. Very good b. Good c. Poor d. Worse
C. Protection and GBV 200. What should you do if you need to travel long distances from your family - to collect water, firewood or forage, to market, school etc. (Multiple Choice) u. Go alone without informing anyone Yes No v. Go alone but informing your parents/friends/relatives Yes No w. Going in group without informing anyone Yes No x. Go in group but informing your parents/friends/relatives Yes No y. Others specify......
201. Are girls/women in your area subjected to any physical abuse? q. Always r. Most of the time s. Sometimes t. Never
202. Are girls/women in your area subjected to any verbal abuse? q. Always r. Most of the time s. Sometimes t. Never
203. If someone (a stranger or a family member) abuses you (hurts you, scare you, makes you feel bad or touches you in ways you don't like), what should you do? (Multiple Choice) y. Do not share it to anyone or keep quiet Yes No z. Tell someone you trust Yes No aa. Talk with adolescent group Yes No bb. Ask help from Police/VDC authority Yes No cc. Blame yourself for the cause Yes No dd. Talk with women group Yes No
204. If someone unknown in your place offers you with job/better education in city (in exchange of food, shelter, medicine, money) what should you do? u. I immediately accept the offer v. I immediately reject the offer w. I will think about it without consulting x. I will think about it but after consulting with my anyone parents/teachers/relatives/etc. y. Others specify......
205. If you see any abusive cases in your area, do you know where to call or report? a. Yes b. No.
206. If yes, do you know the numbers to call? e. Call at 1111 f. Toll free number 100 of Nepal Police g. Toll free number 1098 for children h. Do not remember/don’t know
207. Where would you report GBV? g. Police h. Women's group i. VDC authority j. District Women and Children’s Office
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k. Don't Know l. Others specify......
208. Have you seen abusive cases after earthquake in your area? a. Yes b. No.
209. Did you report any cases after being aware about GBV and their referral system? a. Yes b. No.
210. If yes, how and where did you report that case? …………………………………………………. 211. If no, why didn’t you report that case? …………………………………………………. 212. How effective are these referral system for gender based violence in your area? g. Highly helpful h. Moderately helpful i. Less helpful j. Not helpful at all
213. How did you know/learn about protection/GBV/trafficking? (Multiple choice) cccc. Family/Friends dddd. Community groups...... eeee. Teachers ffff. Adolescents group...... gggg. Radio/TV hhhh. NGO/INGO...... iiii. FFS jjjj. Others specify......
****END****
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE- AFFECTED VDCS OF NUWAKOT Focus Group Discussion Checklist for FFS women/Women groups
Group: Date: VDC: Ward: No. of participants:
Safety & Security/GBV/Trafficking/Psychosocial Counseling: 1. What are the main physical and psychosocial threats to women and girls in your area before earthquake, after earthquake and now? 2. Did you receive training against GBV/trafficking from FFS? If yes, how relevant/effective are they? And what is the impact of it towards community? a. Impact (How did you become aware of GBV? Through the sessions? Awareness before earthquake? Do you feel more confident reporting after the sessions? If so, why?) 3. Have you organized awareness/attended event/program in your VDC/out of VDC to take initiation against GBV/trafficking after getting training from FFS or outside of FFS? If yes, how frequent? (once a month, twice a month, 3 times a month) If no, why? 4. Has there been increase/decrease in GBV/Trafficking cases after Earthquake? 5. How many severe/non severe cases have you identified, supported to manage and referred it to relevant authorities (police, …….) 6. To whom/where do you report/refer the cases as per degree of severity of the cases identified?
Psychosocial Counseling: 7. Have you received psychosocial counseling service provided by FFS/project? Yes/No. 8. Do you think psychosocial counseling service / other activities provided by FFS/ project counselors helped women; in recovering from trauma /coming back to normal life after earthquake? (Indicators for coming back to normal life could be: a. Normal appetite b. Get rid of fear, c. Can sleep well, d. Can engage in daily activities as before earthquake, e. Avoid sad and restlessness, etc. , - should be indicative) If so, how did it help? 9. Was the counseling service provided by FFS sufficient for you/community women? Yes/No/or same as before? If yes, to what extent has the psychosocial counseling satisfied your needs? If No, what are your expectations or what is needed to improve the psychosocial state of the victim in your community?
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE- AFFECTED VDCS OF NUWAKOT Focus Group Discussion Checklist for Adolescents
Group: Date: VDC: Ward: No. of participants:
Disaster 1. Have you or community people identified safe/unsafe places in your community for EQ/Landslides? 2. Do you know the precautions to be adopted before/during/after EQ? 3. Have you disseminated these to your community? How often? What challenges did you face? Education 1. Did children/students in your community regularly attend school/TLC after EQ? If No, what were the reasons? Have anything done for them to make sure they attend their schools? 2. How qualitative was the education services provided by TLC? Was it better than school? If Yes, what aspects did you find better? Did it help in recovering students from EQ trauma? If No, what is insufficient and what do you recommend?
GBV/Protection 1. Did you receive training against GBV/trafficking from TLC/adolescent groups? If yes, how relevant/effective are they? And what is the impact of it towards community? b. Impact ((How did you become aware of GBV? Through the sessions? Awareness before earthquake? Do you feel more confident reporting after the sessions? If so, why?) 2. Have you organized/participated awareness event in your VDC/out of VDC to take initiation against GBV/trafficking after getting training from FFS? If yes, how frequent? (once a month, twice a month, 3 times a month) If no, why? Type of participation (gender/caste) 3. Has there been increase or decrease in GBV/trafficking cases in your area after earthquake? 4. How many severe/non severe cases have you identified and referred it to relevant authorities (police, …….) 5. As per degree of severity of the cases you identified, to whom do you report/refer? If you have not referred/reported any such cases, what are the reasons for not reporting the cases? Psychosocial Counseling: 1. Have you received psychosocial counseling service? Yes/No. By whom? 2. Do you think psychosocial counseling service / other activities provided helped adolescents in recovering from trauma /coming back to normal life after earthquake? How did it help? (Indicators for coming back to normal life could be: a. Normal appetite b. Get rid of fear, c. Can sleep well, d. Can engage in daily activities, e. Avoid sad and restless, etc. ), 3. Was the counseling service provided sufficient for you? Yes/No If yes, to what extent has the psychosocial counseling satisfied your needs? If no, why?
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE- AFFECTED VDCS OF NUWAKOT Key Informant Interview Checklist for Teacher
Name: Age: Sex: VDC: Ward: School:
1. Have you received training relating to post EQ education? 2. Which organisation provided this training? 3. How relevant/effective was the training? (Very relevant/effective, Moderately relevant/effective, Less relevant/effective, Not relevant/effective at all a. What topics were covered? What about the quality of the methodology? b. Did you face any difficulty in delivering the messages to students? If yes, what were they and how did you address them? 4. Did your school suffer damages due to earthquake? How severe was the damage? 5. How safe is the current school/location for children? (Green sticker?) 6. Are the safe and unsafe areas in school marked? 7. Do you keep track of student attendance? 8. Do you regularly monitor WASH activities? (for eg. checking nails, tidy hair, clean uniform etc) 9. Has there been increase/decrease in Student drop-outs after EQ? If yes, list out the reasons? 10. What creative/ extracurricular activities are carried out at your school/TLC? Meditation ...... Times a day/week & for ...... min/hrs Relaxation ...... Times a day/week & for ...... min/hrs Poems/Stories ...... Times a day/week & for ...... min/hrs Singing/Dancing ...... Times a day/week & for ...... min/hrs Art and craft ...... Times a day/week & for ...... min/hrs Sports/ physical exercise ...... Times a day/week & for ...... min/hrs Psychosocial First Aid ...... Times a day/week & for ...... min/hrs Child club mobilization ...... Times a day/week & for ...... min/hrs 11. How is the participation of students (male and female) in these activities (before and after EQ)? 12. Is there a change in student's academic performance after EQ? 13. Does your school have an emergency exit plan? Do all the students know about it? Have they been involved in rehearsal? How often? 14. Have there been any GBV/Trafficking/Trauma related cases in your school? If Yes, Number Type Victim Gender/Age group Your response to issue raised External Support Present status of the victim 15. What is the existing mechanism in your school to address such issues?
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IMPACT SURVEY OF THE PROJECT PROTECTION, EDUCATION AND LIVELIHOOD IN 8 EARHTQUAKE- AFFECTED VDCS OF NUWAKOT School Observation Checklist
School Name: VDC: Ward:
1 EQ Safe building(Green sticker) a. Good b. Satisfactory c. Poor d. Not Available 2 Classroom running in a. Buildings B. Tents c. Open spaces
3 Well accommodating Classroom a. Good b. Satisfactory c. Poor d. Not Available 4 Tents a. Good b. Satisfactory c. Poor d. Not Available 5 Furniture a. Good b. Satisfactory c. Poor d. Not Available Educational materials 6 (blackboard) a. Good b. Satisfactory c. Poor d. Not Available 7 Open space a. Good b. Satisfactory c. Poor d. Not Available 8 Playground a. Good b. Satisfactory c. Poor d. Not Available 9 Common Toilet a. Good b. Satisfactory c. Poor d. Not Available 10 Gender friendly toilet a. Good b. Satisfactory c. Poor d. Not Available 11 Hand wash facility a. Good b. Satisfactory c. Poor d. Not Available 12 First Aid Kit a. Good b. Satisfactory c. Poor d. Not Available Recreational materials (Colors, 13 toys, sport items) a. Good b. Satisfactory c. Poor d. Not Available 14 Information/Notice boards a. Good b. Satisfactory c. Poor d. Not Available Student records (Attendance 15 sheet/Parents contact address) a. Good b. Satisfactory c. Poor d. Not Available Waste management 16 (Dustbins/Pits/Drainage) a. Good b. Satisfactory c. Poor d. Not Available
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