CHILD PROTECTION IN EMERGENCIES (CPiE) AND

THE PUBLIC SYSTEM

(Training Resource Book)

Provincial Disaster Management Authority, Khyber Pakhtunkhwa

January, 2014

Prepared for: Prepared by:

Sponsored by:
 Table of Contents

Acknowledgements ................................................................................................................................. iii

List of Acronyms ...................................................................................................................................... iv
Definition of Keys Terms .......................................................................................................................... v
PART ONE .................................................................................................................................................. 1
1. Introduction to the Resource Book ...................................................................................................... 2
2. Objectives of the Resource Book .......................................................................................................... 2
3. How to Use this Resource Book ........................................................................................................... 2
3.1 The Role of Facilitator ................................................................................................................ 2
3.2 Target Participants/Groups ..................................................................................................... 2
3.3 Specific Techniques/Methods a Facilitator May Use ........................................................... 3
3.4 Games and Exercises ................................................................................................................. 3
3.5 Organizing and Concluding a Session .................................................................................... 3
3.6 Evaluation ................................................................................................................................... 3
3.7 Tasks to be taken by Participants ............................................................................................. 4
3.8 Tentative Training Programme/Agenda ............................................................................... 4
Training Sessions–An Overview ........................................................................................................... 8
SESSION 1: Welcome and Introduction about the Training Programme ................................ 8
1.1 Objectives of the session...................................................................................................... 8
1.2 Introduction to participants ................................................................................................ 8
1.3 Fears and expectations from the training ......................................................................... 8
1.4 Training norm setting .......................................................................................................... 8
1.5 Pre-training evaluation........................................................................................................ 8
SESSION 2: Understanding Disasters and Emergencies ............................................................ 8
2.1 Objectives of the session...................................................................................................... 8
2.2 Introduction to disasters and emergencies ....................................................................... 8
2.3 Major disasters in Pakistan ................................................................................................. 8
2.4 Disaster management system in Pakistan ........................................................................ 8
SESSION 3: Understanding Child Protection in Emergencies ................................................ 14
3.1 Objectives of the session.................................................................................................... 14
3.2 Basic concepts in child protection .................................................................................... 14
3.3 Child protection issues in emergencies in Global and Pakistan context .................... 14

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 SESSION 4: Current Scenario of CPiE in Pakistan .................................................................... 15
4.1 Objectives of the session.................................................................................................... 15
4.2 Legal framework and child protection in emergencies ................................................ 15
4.3 Current scenario of CPiE in Pakistan .............................................................................. 15
SESSION 5: Strategies and Approaches for Addressing CP Issues in Emergences ............. 16
5.1 Objectives of the session.................................................................................................... 16
5.2 Preventing and responding to child protection issues ................................................. 16
SESSION 6: Inclusive and Child Centered Disaster Risk Management ................................. 22
6.1 Objectives of the session.................................................................................................... 22
6.2 Introduction to disaster risk management cycle............................................................ 22
6.3 Child centered disaster risk management ...................................................................... 22
6.4 Children with disabilities in disaster risk management ............................................... 22
SESSION 7: Understanding Public System and Child Protection in Emergencies ............... 23
7.1 Objectives of the session.................................................................................................... 23
7.2 Introduction to public system .......................................................................................... 23
7.3 Key roles and responsibilities of relevant stakeholders working in emergencies .... 23
7.4 Clarifying the practical steps and roles of relevant stakeholders in preventing and
responding to child protection in emergencies.......................................................................... 23
SESSION 8: Coordination and Communication Mechanisms for Child Protection in
Disasters and Emergencies ........................................................................................................... 26
8.1 Objectives of the session.................................................................................................... 26
8.2 Importance of coordination and communication in emergencies .............................. 26
8.3 Introduction to coordination mechanism for child protection in emergencies ......... 26
8.4 Challenges during coordination with respect to CPiE ................................................. 26
SESSION 9: Developing Action Plan for Relevant Stakeholders focusing on Protection of
Children in Emergencies ............................................................................................................... 27
9.1 Objectives of the session.................................................................................................... 27
9.2 Brainstorming for reviewing key roles and responsibilities of relevant stakeholders
27
9.3 Proposing key practical actions with responsibilities for stakeholders focusing on
protection of children in emergencies ......................................................................................... 27
9.4 Plan of action for stakeholders for CPiE ......................................................................... 27
Annexure .................................................................................................................................................. 29
Template for Action Plan .............................................................................................................. 29
Evaluation Form of Training ........................................................................................................ 30

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References

Acknowledgements
The Provincial Disaster Management Authority (PDMA), Khyber Pakhtunkhwa, in
partnership with UNICEF Pakistan would like to thank all key stakeholders including
individuals, Government institutions, relevant departments and humanitarian organizations
for their insights and contribution towards the completion of this training resource book.
Special thanks are due to the CHIP Training & Consulting (Pvt) Ltd. Islamabad Pakistan
who has greatly contributed to the compiling and drafting of this training resource book.
The tireless efforts of the firm in guiding and supporting the process of developing this
training manual are appreciated.

About the Resource Book

The resource book outlines and explores some of the basics of disaster management system
and issues relevant to child protection in Pakistan. This resource book captures a broad set
of issues and needs considered critical in child protection in humanitarian
situations/emergencies and exposes learners to various strategies and approaches for
addressing issues affecting children in need of protection and care.

It focuses on the public system and different approaches considered significant in

mainstreaming Child Protection in Emergencies component in key stakeholders including
relevant Government departments and other humanitarian actors working in times
humanitarian response. The book also serves as background reading on child protection
policies and procedures for those who will be involved in developing policies and
procedures and their implementation. This resource package also offers a comprehensive
action plan with special emphasis on array of key roles and responsibilities of the relevant
Government departments and other humanitarian actors for contributing to the protection
of children in times of emergency situations.

This resource package has been prepared by Chip Training & Consulting (Pvt) Ltd in
collaboration with Provincial Disaster Management Authority (PDMA), Khyber
Pakhtunkhwa and technical and financial support from UNICEF Pakistan. It is expected that
this resource package will be useful and effective to a broad humanitarian professionals and
duty bearers for ensuring better coordination and collaboration in emergencies.

Child Protection Program, Gender and Child Cell

Provincial Disaster Management Authority, Khyber Pakhtunkwa

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List of Acronyms
AJ&K Azad Jammu & Kashmir
CPiE Children Protection in Emergencies
CP Children Protection
CWD Children with Disabilities
CPWG Child Protection Working Group
CFS Children Friendly Spaces
CPC Children Protection Committee
DM Disaster Management
DRM Disaster Risk Management
DRR Disaster Risk Reduction
DDMA District Disaster Management Authority
ERRA Earthquake Reconstruction & Rehabilitation Authority
FRC Federal Relief Commission
FATA Federally Administrated Tribal Area
GB Gilgit Baltistan
KP Khyber Pakhtunkhwa
NDMA National Disaster Management Authority
NDRMF National Disaster Risk Management Framework
NDMO National Disaster Management System Ordinance
NDMC National Disaster Management Commission
NIDM National Institute of Disaster Management
NDMF National Disaster Management Fund
NDRF National Disaster Response Force
NDRP National Disaster Response Plan
NDMP National Disaster Management Plan
PDMA Provincial Disaster Management Authority
PRMC Provincial Disaster Management Commission
PERRA Provincial Earthquake Reconstruction & Rehabilitation Authority
SERRA State Earthquake Reconstruction & Rehabilitation Authority
UNICEF United Nations Children Education Fund
UNCRC United Nations Convention on Children Rights
UNCRPD United Nations Convention on the Rights of People with Disabilities

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Definition of Keys Terms
 Abuse: A deliberate act of ill treatment that can harm or is likely to cause harm to a
child's.
 Adolescent: A young person who has undergone puberty but who has not reached full
maturity; a teenager.
 Advocacy refers to efforts to promote respect for humanitarian principles, law and
needs, with a view to influencing the relevant political authorities, international
organizations, other stakeholders or international public opinion.
 Capacity is a combination of all the strengths and resources available within a
community, society or organization.
 Capacity building is a process by which individuals, institutions and societies increase
their strengths and resources.
 Child: According to UNCRC, any person below the age of 18 years is a child
 Child Abuse: Child abuse means any voluntary action of any person through which the
life (physical, mental, moral, social development) of the child are harmed. The term child
abuse includes physical, emotional, sexual abuse and neglect.
 Child Marriage: Early marriage involves the marriage of anyone below the age of 18. It
is the marriage of child to an adult or another child and is legally disregarded by
Pakistani laws.
 Child Labour: Child labour refers to work by a child that exceeds a minimum number of
hours, depending on the age of a child and on the type of the work.
 Child Protection: UNICEF defines child protection as preventing and responding to
violence, exploitation and abuse.
 Child Participation: Child participation involves encouraging and enabling children to
make their views known on the issues that affect them. Child participation must be
authentic and meaningful.
 Children’s rights: These are entitlements that all children should have for their growth
and wellbeing regardless of their age, sex, race, nationality, religion, political beliefs and
language.
 Child Sexual Abuse: Child sexual abuse is termed as that activity wherein adult or
adolescent engages a child for sexual satisfaction with or without his/her consent.
 Children Trafficking: The term given to the movement of children into and within the
country with the intent to exploit them
 Climate Change is a change in the climate that persists for decades as a result of human
activity e.g., increased temperature and changing weather patterns
 Community mobilization: This is the process of supporting communities to clarify and
address their problems, needs and aspirations collectively. In this case, the people are
involved and participate actively in articulation and responding to their own problems
with support of some expert or facilitator.
 Community structures: These are organized community based groups, institutions or
individuals who could be engaged to provide manpower to child protection activities.
They include community authorities, community groups, CBOs and others.
 Contingency planning is a process to ensure that adequate arrangements are made in
anticipation of a crisis.
 Convention on the Rights of the Child: An agreement by all member states of the
United Nations on what all children should have and are entitled to for their growth and
wellbeing.
 Disaster: A natural catastrophe that causes serious disruption to the affected community
and widespread human, material, economic and/or environmental losses, which exceed

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 the coping capacity of the affected community.
 Disaster Mitigation: A set of measures to reduce the impact of natural hazards by
reducing social, practical, or physical vulnerability.
 Disaster Preparedness: The organization, education, and training of communities and
institutions to assist effective early warning, evacuation, rescue, relief and assistance
operations in the event of a disaster or emergency.
 Disaster Risk Management involves empowering communities, vulnerable groups,
local organizations and local authorities in high risk areas with resources and capacities
to prepare for, respond to and recover from disasters.
 Early Warning System is used to provide timely information to communities threatened
by danger, so that communities and individuals can act in sufficient time to reduce the
possibility of personal injury, loss of life and livelihood, damage to property and the
environment, and to prepare for effective response from a natural hazard.
 Emergency: A situation where lives, physical and mental well-being, or development
opportunities for children are threatened as a result of armed conflict, disaster or the
breakdown of social or legal order or where the local capacity to cope is exceeded or
inadequate.
 Emotional Abuse: Emotional abuse can be defined as the rejection, ignoring, criticizing,
isolation, or terrorizing of children, all of which have the effect of eroding their self-
esteem.
 Evaluation: This is a periodic impact assessment process, which seeks to establish
whether or not the activities are achieving the desired results or intended purpose.
 Exploitation: The use of children for someone else‟s advantage, gratification or profit
often resulting in unjust, cruel and harmful treatment of the child.
 Gender: Gender is defined as the set of characteristics, roles and behavior patterns that
distinguish women from men socially and culturally. Unlike sex which is biologically
determined, gender is learned and can be un learned. Gender refers to widely shared
expectations and social norms that influence status accorded to men and women, plus
the way they interact, together with the power plays between them.
 Missing Child: A child who is separated (temporarily or permanently) from his/her
parents or caregivers who do not know where the child is.
 Monitoring: This is the process of tracking progress of activities being undertaken on a
continuous basis. It seeks to ensure that activities are carried out as planned.
 Neglect: Failure to provide OR secure children their rights to physical safety and
development which results in significant impairment of the child‟s health or
development and to thrive emotionally and socially.
 Networking: Networking is a process by which two or more organizations/individuals
collaborate to achieve a common goal. In child protection, networking is promoted to
accelerate learning and information exchange, strengthen partnerships at all levels and
build coalition among stakeholders so as to respond effectively to the needs of children.
 Orphan Child: A child who has lost his/her mother or lost his/her father or lost both
his/her parents due to death.
 Out of school Child: A school-aged child who is neither registered in school nor
attending classes during school hours.
 Participatory approach (Inclusive Approach) is an approach to humanitarian
programming in which stakeholders (including beneficiaries) of a policy or intervention
are closely involved in the process of identifying problems and priorities, analysis,
planning, implementation, monitoring and evaluation.
 Physical Abuse: Physical abuse is the non-accidental infliction of physical injury to a

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 child.
 Project: A design or an undertaking to accomplish specific objectives in response to an
identified need/problem.
 Separated Child: A child who is residing away from his/her parents or primary
caregivers but is temporary being taken care of by an adult or adults (including children
staying with extended family members or children in institutions).
 Service provider: This is an individual employed or attached to a formal institution that
provides professional care/service to the children in need of care and support.
 Strategy is a high level plan to achieve one or more goals under conditions of
uncertainty.
 Stakeholders: These are organizations or individuals who are involved or interested in
child protection including Government departments, NGOs, CBOs, community support
groups, International development partners and donor agencies, families, caregivers,
service providers and communities.
 Stakeholder analysis is a process of systematically gathering and analyzing qualitative
information to determine whose interests should be taken into account when developing
and/or implementing a policy or program.
 Rehabilitation: A set of measures aimed at restoring normal living conditions through
the repair and reestablishment of services and structures affected by a disaster or
emergency.
 Resilience is the capacity of individuals, community organization and countries to resist,
adapt, and recover from a disaster or crisis, and to restore an acceptable level of
functioning structures.
 Risk in humanitarian context, is the degree of danger associated with a natural disaster
or potential crisis.
 Risk Management is the structured way to manage potential danger through risk
assessment and the development of strategies and activities to reduce risks.
 Unaccompanied Child: A child who is separated from both parents and primary
caregivers and is not being cared by an adult who is responsible for doing so by law or
custom.
 Violence: The intentional use of physical force or power, threatened or actual, against a
child, by an individual or group, that either results in or has a high likelihood of
resulting in actual or potential harm to the child‟s health, survival, development or
dignity.
 Vulnerability is the likelihood of being damaged by a disaster, crisis or event.
 Work plan is a description of the necessary activities set out in stages, with rough
indication of the timing.

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PART ONE

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1. Introduction to the Resource Book
This training resource book is designed to help individuals, Government relevant
departments and other key humanitarian actors and organization who can contribute to and
play key role in protection of children in times of emergencies and beyond. It is also meant
for training of child protection workers which include programme officer in NGOs, CBOs,
Social Welfare Offices and others. The resource book also focuses on a range of other actors
in child protection.
This resource book is divided into two parts. The first part covers the necessary guidelines
for the facilitators on how to use this resource book while organizing the training. The
second part provides the key contents to be covered in the training including. This manual
will also incorporate reading material and other information.

2. Objectives of the Resource Book

The overall objectives of the resource book are as under;
1. Equip participants with relevant knowledge and skills for child protection with special
emphasis on child protection in emergencies and the public system.
2. Provide participants with an opportunity to learn about key child protection issues and
different programme approaches and strategies for addressing these issues in
emergencies.
3. Engage participants in devising action plans with possible key roles and responsibilities
for contributing to protection of children in emergencies.

3. How to Use this Resource Book

This section covers information that will guide the training facilitator how to use this
resource book.

3.1 The Role of Facilitator

The role of the facilitator is to equip the participants with skills and knowledge that will
enable them to protect children in emergencies. The facilitator should;
• be able to facilitate the training effectively.
• have knowledge in child protection
• be respectful to others.
• posses good communication skills.
• plan, organize, implement and evaluate the training sessions.
• asses other issues affecting children.
• be knowledgeable about child protection issues particularly in emergencies.

3.2 Target Participants/Groups

This resource book is intended for use with key stakeholders including child protection
workers, individuals, Government relevant departments, social welfare officers, PDMA,
DDMAs, district administration, community leaders, teachers and other humanitarian
actors/organizations

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3.3 Specific Techniques/Methods a Facilitator May Use
Lecture: A lecture is a short structured information delivered by the facilitator. The lecture
allows exchange of information around the specific topic of the session between the
facilitator and the participants.
Discussions: This is a process through which the facilitator leads participants to exchange
ideas verbally on a specified topic or area. Through this process, participants have a chance
to share facts and ideas and can listen to and consider different points of view. Discussions
are used in both large and small groups.
Role plays: These are short plays/dramas in which participants experience how someone
feels in a given situation. It gives participants an opportunity to know about new skills and
learn from each other. Role plays also give participants an opportunity to visualize
situations in a realistic manner.
Brainstorming: This is an exercise where the facilitator poses a question or an issue and
allows participants for exchange of ideas and experiences. In this exercise, all ideas and
suggestions are noted down and then evaluated to determine those relevant to the issue
under discussion.
Case stories: These are stories which often describe a situation which is used to discuss the
topic in question. The facilitator should feel free to discuss any scenarios in child protection
issues that are relevant to participants as well as draw cases from the participants
themselves during the training. The facilitator may also ask the participants to come up with
case studies or scenarios.

3.4 Games and Exercises

These include introductions, energizers, and warm-ups which speed up and enhance the
amount and quality of interaction in the group. Energizers and warm ups can be done just
before the start of a session, immediately before or after a break, or just before the end of the
day session.

3.5 Organizing and Concluding a Session

Following are few things to do before the beginning of each training session.
• Arrange the venue for training and make sure there are enough chairs and tables for all
participants.
• Allow participants to sit in their most comfortable positions.
• Set up projector and other devices.
• Set up the flip charts.
• Make sure the ground rules are clearly displayed.
• Introduce the topic and session (write the topic/title and objectives on a flip chart in
advance).
• Link the topic or session by recapping what was covered in the previous topic or session.
• Prepare any handouts or other materials that may be needed before the session begins or
ends.
• If guest speakers are required, invite them in advance and brief them about the training
objectives.

3.6 Evaluation
3.6.1 Evaluation of participants
The participants will be given a pre-training questionnaire at the beginning of the training to
assess their knowledge level on child protection. This will enable you identify their gaps
which will be focused during the training. The participants will be given a post test at the
end of the training programme to assess the knowledge gains as well as areas that may
require improvement.

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3.6.2 Evaluation of the training
At the end of the training, the participants will fill in a training evaluation form. This will
provide feedback on the effectiveness of the training and areas that may require
improvement.

3.7 Tasks to be taken by Participants

At the end of the training the facilitator with the consultation of training participants
develops and agrees on certain tasks to be undertaken by the participants. In this training
the facilitator engages participants to devise an action plan with specific roles and
responsibilities that are necessary for contributing to the protection of children in
emergencies. The facilitator explains the objectives of the tasks to the participants and asks
for any questions.

3.8 Tentative Training Programme/Agenda

S. Session Description Content (including Group Resources Time
No Work/Exercises) Required (hrs)
DAY ONE
1.1 Welcome and  Objectives of the session Flipchart 0900-1000
Introductions  Introduction to participants Flash cards
 Fears and expectations from
the training Markers/pens
 Training norm setting
 Overview of the agenda Masking tap
 Exercise: Participants self-
assessment form Writing pads
1.2 Understanding  Objectives of the session Flipchart 1000-1100
disasters and  Introduction to disasters and Hand-out
emergencies emergencies material
 Major disasters in Pakistan Markers/pens
 Disaster management system
in Pakistan Masking tap
 Plenary discussion, group
work and presentations. Writing papers
Tea Break 1100-1115
1.3 Understanding child  Objectives of the session Flipchart 1115-1300
protection in  Basic concepts in child
emergencies protection Flash cards
 Child protection issues in
emergencies in Global and Hand-out
Pakistan context material
 Brainstorming, group Markers/pens
discussion, group work and
presentations Masking tap

Writing papers
Lunch and prayers break 1300-1345

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 1.4 Current scenario of  Legal framework and child Flipchart 1345-1430
CPiE in Pakistan protection in emergencies
(UNHCR, Child rights laws Flash cards
in Pakistan)
 Current scenario of child Hand-out
protection in Pakistan material
 Presentation, Group work, Markers/pens
Plenary discussion
Masking tap

Writing papers
1.5 Strategies and  Objectives of the session Flipchart and 1430-1630
approaches for  Preventing and responding markers
addressing CP issues to child protection issues
in emergences  Presentation, group work,
plenary discussion
1.6 Review of the day  Exercise: Discuss two things 1630-1700
learned today
 Exercise: Participants fill in
evaluation sheet
DAY TWO
2.1 Introduction to Day 2  Summary of Day 1 and 0900-0930
sharing of one thing learned
 Overview of Day 2
2.2 Inclusive and child  Objectives of the session Flipchart and 0930-1100
centered disaster risk  Introduction to disaster risk markers
management management cycle
 Child centered disaster risk Hand-out
management material
 Children with disabilities in
disaster risk management
 Presentation, Brainstorming,
Group work
Tea break 1100-1115
2.3 Understanding  Objectives of the session Flipchart 1115-1230
public system and  Introduction to public
child protection in system Flash cards
emergencies  Key roles and
responsibilities of relevant Hand-out
stakeholders working in material
emergencies Markers/pens
 Clarifying the practical steps
and roles of relevant Masking tap
stakeholders in preventing
and responding to child Writing papers
protection in emergencies
 Presentation and group
work, role play
2.4 Coordination and  Objectives of the session Flipchart 1230-1315
communication  Importance of coordination

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 mechanisms for child and communication in Flash cards
protection in emergencies
disasters and  Introduction to coordination Hand-out
emergencies mechanism for child material
protection in emergencies Markers/pens
 Challenges during
coordination with respect to Masking tap
CPiE
 Group work, role play, Writing papers
plenary discussion
Lunch and prayers break 1315-1400
2.5 Developing action  Objectives of the session Flipchart 1400-1600
plan for relevant  Brainstorming for reviewing
stakeholders focusing key roles and responsibilities Flash cards
of child protection in of relevant stakeholders
emergencies  Proposing key practical Hand-out
actions with responsibilities material
for stakeholders focusing on Markers/pens
protection of children in
emergencies Masking tap
 Developing plan of action for
stakeholders for CPiE Writing papers
 Presentation, group
discussion and group work,
individual exercise
2.6 Training evaluation Exercise: Participants fill in 1600-1700
and Closing training evaluation

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PART TWO

7|Page
Training Sessions–An Overview
This section presents an overview of the training sessions and various topics which are
covered in sessions. Moreover, it also incorporates reading material and other relevant
information.

SESSION 1: Welcome and Introduction about the Training Programme

1.1 Objectives of the session
1.2 Introduction to participants
1.3 Fears and expectations from the training
1.4 Training norm setting
1.5 Pre-training evaluation

Objectives of the session

 To set a conducive environment for knowledge sharing
 To make the participants familiar with each other
Time required for the session: 1 Hour.
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

SESSION 2: Understanding Disasters and Emergencies

2.1 Objectives of the session
2.2 Introduction to disasters and emergencies
2.3 Major disasters in Pakistan
2.4 Disaster management system in Pakistan

Objectives of the session

By the end of this session, participants will be able to:
 Explain the meaning of the terms child abuse, child protection, and children in need of
special protection.
 Describe the term protective environment.
 Explain what needs to be done to address the child protection issues in emergencies.
 Explain the importance of social protection of children.
 To sensitize the participants on disaster and emergencies
 To make them understand the concept of disasters and emergencies in Pakistan‟s context
 To understand Disaster Management System in Pakistan
Time required for the session: 1 Hour.
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Disasters and Emergencies

Disaster is a natural or man-made hazard that has come to fruition, resulting in an event of
substantial extent causing significant physical damage or destruction, loss of life, or drastic
change to the environment. A disaster can be extensively defined as any tragic event with
great loss stemming from events such as earthquakes, floods, catastrophic accidents, fires, or
explosions. (Wikipedia).
Emergencies (from UNICEF CCCs) refers to natural disasters (ex: earthquakes, floods, etc)
and man-made disasters (ex: conflict, epidemic outbreak, etc), including rapid onset (ex:

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earthquake), slow onset (ex: famine) and chronic (ex: protracted conflict and displacement)
situations.
An emergency can typically be defined as: “A situation where lives, physical and mental
well-being, or development opportunities for children are threatened as a result of armed
conflict, disaster or the breakdown of social or legal order or where the local capacity to cope
is exceeded or inadequate”.
Pakistan’s Vulnerability to Disasters
Pakistan often suffers from natural and human induced hazards that affect the lives and
livelihood of its citizen. Natural disasters include floods, earthquakes, landslides, cyclones,
and droughts and human induced disasters such as fires, civil unrest, terrorism, refugees
and internally displaced people, health epidemics, transport accidents, industrial accidents
and wars. Along with a range of physical, social and economic vulnerabilities, Pakistan is
highly prone to disasters which have been further compounded by climate change.
An overview of the major disasters in Pakistan is as under:

Floods
Floods are most frequently occurred natural disaster in Pakistan which particularly hit
Punjab and Sindh while hill torrents tend to affect the hilly areas of Khyber Pakhtunkhwa,
Baluchistan, Gilgit Baltistan (GB) and Federally Administrated Tribal Areas (FATA). The
magnitude of 2010 floods was significantly high both in scale and destruction causing huge
human and financial losses.

Droughts
Pakistan is vulnerable to long droughts and also to seasonal droughts. Hence, at an average,
in every 10 years drought prevails for 2-3 years. In recent years, drought has brought
extensive damages to Baluchistan, Sindh and Southern Punjab in terms of affected
livelihood, human deaths, migration of tens of thousands people and loss of large number
of cattle.

Earthquakes

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Pakistan lies in a seismic belt and therefore suffers from frequent earthquakes of small,
medium and high magnitude. Major cities of Pakistan are significantly vulnerable to
earthquakes and located on the edges of high risk areas. Four major disasters have hit the
area in 20th Century including: 1935 Quetta earthquake, 1945 Makran Coast earthquake, 1976
GB and 2005 earthquake Azad Jamu & Kashmir (AJ&K) and KP earthquake.

Cyclone
Coastal belt of Pakistan is highly vulnerable to cyclone and associated storm surges. The
losses to infrastructure were estimated at PKR 750 million. In the recent past Pakistan has
suffered from cyclone YEMYEN in 2008 and Cyclone PHET in 2010. Fifteen cyclones were
recorded between 1971 and 2010.

Landslides
The regions of AJ&K, GB and parts of KP province are particularly vulnerable to landslide
hazard. Aside from the young geology and fragile soil type of mountain ranges, accelerated
deforestation is a major cause behind increased incidences of landslides. On January 4, 2010
a massive landslide triggered in Attaabad village of district Hunza Nagar GB.

Avalanches
The hazard of avalanches in the regions of AJ&K and GB of Pakistan is common as per
identified the potential avalanche path. These avalanches cause causalities, damages to
properties and losses to livelihood.

Climate Change
Due to global warming, Pakistan is experiencing rapid climate change resulting in increased
hydro-meteorological disasters such as increased droughts, floods and shift in weather
pattern. These climate changes could also affect human health, animals and eco-system.

Armed Conflict
Since independence, the Pakistani military has fought three wars against India, several
border skirmishes with Afghanistan, and an extended border skirmish with India in 1999
and is currently conducting military operations against armed groups along the border areas
of Afghanistan. There have also been occasional reports of skirmishes between Pakistani and
Afghan forces patrolling their respective borders, which could reach the status of an
international armed conflict.

There have been 1non-international armed conflicts and internal disturbances and tensions
in Pakistan for many years. According to the Ploughshares report, conflicts in several areas
were said to have killed upwards of 1,650 people in 2006, 1,300 in 2007 and between 11,000
and 12,000 in 2009, when the operation in the Swat Valley began. These took place between
Sunni and Shi'a Muslims; between the military and armed groups seeking autonomy in the
province of Baluchistan; and between the military and Islamic militants along the porous
Afghan border.

Thus, there are four areas of conflict within Pakistan:

 Sectarian violence
 Baluchistan

1“Rule of Law in Armed Conflicts- http://www.geneva-academy.ch”

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  North and South Waziristan
 Swat valley
Below table shows ranking of disasters and damages caused by these disasters.

Disaster Management System in Pakistan

In Pakistan, the term Disaster Risk Management was not much understood till October 2005
Earthquake as disaster management policies in Pakistan were limited to flood disasters with
primary focus on rescue and relief operations. Disasters were viewed in isolation from the
mainstream development and poverty alleviation planning process. The October 8, 2005
Earthquake proved a wake-up call for decision makers at policy level for a well-coordinated
disaster risk management system with an institutional setup prepared to deal with high
magnitude disasters in a “proactive” manner instead of “reactive” manner. Initially, a
Federal Relief Commission (FRC) with Earthquake Reconstruction and Rehabilitation
Authority (ERRA), Provincial Earthquake Reconstruction and Rehabilitation Authority
(PERRA) and State Earthquake Reconstruction and Rehabilitation Authority (SERRA) was
established to undertake relief operations. But this organization was mandated to only for
the reconstruction and rehabilitation of the public and private infrastructure.

Later in 2007, under the National Disaster Management System Ordinance (ONDMO. 2006),
Federal and Provincial Governments notified the establishment of National Disaster
Management Authority (NDMA) and Provincial Disaster Management Authority (PDMA)
respectively. Also in each province District Disaster Management Authority (DDMA) were
established. In 2010, NDMA was approved as the only national level apex legal entity to
address both natural disaster as well as complex emergencies disasters in Pakistan. In the
same year NDMA managed major disasters occurred in the country as test with provincial
and district levels structures (PDMA & DDMA).

National Disaster Management System

The diagram below depicts schematically the National Disaster Management System in
Pakistan.

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Figure 1 National Disaster Management System (Source NDMA Annual Report 2010)

Federal Level DM Institutions

National Disaster Management Commission (NDMC)

NDMC is a national level apex body for policies, plans and guidelines making in the field of
disaster management under the chairmanship of Prime Minister of Pakistan. It also arranges
for, and oversees, the provision of funds for the purpose of mitigation measure,
preparedness and response.

National Disaster Management Authority (NDMA)

Under chairmanship of one ex-officio Secretary of NDMC with three other members,
NDMA‟s role is to implement, coordinate and monitor the whole spectrum of pre, during
and post disaster management including prevention, preparedness, mitigation, response
and reconstruction and rehabilitation programmes under National Policy for DM approved
by NDMC. It also lays down guidelines for and provides technical assistance to provincial
authorities to prepare their DM plans. NDMA promotes general education and awareness in
relation to disaster management.
National Institute of Disaster Management (NIDM)
The NIDM is responsible for planning, promoting training, research and developing core
competencies in the area of disaster management. NIDM builds capacities to prepare
disaster managers, at all levels, to effectively and efficiently respond to disasters.

National Disaster Management Fund (NDMF)

The NDMF is sanctioned authority for fund management. The fund is financed from the
sources: (a) grants made by the federal government; (b) loans, aid and donations from the
national and international agencies; and donations received from any other source.

National Disaster Response Force (NDRF)

Currently, no dedicated force is being contemplated to be raised due to financial crunch.
NDMA, however, raised three state of the art Urban Search and Rescue (USAR) Teams one
each at Karachi and Islamabad and one with the Army. These teams have been trained on
retrieving trapped people from collapsed structures.

National Disaster Response Plan (NDRP) & National Disaster Management Plan (NDMP)
The NDRP clearly spells out the roles and responsibilities of federal agencies, ministries,
divisions, and departments for dealing with emergencies of a national scale including
coordination and resource mobilization. The NDMP portrays complete picture of legal and
institutional framework of DRM in Pakistan.

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National Disaster Risk Management Framework (NDRMF)
NDMA formulated NDRMF identifying nine priorities based on Hyogo Framework for
Action. The framework clearly articulates guidelines and roles & responsibilities of all
stakeholders for the implementation of National Strategies and Policies on disaster
management.

Provincial Level Disaster Management Institutions

Provincial Disaster Management Commission (PDMCs)

The PDMCs at provincial and regional levels are established to cope with challenges of
Disaster Management in a professional and holistic manner. It is responsible for laying
down Provincial disaster management policies and provincial plans, approving disaster
plans prepared by the departments, review the implementation and provision of funds for
mitigation and preparedness measures.

Provincial Disaster Management Authority (PDMA)

The PDMAs in each province/region are mandated to implement the formulated and
approves National & Provincial policies and plans for disaster management. It also
examines the vulnerability in the province to different disasters, evaluates the preparedness
to respond disaster and responses in the event of disaster. It gives directions and technical
assistance to district departments for carrying out their functions effectively regarding
disaster risk reduction.

District Level Disaster Management Institutions

District Disaster Management Authority (DDMA)
The DDMAs are responsible to prepare district response plan, coordinate and monitor the
implementation of National, Provincial and District policies and plans, facilitate the
preparedness for identified hazards and monitor all departments against national and
provincial guidelines for disasters. It also organizes and coordinates specialized training
programmes for different levels of officers, employees and voluntary rescue workers in the
district and facilitates community training and awareness programmes.

Disaster Management Cycle

Mitigation
Phase
(Prevention)

Preparednes
Rehablitation s Phase (To
.Reconstructi reduce
on Phase possible
loses)

Response
Phase
(Implementa
tion of
planning)

Figure 2 Disaster Management Cycle

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SESSION 3: Understanding Child Protection in Emergencies
3.1 Objectives of the session
3.2 Basic concepts in child protection
3.3 Child protection issues in emergencies in Global and Pakistan context

Objectives of the session

By the end of this session, participants will be able to:
• Explain the meaning of the terms child abuse, child protection, and children in need of
special protection.
• Describe the term protective environment.
• Explain what needs to be done to address the child protection issues in emergencies..
• Explain the importance of social protection of children.

Time required for the session: 1 Hour and 45 minutes

Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Child Protection

Definition of a ‘child’(Article 1 of UNCRC) – any person below the age of 18 years is a child.
Although the second part of the article suggest that
those under 18 may not necessarily be recognized as CHILD PROTECTION is a broad term
„children‟ under the law, the Committee on the Rights to describe philosophies, policies,
of the Child has emphasized that when States define standards, guidelines and procedures
to protect children from both
minimum age in legislation, they must do so in the intentional and unintentional harm.
context of the basic principles of the CRC, in
particular those of non-discrimination, best interest of
the child, and the right to life and maximum survival
and development.

According to the global child protection working group;Protectionencompasses all activities

aimed at ensuring respect and fulfillment of human rights, as expressed in international
human rights and humanitarian law.

Child Protection in Emergencies

Child Protection in Emergencies is the prevention of and response to abuse, neglect,

exploitation of and violence against children in emergencies. Also includes addressing
psychosocial wellbeing of children and caregivers.
The definition of Child Protection, as agreed by Child Protection Working Group, is “the
prevention of and response to abuse, neglect, exploitation and violence against children”.
Thus, child protection is not the protection of all children‟s rights, but refers instead to a
subset of these rights.
(Ref: “Minimum Standards for Child Protection in Humanitarian Action” by CPWG)

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Emergencies can be the consequences of man-made actions like wars, armed interventions
etc or result of natural hazards like earthquakes, floods etc. In threatening conditions of
emergency, urgent actions are required to prevent the escalation of emergency in to a
disaster. When an emergency strikes, it devastates the normal pattern of lives in the area but
children are the most vulnerable against the long lasting effects of emergency situations.
Children are at more risk of violence, exploitation and abuse during emergencies, so they
require Child Protection.

SESSION 4: Current Scenario of CPiE in Pakistan

4.1 Objectives of the session
4.2 Legal framework and child protection in emergencies
4.3 Current scenario of CPiE in Pakistan
Objectives of the session
By the end of this session, participants will be able to:
 To enlighten the current scenario of CPiE at National & International level
 To sensitize participants on legal aspects of Child protection
Time required for the session: 45 Minutes
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

United Nations Convention on the Rights of the Child-UNCRC

The UN Convention on the Rights of the Child is the primary legal framework for the
protection of children in emergencies. It has been ratified by all countries except for the
United States and Somalia.
Within the UNCRC, four articles are afforded special emphasis, as they are basic to the
implementation of all other rights. These four articles are often referred to as 'general
principles'. These are:
 that all the rights guaranteed by the UNCRC must be available to all children without
discrimination of any kind (Article 2)
 that the best interests of the child must be a primary consideration in all actions
concerning children (Article 3);
 that every child has the right to life, survival and development (Article 6); and
 that the child‟s view must be considered and taken into account in all matters affecting
him or her (Article 12).

Following from these, each of the substantive articles (Articles 1-41) details a different type
of right. Of these, Protection Rights are those
that ensure children are safeguarded against all
forms of abuse, neglect and exploitation, "No violence against children is
including special care for refugee children; justifiable and all violence against
safeguards for children in the criminal justice children is preventable."
system; protection for children in employment; (Prof. Paulo Pinheiro-Global study on
protection and rehabilitation for children who violence against children 2005)
have suffered exploitation or abuse of any kind.
The CRC recognizes the specific risks faced by
children in conflict situations, and as such, in
addition to the more general Protection Rights, which are applicable in all emergency

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situations, the CRC includes a number of articles In 2010 in Pakistan
that specifically addressing issues of Child • 5 children are assaulted every day!!
• 1745 sexual abuse cases
Protection in conflict: • 850 cases of abduction
• 73% girls and 27% boys were abused sexually
Art. 22 – Refugee Children • 97,346 street children
Art. 38 – Protection of Children Affected by • 187 cases of child suicides – (80 attempted cases)
• At least 29 vani cases
Armed Conflict
• 46 cases of forced marriage
Art. 39 – Rehabilitation of Children Affected by • Child trafficking for domestic labour, sex trade and
Armed Conflict begging
• Every 4th household employs a child for work
(UNICEF)

Child Rights and Laws in Pakistan

Laws dealing with trafficking in Pakistan

• The Prevention and Control of Human Trafficking Ordinance 2002
• The Prevention and Control of Human Trafficking Rules 2004
• Presently there is no law dealing with the issue of Internal trafficking

Laws on Compulsory Education

• Sindh compulsory education Act
• Punjab Compulsory education Act 1994
• KP compulsory education Act 1996

Legislation and Prosecution against Child Sexual Abuse (CSA)

• Pakistani criminal justice system does not deal CSA any differently than adults
• No specific Laws but some like following:
 Section: 377 (Unnatural Offenses) Pakistan Penal Code (PPC 1860)
 Section: 375 (Rape) Pakistan Penal Code (PPC 1860)
 Section: 376 (Punishment for rape) Pakistan Penal Code (PPC 1860)
 Section: 366-A Procuration of minor girl

Other Laws
• The Punjab Destitute and Neglected Children Act 2004
• The Sindh Children Act 1955
• The Khyber Pakhtunkhwa Child Protection and Welfare Act 2010
• Criminal Law Amendment (Protection of Women) Act 2006
• Criminal Law Amendment Act 2004
• Article 11(3) of the Constitution prohibits employment of children below the age of 14
years in any factory or mine or any other hazardous employment.

SESSION 5: Strategies and Approaches for Addressing CP Issues in Emergences

5.1 Objectives of the session
5.2 Preventing and responding to child protection issues
Objectives of the session
By the end of this session, participants will be able to:
• To clarify and strengthen knowledge about different forms of violations of child protection
in emergencies

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• To identify some of the main CP issues those occur in emergencies.
Time required for the session: 2 Hour.
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Child Protection Issues in Emergencies

In addition to responding to children's most basic needs during emergencies, all children are
particularly vulnerable to a range of risks like separation from family, recruitment into
armed forces, sexual exploitation and gender-based violence, physical harm, and
psychosocial distress.
(Ref: www.savethechildren.org)
According to UNICEF and other international organizations working for Child issues,
Children in emergencies need Child Protection with respect to the following issues:

Basic services not reaching the most vulnerable children

Access to basic services can be an issue before a humanitarian emergency but there are
additional factors during an emergency that can increase the vulnerability of some children
and their families.

Abuse within the community or by aid workers

Some children may have been abused before a humanitarian emergency and this may be
ongoing. Family stress and disruption to the routine may lead to new cases of abuse.
Communities will be coming into contact with many more strangers and foreigners than
before the disaster. Some of the strangers and may not have good intentions towards
children and their community.

Recruitment into fighting forces/armed groups

Children (under 18) may be more vulnerable to recruitment into fighting forces as they
might have more free time than before, and may be easily accessible in camps.

Trafficking/exploitation
Children may be at additional risk of trafficking and exploitation as they get more used to
strangers and foreigners visiting their camps. Traffickers may target poor families with
inducements such as the promise of a job in the city.

Placement in orphanages
Families who feel they cannot cope and meet the needs of their children [especially single
parents, or families where there is no income] may feel that they should put their children
into institutions.

School drop out

Children may be at risk of dropping out of school for financial reasons, or because they are
unable to cope with academic activities following the emergency.

Separation of children from their families

Separation from families can have an impact on Children‟s development and ability to bond
with others. Children are less likely to be properly cared for, and have survival rights, such
as food and shelter met, if they are not in a family setting.
Physical violence and verbal harassment/ Sexual violence against children

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The scope and brutality of physical and sexual violence against children increases during
conflict and in the wake of natural disasters requires immediate action. Children become
open to threats like meeting with strangers and separated from families which increase the
chances of violence.

Child labor
In case of separation from family or upset livelihood setup of family, children need to do
work which may be labor work or anything else.

Psychological and mental stress

A very serious issue of children protection in emergencies is stress and trauma made by the
situation. Different children may have different impacts of this psychological and mental
stress.
Standards for Child Protection
Child Protection Working Group has defined 26 minimum standards in four sets for
ensuring Child Protection. These sets include:
1. Standards to Ensure Quality Child Protection Response: This set includes standards for
Coordination, Human resource, Communication, advocacy & Media, Programme Cycle
Management and Child Protection Monitoring
2. Standards to Address Child Protection Needs: This set includes standards for addressing
child protection issues like dangers & injuries, physical & sexual violence, psychological
distress, child labor, unaccompanied and separated children and justice for children.
3. Standards to Develop Adequate Child Protection Strategies: This set includes standards
regarding policy level child protection including case management and community based
mechanisms.
4. Standards to Mainstream Child Protection to Other Humanitarian Sectors: This set includes
standards with respect to other humanitarian sectors including education, health,
economic recovery, WASH and shelter etc

Child Protection Programming

For preventing and responding to neglect, violence, abuse, and exploitation against children
in emergencies, CPiE programming includes:
 Establishing programmes that prevent and respond to child protection issues in, and as a
result of, emergencies;
 Reducing children‟s exposure to abuse, neglect, exploitation and violence in emergencies.
(In 2008 UNICEF developed a detailed CP Strategy to for Protective Environment Framework; Copy
of strategy will be provided)

Strategies for Child Protection

Different strategies and programs to identify and prevent abuse; restore dignified living
conditions for children; and promote children‟s rights are used. Principal
strategies/programs include:
 family tracing and reunification;
 education for displaced and refugee children;
 improved monitoring and accountability systems;
 awareness;
 activities to support children‟s emotional and developmental needs.
(Ref: Save the Children’s Policy Brief Vol. 1. No 1. Spring 2005: Protecting Children in Emergencies)

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 Key How Child Protection Risks can be addressed and solved
ChildProtection
Areas

 Developing advocacy messages for different targets – including

duty bearers, parties to conflict, official or unofficial figures of
Overall authority, other community members, other children, humanitarian
workers, etc.
 Disseminating key messages to children, their parents, and other
members of the community
 Establish Child Protection Committees
 Train Child Protection Committees on child protection in
emergencies
 Support CPC in identifying child protection risks and identify
strategies to prevent/respond to those risks
 Identify all services existing and set-up a referral system
 Developing ideas for CPC/parents community awareness-raising
initiatives
 Involve children in disseminating important child protection
messages to peers
 Regular checking of attendance lists, screening for especially
vulnerable children
 Disseminate information to beneficiaries that all aid is free and
explain complaint mechanism
 Explain beneficiaries to always ask for badge/identification of aid
workers
 Discuss any child protection risks identified at the protection cluster
 Train staff from other areas such as WASH, Education, livelihoods
on child protection and how to mainstream child protection into
other services
 Ensure that all staff & volunteers have signed and understood the
CP policy
 Design a complaint mechanism and reporting system for cases of
violence and abuse at the CFS
 Referring urgent medical cases, or other urgent cases, and following
Physical Harm up
 Disseminating life-saving information to children and community
members, such as the risk of harm from mines, unexploded
ordnance, or cluster bombs and strategies to mitigate the risk
 Providing a secure and safe environment at the CFS (playground,
tent, etc.)
 Showing parents how to use positive forms of discipline to
caregivers and parents
 Offering life skills training (for example, lessons in first aid, or in
how to manage anger or aggression)
 Training of Police, military, local authorities, community leaders and
camp/village committee on child protection
 Giving a training on child rights and responsibilities to children and
discuss the children‟s responsibility not to use violence against other
children

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  Inform children about risks such mines, damaged buildings, ponds,
etc.
 Advocate for camp security
 Ensure that both parents and children understand that physical
violence/corporal punishment are not allowed at the CFS – and to
whom to report cases of violence
 Introduce disaster risk reduction programme in areas which are
prone to disasters
Family  Before population movements: inform about/implement strategies
Separation how to prevent separation during movements
 Identifying separated children and referral for family tracing
immediately
 Identifying with the community risks of and common reasons for
family separation and developing strategies to mitigate the risks
 Identifying and referring children at risk of family separation (either
to a case management system through which their care can be
monitored or to another service provider)
 Disseminating information on family tracing activities
 Regular checking of attendance lists and screening for especially
vulnerable children
 Encouraging links to protective community structures
 Developing advocacy messages for and with duty bearers
 Offering advice and support to parents and caregivers
 Supporting peer support systems
Abduction and  Educate children on the risks of abduction and Trafficking
Trafficking  Training on self-protection for children
 Create awareness among parents, community leaders, police and
military with regards to the risks
Recruitment by  Educating children on the risks of recruitment
armed groups  Assessing with children the reasons and factors that put children at
risk of recruitment and alternative strategies
 Developing advocacy targeted at duty bearers
 Coordinating with community protection structures and other
agencies
 Building children‟s self-confidence and validating education and
social norms
 Provide children access to education, recreational activities and
social opportunities
 Feeding information into incidence reports
 Organizing peer-to-peer activities
Sexual violence  Including both genders and ensuring that a gender-sensitive
and abuse approach is applied
(Gender Based  Developing ideas for parent, youth, and community awareness-
Violence) raising initiatives
 Advocate for gender segregated latrines and showers, sufficient
lighting in camps, as well as families having access to individual
tents
 Provide training for children on self-protection
 Give children information on hotlines for abused children and
women

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  Give out information on GBV services in the area
 Providing life skills education as appropriate to the situation (for
example, giving information about safe migration or managing
gender relations)
 Supporting the establishment of child protection
committees/networks
 Disseminate information to beneficiaries that all aid is free and
explain complaint mechanism
Emotional  Showing parents how to use positive forms of discipline to
abuse and caregivers and parents
violence  Train caregivers on equality, inclusion and non-discrimination
 Sensitize the community and parents on the importance of inclusion
and non-discrimination
 Train children on child rights and responsibilities including their
responsibilities not to abuse/bully/make fun of other children and
including a training on inclusion and non-discrimination
 Train police, military and village/camp committees on child
protection
Psychosocial  Advocate for basic services and camp security to be provided
support  Offering semi-structured and structured activities that promote
positive cognitive, emotional, and social functioning
 Conduct activities that promote self-esteem, problem solving,
collaboration between children
 Providing referral to specialized services, such as psychological
services where they exist and do no harm for children who have
extreme or problematic behaviour patterns
 Actively involving children and youth as a strategy of
empowerment: use child to child activities
 Ensure that caregivers are respectful and act in caring manner to
children
Adapted from Save the Children Alliance (2008). Child Friendly Spaces in Emergencies: A Handbook
for Save the Children Staff

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SESSION 6: Inclusive and Child Centered Disaster Risk Management
6.1 Objectives of the session
6.2 Introduction to disaster risk management cycle
6.3 Child centered disaster risk management
6.4 Children with disabilities in disaster risk management
Objectives of the session
By the end of this session, participants will be able to:
• To sensitize the participants on Disaster Management
• To introduce a way to put children at the centre of Disaster Risk Management
• To sensitize the participant on inclusion of Children with Disabilities (CWDs) in DRM
Time required for the session: 1 Hour 30 Minutes
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Figure 3 Disaster Management

The NDMA formulated NDRMF identifying following nine priority areas based on Hyogo
Framework for Action. These areas can be considered particularly for CPiE.
 Institutional and legal arrangement for Child focused DRM
 Hazard and vulnerability assessment of CP
 Training, education and awareness regarding CP
 CP & Disaster Risk management Planning
 Community and local level Child Protection programming
 Multi Hazard early warning system for CP
 Mainstreaming CP in DRR into development

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 CP in Emergency Response system
 CP based Capacity development for post disaster recovery
(Adopted from Hyogo Framework for Action)

Inclusion of Children with Disabilities (CWDs) in DRM

Children with Disabilities have issues similar to other children with some additional needs.
Article 7 of UNCRPD says, “States Parties shall take all necessary measures to ensure the
full enjoyment by children with disabilities of all human rights and fundamental freedoms
on an equal basis with other children.
UNCRPD Article 9 states, to enable persons with disabilities to live independently and
participate fully in all aspects of life, States Parties shall take appropriate measures to ensure
to persons with disabilities access, on an equal basis with others, to the physical
environment, to transportation, to information and communications, including information
and communications technologies and systems, and to other facilities and services open or
provided to the public, both in urban and in rural areas. These measures, which shall
include the identification and elimination of obstacles and barriers to accessibility, shall
apply to, inter alia:
(a) Buildings, roads, transportation and other indoor and outdoor facilities, including
schools, housing, medical facilities and workplaces;
(b) Information, communications and other services, including electronic services and
emergency services.
UNCRPD Article 11 states, “Situations of risk and humanitarian emergencies States Parties
shall take… all necessary measures to ensure the protection and safety of persons with
disabilities in situations of risk… and natural disasters.”
Following measures must be taken regarding inclusion of CWDs in Disaster management:
• All data are disaggregated by gender, disability and age to determine the numbers and
kind of protection needed
• Children with disabilities‟ involvement in DRM, and in humanitarian prevention and
response activities is facilitated
• The protection of CWDs left without caretakers is ensured
• Children with disabilities are included in tracing and re-unification activities
• Protection strategies include addressing abuse of CWDs as victims of gender-based
violence and sexual abuse. (Adopted from ADTF Guidelines)

SESSION 7: Understanding Public System and Child Protection in Emergencies

7.1 Objectives of the session
7.2 Introduction to public system
7.3 Key roles and responsibilities of relevant stakeholders working in emergencies
7.4 Clarifying the practical steps and roles of relevant stakeholders in preventing and
responding to child protection in emergencies
Objectives of the session
By the end of this session, participants will be equipped to:
 To explain roles and responsibilities of different stakeholders in context of CPiE
 To sensitize participant about practical steps that can be taken by their organizations to
prevent/ respond to CP issues in emergencies.
Time required for the session: 1 Hour 30 Minutes

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Resources: Markers, flip chart, masking tape, pens/pencils and writing papers
READING MATERIAL

Phase Agency
Mitigation/Prevention
Federal Flood Commission
Provincial Irrigation Departments
Water and Power Development Authority (Wapda)/Dams safety
council
Preparedness and Response
Armed Forces
Civil Defence
Emergency Relief Cell
Fire Service
National Crisis Management
Police
Provincial Communication and Works
Provincial Food Department
Provincial Health Department
Provincial Relief Commissioners
Provincial Agriculture and Livestock Departments
Rescue 1122
Space and Upper Atmosphere Research and Rehabilitation
Authority (ERRA)
Recovery and Reconstruction
Earthquake Reconstruction and Rehabilitation Authority (ERRA)
Provincial Irrigation Departments
Figure 5 Source: NDRM Framework

DRM is a multi-sectoral, multi disciplinary and timely response undertaking. PDMA in KP

has been established to serve as the focal point and coordinating body to facilitate
implementation of disaster risk management strategies. This necessitates PDMA (KP) to
directly interact/communicate with all stakeholders, including Ministries, Divisions, and
Departments in relaxation to normal communication channel. Being an intricate and time
sensitive activity DRM requires to be conducted as a one window operation through
NDMA/PDMA. Not each stakeholder has a role in each phase of disaster risk management.
Functions of certain stakeholders are more relevant to disaster risk reduction, while those of
others are more related to disaster preparedness and response. Together all of them cover a
range of functions required to address the complete spectrum of DRM. It is expected that
each stakeholder would develop their own organizational/sectoral strategies and plans for
DRR, preparedness, response and recovery. These plans would include detailed information
about sectoral risks, vulnerabilities, vulnerability reduction strategies and resources
allocated by the ministry/department or agency. Each stakeholder is expected to submit the
organizational plans to DDMA, PDMA or NDMA respectively in order to ensure
coordination of efforts.

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 NDMA
Legislation
Accountability

PDMA

Prevention Preparedness & Recovery &

Response Rehabilitation

Pak EPA Ministry of Finance

Provincial Irrigation
Departments
Provincial .Agri Food, health, Police
MoH
departments and Civil Defense
Pak EPA Departments.
Education Department
ERRA
WAPDA/Dams Safety National Crisis
Council Management Cell
Agriculture of agriculture
(NCMC)

Ministry of Defense Provincial Irrigation Deptts.

Armed Forces

Pak Metrological deptt

Emergency Relief cell

& provincial relief
Commissions

Figure 4: Framework of Public stakeholders in DRM

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SESSION 8: Coordination and Communication Mechanisms for Child Protection in
Disasters and Emergencies
8.1 Objectives of the session
8.2 Importance of coordination and communication in emergencies
8.3 Introduction to coordination mechanism for child protection in emergencies
8.4 Challenges during coordination with respect to CPiE

Objectives of the session

By the end of this session, participants will be able to:
 To define communication channels for CP in disaster & emergencies
 To develop coordination lines for effective DRM
Time required for the session: 1 Hour.
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Each stakeholder must nominate a focal point for DRM, who would be responsible for
coordinating with the DDMA or PDMA. The respective DM authorities would provide
technical guidance and support to stakeholders in carrying out their functions.
Following is the allocation of responsibilities and organizational framework for DRR by
NDMA; same can be used for CPiE risks reduction system.

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SESSION 9: Developing Action Plan for Relevant Stakeholders focusing on Protection of
Children in Emergencies
9.1 Objectives of the session
9.2 Brainstorming for reviewing key roles and responsibilities of relevant stakeholders
9.3 Proposing key practical actions with responsibilities for stakeholders focusing on
protection of children in emergencies
9.4 Plan of action for stakeholders for CPiE
Objectives of the session
By the end of this session, participants will be able to:
 To set up a ground for a CP system for emergencies according to NDMA Disaster
Management Guidelines
 Understand some of the practical steps to establish a coordinated system to reduce
children‟s vulnerability to protection issues in emergencies
Time required for the session: 2 Hours 30 Minutes
Resources: Markers, flip chart, masking tape, pens/pencils and writing papers

READING MATERIAL

Following framework can used to setup a Child Protection System.

Risk Identification

Physical Risk Social

Appraisal Vulnerability

Riskmanagement

Legislation Emergency
Prevention response

Mobilization of Risk
Predictability Risk Education Resources communication

Implementation of Evacuation
Provision
Prevention Plans

Health and Hygiene

Shelter

Food and water

Figure 5 Proposed Framework of DRR by Wajid Ali & Khalid Latif
Recovery and
Rehabilitation

Recommended Actions for CP in Emergencies

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 Make child protection an integral part of every humanitarian response. Incorporate child
protection programming into the delivery of all services including food, shelter, health
and water and sanitation. Recognize education as an important means of protection.
 Ratify, enforce, monitor and report on international treaties created to protect children,
including the Geneva Conventions, the Convention on the Rights of the Child (UNCRC)
and its Optional Protocols, the International Criminal Court Rome Statute, the Genocide
Convention, International Labor Organization Convention 182, and the 1997 Mine Ban
Treaty.
 Provide adequate resources for child protection activities, not only as an immediate
response to current crises, but also as part of a long-term effort to prevent conflict,
promote sustainable development and mitigate the effects of natural disasters.
 Urge states to support a systematic and comprehensive monitoring and reporting
mechanism designed to provide timely, objective, accurate and reliable information on
violations against children.
 Ensure that all nation states recognize that children are central to the peace and security
agenda. Peacekeeping mandates should include specific provisions to protect and assist
children and improve and expand child protection training for all those involved in an
emergency response, including members of the armed forces. Child protection advisors
should be part of every UN mission.
(Ref: Save the Children’s Policy Brief Vol. 1. No 1. Spring 2005: Protecting Children in Emergencies)

Also Inter-Agencies cooperation, with leadership of one agency for coordination of all other
agencies working for the child protection in emergencies is necessary for better outcomes.

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Annexure
Template for Action Plan
Action Plan
Representatives Mandate of
Department

Department/what Proposed Action Responsibility Facilitation from Proposed time Remarks

your organization can PDMA required line
do?

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Evaluation Form of Training
Training Workshop on Child Protection in Emergencies (CPiE) For PDMA in Peshawar

1. Time schedule

a. What do you think of the length of the course?

 Too long
 Just right
 Too short
b. How do you think the time was distributed among the different ways of working in this
course?
Far too much Too much Just right Too little Far too little*
Lectures
Discussions
Group assignments
Individual Exercises

2. Course contents
a. Topics satisfied, Topics to be improved
Different topics have been covered in the course. Please inform as to which topics satisfied your
needs, and/or which you think that CTC should work on minor or major improvements:

Session Topics Topic Topic needs minor Topic needs major

Satisfied Improvements Improvements

Introduction

Understanding Disasters &

Emergencies

Understanding Child Protection

Current Scenario of CPiE in Pakistan

Addressing Issue of CP in
Emergencies

Strategies for Addressing CP in

Emergencies

Inclusive & Child Centered DRM

Roles and Responsibilities of

Stakeholders

Coordination & Communication for

CP in Disaster & Emergencies

Understanding Current CPiE system

for Emergencies- in PDMA

Linking different sectors for CP in

Emergencies

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b. What do you think of the balance between theory and practice?
 Too much theory
 Just right
 Too much practice

c. Your opinion about the relations between different topics of the course?
 Clear
 Partially clear
 Unclear
d. What is your opinion on the trainers?

Trainers Clarity of Clarity of the Use of the Use of Interaction with

the lectures exercise visual aids practical participants
instructions examples

G S P G S P G S P G S P G S P

Mr. Hameed
Ullah Khan

G = Good plain

S = Sufficient

P = Poor

e. What is your opinion on the quality and timeliness of the provision of the handouts?
 Very good
 Good
 Average
 Poor
f. How useful do you consider the handouts you received?
 Very useful
 Useful
 Of limited use
 Useless
g. How useful do you consider this course in your further activities in your work?
 Very useful
 Useful
 Of limited use
 Useless
3. Suggestions for improving this course or the way it is organised or the topics that could have
been covered:
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Any other remark (Logistics etc)
__________________________________________________________________________________________
__________________________________________________________________________________________

Thank you

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References
The material used in this resource book taken or adopted from following sources:
• Child Protection Working Group (CPWG) Sudan Policies and Frameworks
• Save the Children’s Policy Brief Vol. 1. No 1. Spring 2005: Protecting Children in Emergencies)
• ADTF Guidelines
• Hyogo Framework for Action
• “Minimum Standards for Child Protection in Humanitarian Action” by Global Child Protection
Working Group.
• www.wikipedia.com
• www.unicef.org/childprotection
• www.savethechildren.com
• NDMA Reports
• PLAN Pakistan Reports
• A Disaster Risk Governance Framework by Wajid Ali & Khalid Latif.
• UNICEF Children Protection Strategy
• Save the Children Alliance (2008). Child Friendly Spaces in Emergencies: A Handbook for Save
the Children Staff.
• Child protection training manual, UNICEF
• Operational Guidelines for Child Protection Monitoring in IDPs Camp, UNICEF.

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