Actions for Children and Youth Resilience Guide for Governments This guide has been prepared jointly by the regional offices for Latin America and the Caribbean of UNICEF and RET – Protecting Through Education, based on consultations that involved actors from governments, civil society and cooperation agencies from 15 countries in the region.
Remi Mannaert, Regional Director for Latin America & The Caribbean of RET Bernt Aasent, UNICEF Latin America and Caribbean Regional Director.
Supervision and review Ángela María Escobar, Programme Monitoring and Evaluation Manager- RET Heidi Peugeot, Specialist in Disaster Risk Reduction of UNICEF/LACRO.
Review English version Marina Anselme- Lopez, Chief Programme Development & Evaluation Officer -RET
Development and Coordination Sussana M. Urbano H.- Disater Risks Reduction Coordinator - RET. Contributors in RET: Adriana Negry Do Egito, Armando Ríos, Kirvyn Vargas and Tania Sánchez Copy Editing English version Jenifer Roe - RET Translation Nadja Dorero - Jenifer Roe- RET Printing Impresiones JEICOS S.A. ISBN 978-958-99335-0-3 2013 UNICEF/LACRO Latin America and Caribbean Regional Office Building 102, Alberto Tejada St., City of Knowledge, Panama, Republic of Panama. RET Building. 230, Piso 3, Office D, City of Knowledge, Panama, Republic of Panama.
Cover photo: RET©/Ecuador. Sep. 2010 First Edition, Panama City May, 2013
FREE DISTRIBUTION, NOT FOR SALE The texts may be reproduced with proper citation of the source
Actions for children and youth resilience Actions for Children and Youth Resilience Guide for Governments
Contents
Introduction Purpose of the Guide 7 Content and Structure 7 How was the guide developed? 8 Synthesis 9 Chapter I. Concepts, Approaches and Principles Disaster Risk Reduction 13 Integration of disaster risk reduction and adaptation to climate change 15 The Rights Approach Focused on Children and Youth 16 5 Integration of Children and Youth in Disaster Risk Reduction 17 Principles Inherent to the Children and Youth within the Disaster Risk 18 Reduction Framework The Life Cycle 20 Gender Equity 21 Equity and Inclusion 22 Interculturality 22 Humanitarian Principles 23 Chapter II. Reference Framework for Action Universal Declaration of Human Rights 27 Convention on the Rights of the Child 27 Core Commitments for Children in Humanitarian Action of UNICEF 28 (CCC´s). Children’s Charter Act for Disaster Risk Reduction 28 Hyogo Framework for Action to Build Resilience of Nations and 29 Communities to Disasters Millennium Development Goals 30 Declaration of Santiago 31 Chapter III. Priority Sectors for Children and Youth in DRR and Government Coordination Protection 35
Actions for children and youth resilience Education 26 Water, Sanitation and Hygiene (WASH) 36 Health and Nutrition 37 Government Coordination 38 Chapter IV. Ten Essential Aspects for children and youth in DRR 1. Institutional Framework Development 44 2. Financing and Resource Allocation 44 3. Multi-Threat Risk Assessment and studies focusing on children 45 and youth 4. Protection, Adaptation and Infrastructure Resilience 45 5. Construction and planning regulations 46 6. Awareness, understanding and education 47 7. Generation and implementation of protection mechanisms 47 8. Active participation of children and youth 48 9. Preparation, Early Warning and Response Plans 49 10. Reconstruction and Recovery Processes 50 Chapter V: Actions for Children and Youth Resiliency Protection 55 Education 59 Water, Sanitation and Hygiene (WASH) 64 Health and Nutrition 67 Tools and Resources 75 List of Abbreviations and Acronyms 83 Glossary 85 Collaborators 89 Bibliography/References 90
Actions for children and youth resilience Introduction
Purpose of the Guide
This guide has been developed in the context of an increase in risk factors that are affecting people in general, and which have a particular impact on children, adolescents and young people. Its purpose is to provide guidance for Governments regarding the development and implementation of public policies for Disaster Risk Management (DRM). By using a multi-sectorial approach (Child/Youth Protection; Education; Water, Sanitation and Hygiene-WASH; Health and Nutrition) the guide aims to secure the rights of children and youth in all circumstances. These guidelines are based upon the fundamental principles of the Universal Declaration of Human Rights (UDHR), the Convention on the Rights of the Child (CRC), the Charter of Children for Disaster Risk Reduction, and the Core Commitments for Children in UNICEF Humanitarian Action (CCC’s), and they take into account the strategic objectives and priorities of the Hyogo Framework for Action (HFA). 7 Content and Structure
Chapter I. Concepts, Approaches and Principles: this chapter provides a conceptual framework and a vision to establish a common vocabulary and introduce the current thinking for a rights-based approach which focuses on children and youth. It introduces the principles on which Disaster Risk Reduction (DRR) must be based.
Chapter II. Framework for Action: this section provides brief descriptions of the international instruments, both political and legal, which are relevant for DRR from a rights-based approach, which focuses on children and youth.
Chapter III. Priority Sectors for Children and Youth in DRR and the Inter-Sectorial Coordination: this part of the guide provides an overview of the priority sectors for protection, provision / care and active participation of children and youth, and considers the issues which these sectors need to take into account for Disaster Risk Management (DRM).
Chapter IV. Ten Essential Aspects for Children and Youth in DRR: this section reflects upon the ten essential axes highlighted by the Hyogo Framework for Action and Children’s Charter for DRR, which underpin both risk management and the resilience- building, and on which the different sectors will develop specific strategies.
Chapter V. Actions for Resilience of Children and Youth: this section examines the key actions for successful DRM and resilience building, which are based upon the essential axes presented in Chapter IV. As such it will serve as a guide for the development of policies, programs and projects focusing on children and youth.
Tools and Resources: This section refers to the tools and practical guides which contribute to the implementation of the proposed measures and interventions.
Actions for children and youth resilience How was the guide developed?
This guide was developed subsequent to a collaborative consultation process with actors from 15 countries and various agencies / NGOs in the region of Latin America and the Caribbean.
The consultation process started during the third session of the Regional Platform for Disaster Risk Reduction held in Santiago, Chile, November 26 – 28, 2012, part of the strategic activities promoted by the Coalition for Resilience of Children and Youth in Latin America and the Caribbean (CORELAC). The process thus integrated the approach and guidelines which this inter-agency technical team has been promoting, which was driven by the “Declaration of Santiago de Chile, on Disaster Risk Reduction focusing on Children, Adolescents and Youth, “Annex 1” to the Santiago de Chile Press Release, Investing for Resilience, Accelerating the Implementation of the Hyogo Framework for Action in the Americas” 1 .
This guide seeks to contribute to the development and strengthening of 8 implementation strategies that will ensure the integration of risk-management and climate-change adaptation in planning processes, management, knowledge management and public investment. This will allow for effective resilience- building amongst children, adolescents and young people at local, national and regional levels in Latin America and the Caribbean. It is not intended to be a detailed document but a simple and practical instrument that drives the technical standards of each of the priority sectors in children and youth care, government coordination bodies and decision makers, urging them to further explore each of the elements examined here.
1 Available at: http://www.eird.org/pr12/documentos/Comunicado-de-Santiago-Chile-10-12-12.pdf
Actions for children and youth resilience Synthesis
Building resilience in children and youth requires an understanding of the factors which are affecting this generation in terms of disaster risk. For this it is necessary to explore the phenomena which constitute threats, both natural and anthropogenic, whether technological and social, and to identify and measure the vulnerabilities to which children, adolescents and young people are exposed. It is also necessary to establish the short, medium and long term effects of disasters on development for the local population, as well as the national impact regarding equitable, egalitarian and sustainable progress.
It is also crucial to establish that children, adolescents and young people have clearly defined human rights, and the necessary conditions to achieve these and thus allow them to develop into adults, such as food, health, education, housing, recreation, etc. must be provided. These conditions must be taken into account before, during and after the impact of a damage-generating event. They must be protected against situations which endangers their dignity or their physical or psychological integrity. Their active participation as agents of change should be encouraged and ensured, whether they are exposed to disaster risk or being affected by an emergency situation. 9 In other words, their voices should be heard before, during and after the impact of a damage-generating event
These three (provision, protection and participation) are the basic premises of an approach focusing on the rights of children and youth, but in addition it will have to consider other factors, such as life-cycle, gender equality, multiculturalism, equity and inclusion, and the participation and principles of humanitarian aid.
In terms of public policy, specific actions must be taken in the four priority areas relating to the welfare of children and youth, including: protection, education, water, sanitation and hygiene, health and nutrition.
These sectors must act together to establish mechanisms and applications which guarantee interrelation in the execution of plans, projects and programs, whether for the prevention and mitigation of disaster risk, for preparation and response (timely and effective) to emergencies or disasters, or for the early recovery and reconstruction. In order to achieve this, it is important to identify the state authorities who have the jurisdiction to create such a harmonized and efficient management view.
The implementation of disaster risk reduction actions which build or strengthen resilience, and which focus on children and youth, should not lose sight of the basics:
• The organizational and institutional capacity of the state in its various fields to undertake such actions.
• Knowledge of disaster risk and the underlying factors, and its relationship and impact on children and youth.
• The role of information and awareness-raising amongst the general population regarding the well-being of children and youth in relation to disaster risk reduction. This should highlight the role of the family, community and the state as guarantors of the rights of children, adolescents and young people.
Actions for children and youth resilience 10
This graph was developed based on the scheme of the resilience wheel proposed originally by Nan Henderson and has been adopted by Word Vision in its program of Communitarian Resilience and Plan/UNICEF in the document: Building strong bases: programmatic Guide for the articulation of the development or early childhood and Disaster Risk Reduction.
Actions for children and youth resilience Chapter I. Concepts, Approaches and Principles 12
Jorge Samudio, reading the Declaration of Santiago on the Coalition for the Resilience of Children and Youth of Latin America and the Caribbean - CORELAC
Photo: Sussana Urbano/RET©-Nov. 2012
My school should be safe and my education must not be interrupted.
Priority 1/ Children’s charter for disaster risk reduction for DRR
Actions for children and youth resilience approximately 175 million children and youth on the numbers of people affected. It hasbeen estimated that withinthe next decade help create favorable conditions for thedevelopment ofresilience Expanded concept by UN/ISDR-2009. from itseffects timely and effectively, whichincludesthe preservation and recovery oftheir structures andfunctions. 9 The abilityofanindividual,community, societyorsystem exposed to athreat to resist, absorb, adaptandrecover that canbeusedfor theachievement oftheagreed-upon objectives UN/ISDR-2009. 8 The combination ofallthe strengths, attributes, andavailable resources withinacommunity, societyororganization occur inacommunity orparticularsocietyover aspecificperiodoftimeinthefuture UN/ISDR-2009. 7 Possible losses that would causeadisaster in terms oflives, health,livelihoods, assets andservices andwhichcould natural originorderived from humanactivity/UN/ISDR-2009. property, loss oflivelihoods andservices, socialandeconomic upheaval orenvironmental damage. These canbeof 6 Phenomenonordangerous condition that cancausedeath, injuryorotherhealtheffects, as well asdamage to susceptible to theharmfuleffects ofanadverse event/UN/ISDR-2009. 5 The conditions andcharacteristics ofasocialsystem, acommunity orphysical property andgoodsthat make them management (DRM). the generators oftheadverse events. /UNISDR-2009, DRRpreparedness isthe politicalobjective ofdisaster risk vulnerability ofthepopulation andgoods,proper land/environment managementandtheenvironment andimproving causal factors ofdisaster management. This includes reducing thedegree ofexposure to threats, decreasing the 4 Itistheconcept andpractice ofreducing disaster riskthrough systematic efforts aiming at theanalysis and version. 3 Impactofclimate changeonchildren /Save theChildren UK(2007), Save theChildren Spain(2009)Spanish cope withthesituation usingtheirown resources /UNISDR-2009. material, economic andenvironmental impactsthat exceed thecapacityofcommunity ortheaffected society to 2 Aseriousdisruptioninthefunctioningofacommunity orsocietythat causesalotofdeaths aswell aslosses and the increased frequency ofnatural orsocialdisasters The increasing vulnerability ofthepopulation inLatin AmericaandtheCaribbean, Disaster RiskReduction their disaster-risk by combining thestrengths andresources already available, i.e. using own impactonthesetwo factors. Inotherwords to create aculture that manages to transform people’s values, perceptions, andattitudes regarding thepopulation’s which will It isinthesecircumstances that theneedfor acommitment to generate publicpolicies youth. to threaten thelife, dignityandhumanrightsofthose affected, especiallychildren and brought on by one of the factors above, will affect community development, andserve Needless to say, any suddendisruptionto thedailydynamicsinsuchcommunities, which ishaving anegative impactonpositive community development ingeneral. increase in levels of poverty and marginalization is leading to violence and conflict, settlements ismultiplyingtheunderlyingriskfactors. What ismore, the subsequent urbanization, indeed thecontinual growth inurbanpopulations andunplannedurban characteristics of theregion. Additionally these countries are alsoexperiencing sustained in thenumber, magnitudeandrecurrence ofdamagingevents) andby thegeo-tectonic associated withavariable climate, climate-change (there hasbeenamarked increase Latin Americanand Caribbeancountries are particularlyvulnerable to therisks because oftheirparticularphysical, psychological, andsocialneeds. these adverse events. Children andyouth constitute ahighlysensitive agestratum (vulnerabilities strategies andactionsthat willdevelop anunderstanding ofboththeinternal factors capacity reduce disaster risk 8 . At local,regional andnational levels thesestrategies andactionswill 5 ) andexternal factors (threats 4 becomes evident. This will involve the development of 3 6 around the world will be affected by ) responsible for disaster risk Actions forchildren andyouth resilience 2 , ishaving analarmingimpact 9 inpopulations. 7 , hoping 13
Chapter I Chapter I 14 response strategies. Asaresult, thecommunities donothave sufficient resilience. into account theneedto combine disaster riskreduction strategies withemergency constitute safe andunsafe livingconditions. These misplaced attitudes donottake in general misunderstandings ofwhat causesdisasters, andmisperceptions ofwhat sense, ie. beyond the boundaries of school), the roots of the problem can be found part oftheproblem isassociated withalackofaccess to education (initsbroadest events, andwho live inadequate andunsafe dwellings. Whilethere isnodoubtthat most poor, who are more likely to settle in areas susceptible to disaster and unforeseen reaching thosewhoneeditmost, namelythemost vulnerable. These are usuallythe is more, the essential knowledge to save lives andprotect health andproperty isnot or technical staff responsible for taking steps to reduce the conditions ofrisk.What cities andtowns. Neitheristhisknowledge evident amongst the various professional local level, whichhasamore direct responsibility for ensuringthesafety ofcitizens, this isnotreflected orenforced inthedifferent political arenas, particularly atthe Actions forchildren andyouth resilience sufficient knowledge to rather thanfocusing ontheirvulnerability to disaster ortheirneedsinanemergency and communities can do for themselves and how they can strengthen their capacities, effective manner. Buildingresilience meansto shifttheemphasisonto what individuals exposed to athreat to resist, absorb, adaptandrecover from itseffects inatimelyand Resilience isdefinedastheabilityofanindividual, community, societyor system 13 Allactionsaimedat reducing orlimitingtheadverse impactsofthethreats/UN/ISDR-2009. actions taken inadvance /UNISDR-2009. 12 Prevent disasters expresses theconcept andtheintention to avoid allpossible adverse impactsthrough various possibility ofadisaster/UN/ISDR-2009. implement policiesandstrengthen response capabilities,inorder to reduce theadverse impactofthethreats andthe 11 The systematic process ofusing administrative guidelines,organizations, skillsand operational capacities to Coordination Group/UKAID. 10Twigg, John.(2007). “Characteristics ofaresilient community Disaster disaster” RiskReduction Interagency One ofthemajorobstacles indisaster riskmanagement These linesofactionestablish thefive prioritiesoftheHyogo Framework for Action. response at alllevels. 5. planning ofland-use, andthrough environmental, socialandeconomic measures. 4. education, andpromoting aculture ofsafety at alllevels. 3. risks, andimproving earlywarning systems. 2. basis for implementation. government (local,regional andnational), andthat there isanadequate institutional 1. strengthening alltheprocesses andmechanismswhichdevelop and/or enhance: In thissense, publicpolicieswhichassist inthiscapacity-building shouldbedirected at Institutional capacity-ensuringthat DRR isapriorityinthevarious levels ofthe Knowledge of risks through the identification, assessment and monitoring of disaster Risk reduction -by effectively managingthebasicorunderlyingrisk factors through Understanding andpublicawareness -makinguseofknowledge, innovation and Preparation for unforeseen damage-generating events, to ensure aneffective prevent 12 and mitigate 13 the effects in a cost-effective way, 11 , isthat althoughthere is 10 . and integrated view ofthesetwo areas. why itissoimportantto define strategies and publicpolicieswhichhave a systemic holistic vision withintheconceptual and practical approach to DRRandACC, whichis 15 Idem. Change. 14 Turnbull, Marilliseetal. (2013). Towards resilience /AGuide to Disaster Risk Reduction andAdaptation to Climate result ofclimate change risk dueto theexpected increase inthefrequency andintensity ofsuchhazards asa hydro-meteorological threats (floods, cyclones, droughts) find themselves at greater relating to adaptations for climate change(ACC). Populations already exposed to There are clearlinksbetween theproblems related to disaster riskreduction andthose change Integration ofdisaster riskreduction andadaptation to climate an approach focusing ontherightsofchildren andyouth is about. youth andtheirfamilies, ofcourse withinthecontext ofthecommunity, whichiswhat The principletarget audience for thepromotion ofthesevalues must bechildren and All ofthisimpliesworking towards asustainable, rights-basedapproach. diversity, whichwillhelpbuildasense ofcollective belongingandacommon purpose. as cooperation, participation, solidarity, living together in harmony, and respect for At thesametimeitisalsoessential to promote thedevelopment ofsocialvalues, such 14 . For thisreason, there isapressing needfor anintegrated and Common ACC andDRRconcerns Actions forchildren andyouth resilience 15 15
Chapter I Chapter I 16 rights andparticipation rights,andtheseare linked to: thematic axes for theconstruction ofresilience, namelyprotection rights,provision (CRC). The framework of these two conventions allows us to establish three blocks or Declaration ofHuman Rights (CUDH), and theConvention ontheRightsofChild The approach for children andyouth rightsisestablished inboththeUniversal private sector, andcommitting themto action. 9 Actions forchildren andyouth resilience 9 achievements andprogress. rights inallcircumstances. Inadditionitwillestablish asetofstandards to measure 9 The adoptionofthiscourse ofactionallows us,amongotherthings,to: legally-recognized rights. instead to be subjects of rights, namely people with ability to defend and claim their empower children andyouth to benotonlyobjectsneedingcare andattention, but and youth at theaxisofdevelopment andimplementation ofpublicpolicies.Itaimsto This approach canbedefined asa course ofactionthat putstherights of children The RightsApproach Focused onChildren andYouth order to reduce vulnerability andincrease resilience. effort willbe required by economic, social,cultural andenvironmental stakeholders in considering therisksfrom aholistic perspective, aconstant andsystemic political exposure andvulnerability to them,andto develop andstrengthen capacities.By from theactionswhichare targeting eachphenomenonindividually, soasto reduce it isnecessary to observe thetwo phenomenainparallel, whileclearlynotdetracting As aresult, inorder to reduce therisksrelating to natural disasters and climate change and theimpactglobalization. and environmental factors, suchasurbandevelopment, environmental degradation The vulnerability ofbeingexposed to suchnatural elementsisfurtherincreased by social 9 9 9 matters that affect them. as socialsubjects,entitled to beheard, to co-management andparticipation inall Participation: Rights to reaffirm thepositionofchildren, adolescents and youth legal security, education andpossible recreation. Provision: Rights to theprovision andattainment ofbetter health care, socialand the rightto have knowledge oftheirown culture andorigin. Protection: Rightsto life, rightsto protection from violence, abuseandneglect Identify theresponsibilities ofgovernments, organizations, civilsocietyandthe Link goalswithintheestablished international legalframework. Establish clearlydefinedandlong-term goals whichcomply withchildren andyouth but alsoprepares themto exercise theirroles asadults. actions becauseitnotonlystrengthens thechildren andyouth intheiractualsituations, sustainable to incorporate theactive participation ofthechildren andyouth into all 9 future generations. structures, which take into account thescaleofrisksto thisgroup, willbenefit active engagementandparticipation ofchildren andyouth into developing permanent 9 the compliance andenforcement oftheserights. awareness oftherightschildren andyouth, andofhow adamagingevent willaffect 9 and youth at risk). who are exposed to specificrisksandwhoserightsare systematically violated (children 9 This approach: library/documents/est%C3%A1ndares-para-la-participaci%C3%B3n-de-la-ni%C3%B1ez 17 Save theChildren. (2005).Standards inChildren’s Participation http://resourcecentre.savethechildren.se/content/ reducing-risks-saving-lives-save-childrens-approach-disaster-risk-reductio Reduction andClimate ChangeAdaptation. http://resourcecentre.savethechildren.se/content/library/documents/ 16 Save theChildren International. (2011). Reducing Risks,Saving Lives: Save theChildren’s approach to Disaster Risk have different abilitiesandthosewhoare at risk children, inany matter that concerns themdirectly orindirectly, includingthosewho of children andyouth isdefinedasthe voluntary andinformed participation ofall Participation seeks to influence decision-makingandachieve change. The participation Participation Reduction Framework Principles Inherent to Children and Youth withintheDisaster Risk youth inbothidentifyingandaddressing these addressing theirneedsandrights,basedontheactive participation ofchildren and groups have specificvulnerabilities duringemergencies ordisasters. The focus ison Children andyouth are putat thecenter ofDRRactivitiesasitisrecognized that these claim theirrights,andto participate intheattainment ofthem. children andyouth asindependentpersons,andempowers themto stand for and The children andyouth rights’approach for buildingresilience to disaster recognizes Integration ofChildren andYouth inDisaster RiskReduction involved indecision-makingandtakingaction. it aimsto given themagenuineopportunityto express theirpointsofview, andbe which involve them.With qualityandmeaningfulparticipation ofchildren andyouth, Children’s andyouth participation isvaluable asset asitcantake place inallareas 9 9 9 9 Supports theprocesses ofdemocratization and equityincountries. Itisdoubly Creates linksbetween overcoming anemergency andsustainable development. The Promotes thestrengthening oflocalorganizations andcommunities through raising Contributes to raising andstrengthening attention onto thosechildren andyouth 16 . 17 . Actions forchildren andyouth resilience 17
Chapter I Chapter I 18 create andstrengthen linksbetween different community actors. Ingeneral itserves helps itacknowledge itsown assets interms ofbothskillsandresources, andhelps the rightto review, participate andmake decisions.The involvement ofacommunity sustainable results, promoting opportunitiesfor dialogueand giving communities The involvement ofthecommunity as awholewillgenerate more effective and into account duringtheevaluation process orwhenmakingspecific decisions. childhood, itshouldbetheparents orcaregivers whosevoices andopinionsare taken group faces, whichinturnmakes them more vulnerable. Insome cases,suchasearly assumptions andmisinterpretations regarding thespecificprioritiesandproblems this To ignore theparticipation of children andyouth inDRRcanleadto erroneous their differences. peer relationships andwhere they canexpress themselves openly, whilst recognizing themselves, recognizing theirdifferent expressions, facilitating environments to build and listen to children and youth, and to create spaces to allow them them to express based onnegotiation canbeestablished. There willbeanactive effort to engagewith Once adultsunderstand that children andyouth are rights’holders,thenarelationship as expressed by thechildren and youth themselves. forced, andassuchwillcontribute to meetingtheneedsandaddressing thepriorities right to beinvolved. Their participation must bevoluntary andmeaningful,rather than will affect theirlives, their families andtheir communities, requires recognition oftheir will determine thelevels ofunderstanding andcontributions) inmakingdecisionswhich The participation ofchildren andyouth (bearinginmind that theiragesand maturity community. adults, andrequires thedirect participation ofboththechildren andyouth andthe The principleofparticipation hasdifferent implications for children and youth as for abuse andexploitation. 9 Actions forchildren andyouth resilience 9 personal development. 9 children andyouth according to theirageandmaturity. 9 and access to information. views freely onallmatters affecting them,freedom of expression, thought,association 9 particular. These instruments establish that: Active participation is based on established international law in general and theCRC in 9 9 9 9 9 All children andyouth have therightto beprotected against manipulation, violence, All children andyouth have equalrightsto participate withoutdiscrimination. Participation shouldpromote the best interests ofchildren andpromote their Measures shouldbeimplemented to encourage andfacilitate theparticipation of Children, adolescents andyoung peoplehave arightto beheard, to express their What follows isanoutlineofchildren andyouth assubjectsofRights. manner, ascitizens whoare partofacommunity. youth, andinthemediumlongterm itallows themto actinarational andjustified In theshortterm itpromotes the processes ofsocialempowerment for children and Participation from a rights’ perspective ranks high in terms ofsustainable development. development andDRR”.http://www.unicef.org/lac/Gui_Cons.pdf 18 UNICEF/PLAN (2012). “Buildingstrong foundations: Programmatic guidefor thearticulation oftheearly childhood damage suffered to improve localself-esteem andultimately decrease thesenseofloss causedby the 18 . Actions forchildren andyouth resilience 19
Chapter I Chapter I 20 Actions forchildren andyouth resilience For thisreason itisnecessary to seethelife cycle asanimportantelementinthe of different skills, needsand expectations. and development ofchildren andyouth, eachstage ofwhichischaracterized by aset Life needsto beviewed asacycle ofstages which occur duringtheprocess ofgrowth simplistic away ofexamining how to enforce theirrights. youth are considered asahomogeneousgroup, whichshouldbeavoided asitistoo specific problems andvulnerabilities facing eachagegroup. Too often children and development will determine thecapacitiesandinterests of, aswell asinfluence the a rights-based approach centered on children and youth. Each different stage of The stages ofthelife-cycle are importantfactors to consider whenimplementing The Life Cycle Children andYouth assubjectoflaw andsocialactors. event shouldbepromoted other community spaces before, duringandafter theimpactofadamagegenerating equitable distribution ofdomestic andpublic chores inhomes,temporary shelters and participation inthecare andupbringingofchildren andyouth. What ismore, the constructed genderroles andgenderstereotypes, andabouttheimportance ofjoint by informing and sensitizing all actors involved aboutequalgenderrelationships, On thisbasis,interventions directed to buildingresilience to disasters must begin discrimination against people onthebasisofgender. the sexes andthegenerations. This inturnwillcontribute to thereducing violence and changes whichwillfacilitate thebuildingofrelationships basedonequalitybetween Children andyouth are at asignificantlife-stage for bringingaboutsocialandcultural because oftheirsocial,cultural orphysical characteristics must beavoided. development andDRR”.http://www.unicef.org/lac/Gui_Cons.pdf 20 UNICEF/PLAN (2012)”Building strong foundation: Programmatic guidefor thearticulation oftheearly childhood americalatinagenera.org/es/documentos/tematicas/tema_igualdad.pdf 19 United Nations development program -UNDP. (2011). “Equality”Latin Americagenerates. http://www. women andmen,inaccordance withtheirrespective needs achieve equalityisthrough gender equity, understood asjustice inthetreatment of opportunities will not depend on whether they are born male or female. The way to mean that women andmenwillbethesame, butthat theirrights,responsibilities and not just at thepoliticallevel, butalso inthecivicandsocialarenas. This doesnot Gender equity implies the full and universal right of men and women to enjoy citizenship, Gender Equity often assumed asasinglehomogeneousgroup. placed asareference to give anideaoftheneedsthat may ariseunderagedifferences inagroup that is *Strata mentionedinthistablemay vary according thelaw andconditions ofeachcountry. Ithasbeen and treatment. stage of the targeted population, as each stage will necessitate distinctive procedures building. Adifferent approach isgoing to be required according to thedevelopmental process ofplanning,implementation andmonitoring ofactionsfor DRRandresilience- From 0to 6years Early childhood Development Stages ofChildren andYouth* 20 From 6to 11 Childhood . Inallinterventions, discrimination against any given person years Adolescence From 12to 18 years Actions forchildren andyouth resilience 19 . From 15to 30 Youth years 21
Chapter I Chapter I 22 it isvitalto boost theirparticipation inDRMpractices. groups andcommunities, Given that therightsofchildren andyouth are most at risk, is to expand and strengthen the capacity of people, particularlythemost vulnerable diversity. That iswhy oneoftheproposed strategies to overcome theidentifiedgaps minority groups invulnerable situations, andto provide anappropriate response to Inclusion is usually conceived as a mechanism to underpin equal opportunities for rights leadingto equitable societieswhichdemonstrate arespect for difference. are most affected by theinequities.Inthis way, thesegroups willbeable to access their equity perspective will guarantee inclusive services and will prioritize the groups who underlying gaps, inequities and inequalities should be identified and made visible. An in a situation of migration. This implies that the structural causes that generate these care services orservices specializinginchilddevelopment; differences caused by being differences arisingfrom adisabilityorspecialneed;differences in access tohealth- youth living in a certain area: theeconomic differences between different social strata; gaps generated by the disparitiescausedby differences amongst thechildren and Interventions whichadoptanequityperspective needto identifyandreduce the Actions forchildren andyouth resilience 22 United Nations Population Fund-UNFPA “Gender, multiculturalism, humanrights,citizenship andeducation” http://www.seguridadsocialparatodos.org/sites/default/files/modulo2.pdf 21 Inter-American Center for SocialSecurityStudies -CIESS (2010).” Securityfor all”Module 2:values andprinciples. oriented to generate mutuallyenrichinginteractions andattitudes ofmutualrespect learning between peopleandgroups withdifferent knowledge, values andtraditions is Interculturality asapractice isanexperience inwhichrelationships, communication and Interculturality among others standards, withoutdifferentiating basedonthesocial,sexual andgender condition, the constant pursuitofsocialjustice, whichguarantees allpersonsfullandequalliving Equity meansasocialconnotation derived from what isalsounderstood asequality. Itis Equity andInclusion given to the knowledge which relates to the development of children and youth, and knowledge andpractices must bepromoted. Asalways, specialattention needsto be traditional andindigenousknowledge inDRR, andstrategies that give value to such to the strengths of each community’s cultural practices, for example consideration of In interventions for DRRand/or for buildingresilience, attention needsto begiven peoples. consensus, thereby creating theconditions for equityandmutualenrichment between for diversity, increases dialogueandmutualunderstanding, anddrives thesearch for factor ofdiscrimination. Insituations ofconflict orcrisis,interculturality raises respect In thisway diversity canbeseenasanopportunity rather thanadisadvantage ora different worldviews and acknowledgement of everyone’s human and group rights. characteristics ofcontemporary societiesshouldinteract, creating respect for their should bepromoted. From thisperspective, different cultures andthediffering above another, andthat mutualrecognition, value andcoexistence between cultures Adopting anintercultural approach isbasedonthepremise that nocultural group is 21 . 22 . situations, in collaboration with state authorities, non-state entities and communities is builtandwhentherightsofchildren andyouth are promoted inhumanitarian Humanitarian principlesare reinforced whenawareness isincreased, whenconfidence measures that meettheirneedsandsafeguard theattainment oftheirrights. information onthisgroup isrequired inorder to ensure theimplementation ofspecific and youth, whorepresent themost affected population after adisaster. Disaggregated 24 UNICEF(2010) “Core24 Commitments for Children inHumanitarianAction” March 2013). humanitarian principles””.http://ochanet. unocha.org/p/Documents/OOM_HumPrinciple_Spanish.pdf (consultation in 23 United Nations Office forthe Coordination forHumanitarian Affairs UN-OCHA (2010). “OCHAin message: humanitarian coordination compliance withbasichumanitarianprinciplesduringtheresponse iskey to effective promoting theimplementation ofhumanrights.According to OCHA,promoting in the context of crisis using standard codes of conduct, (e.g. Sphere Standard) and These principlesallow usto establish andmaintainaccess to affected populations populations whether in thecontext ofadisaster, armedconflict ora complex emergency. Humanitarian principlesare fundamentalto establish andmaintainaccess to affected Humanitarian Principles groups. negotiations need to take place should cultural practices violate the rights of these independence Impartiality Neutrality Operative Humanity action isbeingimplemented. actor may hold withregard to areas where humanitarian economic, military or otherobjectives that any humanitarian Humanitarian action must be autonomous from political, ideological order. engage incontroversies ofpolitical,racial, religious or Humanitarian actors must nottake sidesinhostilities or and ensure respect for humanbeings. goal ofthehumanitarianactionisto protect life andhealth Human suffering must beaddressed wherever found. The beliefs, class orpoliticalopinions. distinctions on the basis of nationality, race, sex, religious giving priority to the most urgent cases without making Humanitarian action must be carried out on the basisof need, 23 , particularlywhenitcomes to theattention ofchildren Humanitarian Principles Actions forchildren andyouth resilience 24 . 23
Chapter I Notes
24
Actions for children and youth resilience Chapter II. Reference Framework for Action 26
Yaviza Educational Reinforcement Activity, Darien / Panama.
Photo: Leidy Cordoba/RET-Sep. 2011
My protection should be a priority before, during and after a disaster
Priority 2/ Children’s charter for disaster risk reduction for DRR
Actions for children and youth resilience be carefully considered. Whencourts orother officialbodiesmake decisionsthat may right to say what they think about everything that affects them, and their views should 9 development (Article 6). 9 children (Article 3). have to make decisions affecting children, they shouldalways consider what isbest for 9 review (Article2). all children regardless oftheirorigin,sex, religion, language, disability, orfamily history 9 Other fundamentalprinciplesestablished intheCRCare: recognized asasubjectintheinternational legalsystem. consideration”. This articlelays thefoundation for theentire CRC;withthis,thechildis authorities orlegislative bodies,thebest interests ofthechildwillbeprimary undertaken by publicorprivate socialwelfare institutions, courts oflaw, administrative the welfare ofchildren, adolescents andyouth: “Inallactionsconcerning children, The fundamentalpointoftheCRCcanbefound inArticle3,whichgives priorityto history, currently ratified by 193 countries. the RightsofChild(CRC). Itisthe most widelyrecognized humanrightstreaty in Article 25.In1989 aspecific convention was signed for children: the Convention on Human Rights that childhood is “entitled to specialcare andassistance” asstated in The General Assembly of the United Nations accepted in the Universal Declaration of Convention ontheRights oftheChild intended to supporttheupholdingofhumanrightsinsocieties exposed to risks. opinion, economic orotherstatus, social originorplace ofbirth.DRRstrategies are equality, without distinction ofrace, color, sex, language, religion, politicalorother Articles 1, 2and3make every human, subject to rights oflife, personalsecurityand From theDRRperspective thisinstrument isimportantbecauseasinthepreamble, first article states that “all human beings are born free and equal in dignity and rights”. “inherent dignity”ofhumanbeingsisthefundamentalbasis ofhumanrights,andthe international law. The first sentence ofthePreamble expresses the concept that the universally protected. Althoughnotatreaty, itisgenerally accepted aspartofcommon of theUnited Nations in1948andestablishes thefundamentalhumanrightsto be This significant instrument ofinternational law was proclaimed by theGeneral Assembly Universal Declaration ofHumanRights other valuable documents. topic. It is important to mention that this list is not exclusive and does not rule out The following are someofthereferences considered essential tools concerning this 9 9 9 9 The rightofthechild,adolescent oryouth to beheard: children andyouth have the Right to survive anddevelop: Allchildren and youth have the right to life and optimal The best interest ofthechildoradolescent: Non-discriminatory rights:The rightscontained intheConvention are the samefor When adults,institutions ororganizations Actions forchildren andyouth resilience 27
Chapter II Chapter II 28 identified by thechildren. These are: When grouped thematically the Charter identifiesfive priority areas which have been centered approach for Disaster RiskReduction. level. The Charter’s objective isto raise awareness of theimportance ofhaving achild- priorities shouldinfluence theviews ofdecision-makers, even those at thehighest are talking about this topic, and requires our commitment to ensure that their stated The Charter iseffectively aletter for children by children. Itdemonstrates that children process. Actions forchildren andyouth resilience Philippines, Tanzania andVietnam andIndonesia. Mozambique, Philippines,Vanuatu, Bangladesh, Brazil, Ethiopia,Ghana,Kenya, Lebanon, Lesotho, Mexico, Nicaragua, 26 Consultations were carriedoutinCambodia,China,DominicanRepublic, East Timor, Ethiopia,India,Laos, 25 UNICEF’s “Core Commitments for Children inHumanitarianAction” and Latin America consultations withmore than600children in21countries inAfrica, Asia,MiddleEast 2011, theChildCharter for Disaster RiskReduction (DRR)was launched,basedupon In theGlobalPlatform for Disaster RiskReduction framework heldinGeneva inMay Children’s Charter Act for Disaster RiskReduction The Core Commitments for Children inHumanitarianAction (CCCs (CCC´s) Core Commitments for Children inHumanitarianAction ofUNICEF and youth to theirbasicrights. From aDRRperspective, resilience-building willallow for sustainable access ofchildren and youth (Article12). affect thesegroups, they must take into account the feelings anddesires ofchildren emergency andin thenon-exhaustive methods for earlyandeffective recovery. The CCCs includeaspectsofdisaster riskreduction interms ofthepreparations for an humanitarian reform andthesectorial coordination approach (theclusters). humanitarian and developmental contexts. These willincludeUnited Nations interventions, whichcanbemeasured against identifiedgoalswhich reflect the The CCCs aimto promote pre-determined, effective andtimelyhumanitarian affected by humanitariancrisis. fundamental policy ofUNICEFonhow to defend therightsofchildren andyouth 26 . The participantsidentifiedthepriorities for children intheDRR 25 ) constitute the It alsoconsiders four crosscutting themes. of communities vulnerable to disasters asakey elementfor sustainable development. which establish theguidingprinciplesandpractical methods for increasing theresilience The HFA offers three (03) strategic objectives andfive (05)priority areas foraction process for readjustment after 2015. successfully implemented lies with individual states. Currently the HFA is in the review on the needsand capabilities of each country. The primary responsibility for DRR being organizational requirements for DRR and its subsequent implementation, depending From the legalpoint of view the instrument is non-binding but provides technical and the loss oflife andthe social,economic andenvironmental losses. and thereby to achieve asignificant reduction inthelosses caused by disasters, both Its overall objective isto increase theresilience ofnations andcommunities to disasters, Japan, from January18to 22,2005. states duringthesecond World Conference onDisaster Reduction heldinKobe, Hyogo, risk reduction adopted by member states of the United Nations. It was signed by 168 This documentisthemost importantinstrument for theimplementation ofdisaster and Communities to Disasters Hyogo Framework for Action (HFA) to BuildResilience ofNations 4 5 2 3 1 Disaster riskreduction must reach themost vulnerable. must helpreduce future risk. Community infrastructure must besafe, andrelief andreconstruction they need. Children have therightto participate andhave access to theinformation disaster. Children protection must beaprioritybefore, duringandafter the Schools must besafe andeducation must not beinterrupted. Actions forchildren andyouth resilience 29
Chapter II Chapter II 30 Actions forchildren andyouth resilience Disasters. http://www.eird.org/cdmah/contenido/hyogo-framework-spanish.pdf UNISDR(2005).Hyogo27 Framework for Action 2005-2015: BuildingResilience ofNations andCommunities to will simultaneouslydecrease thelevel ofriskdisaster. also beconsidered as present inall other goals as theactionsneeded to achieve them DRR isspecificallymentionedinthegoal for environmental sustainability, butit could indicators for thisgroup. All eightMDGshave implications for children andyouth, someeven includingspecific world established targets andindicators to measure theirsuccess orfailure by 2015. The eightMillenniumDevelopment Goals (MDGs) agreed in2000by thenations ofthe Millennium Development Goals to disasters Hyogo Framework for Action 2005-2015: buildingnations andcommunities resilience Ensure that DRR is anational and implementation. with astrong policies andsustainable address multiple local priority development planning. institutional The substantial reduction ofdisaster losses (lives, socialaspects,economic and Approach to basis for Integrate DRRinto threats. 27 environmental impactsofcommunities andcountries) Identify, assess early warning. disaster risks and enhance and monitor Gender perspective and cultural Strategic Objectives diversity. and capacitiesto increase institutions, mechanisms Develop andstrengthen resilience to hazards. Cross-Cutting Use knowledge, Priorities innovation and resilience at all build aculture of safety and education to Result levels. and volunteer involvement. Community underlying risk Reduce the factors. approach inimplementing preparedness, emergency response andrecovery. Incorporate DRR Capacity building and technology response at all preparedness transfer. for effective Strengthen disaster levels. 9 hazards. and recovery strategies duringrisk-adverse events, including socio-natural andsocial emergency andcrisisresponse andfor prevention, mitigation, preparedness, response of DRRfor children, withacomprehensive multi-sectorial approach for both the 9 of Children for DRR.Itproposes specificaction strategies: to appealingto theregional actors inlinewiththeprioritiesestablished intheCharter of thisgroup to contribute to aDRRwhichfocuses onchildren andyouth, inaddition 30 Disaster riskreduction, socialviolence riskreduction andclimate changeadaptability Hyogo Framework for Action intheAmericas”/3rd Session oftheRegional Platform for DRRintheAmericas 29 Annex 1to the“Statement ofSantiagoChile:Investing for Resilience, Accelerating theImplementation ofthe 28 http://www.un.org/es/millenniumgoals/ This document,includedinthe“Declaration ofSantiago Children, Adolescents andYouth”. team the“Declaration ofSantiagodeChile, ontheDisaster RiskReduction focused on World Vision, RET, Save the Children and Plan International, issued as an inter-agency Youth in Latin Americaandthe Caribbean-CORELAC, consisting ofUNICEF, UNISDR, Chile between November 26and28,2012, theCoalition for theResilience ofChildren and In theframework ofthethird Session oftheRegional Platform for DRRinSantiagode Declaration ofSantiago 9 9 Ensure theinclusionofDRR,VRRand ACC Develop national commitments, through laws, protocols, or regulations in favor 4 6 8 5 2 3 7 1 Guarantee environmental sustainability Fight HIV/AIDS, malariaandotherdiseases Reduce childmortality Develop aglobalpartnershipfor development Improve maternal health Promote genderequityandempower women Achieve universal primary education Eradicate extreme poverty andhunger Millennium Development Goals 30 innational development plansfocusing Actions forchildren andyouth resilience 29 ”, refers to thecommitments 28 31
Chapter II Chapter II 32 Actions forchildren andyouth resilience Framework for Action 2015. Hyogo Framework for Action andlookingto the future for theevolution ofPost-Hyogo and policies,suchasinframeworks andsub-regional organizations as,for example, the approach, whichhasgainedexperience at thenational level, ininternational agreements 9 the Third World Conference onDRRinJapan2015. their representation andparticipation inanappropriate conference for children during recognition of children’s opinions in national and international policy decisions,ensuring 9 priority actionat the locallevel intheareas most poorandmost vulnerable to disaster. 9 among others. Social Protection, Ministry ofFinance, andinstitutions ofinformal andyouth education, Defense, Ministry ofEducation, Ministry ofHealth,Ministry ofSocialPolicy, Ministry of by settingupDRRsector roundtables involving disaster managementagencies,Civil 9 risk management. the Child, the MillenniumDevelopment Goals, anddisaster management or national recovery inrisksituations, to reach theobjectives oftheConvention ontheRightsof on children, inlinewiththeprevention, mitigation, preparedness, response and 9 9 9 9 Support therepresentation andinclusionoftheDRR,VRR,ACC’s child-centered Ensure participation ofchildren inDRR,VRRandACC actionslocally, andencourage Ensure technical training at central andlocallevels, andtheimplementation ofDRR Formalize inter-institutional coordination mechanismsfor DRRaround key sectors Chapter III. Priority Sectors for Children and Youth in DRR and Government Coordination Children participating in school. Les Cayes/Haití.
Photo: Marco Dormino/UNICEF©
We are entitled to participate and access the information I need.
Priority 3/ Children’s charter for disaster risk reduction for DRR
34
Actions for children and youth resilience and strategies created for theseshouldbe viewed asresilience-building opportunities. considered ascrucialelementsintheassistance provided to this group, and theplaces The psycho-affective, recreational and leisure needsofchildren and youth must be overcome thepsychosocial consequences they have suffered. and sanitation, housingorshelter, amongothers) children andyouth require supportto achieve systemic change. Itisclearthat, inadditionto basicsurvival needs(food, water field, ensure the efficientuseof resources and provide adequate advocacy efforts to emphasize andprioritize areas for attention. This willcreate sustainable activitiesin the to risksofdisaster ortheimpactofdamage-generating events, itis necessary to To ensure the highest level of service and protection for children and youth exposed identity inallcircumstances. children andyouth beingseparated from their families, whileensuringtherightto the necessary psychosocial support should beprovided, andefforts made to prevent caused by exposure to riskand/or theeffects ofanemergency ordisaster. Inaddition including trafficking and the exploitation of children and youth in circumstances mechanisms to assess, monitor, mitigate andprevent allforms ofabuseandviolence, for therightsofchildren andyouth. Itistherefore importantto develop appropriate means creating orstrengthening acommunity environment whichpromotes respect The protection ofchildren andyouth shouldcutacross allactionsofDRR,which the actors shouldprovide humanitarianassistance to thoseinvulnerable situations. rights, andencouraging thoseresponsible to provide what isentitled.At thesametime and increase theenforcement ofhumanrights,by helpingthoseentitledto claimtheir The role ofbothstate andcivilsocietyactors working in protection isto raise awareness by damage-generating event. violence, coercion and deprivation of freedom, in situations of crisis or whenaffected Protection isthedefense ofhumanrights,life, dignityandintegrity from theeffects of Protection will increase thepossibility ofmeetingtheprioritiesthemall. and prioritiesofthedifferent government andnon-government actors, andinso-doing executed. Itwillalsoavoid duplication andcompetition between thevarying domains processes. In this way, viable and sustainable interventions can be developed and actions can only be guaranteed by co-ordination and joint management of the these the coordination ofbothgovernment andinter-sectorial processes, aseffective sector management, withafocus onchildren andyouth. Subsequentlyacallismade for What follows will consider how thesesectors canfitinto DRRanddisaster risk care ofthisparticularlyvulnerable group. and organizations, aswell asvarious non-governmental organizations that work inthe These sectors are basedonthe UNICEF actionplan,alsousedby otherUNagencies hygiene) andhealthnutrition children andyouth, that isto say: protection, education, WASH (water, sanitation and The sectors selected below constitute thepriorityareas relating to thewelfare of Actions forchildren andyouth resilience 35
Chapter III Chapter III 36 struggle for common objectives skills isbothabouttheempowerment anddevelopment ofindividualsandalsothe security andindividualcollective well-being. Inotherwords theessence oflife- within socialrelationships orinto actionswhichwill transform themilieuto favor Life-skills are psychosocial innature andthey canbeappliedto individualbehavior, and challengesofeveryday life. which focuses on teaching skills that help children and youth cope with the demands and adaptto thechanges.Ingeneral terms, we would talkaboutlife-skills training, change, it needs to develop the knowledge and skillsof people to manage those risks In order for education to bespecifically relevant inareas at riskofdisaster orclimate members orcommunity elders. and technical training, to theinformal passing onofknowledge andwisdomby family Education inthebroadest sensecanhave many forms, from formal education, vocational Actions forchildren andyouth resilience 33 United Nations Fundfor UNICEF-Water, Sanitation andHygiene Program http://www.unicef.org/spanish/wash/ 32 World HealthOrganization -WHO. (1993) “International Initiative for education andlivelihoods inschools” 31 UNICEF(2008)“RightsofChildren inDisaster andEmergency Situations” water sources unfit for consumption million peoplelacksafe sanitation facilities andmore than780 millionpeoplestill use WHO /UNICEF, 37% ofthepopulation ofdeveloping countries, approximately 2,500 However, according to the Joint Monitoring Program for Water Supply and Sanitation Water supply, sanitation andhygiene (WASH), are vitalto supportlife andhealth. Water, Sanitation andHygiene (WASH) personality an uninterrupted education whichwillfoster thedevelopment ofbothknowledge and or informal spaces where education isdelivered. Allofthesefactors are delivered in right to education ensures physical, emotionalandcognitive security, withintheformal the social,emotional,cognitive andphysical development ofchildren andyouth. The rights. Education protects well-being, provides learning opportunities and promotes Education initselfisarightwhichallows for thefullpractice andenjoyment ofother Education facilitating psychological recovery from thepossible traumatic effects. event offers the restoration of their daily lives and the routines of the community, of educational processes for children andyouth affected by theimpactofadamaging hope for thefuture intimesofcrisis, particularly for children andyouth. The restitution cognitive protection whichcansave lives at thesametimeasproviding stability and Education in situations of emergency ordisaster provides physical, psychosocial and education, through primaryandpost-primary education. must beguaranteed at alltimesandat alllevels, from pre-school andearlychildhood when suffering theimpactofanemergency ordisaster. Inshort, the right to education provision andinorder to offer stability andprotection for learnersinareas ofriskor At thesametime, education itselfmust beresilient inorder to ensure continuity of resilience. 31 . 32 , bothofwhichare ofgreat importance for building 33 . Children andyouth whofrequently become illdonotattend school andmiss outon both theshort-andlong-term. nutrition inorder to ensure more effective andtimelyactions for children and youth in framework, butthey shouldbecross-cutting witheducation, protection, healthand infectious diseases.These programs shouldnotsimplyfall under the specific WASH developed orstrengthened asthesehave ahighimpactinpreventing thespread of recreation facilities. Similarly, programs promoting goodhygiene practice shouldbe special relevance for children andyouth, suchasschools,healthcenters, sports’and personal hygiene, general sanitation must be guaranteed, particularly in spaces with The resilience andavailability of sufficient safe water forpersonal consumption, account theirprivacy, dignityandpersonalsafety. the specificneedsofchildren, youth andothervulnerable groups, whiletakinginto the qualityofbothwater supplyandhygiene services, allofwhichshouldprioritize given to theuseandmaintenance oftheinfrastructure, thebasicneedsofstaffing, and impact ofanadverse effect, and to cope inemergency situations. Attention shouldbe and sanitation. They should ensure that facilities are adequate both to mitigate the the rightofevery man,woman, childandyouth to theprovision ofsafe water, hygiene DRR policiesmust guarantee anincreased coverage ofWASH programs soasto meet child malnutrition. In themediumterm thesecanhave negative consequences ongeneral health,suchas diseases, suchascholera andmalaria,whichhave ahighimpactonchildren andyouth. provision systems, combined withalackofhygiene practices, cancausewater-borne taken to ensure theresilience oftheseservices. The effects onsanitation and water a damagegenerating event, above allwhensufficientmeasures were have notbeen These problems are aggravated whenWASH systems are affected by theimpactof factsheets/fs178/es/ WHO(2012)35 “Reducing mortalityinchildhood” /Descriptive note No. 178- http://www.who.int/mediacentre/ wash/ 34 United Nations Children’s Fund,UNICEF-Water, Sanitation andHygiene Program http://www.unicef.org/spanish/ one-third ofallchilddeaths are associated withmalnutrition death amongchildren underfive are pneumonia,diarrheaandmalaria.Approximately if they hadaccess to simpleandaffordable interventions. Amongtheleadingcausesof than halfofthesedeaths were causedby diseasesthat could beprevented ortreated to estimates about 6.9 million children died before their fifth birthday in 2011, and more Most of theworld’s poorest population cannot exercise theirright to health. According Health andNutrition clean water, sanitation orhygiene, sustainable development isimpossible to sickness causedby drinkingunsafe water orby alackofhygiene facilities. Without putting them at security risk; the working population is less productive whensusceptible involved indomestic activitiesare forced to spendmuchoftheday searching for water, not have anadequate orqualitywater supplyoranefficientsanitation system; women exercise theirrightto healthoreducation, when theirhomes,hospitalsorschoolsdo developing countries: children andyouth are particularlyvulnerable whenthey cannot The lackofaccess to safe water, sanitation andhygiene hasseriousimplications for Actions forchildren andyouth resilience 35 . 34 . 37
Chapter III Chapter III 38 Actions forchildren andyouth resilience UserFiles/P0001/File/3%20Unicef_Derechos%20ni%C3%B1ez%20frente_a_la_emergencia.pdf 36 UNICEF(2008)“ChildRights in Emergencies andDisasters: Commitment ofAll”. http://www.educarchile.cl/ which aimto give adequate attention to, andindeed promote theparticipation of and evaluation ofgeneral state administration iskey for thecreation ofpublicpolicies Inter-ministerial coordination between development sectors intheplanning,monitoring coordinated effort between executive groups and state politicians.Inter-sectorial / Building resilience whichfocuses ontherightsofchildren requires thejointand efficient andultimately sustainable. duplication ofresponsibilities, soasto ensure that theinterventions are effective, clear objectives andpriorities fitting to each context. These should avoid unnecessary in disaster riskreduction establish mechanismsandtools for coordination, andset It isimperative that alllevels ofgovernment andallthesectorial agenciesinvolved local) andacross thedifferent areas ofdevelopment, theprincipleguarantors ofrights. ensure therightsare met.Governments are, at thevarious levels (national, regional and holders are thosewhocanexercise anddemandtheirrights;thedutybearers must Under a rights-based approach, there are rights holders and duty bearers: the rights Government Coordination vulnerable diseases: diarrhea,acute respiratory infections, measlesandmalaria;children are most In emergency situations, between 50%and95% ofdeaths are dueto four contagious and makes themmore susceptible to disease. a protein-calorie deficitwhich reduces thedevelopment of cognitive andmotor skills the opportunities which education provides. Those who lack adequate nutrition suffer respond to nutritionalcrises. also implementing systems of monitoring, alert and procedural methods ofaction to and youth, particularlyinearlychildhood,promoting goodnutritionalpractices, and Reducing detrimentalhealthissues alsomeanspreventing malnutritioninchildren all times. health infrastructure, whichcanensure thecontinuity oftheprovision ofhealthcare at vulnerable areas are required, itisalsovitalto supportthedevelopment ofaresilient This allimpliesthat whilespecificprograms for children and youth inthemost system andtheproper disposalofexcrement. health conditions, all ofwhichare compounded by thelackofaneffective drainage namely lack of food, safe water, inadequate shelter and housing, overcrowding, poor mortality of children and youth at risk, both in emergency and disaster situations, It isimportantto understand theunderlyingfactors that increase morbidityand before anadverse event, andduringsituations ofemergency. supplies to safeguard health,bothasameansofpreventing andmitigating therisk promote basiccare services andprograms, immunization, nutritionandother essential disasters oraffected by theimpactoftheseisimperative. The role ofthissector is to Saving lives and protecting the health of children andyouth whoare at risk from 36 . the request of thestate, asthey have anunderstanding oftheeffects ofnatural or conflicts orcatastrophes, to a role as overseer orguarantor of riskmanagement at have gonefrom beingresponsible onlyfor thecare andprotection ofvictimsarmed or civildefense bodies, disaster managementandrisk systems. These In Latin AmericaandtheCaribbeanpredominant roles are assumed by protection within agiven country. authorities ororganizations, etc), whichwillobviously dependon thespecific roles or ministries of childhood or youth, social development ministries, human rights of management(e.g. civilprotection ordisaster managementsystems, departments bodies ofthestate, whosejurisdiction enablesthemto establish aconcerted vision children and youth. These will becoordinated by andwithintheframework ofthose DRR inter-ministerial conventions that consider a rights-basedapproach focusing on platforms (taking into consideration the structures proposed by the UNISDR) or Opportunities for inter-sectorial coordination needto becreated, suchasonnational priority areas. sectors must beinterrelated, andat thevery least, thesemust focus ontheestablished DRM whichfocuses onchildren andyouth. The actionsofthevarious development We could cite similarexamples for eachofthedevelopment sectors for anappropriate resilience. responsibility withinDRM,butthat allcontribute to theuniqueprocess ofbuilding strengths ofeachsector inDRMandrecognition that eachsector hasaparticular To make thiscoordination effective, there must beanunderstanding ofthe role and sustainable visionto ensure thefulfillment oftherightschildren and youth. approach that canenhance theeffectiveness ofgovernment action by theholistic and responsibilities, inter-sectorial coordination increasingly requires aninterdisciplinary While essentially apoliticalfunction,butonewhichinvolves operational andmanagerial children andyouth inDisaster RiskManagement. effectively contributing to aprocess ofsustainable development. might beusingthecenter inparticular circumstances), they are notadequately and center (notonlythoseinvolved onaregular andpermanentbasis,butalsothosewho the various forms ofviolence whichmight affect theusersof a particulareducation adequate water, sanitation andhygiene orhealthsystems, orwithout considering Nevertheless, ifthe education sector managementworks inisolation, withoutproviding underlying riskfactors. Moreover, thecurriculumwillincludeknowledge geared towards identifyingthe for theinfrastructure. and evacuation ofusers.Finally, they willestablish aneffective maintenance process functional design,basedupontheload-bearingcapacityofsoilandaccess will carryoutstudies of thesoilandcontext to create asuitablestructural and provides asuitablelocation for aschoolaccording to demographic needs.They For example theeducation sector willcontribute to DRMwhentheplanningprocess Actions forchildren andyouth resilience 39
Chapter III Chapter III 40 Actions forchildren andyouth resilience groups. way a rights-based approach which focuses on children, youth and other vulnerable planning for recovery andreconstruction; andinconsidering inanexplicit andvisible of risks;inpreparation andresponse to theimpactofdamage-generating events; in health andnutrition)carryoutcoordinated actions:intheprevention and mitigation development sectors (at least theprioritysectors ofprotection, education, WASH, would make senseto promote theirincorporation asguarantors to ensure that the Taking into account thesignificant role that thesegroups have inthe region, it anthropic phenomenaonthedevelopment sectors. Chapter IV. Ten Essential Aspects for Children and Youth in DRR 42
Girls on their way to school. Nicaragua Photo: Alejandro Balaguer/UNICEF©
My community infrastructure should be safe and reconstruction must help to reduce my risk in the future
Priority 4/Children’s charter for disaster risk reduction for DRR
Actions for children and youth resilience action by theHFA andasprioritiesintheChildren’s Charter for DRR. been determined by considering the current trends in this area, marked as priorities for axes for determining specificDRRactions focusing onchildren and youth. These have This chapter provides abriefdescriptionoften essentials, seenasthebasicoperating term. aiming for riskreduction andbuilding resilience intheshort,medium andlong with emphasisonthespecialneedsofchildren, youth andothervulnerable groups 10. Planningactionsto helpintheprocess ofrecovery andrebuilding communities according to thespecificcharacteristics ofthisagegroup. that includeadequate attention to, andtheparticipation ofchildren andyouth, 9. Development ofpreparedness plans,earlywarning andresponse systems reduction and resilience. 8. of adamagegenerating event. youth that willseeksecurityfor thesegroups before, duringandafter theimpact 7. youth asactive community players. importance oftheDRM,withanemphasisonparticipation ofchildren and 6. vulnerability to theeffects ofdamage-generating events. into consideration thecharacteristics ofchildren andyouth andtheirparticular 5. Implementation ofbuildingregulations andland-useplanningwhichtakes infrastructure affecting thesafety andhealthofchildren and youth. 4. Development ofactionsfor theprotection, adaptation andresilience of seek up-to-date information onthreats, vulnerabilities andtheeffects onthisgroup. 3. Boost area. incentive ofcommunities, aswell astheprivate andpublicsectors, to invest inthis include programming basedonchildren andyouth, andwhichwillboost the 2. Search for fundingmechanismsandresource allocation for DRMactionsthat attention to, andincludestheparticipation ofchildren andyouth. which boosts thecoordination processes required for aDRMwhichpays effective provides aframework for thedevelopment ofpolicies,plansandprojects, and 1. Development ofaninstitutional administrative andlegalframework which Generation andimplementation ofrightsprotection mechanismsofchildren and Active participation ofchildren andyouth inthepromotion ofactionsfor risk Awareness-raising and education of thepopulation ingeneral about the risk assessment actions and studies centered on children and youth that Actions forchildren andyouth resilience 43
Chapter IV Chapter IV 44 Actions forchildren andyouth resilience which canpotentially save children’s lives. evacuation procedure whiletheoutward openingdoor willsave fractions ofseconds, outwards rather thaninwards, yet adoorwhichopensinwards willprevent aquick For example, it costs nomore intimeormoney to make thedoorsofaschool open activities whichwillcontribute significantly to the reduction andmanagementofrisk. budget allocations, asitispossible to achieve thingsas partofnormaldevelopmental The resources required for DRMmightnotonlycome from withinthespecified state into account theintrinsicdifferences ofeach stage ofthelife cycle. that impactdirectly ontheprotection, provision andparticipation ofthisgroup, taking To influence public policies into a child and youth focus there need to be clear actions actions shouldbedetermined. therefore fundingmechanisms must beestablished andspecificpriorities for these The implementation of concrete actionsclearlyrequires sufficientfinancial resources, 2. FinancingandResource Allocation approach focusing onchildren any youth. an explicit andperceptible form whichwillgenerate real actionplansto achieve an instruments, thetopic ofchildhoodandadolescence ispresent, notimplicitlybutin In general terms itmust beensured that inpolicy, laws, regulations, statutes andother include theactive participation ofchildren andyouth. within thestructures andmechanisms for decision-makingthere must bestrategies to of children andyouth to formulate these policies.Itisalsoimportantto pointoutthat sufficient experience and technical expertiseinthe areas of protection and participation This will require the incorporation of multi- and trans-disciplinary teams who have policy plans,programs andprojects. the specificcharacteristics ofthispopulation group are considered explicitly inpublic incorporate policiesthat putchildren andyouth at thecenter; that isto say, whereby On theissue ofDRRtheregion hasarange ofexperiences, however itisnecessary to possible. inter-sectorial coordination whichwillmake efficientand effective executionofactions interventions. This will also allow them to improve the organizational structures and actors withalegalandadministrative framework withinwhichto plananddesign As aresult itisnecessary to develop strategies andmechanismsthat willprovide these these are guarantors ofrights. departments, as well as the academic sector, business groups and civilsociety, as allof also thoseresponsible for decision-makinginlocalgovernment, inthemunicipal multi-sector andholistic approach whichconsiders notonlytherights holders but in communities, withafocus onchildren andyouth, itisnecessary to adoptanintegrated In order to develop effective andefficientmanagement forDRRand resilience-building 1. Development ofanInstitutional Framework The following sectionconsiders eachoftheten essentials: basic infrastructure suchashospitals, schools,places specific to thecare or attention Within anapproach focusing onchildren and youth, theDRMmust ensure that the of children andyouth. established regulatory standards, whichshouldinturnconsider thespecificsituations construction andmaintenance ofinfrastructure isadequate and meetstechnically- it serves, especiallythemost vulnerable. Assuchitisvitalthat theplanning,design, this infrastructure shouldnotbecome arisk-generating elementfor thepopulation can ensure continuous service-provision inallcircumstances. Itisalsoessential that cultural basisandonaneconomic level, anditisessential that thisinfrastructure of basicservices. Suchservices permitacommunity orcountry to operate onasocio- The state andtheprivate sector provide infrastructure for theprovision anddelivery 4. Protection, Adaptation andInfrastructure Resilience youth inDRR,andthat they are seenassubjectsofDRRnotobjectsit. created to collect anddocumenttheexperiences andperceptions ofchildren and needs and requirements to be heard. It is important that specific mechanismsare That meansincludingdiagnostic instruments whichallow theirown voices, perceptions, population, including children and youth, who are involved in the evaluation process. It is alsoessential to safeguard the education, interests andresponsibilities of the services, levels ofsocialviolence, schoolsafety etc. children shallincludedocumentation ofaccess to water andsanitation, available health of theirspecificsituations andneeds. For example, ariskanalysis which focuses on vulnerability, theexposure ofthesegroups to risk,andprovide anunderstanding assessment, with consideration of the variables which will determine their levels of According to theabove, afocus onchildren andyouth shouldbeincludedintherisk into account theimpactofsuchmeasures ondevelopment generally. considering thestrengths andweaknesses ofeachthemeasures, aswell astaking establish what to prioritize andto planspecificmeasures basedonthe level ofrisk,and the risk,isfundamentalto makingappropriate andtimelydecisions.Itallows usto The analysis andevaluation ofrisk,andtheinternal andexternal factors whichcause which actionsare required to reduce theserisksandbuildresilience efficiently. of therisksspecific to a community, town or country, asthiswillenable us to establish It isessential for aneffective DRM to understand thecharacteristics andsignificance and youth 3. Multi-Threat RiskAssessment andstudies focusing onchildren of targeting children andyouth exclusivity. mechanisms (for example orby taxrelief) working withcivilsocietyunderthepremise specific actions,through coordination withtheprivate sector, perhapsthrough incentive Other elementsto consider inobtainingresources isthepossibility offinancing for cooperation andcivilsociety. levels ofgovernment, development sectors, public-private partnerships,technical Moreover, resources could come from revenue payments andallocations ofvarious Actions forchildren andyouth resilience 45
Chapter IV Chapter IV 46 Actions forchildren andyouth resilience of theirduties. understanding their responsibilities to society, inotherwords they needalso beaware of theirrights,recognizing themselves assubjectsofrights, whileat thesame time The general population, and children and young people in particular, need to be aware 6. Awareness, understanding andeducation of infrastructure, asdiscussed above. needs to bemade, suchaswhenreferring to theregulatory codes for theconstruction it comes to providing protective sites for children andyouth even tighter consideration Of course the above issues apply generally to the construction of safe sites, but when quality andquantityofthebasicservices suchascleanwater andelectricity. their rightsfulfilled. After this,efforts must bemade toensure thesite has the required to ensure that thesechildren andyouth have easy access to theservices, andthushave who willaccess theseservices. Allofthesefactors must betaken into account inorder concentration ofhousing;industrial activity;transport etc; thespecificageofgroup overt exposure to threats; thedistance between thesite andotherservices; the number of factors need to be considered from the beginning of the planning process: medical care for children andyouth (or any otherservice for children andyouth) a For example, whenselectingthelandto locate aschoolorcenter for specialized whole, andofthesub-groups, namelythedifferent stages ofthelife cycle. the evaluation ofvariables whichconsider thecharacteristics ofthisagegroup as a For aDRRapproach focusing onchildren andyouth itwillbenecessary to incorporate the land’s characteristics, andlocalconstruction practices andmaterials. contextualized to both use and administration of theterritory, andwhichconsider both The role ofDRMinthisarea isto establish regulations andbuildingcodes whichare types ofactivitiesthey willengagein. people already there and those likely to settle there, and with a consideration of the in terms ofphysical characteristics, butalsointerms ofthelocalpopulation, boththe what is built on the land is properly constructed considering the local context, not just Proper administration of the territory is of course needed, but it is also important that constitute disaster risk. and urbanplanning,adheringto timelyandeffective assessments ofthe factors that degree of disaster risk. It is therefore necessary to develop and utilize clear territorial construction willcontribute to whetherthepopulation isexposed to agreater orlesser the mannerinwhichsites are builtwithinthat location. Decisionsmaderegarding One ofthethingsthat may affect people’s safety iswhere they sites are located, and 5. Construction andplanningregulations full consideration ofthespecificcharacteristics andneedsoftheseagegroups. people, before, during and after theimpact of a damage-generating event, and with taken to protect basic service infrastructure to fulfilltherightsofchildren and young of children andyouth are safe, protected andcanfunctionnormally. Steps must be educational space asatemporary shelter 9 housing, amongothers.) 9 demonstrated insituations like: before theimpactofadamage-generating event, alackofprotection oftheirrightsis which leadsto high levels ofexposure to both natural andanthropogenic threats. Even Under normalconditions notallchildren andyouth succeed inattaining their rights, these rights,isanessential elementfor DRMfocused onchildren andyouth. and follow-up oftheprocesses, which contribute to theenforcement andattainment of that thecreation andimplementation ofmechanismsto ensure monitoring, evaluation we are reducing theirvulnerability andincreasing theirresilience. Itisfor thisreason participation are met from a holistic and multi-sectorial perspective, we could say that risk to which this group is exposed. When their rights to protection, provision and The attainment ofrightsby children andyouth isinfluenced directly by thelevels of 7. Generation andimplementation ofprotection mechanisms rights holders. and identification ofrisk factors children and youth willtake theirplace aspriority and youth asagentsofsocialandpoliticalchange. Andinthedefinition,perception strategies shouldincludemechanismsto promote theactive participation ofchildren system (inthebroadest sense) butalsonon-formal oralternative education. The proposals at local,regional andnational levels, involving notonlytheformal education All ofthisrequires mass communication strategies andeducational andpedagogical process. and thecapacitiesofchildren andyouth ascompared to othergroups intheDRR communication, information andeducation shouldbeexplicit onboththedifferences and to seethemasagentsofchangethrough active participation. The processes of to recognize thekey elements whichrelate to thespecific characteristics ofthisgroup, With interventions whichfocus onchildren andyouth, communities shouldbetaught generating events. better prepared for andmore ableto respond appropriately to theimpactof damage- to reduce theserisks.Ineffect, thisisallowing thepopulation to build resilience, to be the riskfactors, andto helpstrengthen their self-belief andcapacitiesto take action a contextualized andconceptual basisfor thepopulation to recognize andidentify create aprocess ofsensitization, awareness-raising andeducation, whichwillprovide This will require actors from thedifferent sectors ofboth state andcivil society to know whichactionsto take inorder to ensure theirrightsare met. own capacitiesfor buildingresilience, bothasindividualsandacommunity, then must first recognize the factors that make themvulnerable, thenacknowledge their excluded from this: for people to exercise theirright to comprehensive security they clear onthefactors whichmightjeopardize theirenjoyment oftheserights.DRMisnot In order to assume responsibility for theirown rightsanddutiespeopleneedto be 9 9 Interruption ofeducation after theimpact of theevent andthen by theuseof Inadequate conditions ofsocialandphysical security(access to water, food, and Actions forchildren andyouth resilience 47
Chapter IV Chapter IV 48 and locallevels shouldbedeveloped. validation mechanismsfor DRRinitiatives driven by children andyouth at thecommunity departments andat alllevels ofthe state administration. Specific consultation and the DRM planning processes, must be encouraged, for example in various government The active participation of children and youth (or actors representing them)within 9 develop localmechanismsto protect theirchildren andyouth. One importantelementinthisisto buildthecapacityoffamilies andcommunities to timely useofcourt rulings. developing follow-up measures and promoting andapplyingtheappropriate and evaluation procedures, suchaspresenting reports, supervisionoftheprocesses, It isalsonecessary to establish and implementon-goingeffective monitoring and abuse. education, psychosocial care, andservices to protect against allforms ofviolence and provision ofessential services for prevention, recovery andreintegration, suchashealth, strengthened to guarantee therightto protection for children andyouth through the Among otherstrategies, thecommitment andcapacityofthestate shouldbe 9 and sustenance ofthefamily 9 9 the underlyingriskfactors 9 9 Actions forchildren andyouth resilience 9 through: Children andyouth are effective actors for promoting disaster risk reduction, especially DRR, andwillbuildcommunity resilience ingeneral national andlocallevels, asthiswillallow themto exercise theirrightsinthefieldof policies, includingadvocacy andsocial mobilization, should bepromoted at both of participation mechanisms for children and youth to be involved in designing public As partofarights-basedapproach focusing onchildren andyouth, theinstitutionalization 8. Active participation ofchildren andyouth 9 9 9 9 9 9 9 Decision-making Increased abuseandotherforms ofviolence Increased childlaborandcommercial sexual exploitation at theloss oflivelihoods Communication skills ondifferent topics, includingprevention andmitigation Implementation ofactions,according to theircapacities,to bothavoid orreduce Inadequate ornon-existent psychosocial care Risk analysis (identification ofthe factors whichinfluence the development ofrisk) disasters. government levels, soas to ensure thefulfillmentoftheir rightsinemergencies and prioritized inallplansrelating to theimpactofdamage-generating events, at all In general, theneedsofchildren andyouth andothervulnerable groups shouldbe communicating information from the family unitandthecommunity. and youth inthedevelopment ofearlywarning instruments isaneffective meansof their own early-warning mechanisms. Evidence shows that theinvolvement ofchildren relate to, andwithconsideration for theparticipation ofchildren andyouth increating that theinformation reaches thechildren and youth through themediawhichthey can Early-warning mechanismsinachild/youth centered approach have to make sure funding mechanismsfor pre-determined humanitarianassistance activities. and positioningsupplies,identifyingtraining specialized staff, anddiscovering health andnutrition,protection from violence, abuseandtrafficking) andonidentifying children andyouth intheprioritysectors (such asUNICEF’s “CCCs”, WASH, education, youth may includethedevelopment ofcontingency plans,whichfocus onassisting the data regarding theimpactonchildren andyouth. Preparations for children and sectorial approach to evaluate damageandpost-disaster needs,particularlyconsidering As partofthepreparedness process, methodsshouldbedeveloped usingamulti- areas. Onlywiththiscanpreparations bemadefor adequate access to services. the situation of children and youth, by age-group, should be collected from vulnerable given context, suchas their socio-economic situations, andofcourse, baseline data on manmade threats. The plans should also include details on the actual population ofa geographic point ofview, orwhichare risky becauseoftheirexposure to natural or to consider theenvironmental characteristics whichmay berisky from aphysical / possible scenarios withinthespecific context. For example, it would beimportant and plansfor thecontinuation ofbasic services, shouldincludeconsideration ofthe To ensure that suchplansare effective, bothhumanitarianassistance preparations, high vulnerability. and youth, to ensure thecontinuity ofservices inallcircumstances, even inplaces of have to have contingency plansfor emergency preparedness whichfocus onchildren Beyond civilprotection systems ordisaster management,thebasicservice sectors within acountry. damage. Suchplansalsocontribute to sustainable development ofdifferent regions can actwithenoughtimeandinanappropriate mannerto reduce likely injuriesand as they lessen theimpactofanevent, sothat populations exposed to disaster risk environmental resources. They directly contribute to post-event recovery andresilience, and emergency response cansave lives andreduce theloss ofgoods,services or The development andimplementation ofplansfor preparation, earlywarning 9. Preparation, EarlyWarning andResponse Plans Actions forchildren andyouth resilience 49
Chapter IV Chapter IV 50 Actions forchildren andyouth resilience that willcontribute to thechild/youth centered approach. before, the reconstruction periodprovides awindow ofopportunityto seekstrategies provision, protection andparticipation ofchildren andyouth have notbeenconsidered must notreconstruct therisk.Andifneedsandrequirements specific for the before theimpact offuture damage-generating events. To summarize, reconstruction of sustainability, inother words taking into account allthefactors that willbuildresilience All interventions undertaken for reconstruction must beoriented towards aframework than from theperspective oftechnocratic decision-makers. all actionswillbecarriedoutaccording to theneedsfelt andexpressed locally, rather and shouldoperate inanatmosphere ofcontinuous sharingofinformation. Inthisway, group. Processes must beplannedto includetheconstant participation ofsocialactors idiosyncrasies ofthepopulation, especiallywhere children andyouth are themajority In bothrecovery andreconstruction itisnecessary to thinkabouttheculture and children andyouth. efficient reconstruction processes, whichincluderisk reductionaspectsthat focuson mechanisms before theimpactof a damagegenerating event to ensure fast and this specifically. For example itshould establish theoperational, budgetandfinance difficult toachieve inatimeof urgency, whichmeansthat the state must address operations, earlyrecovery andreconstruction efforts and consideration ofDRRis very in parallel withemergency assistance. The simultaneousmanagementofemergency The rebuilding process shouldbeginassoon aspossible, inthebest casescenario, as inmost casesitisthey whocanaccurately definewhat is required. consultation mechanismsinorder to determine what they perceive theirneedsto be, each ofthestages ofthelife cycle ofchildren andyouth, andontheotheritwillinclude needs isnecessary. Ontheonehandthiswillconsider thespecificcharacteristics of must betaken into account, therefore adamageassessment andanalysis oflong-term In theprocess ofreconstructing basicservices thespecificneedsofchildren and youth particularly for themost vulnerable, suchaschildren andyouth. moment to usetheresources to rebuild better, soasto avoid ormitigate future risks, homes and livelihoods back together. The period of reconstruction is also an opportune more efficiency, andassuch provides citizens withthecapacity toputtheirlives, reestablish damagedinfrastructure andrestore theeconomy inless timeandwith A participatory andwell thoughtoutrecovery andreconstruction process helps 10. Reconstruction andRecovery Processes Notes Actions forchildren andyouth resilience 51
Chapter IV Chapter IV 52 Actions forchildren andyouth resilience Notes Chapter V. Actions for children and youth resiliency 54
Children in search of water, Port au Prince / Haiti Photo: RET© Nov. 2010
The disaster risk reduction must reach the most vulnerable
Priority 5/ Children’s charter for disaster risk reduction for DRR
Actions for children and youth resilience Protection and implementation ofanapproach focusing onchildren andyouth. DRM, andshouldinfluence plans,programs andprojects to promote thedevelopment The actionsfor eachaspectoutlinedbelow shouldbepartoftheoverall planningin each environment, considering local,regional andnational perspectives. individual context willbesubjectto ananalysis inorder to meetthespecificneedsof do not preclude the existence ofother actions or priorities,andin any case, each is apresentation ofsometheseactions,dividedby aspectandeachsector. These the prioritysectors intheestablishment orstrengthening ofresilience. What follows Apart from theestablished essentials, key actionshave been identified for each of Framework 1. Institutional Pooe n spot ne-etra codnto of among theState, private enterprise andcivilsocietyactors. coordination inter-sectorial support matters relating to DRRfocusing on children andyouth and Promote • and youth. strategies in favor of DRR and ACC focusing on children use them to develop and incorporate them into advocacy international) onissues related to protection andhow to social leaders onthelegalframeworks (local,national and and stakeholders government train and Educate • disaster. coordination effective andtimelymannerinthe event ofemergency or institutional inter and youth that allow specificactions for thisgroup inan and intra mechanisms for thecomprehensive care ofchildren Generate • affected by anadverse damage generator event. registration, among others,exposed to disaster riskor sexual exploitation, abuseofchildren, minorsidentity diagnosis, evaluation, monitoring andviolence warning, in aclearandexplicit manner, emphasizing issues like associated withtheDRMfocusing onchildren andyouth issues planning, and framework legal the in Incorporate • or affected by anadverse event damagegenerator. protection of children and youth exposed to disaster risk, rules for theimplementation of mechanismsfor the frameworkIncorporatelegal • specific the planning, in and resilience ofchildren andyouth. administrations to improve theregulatory criteria for devices that are imposedonlocal,regional andnational of children andyouth; thenational laws and regulatory opportunities and within the legal/political framework restrictions in terms of protection obligations, the Identify • Protection Actions Actions forchildren andyouth resilience 55
Chapter V Chapter V 56 Actions forchildren andyouth resilience infrastructure resilience adaptation and 4. Protection, and youth centered inchildren assessment andstudies 3. Multi-threat risk resource allocation 2. Financingand safety, dignityandcomfort ofchildren andyouth. the ensure that codes building and regulations Establish • account the characteristics and needs of children and youth. into take that spaces specific of generation the Promote • shelters after adisaster. risk of therisksfaced by children andyouth livinginemergency in involvement • With specialized support, establish inter-institutional protection assessments assessments to develop jointplanning. Coordinate • the population. needs to theauthoritiesandawareness ofthecontext by in theprocesses ofriskassessment for theidentification of • Promote the incorporation of communities and civil society youth. and evaluationsinvolvingchildrenparticipatoryPromote • to thesocialenvironment. linked to threats ofnatural originbutalltheelementslinked group andtake into consideration notonlytheelements youth, the recognition of the specific characteristics of this • Incorporate in the risk evaluation focusing on children and youth have abetter understanding ofthesubject. and children on so that decision makers, technicians and community leaders focusing research protection issues, especiallyinrelation to climate change, in Invest • prone populations. case of emergency or disaster, focusing on disaster risk- of children, minors’identityregistration, amongothers,in and violence warning, commercial sexual exploitation, abuse different areas, indiagnosisactions, evaluation, monitoring its in state the from allocations budgetary specific Make • focusing onchildren andyouth andothervulnerable groups. protection forprograms in villages located in areas prone to disasters targeting investment resource Promote • of children andyouth 8. Active participation protection ofrights 7. Mechanismsfor training awareness-raising and 6. Population climate change. local to matters related to protection against leaders, disaster riskand community among authorities, children andyouth andotheractors withregard dialogue Facilitate • or emergencies ordisasters. appropriate andeffective before exposure to disaster risks the establishment ofprocedures for protection more the for theidentification ofself-protection forstrategies and techniques participatory of general population andchildren andyouth inparticular use the Promote • all in youthlocal activitiesfor community disaster preparedness. and children of incorporation the Promote • risks oremergencies ordisasters. the violation ofrightschildren andyouth exposed to to disaster mechanisms complaint and monitoring Develop • can begenerated. children, riskfactors andpossible violations ofrightsthat of emergency care plans,theimpactthat thesehave on implementation the for responsible persons of Training • • Promote thedevelopment ofprotection spaces. the affected by situations ofemergency ordisaster. ensure to protocols and protection ofchildren andyouth at riskofdisasters or plans manuals, Develop • disaster. at youth and risk ofdisasters oraffected by situations ofemergency or children for systems protection Develop • situations ofemergency ordisaster. highlight theimportance oftheprotection ofchildren in that strategies communication and information Develop • their rightsinsituations ofemergency ordisaster response. protection ofchildren andyouth, to ensure therealization of • Educate and/or train rescue groups to takethe impactofanemergency ordisaster. into account the agencies attention ofthoseexposed the to disaster riskoraffected by of staff technical responsible for theprotection ofchildren andyouth onthe train and/or Educate • advocacy strategies for DRRandCCA. international) andhow to usethemto develop political and community leaders on the legal frameworks technicians (national and makers, decision train and/or Educate • the Charter ofChildhoodfor DRR. the of emergencies ordisasters. For example thepromotion of promotion the for rights of children and youth exposed to disaster riskor campaigns public Develop • how on and youth.. risk at populations disaster risk and climate change affect the rights of children among awareness Raise • Actions forchildren andyouth resilience 57
Chapter V Chapter V 58 Actions forchildren andyouth resilience recovery processes 10. Reconstruction and plans warning andresponse 9. Preparation, early population whilerespecting itsmilestones andcustoms. included reflected intheculture andhabitsoftheaffected • Emotional and psychological recovery processes must be to children andyouth. and work, amongotherfactors, andbeingplaced asanaxis • Promote recovery processes focusing on family, education planning andrecovery andreconstruction implementation. • Ensure participation of children and youth in the process of surveillance of establishment the systems for abuse, violence andexploitation. support and Settle • of children andyouth affected inemergencies ordisasters. and systematic casesofabuse, violence andexploitation serious about communicating and reporting Monitoring, • adolescents. and youth, particularlythoseunder5years oldand their registration from andmedicalexamination ofseparate children youth and children families and/or caregivers andfacilitate theidentification, of separation Prevent • other vulnerable groups. of theevaluation ofthesituation ofchildren andyouth and • Guarantee, in the shortest time and youth protection. possible, and the implementation damage of assessment analysis of needs that include variables related to childhood for mechanisms Develop • protocols during evacuations, livinginshelters, etc. specific and plans regarding theprotection oftherightsthisagegroup manuals, of Elaboration • in preparedness, alertandresponse plans. • Promote specific protection actions for children and youth Education resource allocation 2. Financingand Framework 1. Institutional for education inDRM fundraising actions. • Promote actions related to corporate social responsibility Nations System society, civil State, multilateral agencies and organizations from the United the between actions joint Promote • on riskreduction. and rehabilitation relocation, reconstruction program construction, resources for schools withafocus the Guide • management ineducation. budgets framework to prioritize thedemandsofrisk supported project proposals withintheparticipative governments’local with participation Encouragestudent • operational andprogrammatic sector. and financialmechanisms for theDRMfrom education, • Advocate so the state budget ensures specific budgetary society. among theState’s actors, private enterprise andcivil topics related to theDRRfocusing onchildren andyouth of coordination inter-sectorial the and/supportPromote • participation ofchildren andyouth. this area is fed back from the base of effective care and the DRMandACC withtheintention that publicpolicy in educational both, for institutions andcivilsociety, opportunities to exchange criteria related to reflection Create • informal). the in DRR education sector policiesformulation (formal and youth and children of participation the Promote • inter- legal frameworks. the drive that policies sectorial coordination ACC withtheeducation sector from the and DRM Promote • the in sector inrelation to DRRandCCA. framework legal/political the adjust and Review • Education Actions Actions forchildren andyouth resilience 59
Chapter V Chapter V 60 Actions forchildren andyouth resilience planning regulations construction and 5. Territorial infrastructure resilience adaptation and 4. Protection, and youth centered inchildren assessment andstudies 3. Multi-threat risk for safe hospitals/health facilities. risk and urbanplanningmaps, following therecommendations on based places, safe in facilities educational Build • DRR andCCA criteria. for theplanningandplacement ofeducational spaces in • Train the technicians that work with the bodies responsible protection oftherightschildren andyouth. areas, with specific parameters that take into account the aspects to buildnew schoolsand/or security othereducational all account into take that regulations Establish • address the compliance ofthe same. that regulations current schools orlinked areas location, aswell astheevaluation of update and Review • the educational infrastructure. to participate intheevaluation andmonitoring efforts of Developyouth• trainingprocessesand childrenallow that facilities onDRRandCCA the criteria. for responsible agencies design, construction andmaintenance ofeducational the of technicians Train • measures. building are given to children andyouth includingspecificDRR and regulations codes strengthen for educational buildings or facilities where services and/or Develop • of children andyouth. to determine how to contribute to safety andeffective care • Make diagnostic studies/existing infrastructure evaluation for establishment of children andyouth. platforms inter-agency research andupdate onmulti-threat risksandvulnerabilities Promote • characteristics ofchildren andyouth. team multidisciplinary an adverse event, taking into account thespecific and multi-sectorial participation intheevaluation before, during and after Promote • capabilities exposed to disaster risk. the on development and vulnerability ofthepopulation ofchildren andyouth baseline a Promote • higher education ortechnical centers. through theelaboration ofthesisorcasestudies inlocal youth and children on focusing research DRM Promote • children andyouth according to their specificcharacteristics. centers investigations and/or universities to carry out assessments that consider local with agreements Establish • youth. response andrehabilitation oftherightschildren and includes indicators, targets andpreparedness baselines, that system information an strengthen and/or Develop • of children andyouth 8. Active participation protection ofrights 7. Mechanismsfor training awareness-raising and 6. Population climate changeand goodresilience practices. among adults, youth and children about disaster risk and environmental eventspublic and toraisemedia awareness local the Use • with committees actions andDRM. student Strengthen • in schools. youth and advised by theirteachers orby theriskmanagementhead children of participation care processed underlyingriskfactors through networks active and Promote school • the in students of community educational planningprocesses. inclusion the Support • involved incommunity-level riskassessments. teaching (students, communities staff andadministration) andothereducational institutions educational the Get • a result oftheimpactdisasters. to prevent anddetect abuseandotherforms ofviolence as • Shape and spread a children and youth partner’s network of adamagegenerator event. mechanisms before exposure to disaster risk ortheeffects parents, and supported administrators by community healthstaff to work inprotection teachers, of teams Create • mechanisms. • Prepare guidelines that give guidance on rights protection their functionality, viabilityandrelevance. • Make an inventory of the existing mechanisms, to evaluate on materials DRR andACC that encourage teaching innovation. and methods teaching Promote • and sociallife. of actionsfrom theirgeneral contextual reality, age, gender the DRMthrough theirparticipation intheimplementation • Visualize and include children and youth as active actors in the formal andinformal, oralternative education. and youth inthepopulation ingeneral, takinginto account campaigns aimingat DRRpromotion focusing onchildren communication follow-up and evaluatedevelop, Design, • training programs focusing existing onchildren andyouth. and materials of inventories out Carry • appropriate examples for thestudents orlearners. local languagesaccording to ageandliteracy level andwith • Support the development of materials on DRR and ACC in both formal andinformal. change intheprocesses oftraining orvocational education, history the of disaster impactsandtheexpected threats, impactsofclimate known on information Incorporate • curriculum. • Advocate for the inclusion of DRR and CCA in the national Actions forchildren andyouth resilience 61
Chapter V Chapter V 62 Actions forchildren andyouth resilience recovery processes 10. Reconstruction and plans warning andresponse 9. Preparation, early special needsofchildren andyouth. address themcomprehensively takinginto account the to the community recovery and rebuilding processes, to responsible of theexecution authorities, ofactions that contribute local the allow that methodologies Provide • reconstruction the oftheeducation sector. of and participation community ingeneral youth intheprocesses ofrecovery and and children Promote • spaces. recovery and reconstruction processes of the educational • Generate protocols, standards, rules or regulations for the that prompted duringtheprevious experiences. reconstruction phasesto buildbetter avoiding therisks more a for • Take into account the lessons learned in the recovery sectorsand other effective with response andgreater impact. activities Coordinate • cases from whichvaluable lessons canbedrawn. • Identify best practices in education by identifying specific reconstruction. education needsofchildren andyouth inrecovery and • Establish a reference framework that considers the special context inwhichthey develop. preventive andrelevant actionsrelated to DRMandthe the necessary knowledge ofchildren andyouth to develop of incorporation the allow that methodologies Facilitate • carrying outcontinuous disaster drills. plans contingency and School DRM of basis the on Act • local systems. and community the authorities with schools and universities and civil protection between synergy Promote • disaster. and print oral of media,andprinted materials inanemergency and/or use proper the on awareness public Raise • plans. development of preparedness, early warning and response promote to materials and guides strengthen or Develop • Water, Sanitation andHygiene (WASH) youth centered inchildren and assessment andstudies 3. Multi-threat risk 2. Financing Framework 1. Institutional Water, Sanitation andHygiene Actions strategy aiming to thisgroup. studies focusing onchildren andyouth to buildaDRM • Promote multi-threat sectorial riskanalysis andspecific vulnerability to threats. status ofchildren andyouth andhow itgenerates and hygiene services, itsimpactonhealth andnutritional • Assess target population access to water, sanitation the population inthissector. identify vulnerability causesandresilience capabilitiesof • Study provision andgoodpractice programs in WASH to focusing onchildren andyouth for WASH. enterprise, civilsocietyanddonorsthat drive DRR • Promote investment andincentive strategies for private inclusion oftheDRMfocusing onchildhoodinWASH. allocation offinancialandhuman resources to ensure • Establish national investment plansto facilitate the actors. among thestate, private enterprise andcivilsociety topics related to DRRfocusing onchildren andyouth • Promote and/support inter-sectorial coordination of -Hygiene promotion. -Sanitation systems, and -Providing safe drinkingwater, and youth intheWASH sector by: • Strengthen DRRandCCA actionsfocusing onchildren emergencies ordisasters. constantly monitored to ensure continuity ofservices in in course preparedness andothertopics that must be to-date information onthefunctioningofsystems, risks, coordination withregional andlocallevels, to keep up- • Establish apermanentnationwide sectorial group in and ACC focusing on children andyouth. and private sector) innational forums/platforms onDRR • Advocate for WASH participation (government, NGO CCA focusing onchildren andyouth. administrative andlegal framework ofWASH onDRRand • Develop and/or strengthen theinstitutional, Actions forchildren andyouth resilience 63
Chapter V Chapter V 64 Actions forchildren andyouth resilience of children andyouth 8. Active participation protection ofrights 7. Mechanismsfor training awareness-raising and 6. Population planning regulations construction and 5. Territorial infrastructure resilience adaptation and 4. Protection, risks andspecific remedial actions. • Train system operators andthe community to identify people. includes active participation ofadolescents andyoung • Establish aDRMvolunteering system for WASH that disaster riskoraffected by emergencies ordisasters. specific attention to children and youth exposed to and sanitation plantsandhygiene programs to ensure • Establish actionsfor monitoring theoperation ofwater stakeholders for theprotection ofchildren andyouth. service companies, thecommunity andotherkey • Generate supportmechanismsandmutualaidamong WASH that aimto children andyouth. private enterprise service providers onDRR actionsof • Educate ortrain thetechnical staff ofthe State andthe focusing onchildren andyouth. of WASH services andprograms for DRRandtheCCA • Sensitized thegeneral population abouttheimportance emergencies ordisasters. this affects children and youth at disaster riskorin their rightsto water, sanitation andhygiene, andhow • Raiseawareness amongat-risk populations on based onriskandurbanplanningmaps. • Implementwater andsanitation works insafe sites, on children andyouth. to reduce riskandprovide continuous services focusing • Develop anational construction code ofWASH facilities interventions to protect assurance andwater safety. excessive water demand,aswell asexcess water and in water andsanitation works, given theshortageand • Develop protection actions,adaptation andresilience specific vulnerabilities. in order to determine anintervention strategy to reduce • Assess vulnerability oftheentire WASH infrastructure recovery processes 10. Reconstruction and plans warning andresponse 9. Preparation, early processes ofWASH. community ingeneral intherecovery and reconstruction • Promote children andyouth participation andthe WASH. infrastructure recovery and reconstruction processes for • Generate protocols, standards, rulesorregulations for prompted at previous experiences. and reconstruction phasesto buildbetter, avoiding risks • Take into account thelessons learnedintherecovery effective response andgreater impact. • Coordinate activitieswithothersectors for amore cases from whichvaluable lessons canbedrawn. • Identifybest practices inWASH identifyingspecific youth andothervulnerable groups. that ensure sustainability for theattention ofchildren and and strategies for infrastructure andWASH programs • Develop rehabilitation andreconstruction mechanisms realization ofrightschildren andyouth. analysis withspecificityinthe variables related to the damage assessment system and specific WASH needs warning, response, aswell asthestandardization ofa • Develop national plansfor preparedness includingearly participation ofchildren andyouth. system are specifiedincluding explicitly attention and preparation actionsthat willtake place intheWASH monitoring ofpreparation andresponse plans,where • Promote thedevelopment, implementation and of children andyouth. sustainable andresilient measures that includetheneeds services andWASH programs through thepromotion of • Reduce vulnerability andexposure to long-term consider theneedsofchildren andyouth. • Develop contingency plansinWASH services that indicators ofthreat that canaffect WASH systems. • Helpusersandservice providers identifyearlywarning them. resources andlocalknowledge available inorder to keep are resilient to threats andare sustainable interms of • Promote theestablishment ofWASH systems that Actions forchildren andyouth resilience 65
Chapter V Chapter V 66 Actions forchildren andyouth resilience Health andNutrition • Institutional Framework actors. among theState’s, private enterprise andcivilsociety topics related to DRRfocusing onchildren andyouth • Promote and/support inter-sectorial coordination of youth. platforms andnational forums centered onchildand (governmental institutions, NGOsandprivate) onDRR • Advocate for healthstakeholders participation continuous operation. • Establishment ofsectorial healthandnutritiontablesof - Damageassessment andneedsanalysis; - Food provision andgoodnutritionalpractices; - Medicalassistance; youth in: • Strengthen DRRsector actionsfocusing onchildren and and nutritioninallareas duringemergencies ordisasters. • Development ofminimumstandards to ensure health specific needsaccording to thelife cycle. kits suitablefor children andyouth emphasizingon • Development ofspecificprotocols to structure power youth. provision ofhealthcare andnutritionofchildren and • Identifynational laws andpoliciesrelevant to the groups. attention ofchildren andyouth andothervulnerable emergencies ordisasters emphasizingonpriority action coordinated healthandnutritionresponse to • Develop apolitical/legalframework for sectorial Health andNutritionActions youth centered inchildren and assessment andstudies • Multi-threat risk • Financing sector. the analysis ofthesituation ofthehealthandnutrition including afocus onchildren andyouth inthecontext of • Promote multi-threat riskassessment incorporation as well asresilience factors intheseareas. the causesofvulnerability to diseasesandmalnutrition, • Study healthfocusing onchildren andyouth to identify impact ofemergencies ordisasters. and youth exposed to disaster riskoraffected by the • Assess potential epidemiologicalimpactsonchildren DRR andCCA. strategies focusing onthispopulation andregarding to basis for thedevelopment ofproper healthandnutrition periods oftimechildren andyouth, whichserves as the disease patterns, malnutrition andthreats duringspecific • Study therelationship/link between thevariation in the subject. and community leadershave abetter understanding of and climate change, sothat decisionmakers, technicians on children andyouth, especiallyinrelation to disasters • Invest inresearch healthandnutritiontopics focusing or disaster, focusing onthe most exposed populations. areas, healthactionsandnutritionincaseofemergency • Make specific state budgetaryallocations initsdifferent vulnerable groups. to disasters focusing onchildren andyouth andother and nutritionprograms invillageslocated inareas prone • Promote targeting investment of resources inhealth management. opportunities identification, production andproject that andstrengthening capacitiesfor thefinancing youth inthepublicorprivate bodiesregular budget • Incorporate DRMactivitiesfocusing onchildren and Actions forchildren andyouth resilience 67
Chapter V Chapter V 68 Actions forchildren andyouth resilience and planningregulations • Territorial construction resilience and infrastructure • Protection, adaptation recommendations for safe healthhospitals-facilities. places, basedonriskandurbanplanningmaps,following • Construction ofhospitalsandhealthfacilities insafe criteria. planning andlocation ofhealthfacilities onDRRandACC • Train technicians oftheauthorities responsible for the protection oftherightschildren andyouth. facilities, withspecificparameters that take into account issues related to theconstruction ofnew health • Establish regulations takinginto account allsecurity compliance. health facilities location, aswell astheevaluation oftheir • Review andupdate current regulations that address hospitals. risk andplanningdevelopment processes for safe resilience ofexisting healthcare infrastructure assessing • Develop protection andadaptation actionsand children andyouth. emphasizing onthosethat give specialattention to • Asses regularly healthinfrastructure conditions health facilities. participation intheevaluation andmonitoring efforts of • Develop training processes, allowing children andyouth in DRRandCCA criteria. design, construction andmaintenance ofhealthfacilities • Train technicians ofthebodiesresponsible for the safety. codes for healthfacilities that ensure children andyouth • Develop and/or strengthen regulations andbuilding safety andeffective care ofchildren and youth. services provision to determine how to contribute to • Assessment ofhealthinfrastructure andexisting food protection ofrights • Mechanismsfor raising andtraining • Population awareness- provision for children andyouth. • Coordinate withproviders to ensure enoughfood mechanisms. monitoring andjoint withweather monitoring epidemiological surveillance systems, environmental • Strengthen healthmonitoring mechanisms, suchas can goincaseofviolation of rights. the legalandregulatory framework. Identifywhere they • Include, withinthetraining materials, key information of change. diseases whichare likely to worsen dueto climate promotion programs directed to eradicate common through immunization, nutrition,breastfeeding andhealth • Long-term reduction ofchildren andyouth vulnerability programs. youth ineffective assistance, outreach andinnovation to incorporate DRRstrategies focusing onchildren and • Advocate for nutritionand healthservices providers youth. health andnutritionactors, working withchildren and • Promote communication andcoordination between resilience ofchildren andyouth to alltypesofthreats. • Promote goodhealthandnutrition asabasisfor the creating andstrengthening voluntary response brigades. actions, coordination, response ofhealthservices and • Capacitybuildingofhealthpersonnelinmanagement • Strengthen localhealthpromoters’ network. purification of water andsafe food storage. example, oral rehydration therapy incaseofdiarrhea, specific measures to care for children and youth as, for • Provide knowledge andskillsfor householdsto adopt early detection andtake actions. routine epidemiologicalsurveillance inorder to facilitate emergencies ordisasters, andtrain themto conduct of for children andyouth at disaster riskoraffected by • Supportthecreation ofhealthandnutritioncommittees affected by emergencies ordisasters. characteristics ofchildren andyouth at disaster riskor information onthespecificmeasures according to the to implementpreventive healthprograms including • Strengthen local health and nutrition personnel capacity emergencies ordisasters. and youth exposed to disaster riskoraffected by health andnutritionalpractices, focusing onchildren • Raisegeneral publicawareness ontheimportance of Actions forchildren andyouth resilience 69
Chapter V Chapter V 70 Actions forchildren andyouth resilience plans warning andresponse • Preparation, early children andyouth • Active participation of standardized andhealth and nutritionanalysis ofneeds. surveillance anddamageassessment instruments willbe information andearlywarning basedonepidemiological capacities andresponse. Italsowillstrengthen theflow of of normalityascoordination platforms, strengthening of in emergencies orsectorial working groups insituations • Establish aSectorial Emergency Operations Committee sanitation actions. diseases control, etc., incoordination withwater and • Provide basichealthkits,diarrheaandrespiratory behavior inhostels. and information aboutresponsible useandnormsof sexual andreproductive health;distribution ofcondoms • Includeintheexpert medicaladvice, counseling on strengths, weaknesses andgaps. the current andfuture riskscenarios; identifypossible nutrition strategies ofgovernment andotheractors, for • Evaluate therelevance oftheexisting healthand for attention to nutritionalcrises. • Develop monitoring systems, alerts and action protocols health facilities andcarryoutdrillsperiodically. • Supporttheimplementation ofearlywarning systems in disaster riskoraffected by emergencies ordisasters. related to healthandnutrition ofchildren andyouth at authorities, children andyouth andotheractors onissues • Facilitate dialoguebetween community leaders,local emergencies ordisasters. health protection against exposure to disaster riskor to identifystrategies for appropriate andeffective general population andchildren andyouth inparticular • Promote theuseofparticipatory techniques for the emergencies ordisasters. preparation activitiesinthehealthandnutritionsector in • Promote theincorporation ofchildren andyouth inlocal recovery processes • Reconstruction and processes ofhealthandnutritionsector. community ingeneral intherecovery andreconstruction • Promote theparticipation ofchildren andyouth and nutrition services. recovery andreconstruction processes ofhealthand • Generate protocols, standards, rulesorregulations for effective andgreater impact. • Coordinate activitieswithothersectors for amore specific caseswhere valuable lessons canbedrawn. • Identifygoodhealthandnutritionpractices identifying recovery andreconstruction. and nutritionspecialneedsofchildren andyouth in • Establish areference frame that considers thehealth youth andothervulnerable groups. sustainability for thespecific attention ofchildren and and healthnutritionprograms that willensure rehabilitation andreconstruction ofinfrastructure • Develop mechanismsandstrategies for the Actions forchildren andyouth resilience 71
Chapter V Chapter V 72 Actions forchildren andyouth resilience Notes Tools and Resources
Various tools and resources which contain important elements for conceptual reference and practice are listed below, accompanied by the web link where they are located. In addition, a CD with these tools can be found at the end of this document. We invite you to investigate further into these other resources, which all contribute to the development of actions for child and youth centred DRR.
Reference Framework, Disaster Risk Reduction, Climate Change Adaptation, Childhood and Youth
International database on disasters of the CRED-Centre for disaster 1. epidemiological research http://www.emdat.be/ Children’s Charter for Disaster Risk Reduction 2. http://www.unicef.org/lac/media_21847.htm Centre for Research on the Epidemiology of Disasters 3. 75 http://www.cred.be/ Regional Centre for Disaster Information Latin America and the Caribbean 4. http://www.cridlac.org/ Child-Centered DRR Toolkit 5. http://www.childreninachangingclimate.org/database/plan/Publications/ Child-Centred_DRR_Toolkit.pdf Children and Disaster Risk Reduction: Taking stock and moving forward 6. http://www.preventionweb.net/english/professional/publications/v. php?id=12085 Children and Young People in Disaster Risk Reduction 7. http://www.preventionweb.net/english/professional/publications/v. php?id=10576 Children as agents of change for Disaster Risk Reduction: Lessons from El Salvador and the Philippines 8. http://www.childreninachangingclimate.org/database/CCC/Publications/ MitchellTannerHaynes_AgentsForChange-WorkingPaper1_2009.pdf Children, Climate Change and Disasters: An Annotated Bibliography 9. http://opendocs.ids.ac.uk/opendocs/handle/123456789/2373 Latin America and the Caribbean Coalition for Resilience of Children and 10. Youth http://www.corelac.org Children in a Changing Climate Coalition 11. http://www.childreninachangingclimate.org/ How to Make Cities More Resilient: A Handbook for Local Government 12. Leaders http://www.unisdr.org/files/26462_handbookfinalonlineversion.pdf Core Commitments for Children in Humanitarian Action - UNICEF (CCC´s). 13. http://www.unicef.org/publications/files/CCC_042010.pdf
Actions for children and youth resilience Building Strong Foundations / Articulation of the Early childhood Care 14. Development and Disaster Risk Reduction Programmatic Guide http://www.unicef.org/lac/Gui_Cons.pdf Convention on the Rights of the Child 15. http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf Declaration of Santiago Chile, on Children, Adolescence and Youth-Centered Disaster Risk Reduction 16. http://eird.org/pr12/documentos/Comunicado-de-Santiago-Chile-10-12-12. pdf Universal Declaration of Human Rights 17. http://www.un.org/en/documents/udhr/ Rights of the Children and Adolescents/Building a Happy Present Project. 18. http://www.theret.org Rights of Children in Emergencies and Disasters: Commitment of All 19. http://www.cridlac.org/digitalizacion/pdf/spa/doc17788/doc17788- 76 contenido.pdf Climate Change and Childhood 20. http://www.unicef.org/spanish/publications/files/El_cambio_climatico_y_la_ infancia.pdf Standards in Child Participation 21. http://www.iin.oea.org/IIN2011/newsletter/boletin2/publications%20pdf/ estandares.pdf Guide to Political Participation of Youth/Building a Happy Present Project 22. http://www.theret.org Towards Resilience / A Guide to Disaster Risk Reduction and Adaptation to Climate Change 23. http://reliefweb.int/sites/reliefweb.int/files/resources/ECB-toward- resilience-Disaster-risk-reduction-Climate-Change-Adaptation-guide- english.pdf Inter-Agency Standing Committee IASC - 24. http://www.humanitarianinfo.org/IASC/ Kit for Parliamentarians Lobbying: Disaster Risk Reduction, a Tool to Achieve 25. the Millennium Development Goals http://www.ipu.org/PDF/publications/drr-s.pdf Lessons from the Disaster Reduction Focusing on Children in El Salvador 26. http://bibliotecaplan.org/?p=790 Guidelines for DRR National Platforms 27. http://www.preventionweb.net/files/601_engguidelinesnpdrr.pdf Boys and Girls, and Risk Management: A Key Role in Disaster Prevention 28. http://www.preventionweb.net/files/7859_s9.pdf Hyogo Framework for Action 2005-2015: Building Resilience of Nations and Communities to Disasters 29. http://www.unisdr.org/2005/wcdr/intergover/official-doc/L-docs/Hyogo- framework-for-action-english.pdf
Actions for children and youth resilience Community Resilience Modules 30. http://www.resilienciacomunitaria.org/ Millennium Development Goals 31. http://www.un.org/millenniumgoals/ Humanitarian Information Network for Latin America and the Caribbean 32. http://www.redhum.org/ United Nations Humanitarian Reform /Cluster Approach http://www.iecah.org/web/index.php?option=com_content&view=article&id 33. =627:reforma-humanitaria-de-naciones-unidas-i-el-enfoque-de-clusters&cati d=34:analisis&Itemid=85 Disaster Risk Reduction Terminology 34. http://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf Living the Global Warming / Child Survival in a Changing Climate 35. http://www.savethechildren.es/ver_doc.php?id=93
Protection 77
An ALNAP guide for humanitarian agencies http://forcedmigrationguide.pbworks.com/w/page/7448010/ 1. Protection%3A%20An%20ALNAP%20Guide%20for%20Humanitarian%20 Agencies Child Protection Systems in Emergencies: A Discussion Paper 2. http://www.savethechildren.org.uk/resources/online-library/child- protection-systems-in-emergencies-a-discussion-paper Child-Centered Disaster Risk Reduction: Building Resilience Through Participation 3. http://plan-international.org/about-plan/resources/publications/ emergencies/child-centred-disaster-risk-reduction-building-resilience- through-participation/ Protection Cluster 4. http://www.globalprotectioncluster.org/ Participation Right of Children and Adolescents/ Practical Application 5. Guide http://www.unicef.org/republicadominicana/uniCef_proyecto.pdf Rights of Children in Emergencies and Disasters: Commitment of All 6. http://www.cridlac.org/digitalizacion/pdf/spa/doc17788/doc17788- contenido.pdf Standards in Child Participation 7. http://www.iin.oea.org/IIN2011/newsletter/boletin2/publications%20pdf/ estandares.pdf Local Risk Approach of Rights Management 8. http://www.unisdr.org/2005/wcdr/thematic-sessions/presentations/ session3-4/itdg-mr-ferradas.pdf
Actions for children and youth resilience Mainstreaming Child Rights in National Climate Adaptation Policy Spaces 9. http://www.childreninachangingclimate.org/database/ids/Publications/ Polack_MainstreamingChildRights-ClimateAdaptation_2009.pdf Minimum standard for child protection in humanitarian action 10. http://cpwg.net/wp-content/uploads/sites/2/2014/03/CP-Minimum- Standards-English-2013.pdf Ten-year National Plan of Integral Protection of Childhood and 11. Adolescence 2004-2014 (Ecuador) http://www.oei.es/quipu/ecuador/plan_decenal_ninez.pdf Child Protection in Emergency Situations 12. http://redesdegestionderiesgo.com/uploads/biblioteca/ descargas/0269268001349282485.pdf 13. Applying basicchild protection mainstreaming http://www.ineesite.org/uploads/files/resources/CP_Mainstreaming_ InterAgencypdf.pdf 78 Education
Shelters in schools, When? How?, Why? 1. http://www.eird.org/cd/toolkit08/material/Inicio/escuela_albergue/escuela- albergue.pdf Education Cluster 2. http://educationcluster.net/ Disaster risk reduction in education in emergencies: A guidance note for education clusters and sector coordination groups 3. http://www.preventionweb.net/english/professional/trainings-events/edu- materials/v.php?id=20366 Education in Emergencies: how to include all. Pocket Guide to Inclusive Education. 4. http://www.cridlac.org/digitalizacion/pdf/spa/doc17811/doc17811-contenido. pdf Education in emergency and disaster situations: Preparedness Guidelines for the education sector 5. http://www.cridlac.org/digitalizacion/pdf/spa/doc17812/doc17812-contenido. pdf Safe school in safe territory: Reflections on the role of the educational 6. community in risk management. http://www.unisdr.org/files/8962_safeschools.pdf Experiences in disaster risk reduction in schools in South America. 7. http://www.cridlac.org/digitalizacion/pdf/spa/doc18549/doc18549.htm Minimum Standards Application Guide for Education in emergencies 8. http://www.cridlac.org/digitalizacion/pdf/spa/doc17810/doc17810-contenido. pdf
Actions for children and youth resilience Technical Guide for the construction of safe school and prototype models 9. http://www.stp.gov.do/eWeb%5CArchivos%5CLibros%5CGuia_Escuelas_ Seguras_WEB.pdf Technical Guide for the planning, design, construction and maintenance of safe educational establishments in the Republic of Panama. 10. http://www.cridlac.org/digitalizacion/pdf/spa/doc18018/doc18018-contenido. pdf School Safety Index (ISE): Implementation Guide. 11. http://www.cridlac.org/digitalizacion/pdf/spa/doc19259/doc19259- contenido.pdf INEE Toolkit 12. http://toolkit.ineesite.org/ Communication Kit for risk management. 13. http://www.cridlac.org/digitalizacion/pdf/spa/doc18088/doc18088- contenido.pdf The integrated risk management, a right of the education community. 79 Guide for the elaboration of risk management plans in educative 14. institutions. http://www.cridlac.org/digitalizacion/pdf/spa/doc18086/doc18086- contenido.pdf User Manual for educational game: Application guide of the minimum standards in education in emergency situations. 15. http://www.cridlac.org/digitalizacion/pdf/spa/doc18062/doc18062- contenido.pdf Minimum Standards for education: preparedness, response, recovery. 16. http://www.ineesite.org/eietrainingmodule/cases/learningistheirfuture/pdf/ Minimum_Standards_English_2010.pdf Education Website and risk management: 17. http://educacionygestiondelriesgo.cridlac.org/ School Simulations: A guide for its preparation. 18. http://www.cridlac.org/digitalizacion/pdf/spa/doc18032/doc18032- contenido.pdf
Water, Sanitation and Hygiene (WASH)
WASH Cluster 1. http://washcluster.net/ Disaster risk reduction and water, sanitation and hygiene... comprehensive guidance: a guideline for field practitioners planning and implementing 2. WASH interventions http://www.preventionweb.net/english/professional/publications/v. php?id=25105
Actions for children and youth resilience Effects Of Climate Change In The Availability Of Water Resources And Its 3. Impact On Children’s Health http://www.unicef.org/bolivia/resources_25119.htm Environmental Health in emergencies and disasters: a practical guide 4. http://www.disaster-info.net/watermitigation/i/publications/EnvDisaster/ index.html Global Water and Sanitation Statistics, WHO / UNICEF Joint Monitoring 5. Programme (JMP) for Water Supply and Sanitation http://www.wssinfo.org/data-estimates/ Guidelines For The Surveillance And Control Of The Quality Of The Water In Emergency And Disaster Situations 6. http://new.paho.org/disasters/index.php?option=com_content&task=view&i d=654&Itemid=1&lang=es Vision 2030: The resilience of water supply and sanitation in the face of climate change 7. http://www.who.int/water_sanitation_health/publications/9789241598422/ 80 en/# Toolkit for Climate Change and the Disaster Risk Reduction Adaptation in the WASH, Health and Nutrition Programs. 8. http://tacrohealth.files.wordpress.com/2013/07/toolkit-para-la- integracic3b3n-de-drr-y-cc-en-wash-salud-y-nutricic3b3n-final.pdf Minimum Requirements Manual For Interventions In Water, Sanitation, And Hygiene Emergency 9. http://www.aecid.es/galerias/noticias/descargas/2012/2012-06/Manual_de_ Requerimientos_Mxnimos_para_Actuacionescortado.pdf WASH Cluster Coordinator Handbook 10. http://postconflict.unep.ch/humanitarianaction/documents/02_11-02.pdf Preparations In Health, Water And Sanitation For Local Disaster Response 11. http://www.paho.org/spanish/dd/ped/preparativosrespuestalocal.htm Progress son drinking water and sanitation 2012 12. http://www.wssinfo.org/fileadmin/user_upload/resources/JMP-report-2012- en.pdf WASH visual Aids for Emergencies and Development 13. http://www.unicef.org/wash/schools/files/WASH_Visual_Aids_-Web.pdf Water, Environment and Sanitation Technical Guidelines Series - No. 2 A 14. Water Handbook http://www.unicef.org/wash/files/Wat_e.pdf
Health and Nutrition
Acute Diarrheal Diseases in Complex Emergencies 1. http://www.who.int/cholera/publications/criticalsteps/en/index.html Cholera Guidelines, forthcoming 2. http://www.bvsde.paho.org/texcom/cd045364/choleraguide.pdf
Actions for children and youth resilience Nutrition Cluster 3. http://nutritioncluster.net/ Health Cluster 4. http://www.who.int/hac/global_health_cluster/en/ Health in Emergencies Handbook USAID/OFDA-Communicable Diseases 5. http://pdf.usaid.gov/pdf_docs/PNADO970.pdf Epidemic Control for Volunteers 6. http://www.ifrc.org/Global/Publications/Health/epidemic-control-en.pdf Cluster Health Guide 7. http://www.who.int/hac/global_health_cluster/guide/es/index.html Guide For Vulnerability Reduction In The Design Of New Health Facilities 8. http://www.paho.org/Spanish/dd/Ped/vulnerabilidad.htm Practical Guide To Mental Health In Disaster Situations 9. http://www.who.int/mental_health/paho_guia_practicade_salud_mental. pdf Evaluation Guidelines For Disaster Preparedness In The Health Sector 81 10. http://www.paho.org/spanish/dd/ped/guiasEvaluacPrepSalud.htm Impact Of Disasters On Public Health 11. http://www.paho.org/disasters/index.php?option=com_ content&view=article&id=1552&Itemid=1&lang=es Hospital Safety Index 12. http://www.paho.org/disasters/index.php?option=com_ content&view=category&layout=blog&id=907&Itemid=884 Inter-agency Field Manual on Reproductive Health in Humanitarian Settings 13. http://www.who.int/reproductivehealth/publications/emergencies/field_ manual/en/ Toolkit for Climate Change and the Disaster Risk Reduction Adaptation in the WASH, Health and Nutrition Programs. 14. http://tacrohealth.files.wordpress.com/2013/07/toolkit-para-la- integracic3b3n-de-drr-y-cc-en-wash-salud-y-nutricic3b3n-final.pdf Malaria Control in Complex Emergencies Handbook 15. http://whqlibdoc.who.int/publications/2005/924159389X_eng.pdf Manual for the Health Care of Children in Humanitarian Emergencies 16. http://whqlibdoc.who.int/publications/2008/9789241596879_eng.pdf Nutrition Cluster Handbook: A practical guide to country-level action 17. http://nutritioncluster.net/nutrition/wp-content/uploads/sites/4/2013/09/ GNC_Handbook_v1_FINAL_no_links.pdf Prevention and Management of Wound Infections 18. http://www.who.int/hac/techguidance/tools/Prevention%20and%20 management%20of%20wound%20infection.pdf Mental Health Protection In Situations Of Disasters And Emergencies 19. http://www.paho.org/spanish/ped/saludm.htm
Actions for children and youth resilience Nutrition Cluster Handbook: A practical guide to country-level action 20. http://reliefweb.int/report/world/nutrition-cluster-handbook-practical- guide-country-level-action United Nations System, Standing Committee on Nutrition 21. http://www.unscn.org/en/resource_portal/index.php?types=3 Sanitary Epidemiological Surveillance In Disaster Situations: Guide For 22. The Level local http://www.paho.org/spanish/dd/ped/vigep_des.htm
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Actions for children and youth resilience List of Abbreviations and Acronyms
CCA: Climate Change Adaptation
CCC: Core Commitments for Children in Humanitarian Action of UNICEF
CORELAC: Coalition for the resiliency of childhood and youth in Latin America and the Caribbean
DRM: Disaster Risk Management.
DRR: Disaster Risk Reduction
FAO: Food and Agriculture Organization of the United Nations
HFA: Hyogo Framework for Action 83 ICRC: International Committee of the Red Cross
LAC: Latin America and the Caribbean
NGO: Non-governmental organization
OCHA: Office for the Coordination of Humanitarian Affairs
RET: Refugee Education Trust
SRR: Social Risk Reduction
UDHR: Universal Declaration of Human Rights
UN: United Nations
UNDP: United Nations Development Programme
UNICEF/TACRO: The American and the Caribbean Regional Office UNICEF
UNICEF: United Nations Children’s Fund
UNISDR: United Nations Office for Disaster Risk Reduction
UN-Women: United Nations Entity for Gender Equality and the Empowerment of Women
WASH: Water, Sanitation and Hygiene
WHO: World Health Organization
Actions for children and youth resilience Glossary
Adaptation to climate change: Adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities (IPCC, 2000).
Capacity: The combination of all the strengths, attributes and resources available within a community, society or organization that can be used to achieve agreed goals (UNISDR, 2009).
Child and Youth-Centered Disaster Risk Reduction: Disaster risk reduction that puts children at the center of its activities, recognizes the specific vulnerabilities of children to disasters, focuses on the needs and rights of children, supports and relies on the participation of children to identify and address their needs and their rights (Save the Children, 2011).
Civil society: the wide array of non-governmental and not-for-profit organizations that 84 have a presence in public life, expressing the interests and values of their members or others, based on ethical, cultural, political, scientific, religious or philanthropic considerations. Civil Society Organizations (CSOs) therefore refer to a wide of array of organizations: community groups, non-governmental organizations (NGOs), labor unions, indigenous groups, charitable organizations, faith-based organizations, professional associations, and foundations (World Bank, s.f.).
Climate change: A statistically significant variation in either the mean state of the climate or in its variability, (typically decades or longer) attributable to human activities and to natural causes (IPCC, 2000).
Climate variability: Refers to variations in the means state and other statistics (such as standard deviations, the occurrence of extremes, etc.) of the climate on all temporal and spatial scales beyond that of individual weather events. Variability may be due to natural internal processes within the climate system (internal variability), or to variations in natural anthropogenic external forcing (external variability) (IPCC, 2000).
Coping capacity: The ability of a system (natural or human) to respond to and recover from the effects of stress or perturbations that have the potential to alter the structure or function of the system (IPCC, 2000).
Disaster: A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources (UNISDR, 2009)
Disaster Risk: The potential disaster losses, in lives, health status, livelihoods, assets and services, which could occur to a particular community or a society over some specified future time period (UNISDR, 2009).
Disaster risk reduction: The concept and practice of reducing disaster risks through systematic efforts to analyze and manage the causal factors of disasters, including
Actions for children and youth resilience through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events (UNISDR, 2009).
Early recovery: The recovery task of rehabilitation and reconstruction begins soon after the emergency phase has ended, and should be based on pre-existing strategies and policies that facilitate clear institutional responsibilities for recovery action and enable public participation. Recovery programmes, coupled with the heightened public awareness and engagement after a disaster, afford a valuable opportunity to develop and implement disaster risk reduction measures and to apply the “build back better” principle (UNISDR, 2009).
Early warning system: The set of capacities needed to generate and disseminate timely and meaningful warning information to enable individuals, communities and organizations threatened by a hazard to prepare and to act appropriately and in sufficient time to reduce the possibility of harm or loss (UNISDR, 2009).
Environmental degradation: The reduction of the capacity of the environment to meet 85 social and ecological objectives and needs (UNISDR, 2009).
Exposure/degree of exposure: Measures of exposure can include the number of people or types of assets in an area. These can be combined with the specific vulnerability of the exposed elements to any particular hazard to estimate the quantitative risks associated with that hazard in the area of interest (UNISDR, 2009).
Gender: Refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys, as well as the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes. They are context/ time-specific and changeable. Gender determines what is expected, allowed and valued in a women or a man in a given context (UN-WOMEN, 2002).
Gender equality: Refers to the equal rights, responsibilities and opportunities of women and men and girls and boys. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born male or female. Gender equality implies that the interests, need and priorities of both women and men are taken into consideration (PNUD, 2011).
Governance: The exercise of economic, political and administrative authority to manage a country’s affairs at all levels. It comprises the mechanisms, processes and institutions through which citizens and groups articulate their interests, exercise their legal rights, meet their obligations and mediate their differences. Governance encompasses the state, but it transcends the state by including the private sector and civil society organizations (UNDP, 1997).
Hazard: A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage (UNISDR, 2009).
Actions for children and youth resilience Livelihoods: A way of life consists of the capabilities, assets (both material and social resource) and activities necessary to live. A way of life is sustainable when you can cope with and recover from ruptured and sudden falls and maintain their skills and assets both in the present and in the future without undermining their natural resource base (FAO, 2006).
Mitigation (in relation to climate change): Measures for the reduction of greenhouse gas emissions (UNISDR, 2009).
Mitigation (in relation to disaster): The lessening or limitation of the adverse impacts of hazards and related disasters (UNISDR, 2009).
Preparedness: The knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions (UNISDR, 2009). Note: The preparedness is an action that takes place in the context of disaster risk management. Its main objective is to 86 develop capabilities to efficiently manage all types of emergency and make transitions, methodical and orderly from the response to a sustained recovery. The preparation is based on the sensible of disaster risk analysis and linkages with early warning systems. The preparation includes activities such as contingency planning, the reserve of equipment and supplies, the development of provisions for the co-ordination, evacuation and public information and the training and corresponding field exercises.
Prevention: The outright avoidance of adverse impacts of hazards and related disasters (UNISDR, 2009).
Protection: all activities, aimed at obtaining full respect for the rights of the individual in accordance with the letter and the spirit of the relevant bodies of law (i.e. human rights, humanitarian and refugee law). Human rights and humanitarian actors shall conduct these activities impartially and not on the basis of race, national, national or ethnic origin, language or gender (ICRC, 1999).
Resilience: The ability of a system, community or society exposed to hazards to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions (UNISDR-2009)
Rights approach: Framework that integrates the norms, principles, standards and goal of the international human rights system into the plans and processes of development. (Boesen y Martin, 2007).
Risk: The combination of the probability of an event and its negative consequences (UNISDR, 2009).
Sustainable development: Development that meets the needs of the present without compromising the ability of future generations to meet their own needs (UNISDR, 2009).
Actions for children and youth resilience Vulnerability: The characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard (UNISDR, 2009).
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Actions for children and youth resilience Collaborators With their input the following persons, representatives of different governments, NGOs and United Nations agencies, representatives of sectorial groups of RED-LAC, among others, contributed to the development of the Guide (listed in alphabetical order):
Adilia Olmedo de Pérez, Alberto Herrera, Ana Lorena Mora, Ana María Ramírez, Ángela María Escobar, Anita Wilson, Audrey Rodríguez, Cecilia Díaz, Christel Rose, Dagoberto Rivera, Delia Martínez, Elisa Barbado, Fernando Ulloa, Francisco Guachalla, Francisco Javier Ocampo Duque, Francisco Rengifo García, Gianluca Buono, Gloria Bratschi, Grettel Gamboa Fallas, Gustavo WilchesChaux, Heidi Peugeot, Henry Hernández, Ian Jones, Illari Aguilar, Irma Pérez Campos, Iván García Jiménez, Jessica Romero, Julián Duarte, Keith Ford, Luis Carlos Martínez, Luis Fernando Delgadillo Carrión, Manuel Santana, Margarita Villalobos, Marina Anselme, Marta Obando, Nancy Bravo, Pablo Aguilar, Pablo Brugnoni, Paola Adriana Salinas Selaya, Paola Avello, Pedro Ferradas, Pilar Orduña, Raisa Ruiz, Raúl Salazar, Remi Mannaert, Roberto de Jesús Páramo Sandin, Rolando Deleón, Ruth Custode, Sergio Marques Rocha, Stephen Latham y 88 Víctor Ramírez.
To all our heartfelt thanks
Actions for children and youth resilience Bibliography/References Boesen, J.K.; Martin, T. (2007) Applying a Rights-based Approach: An Inspirational Guide for Civil Society.- Copenhagen, Denmark.
FAO. (2006). Guía rápida para misiones: Analizar las instituciones locales y los medios de vida. - Roma, Italia.
ICRC (1999). ICRC Ecogia Protection Seminars (1996-2000). - Geneva, Switzerland.
IPCC (2000). Glossary of Terms used in the IPCC Fourth Assessment Report WGII. - Geneva, Switzerland.
Nicolescu, Basarab. (1999). La transdiciplinariedad: Una nueva visión del mundo. - Traducido del francés por Consuelo Falla. - DF, México.
Organización Mundial de la Salud - OMS. (1993). Iniciativa internacional para la educación en habilidades para la vida en las escuelas. 89
PNUD. (2011). Igualdad : América Latina genera. - Nueva York, EEUU.
Save the Children International. (2011). Reducing Risks, Saving Lives: Save the Children’s approach to Disaster Risk Reduction and Climate Change Adaptation. -London, UK.
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Turnbull, Marillise et al. (2013). Hacia la Resiliencia: Una guía para la reducción del riesgo de desastres y adaptación al cambio climático. - London, UK.
Twigg, John. (2007). Características de una comunidad resiliente ante los desastres. Disaster Risk Reduction Interagency Coordination Group/UKAID. - London , England.
UNDP (1997) Governance for Sustainable Human Development.Division Bureau for Policy and Program Support.- New York, USA.
UNICEF/PLAN. (2012). Construyendo bases fuertes: Guía programática para la articulación del desarrollo de primera infancia y la RRD”. - Panamá. Rep. de Panamá.
UNISDR. (2005). Marco de Acción de Hyogo para el aumento de la resiliencia de las naciones y las comunidades ante los desastres. - Ginebra, Suiza.
UNISDR. (2009). Terminología sobre reducción del riesgo de desastres. - Ginebra, Suiza.
UN-WOMEN. (2002). Gender Mainstreaming: Strategy For Promoting Gender Equality. - New York, USA.
Actions for children and youth resilience World Bank.(n.d.).Mainstreaming Adaptation to Climate Change in Agriculture and Natural Resources Management Projects: Guidance Notes.- Washington, D.C. USA.
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