BUILDING RESILIENT COMMUNITIES

A training manual on Community Managed Disaster Risk Reduction

CMDRR TRAINING,
DESIGN AND
IMPLEMENTATION
 CONTENTS

Published in the Philippines in 2013 by the International Institute of Rural Reconstruction

and Cordaid.

ISBN 1-930261-35-7

This publication has no copyright and we encourage the use, translation, adaptation and
copying of materials. Acknowledgements and citation will be highly appreciated.

Correct citation: IIRR, Cordaid. 2013. Building resilient communities. A training manual on
community managed disaster risk reduction, Philippines.

For further information, please contact:

Cordaid
Postbus 16440
2500 BK Den Haag
The Netherlands
[email protected]
www.cordaid.org

International Institute of Rural Reconstruction

Y.C. James Yen Center
Silang, Cavite 4118
Philippines
[email protected]
www.iirr.org

Artwork : Ariel Lucerna

Layout : Orange and Yellow Enterprise
Cover Design : Cordaid

Printed in the Philippines

 CONTENTS

CMDRR Training, Design and Implementation

Preface iv

Acknowledgements vi

Foreword vii

Overview viii

Acronyms x

1. User’s Guide 1

The CMDRR training course 3

Suggested schedule 5

Introductory Session 7

2. Action Planning 23

Course Synthesis and Evaluation 27

Annex

CMDRRR Case Stories 36

Writeshop participants and contributors 42

 PREFACE

Our world today is experiencing frequent and often more serious disasters which threaten
to reverse the many development gains achieved over decades. The Community Managed
Disaster Risk Reduction (CMDRR) framework helps show the links between development
and disaster. CMDRR relies on fundamental recognition that the communities affected by
these hazards also have the solutions. It engages communities in identification, analysis,
monitoring and evaluation of risks to reduce people’s vulnerabilities and enhance their
capacities.

While it may not be possible to completely stop the occurrences of natural hazards,
communities, governments and local institutions can work together to prevent hazards
caused by humans, reduce risks to disasters, mitigate or manage when disasters do occur
and minimize their effects on lives and livelihoods. This manual serves as a resource guide to
help communities be at the center and enable them to take control of disaster risk reduction
process and design relevant actions.

Why an updated version

In 2007, Cordaid and IIRR developed and printed the first edition of the CMDRR manual.
It was translated to 9 different languages and extensively used. The situation and realities
however have changed since 2007. New knowledge on DRR is emerging that closely links
it to ecosystems approach, climate change, and gender as their links with DRR are better
understood. There are also a lot more experience now on the ground to which this new
version puts considerable attention to with practical examples to illustrate terms, concepts
and processes.

Users and Uses of the manual

This manual is primarily for trainers and facilitators in CMDRR. It is useful for DRR
researchers, university students, DRR practitioners, extension workers, local government
planners, policy makers, NGO staff and community leaders. The trainer’s manual is a process
guide for trainers and facilitators on how to help communities design and implement
CMDRR. The manual is part of the larger effort to promote CMDRR among DRR practitioners
worldwide.

How the manual was produced

With the success of the first edition of the manual and after obtaining informal feedback
from users, IIRR began exploring the need to update the manual. The idea was firmed up
when IIRR Philippines Country Director Emily Oro, Cordaid Global CMDRR Consultant Rusty
Biñas, and DRR Expert of Cordaid Sasja Kamil, convened during a Partners for Resilience
event in Indonesia in 2012. Following this meeting, IIRR developed the proposal which was
subsequently funded by Cordaid and Caritas Germany.

To guide the review process, a steering committee consisting of IIRR and Cordaid staff
and consultants was set up. A questionnaire was developed to gather feedback on the first
version. The feedback from the survey was used in shaping the scope of the new version of the
manual.

A two-day pre-writeshop was conducted in the Philippines. The recommendations derived

at the pre-writeshop were sent to IIRR CMDRR team in Africa and to Cordaid and affiliate
consultants whose feedback further enriched the content. Contributors and participants were
then invited to the writeshop.

iv
The revision was done by a team of trainers and CMDRR experts from Asia and Africa where
the first edition was widely used and resource persons and consultants from Europe and Latin
America. It was done through the writeshop process, an intensive participatory workshop
where contributors write, revise and finalize materials with multidisciplinary teams.

The Silang writeshop

An intensive five-day writeshop was held at the IIRR headquarters in the Philippines on 4
to 9 November 2012 attended by 20 participants. Unlike previous writeshops where most of
the contributors came with written manuscripts, participants began by reviewing the first
manual in small groups. Each group helped improve the section of the manual by rewriting
introduction to the modules, session objectives, and learning activities. Practical cases from
the field and a variety of participatory tools were included. New topics were identified and
developed. Revised drafts were electronically shared, then presented and critiqued. The
revised drafts were presented and discussed as participants commented, critiqued, asked
questions, and suggested revisions and illustrations until a third draft.

After the writeshop, Mary Ann Llanza, IIRR program specialist for development
communication coordinated the review, editing, design and layout process. Wilson Barbon,
IIRR program specialist for disaster risk reduction and Rusty Biñas, Cordaid global consultant
for DRR reviewed the content. Sessions generated by individuals and groups were revised
substantially. Information produced by individuals or groups was moved and combined with
another topic. Improvements were done and sent to each of the lead contributors for their
final comment and approval.

The post writeshop and the efforts to bring this publication to print were coordinated by
IIRR in collaboration with Cordaid Communication Advisor Nina Hoeve and then later with
Matthias van Halem. Local artists and design team finalized the manual.

Structure of the manual

The revised manual is broken down into four booklets:

1. CMDRR Training, Design and Implementation

2. CMDRR Concepts, Principles and Practices (Module 1)
3. Facilitating CMDRR Method and Process (Module 2)
4. Sustaining CMDRR (Module 3)

Details of each session can be found in the CMDRR Training Design and Implementation
booklet in the overview of the training course.

The packaging of this revised version is expected to make it more convenient for users to carry
around.

Writeshop advantages

The writeshop process was pioneered by IIRR in the early 80s. Writeshops speed up the
writing, editing and publishing process. Written materials benefit from technical peer review
by a large number of experts under one roof.

Further, it provides a great opportunity for teamwork and mutual learning. The rich diversity
of personalities, skills, views and experiences brought together through a writeshop has
proven to be ideal in forming enduring professional and personal relationships. It is hoped
that the relationships and networks forged to reduce communities’ disaster risks will
continue long into the future.

v
 ACKNOWLEDGEMENTS

The writeshop and production of this training manual were supported by Cordaid and IIRR.

Cordaid and IIRR also thank Caritas Germany for their financial support.

Sincere thanks also to:

■ The members of the steering committee.

■ The writeshop participants, consultants and other contributors: see list of participants in
CMDRR Training Design and Implementation annex.

■ Rusty Biñas, Cordaid Global Advisor for Disaster Risk Reduction and Wilson Barbon, IIRR
Regional Center for Asia Program Specialist for DRR and CCA.

■ The staff of Cordaid, IIRR Regional Center for Asia and the Yen Center.

■ The production team including artist, graphic designers, editors.

■ And the many communities, local people, extension workers, consultants, and NGO staff,
whose knowledge and experiences are reflected in this book and have enriched the work in
building resilient communities.

vi
 FOREWORD

The ability to manage natural and human-induced hazards remains of utmost importance
while the numbers and severity of disasters are on the rise. Climate change further
accelerates the impact of these disasters. As a result, the social and economic costs of
disasters are enormous.

Since the first version of the Community Managed Disaster Risk Reduction (CMDRR) manual
in 2007, hundreds of people, NGO staff as well as local government and donor staff, have been
trained in this inclusive methodology. The success of the manual demonstrated itself in the
translation into nine additional languages, including Bahasa Indonesia and Bangla. CMDRR
is currently operational in at least 14 hazard prone regions.

CMDRR practitioners cooperate closely with local government staff and thus contribute to
DRR policy development. Best practices from communities in all these countries show that
they are becoming more resilient. They have stored rainwater and are prepared for drought,
diversified their income, secured their livelihoods, have early warning systems in place and
know where to evacuate if a typhoon strikes. People use their own strengths, their own
capacities to fight hazards.

This second version of the manual includes examples from around the world of the lessons
learned over the past five years. These are learned at community level, as well as through
cooperation with other organizations, including environmental and climate change agencies.
For example, cooperation with environmental agencies highlighted the value of landscape
approaches for sustainable DRR programs. Even though it is not completely clear what will
happen when and where, it is important to be prepared for an ever changing future.

I hope this revised manual will be as successful as the first one and contribute to the building
of many more resilient communities.

Sasja Kamil
Expert DRR
Cordaid

vii
 OVERVIEW

The first edition of the training manual on Building Resilient Communities: Community
Managed Disaster Risk Reduction (CMDRR) published in 2007 received much attention
worldwide helping enhance the understanding of disaster risk reduction and the role of the
community. It focused on concepts, principles and processes of CMDRR.

This second edition highlights a Resilience Framework to emphasize the dynamics and
interconnectedness of ecosystem, climate change and disaster risk reduction.

The word “disaster” is often seen as antonym of “resilience”. Both disaster and resilience
are states or conditions of capacity – or the lack of it – of the element at risk such as
individual, community, society or a nation, to survive, bounce back and transform the
system and structure to prevent disaster from happening. Resilience refers to the capacity
of an individual and the community to bounce back from any eventuality. It actively creates
opportunities to improve an individual’s and a community’s potential for empowerment. A
disaster only happens when specific elements at risk are unable to survive and bounce back
from a hazard event. Therefore, disaster and resilience are end states.

Disaster Risk Reduction (DRR) is a framework to ensure that disaster is avoided and resilience
is achieved. Climate change brought about changes in weather patterns often translated
into hazards such as storms, typhoons, floods and droughts. The starting point in DRR is
always a hazard. The Resilience Framework encompasses the very essence of systems and
power structures in various sectors (natural resource, environment and agriculture, political,
cultural, social, etc.) that drives capacity to lessen or improve. Understanding the interaction
among these capacities on who decides, who have access to resources and what are the
embedded values and beliefs will clearly enhance risk assessment analysis. The framework is
transformative in that it looks at all sectors and seeks to transform a “high disaster risk” state
to a “safe and resilient” state.

Ecosystems, such as wetlands and forest areas provide a range of ecosystem services that help
to not only secure livelihoods and well-being of communities but also reduce disaster risk.
Deterioration and or loss of ecosystem services lessen the capacity of people and communities
thereby increasing disaster risk through reduced water, imperiled livelihoods and decreased
food security. In CMDRR, ecosystems are integrated in the DRR assessment and risk
reduction measures and plans. Inadequate attention to ecosystems would lead to adverse
consequences and degradation of community life support system such as fragmentation of
landscapes and hydrological regimes, degradation or even conversion for alternate use.

Conflicts may arise in decision-making and when accessing capacities, resources and
ecosystem services. By understanding one’s own disaster risk and DRR, this conflict may in
fact be a transformative process for key players.

Other factors can contribute to the degree of risk and lack of capacities of people such as
stereotyped gender roles and discrimination. Women and men, girls and boys, children,
elderly, people with disabilities and others do not have equal access to rights and
opportunities. The dictates of society that maintain these inequalities and stereotypes
affect not only roles and responsibilities within the community and the home but also the
capacities to respond, survive, bounce back and transform systems and structures towards
resilient building.

viii
The communities’ effective role as learning agent lies at the core of every effective DRR
endeavor. Once learning transpires, communities can move forward to further their own
development. Collective learning of disaster risks will prompt them to be proactive in arriving
at risk reduction measures.

This manual outlines a process and provides resource materials on how a group of people
can direct their efforts in a systematic way towards achieving safe, resilient and empowered
individuals and communities. The end goal is a dynamic community that aims to equalize
power relations, binds the group cohesively in the process of making decisions, deals with
conflicts, resolves issues, and manages individual and collective tasks and processes with long
term, sustainable outcomes.

ix
 ACRONYMS

CO Community Organization

CSO Civil society organization

DM Disaster Management

DRC Disaster Resilient Community

DRR Disaster Risk Reduction

CMDRR Community Managed Disaster Risk Reduction

CMDANA Community-managed Damage Assessment and Needs Analysis

CM-EWS Community-managed Early Warning System

CCA Climate Change Adaptation

CERT Community Emergency Response Team

EMR Ecosystem Management and Restoration

GIS Geographical Information Systems

HFA Hyogo Framework for Action

IPCC Intergovernmental Panel on Climate Change

LGU Local Government Unit

MEA Millennium Ecosystem Assessment

NAPA National Adaptation Plans of Action

NGO Non-government organization

PDRA Participatory Disaster Risk Assessment

PLA Participatory Learning and Action

PMEL Participatory Monitoring Evaluation and Learning

PPMEL Participatory Planning, Monitoring, Evaluation and Learning

PRA Participatory Rural Appraisal

UNFCCC United Nations Convention on Climate Change

UNISDR United Nations International Strategy for Disaster Risk Reduction

WASH Water, Sanitation and Hygiene

x
 USER’SUser’s
GUIDE Guide

This training manual and resource book provides trainers and practitioners of Community
Managed Disaster Risk Reduction (CMDRR) with a comprehensive guide and reference
materials to conduct a basic two-week course on CMDRR. It helps guide communities
in implementing the various stages, steps and activities constituting the processes in
developing local capacity for establishing CMDRR programs.

This manual is conveniently divided into four booklets:

CMDRR Training, Design and Implementation

1. Module 1: CMDRR Concepts, Principles and Practices
2. Module 2: Facilitating CMDRR Methods and Processes
3. Module 3: Sustaining CMDRR

CMDRR Training, Design and Implementation contains introductory and closing sessions of
the CMDRR training course, the participants’ action planning and training evaluation while
Modules 1-3 focus on the principles and content of CMDRR.

The manual provides readers with a basic understanding of the CMDRR framework and
methodology. It also provides users a wide array of participatory and interactive tools for
undertaking the various processes in CMDRR. The modules include session guides for various
topics in a basic training course on CMDRR. The session guides have a set of procedures
consisting of structured learning exercises and activities designed according to the purpose
and objectives of the topic of the session. It also contains useful and practical reference
materials and hand-outs as attachments to the session guides. While the training tools in the
session guides provide specific instructions for use in CMDRR training, we also encourage
finding creative and innovative ways of adapting these tools to their own culture, contexts
and particular needs.

Hazie, our CMDRR “mascot” appears in various small illustrations as an icon. These
icons refer to a particular section and use.

Notes to facilitator Handouts

are helpful tips that guide are to be photo copied and
facilitators in conducting distributed to participants
VSHFLijFDFWLYLWLHVDQG during the training
sessions successfully. session.

Suggested reading Case stories

is a list of helpful books are real stories from the
and publications that offer communities we work with
the facilitators deeper or from partner NGOs and
knowledge on the subject their communities. These
matter. These can also stories are at times used in
VHUYHDVUHIHUHQFHV WKHDFWLYLWLHVDQGVHVVLRQV
DQGRUVHUYHDVUHIHUHQFH
reading.

1
 Reading materials Materials for activity
provide the facilitators a are materials facilitators
background on the specific need to prepare and at times
topic being discussed. These reproduce to be used for a
materials are used as inputs particular activity before the
during discussions. Some session starts.
reading materials are also
given out to participants.

Training is more effective if trainers build a lively and engaging learning atmosphere. In as
much as we tried to include a variety of learning activities, we encourage the use of ice-
breakers, visualization techniques, and group dynamics to complement the ones that are
presented in the manual.

The modules in this training manual also serve as handy reference material for field
coordinators facilitating CMDRR programs. Field workers can make use the CMDRR guide in
facilitating field activities. We have also included case studies to illustrate the applicability
of the various concepts, strategies, methods and tools. The case stories/studies highlight
examples of good CMDRR practices which can be used in advocating CMDRR at various levels.
Some also provide additional reference and reading materials for further understanding of
topics related to DRR.

Reproduction of any portion of this training manual is allowed, so long as Cordaid and IIRR
are acknowledged. Please also duly acknowledge the authors of the case studies and hand-
outs.

2
 THE CMDRR
TRAINING COURSE

Community-Managed Disaster Risk Reduction (CMDRR) refers to a process in which

communities are actively engaged in the identification, analysis, monitoring and evaluation
of the risks, with the aim of reducing people’s disaster risk and enhancing their capacities. It
places the communities at the heart of decision-making processes and in the management of
disaster risk reduction measures.

Since the CMDRR paradigm warrants a facilitation role, the lack of capacity amongst
development practitioners to play this role is a major constraint in the application of CMDRR
concepts. IIRR regularly conducts the CMDRR training courses which usually run from 6 to
a maximum of 12 days and has built an experiential base on CMDRR training. This manual
is designed to enable trainers and development workers to use a CMDRR framework in their
development and capacity building efforts. Below are the suggested course objectives and
schedule. Organizations are encouraged to customize these objectives and schedule according
to their needs as long as the essential concepts and principles such as the Four Minimums are
included.

Course Objectives

This course is designed to enhance the ability of community workers to facilitate the CMDRR
process. At the end of this course, the participants should have:

1. Developed a shared understanding of the concepts, principles and practices of disaster risk
reduction specially the Four Minimums of CMDRR;

2. Demonstrated the use of selected tools in facilitating the Four Minimums of the CMDRR
process such as participatory disaster risk assessment (hazard, capacity and vulnerability
assessment) and participatory planning, community organizing for CMDRR, monitoring,
evaluation and learning (PPMEL);

3. Conducted hands-on participatory exercises on risk assessment and formulation of DRR

measures at the community level;

4. Developed understanding of strategies towards sustaining CMDRR in a community;

5. Identified action points applicable in their working areas.

Description of the booklets and course modules

CMDRR Training, Design and Implementation (Booklet 1). This booklet introduces
the CMDRR training course. It discusses the suggested training objectives and design. It
features the introductory session and activities to set the start of the training. This module
also includes the Action Planning session and Couse Synthesis and Evaluation for the last
day of the training course. Participants develop an action plan based on the realities of the
community, implemented in line with organizational, program or project thrusts.

Module 1: CMDRR Concepts, Principles and Practices (Booklet 2). This module tackles the
link between disaster and development and explains the concept, process and approach to
CMDRR. It discusses the role of facilitation, clarifying basic conceptual foundations of both
content and process. It also introduces the participants to the Four Minimums of CMDRR.

3
Module 2: Facilitating CMDRR: Method and Process (Booklet 3). This module allows the
participants to learn more in detail the key elements in the CMDRR Four Minimums namely:
1. Participatory Disaster Risk Assessment (PDRA)
2. Development of DRR Measures
3. Organizational Mechanisms at the Community Level
4. Community-led Monitoring, Evaluation and Learning

The participants will learn and become skilled in the use of practical tools using Participatory
Learning and Action (PLA) at the community level. They will also learn to look at and
integrate gender within the CMDRR process. People’s perceptions in risk assessments are also
discussed.

Module 3: Sustaining CMDRR (Booklet 4). This module helps participants learn how to
facilitate document and share CMDRR experiences to support policy advocacy, resource
mobilization, and networking efforts. Participants will improve their understanding of
ways to link community organizations with other potential actors active in disaster risk
reduction and to access resources for and influence policies supportive of CMDRR. It engages
the participants in learning the principles of good governance at the community level which
is an important element of sustaining the CMDRR process and practice. Through sharing
of experiences, participants will explore various strategies to integrate and/or mainstream
CMDRR into development planning processes.

CMDRR Training, Design and Implementation

Module 1:
CMDRR Concepts, Principles, and Practices

Module 2:
Facilitating CMDRR: Method and Process

FOUR MINIMUMS OF CMDRR

Participatory Formulating Community Self
Disaster Risk DRR Organizing Monitoring,
Assessment Measures for CMDRR Evaluation
(PDRA) and Plans and Learning

Module 3:
Sustaining CMDRR

4
 Week 1
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Opening Program Recap by Responsible Team Recap by Recap by Recap by Field Field
Responsible Team Responsible Responsible Team Practicum Practicum
■ Getting to know each other Session 5: Linking ecosystems Team Day 1 Day 2
exercise management, climate change Sub Module 1: Session 5: (Disaster (DRR Planning)
■ Administrative concerns DGDSWDWLRQDQGFRQĴLFWWR'55 Participatory Session 5: Facilitating Risk
■ Leveling of expectation Disaster Risk Perceptions Community Drills Assessment)
AM ■ Course overview and schedule Session 6: Externally-driven Assessment in Risk
■ Introduction to personal DRR and CMDRR Assessment
journal Session 1: Hazard
■ Responsible group formation assessment
■ Introduction to Action
Planning
■ Introduction to PLA
background inventory matrix

Module 1: Concepts , Principles Session 6: CMDRR framework, Session 3: Capacity Session 2: Session 2:
and Practices in CMDRR methods and process assessment Community Strengthening
Module Overview Action Planning CSOs and
for CMDRR community
Session 1: Disaster and Synthesis of Module 1 organizations
'HYHORSPHQW5HĴHFWLRQVIURP Session 3:
the Ground Contingency
Planning
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PM
SUGGESTED

Session 3 Module 2: Facilitating CMDRR Session 4: Disaster Session 4: Sub Module 4:

PREFACE

Evolution of disaster risk in the Community: Method and Risk Analysis Community- Session 1:
reduction process Managed Early Community-
Module Overview Warning System led Monitoring,
Session 4 Evaluation and
Community Resilience Session 1: Introduction to Learning
Participatory Learning and
Action (PLA) and PLA Toolbox Preparations for
the Guided Field
TRAINING SCHEDULE

Session 2: Gender and CMDRR Practicum

5
User’s Guide
6
Week 2
Day 8 Day 9 Day 10 Day 11 Day 12

Presentation of Field Practicum Recap by Responsible Team The participants will formulate Presentation of Action Plans – by the
Report their Action Plans for the rest of participants Feedback giving by the
Session 3: Good governance for CMDRR
the day. training team
AM
Synthesis of Module 2 Session 4: Linking CMDRR to policy Departure

Module 3: Sustaining CMDRR Session 5: Integrating CMDRR into community Course Evaluation
Module Overview development planning
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Session 1: Documenting & sharing Synthesis of Module 3
CMDRR Experience
Course Synthesis

PM
Session 2: Building linkages for Module 4: Action Planning Module Overview
resource mobilization
Session 1: Action Planning
INTRODUCTORY SESSION

Duration: 2 hours 30 minutes

Description
The purpose of the introductory session is to provide the context and set the right tone for the
course.

Learning Objectives
By the end of the session, the participants should be able to:

1. Conduct a course registration and ensure the commitment of participants to attend finish
the course.

2. Give a general description of the course and its relevance to their work.

3. Know each other by name and begin developing a team.

4. Form small teams, assigned to each day of the course and to participate in the training
management alongside the main facilitators.

5. Express a renewed sense of awareness about the value of “community-owned”

development.
 Learning aids and materials

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Procedure

Activity 1. Preparing for the workshop

In preparation for this session ensure that the following are done:

1. Chairs are arranged in a circle, with no desks or tables in front (desks will not be required
until the next session).

2. Registration forms and writing pens are placed on the registration desk for participants.

3. Two cards per participant are ready on the registration desk, for writing down their
workshop expectations.

4. Every participant’s training pack is available.

5. The Participatory Learning and Action (PLA, also known as participatory rural appraisal)
tools inventory matrix drawn on a flip chart and posted on the wall which all participants
can easily see and reach to complete. List 8-10 tools.

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written. The cards are placed on a section of the training wall labeled “Participants
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7. A flip chart paper titled “Learning Contract” is ready for completion.

8. A flip chart paper on the wall is titled Responsible Teams (RT) with a chart with boxes
labeled “Day 1,” “Day 2,” and so on until last day of the course, with spaces for names of
participants for each day. (See table below)

8 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
 'D\ 'D\ 'D\

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Activity 2. Registration of participants

As participants arrive at the registration desk:

1. Greet each participant warmly and welcome them to the course as you give them their
training packs.

2. Ask each participant to fill up the registration form.

3. Tell them to sit wherever they want.

4. When all participants have registered and seated themselves, introduce the facilitators.

Note to facilitator

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Activity 3. Discussion of administrative issues (10 minutes)

1. Ask the participants if they have all the expected contents in their training pack. Read
out the expected list of contents and ensure missing items are immediately given to the
participants.

2. Find out if accommodation meals and transportation concerns have been sorted for live-in
participants. Clarify any question.

Note to facilitator

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Introductory Session 9
4.1

Activity 4. Opening message by course organizer (5 minutes) - optional

1. Welcome participants to the course and explain that a representative of the course
organizer will first open the workshop before the course begins.

2. Introduce the speaker and welcome him/her to the activity.

3. Thank the speaker afterward for his/her speech.

Activity 5. Introduction of participants and team building (30 minutes)

1. Ask the participants to introduce themselves to participants they have not met before,
taking 2 minutes per person. They should try to talk to as many participants as possible
within 10 minutes. They should ask their names, organizations and what they do.

2. In plenary, ask each participant to introduce him/herself by briefly stating the name,
organization and area of work. The facilitators should then introduce themselves, too.

3. After the introduction, tell them that the end of the second day of training, they are
expected to refer to each other by name.

Activity 6. Leveling of learning expectations (30 minutes)

1. Give each participant two cards and ask them to write one expectation per card.

2. Ask the participants to paste their expectation cards on the wall under the appropriate
heading: “knowledge”, “skills”, “attitude” and “others”.

3. As they post the cards, confirm the accurate placing and assist them when needed. Politely
explain the reason for any change made.

4. Go through the participants’ expectations one by one, under each grouping.

5. Read the course objectives and session outline aloud (Attachment 2) and explain how the
course may or may not meet their expectations.

Note to facilitator

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6. Go through the program schedule, highlighting the modules and time allotted for each
session, as well as the break time. Check if participants agree with the schedule.

7. Explain that it is important for participants to formulate rules to guide the conduct of the
group during the course period.

10 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Sample points in a Learning Contract

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others QRWXQGHUVWDQGDVHVVLRQZHOO

:LOOVZLWFKRIIPRELOHSKRQHVGXULQJVHVVLRQV :LOOQRWGRPLQDWHWKHGLVFXVVLRQV

8. Ask them to suggest norms and write these down on a flip chart paper titled
“Learning Contract.” Take up to 10 suggestions.

9. Conclude the activity by explaining that participants have now entered into a learning
contract with the facilitators and with each other. Stress that it is very important for both
participants and facilitators to abide by the contract.

Activity 7. Formation of responsible teams (20 minutes)

1. Draw a funnel on a flip chart paper (see drawing on next page) and explain the analogy
of input, processing and output when manufacturing any product. Emphasize that the
product can only be as good as the quality of input and processing.

2. Ask the participants as well as facilitators how many years they have worked in
development or humanitarian programs. Take note of this on a flip chart paper and keep
adding up the number of years of experience as they are mentioned.

3. Announce to the participants the final cumulative figure and explain that it mirrors the
many years of experience represented in the room.

4. Explain that the collective years of experience is an important ingredient or input for the
successful output of this course; that this input would need to be processed during the
course by both the facilitators and participants.

5. Explain that the RT would play an important part in processing the input alongside the
facilitator. This will help increase their confidence in facilitation.

6. Ask them to randomly form RT by counting and dividing the group depending on their
size.

7. Ask each RT to choose which day of the course they will be responsible for: Socials, service
and lessons learned.

8. Distribute the RT Terms of Reference (Attachment 3) to all participants. Take them through
it and clarify any question.

Introductory Session 11
 Note to facilitator

Other methods or games may be used for grouping

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LQFHUWDLQFXOWXUHV

Activity 8. Completing the personal daily journal (5 minutes)

1. Distribute the Daily Journal Forms (Attachment 4) and show how to complete them.
Explain that the daily journal will help each participant track the progress of their learning
on a daily basis.

2. Explain that they are expected to

complete the journal at the end of
Note to facilitator
each day. The updated form will be
handed over to the RT before leaving ■ ,ILWLVQRWSUDFWLFDOWR
the training room so that the forms XVHWKHGDLO\MRXUQDOIRUP
can be used by the RT to prepare the WKHSDUWLFLSDQWVFDQ
recaps for the next day. The forms also XVHWKHLUQRWHERRNV
provide feedback to the facilitators.

3. Conclude by reiterating the

importance of mutual input and processing to ensure high quality training output.

$FWLYLW\&RQijGHQFHDVVHVVPHQWPLQXWHV

1. Distribute the confidence assessment form and ask participants to fill them out.

2. Explain to the participants that the Confidence Assessment gives trainers an idea of
participants’ level of confidence in specific topics that will be tackled in the course. The
confidence of the participants will again be evaluated at the end of the course to see if
there has been any change.

3. Assure participants that the confidence assessment is not a test for them, but a gauge for
the facilitators at the start and end of the training.

Activity 10. Introducing the Participatory Learning and Action (PLA) background inventory
matrix (5 minutes)

1. Explain to the participants that later in the course, there will be some PLA also known as
PRA exercises and it is important to find out their level of familiarity with the tools.

12 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
2. Draw their attention to the PLA inventory matrix on the wall and explain that they will
be required to write their names in the appropriate box. Explain that this is only meant to
ensure appropriate grouping for mutual learning.

3. Tell them that they are expected to complete this matrix by the second day of the course, as
the information is needed for module 2.

4. Ask participants if they have any question about completion of the matrix and provide
needed clarifications.

5. Conclude this activity by thanking them in advance for their prompt action in completing
the inventory matrix.

Activity 11. Ball tossing exercise (30 minutes)

1. Ask the participants to form a circle and give each of them a ball.

2. Ask them to throw the balls to each other without necessarily forewarning the recipient.

3. Explain that they have the option to either retain the ball they will receive or throw it to
another person. It does not matter if the recipient is already holding one or several balls.

4. Allow the participants to throw the ball around for 5 to 8 minutes.

5. Ask them the questions below which focus on their feelings. Pause for about 20 seconds for
reflection after each question then take three to four responses from participants for each
question:

■ How did you feel about the exercise?

■ How did you feel as you threw the ball?
■ How did you feel when you caught the ball?
■ How did you feel when you retained the ball?
■ How did you feel when you did not manage to catch the ball?
■ If you compare throwing and
receiving the ball, which was easier? Note to facilitator
■ What does the ball represent?
■ ,ILWLVQRWSUDFWLFDOWR
■ How does this ball-throwing relate
to your work situation? XVHWKHGDLO\MRXUQDOIRUP
■ What if the balls are made of glass WKHSDUWLFLSDQWVFDQ
(crystal) and the person meant to XVHWKHLUQRWHERRNV
catch them fails to do so?

6. Conclude the activity by discussing the following points:

■ External development agents, depending on their agenda, often just enter and leave the
communities without considering the effects of their action on the community.
■ Communities are fragile and may break because of our mishandling of them.
■ Very often, communities receive many balls (projects) simultaneously.
■ Sometimes they are not prepared to handle the projects, or the projects are not
necessary or the communities end up becoming dependent on external assistance.
■ We should not impose our projects on communities but should take time to prepare
them well and allow them to design, manage and monitor their projects. In the other
words, the crystal balls should not break.
■ This course is about a process we can use to engage the communities and empower
them to manage and sustain their own risk reduction projects.

Introductory Session 13
Synthesis (10 minutes)

■ The course is intensive and following the learning contract will ensure all the planned
contents are covered.
■ The daily journal is important to track learning during the course.
■ The collective wealth of the participants’ knowledge, experience and insights, if
contributed actively, will ensure quality output from the course.
■ The course is about an approach that ensures communities are empowered to
successfully plan, implement and sustain their development initiatives to reduce
disaster risk.

Suggested readings

Creative Training. A user’s guide. IIRR, VSO, PEPE, 1998. Participatory

Rural Appraisal and Planning Workbook. IIRR, 1999.

 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
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1
Attachment 1. Registration Form

10

Introductory Session

Attachment 2. Handout

Objectives

This course is designed to enhance the ability of community workers to facilitate the CMDRR
process. At the end of this course, the participants should have:

1. Developed a shared understanding of the concepts, principles and practices of disaster risk
reduction specially the four minimums of CMDRR;

2. Demonstrated the use of selected tools in facilitating the four minimums of the CMDRR
process such as participatory disaster risk assessment (hazard, capacity and vulnerability
assessment) and participatory planning, community organizing for CMDRR, monitoring,
evaluation and learning (PPMEL);

3. Conducted hands-on participatory exercises on risk assessment and formulation of DRR

measures at the community level;

4. Developed understanding of strategies towards sustaining CMDRR in a community;

5. Identified action points applicable in their working areas.

 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Attachment 3. Reading material

Role of Responsible Teams

The purpose of the train Respnsible teams is to provide the participants an opportunity to
work closely with the facilitators and to build their facilitation confidence. The daily review
meetings with the facilitators, documentation of learning and recapping previous sessions as
well as other responsibilities will help achieve this goal.

The list below points out the tasks that the RTs are expected to do. The facilitators will be
available to provide guidance and support when needed.

Socials
■ Act as participants’ motivation barometer and provide ice breakers.
■ Arrange for games at the end of the day.
■ Ensure that a good learning environment is being maintained.

Service
■ Monitor time and schedule.
■ Receive information and administrative/logistical concerns.
■ Provide a ready helping hand to the trainers/facilitators.

Lessons Learned
■ Document the process and learning and present during recap time the following day.
■ Include information on current events during recap.
■ Meet the trainers/facilitators for reflection sessions on the day’s event for feedbacking
and course improvement.
■ Collect the completed journals and summarize them.

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WKHWUDLQLQJIDFLOLWDWLRQ7KHSODQIRUWKHIROORZLQJGD\LVUHYLHZHG

Introductory Session 
18
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Attachment 4. Handout - Daily Personal Journal

Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
$WWDFKPHQW3DUWLFLSDQWåV&RQijGHQFH$VVHVVPHQW

Name: ________________________

5 VERY CONFIDENT
4 CONFIDENT
3 HALFWAY CONFIDENT
2 A BIT CONFIDENT
1 NOT CONFIDENT

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Introductory Session 19
COURSE
SYNTHESIS

ACTION PLANNING
AND EVALUATION

The following sessions are conducted

when Modules 1-3 have been discussed.

Synthesizing and applying lessons

from the entire training, this session
helps guide the course participants
to develop their own action plan for
implementation after the training.
The plan is developed keeping in
mind the realities of the community
and the thrusts of the participants’
own organization. It is critiqued by
course facilitators and other course
participants.

Course evaluation allows participants

to give feedback on the whole training
course. Facilitators and organizers use
the information to further enrich the
process and content of the next training
sessions.
Session 1

ACTION PLANNING

Duration: 2 hours

Description
The participants are taught how to develop an action plan for implementation in their
respective places of work. They learn to develop a realistic, concrete and doable action plan
that considers the inputs from co-participants and facilitators.

Learning Outcomes
By the end of this session, the participants should be able to:

1. Develop action plans for their respective work places, using the guidelines learned from this
course.

Learning aids and materials

■ Attachment 1. Handout - Action plan format

Procedure

Activity 1. Preparing the action plan (1 hour)

1. Introduce the session by explaining that learning needs to be translated into an action
plan. The action plan guides participants on what to do when they return to the realities of
their work places. It is a map of their expectations, what they have learned and how they
will apply the knowledge, attitudes and skills gained.

2. Remind the participants about two things that can serve as reference materials for their
action planning:
■ Ideas for action drawn from the daily journals;
■ The outputs of the exercises from the session on sustainability in facilitating CMDRR

3. Discuss the following guidelines for action planning:

■ Timeframe can be divided into short-term (3-6 months) or long-term (1 year).
■ Begin with reflections.
■ Build on the organization’s existing programs.
■ Identify a critical need of the organization or community.
■ Develop plan that is doable and realistic – something within the sphere of
responsibility and financial resources.
■ Make simple and practical assumptions.

4. Divide the participants based on their composition. Depending on what is feasible, the
participants can come up with an action plan either individually or as a group. Distribute
the handout (Attachment 1) and explain the action plan format.

5. Explain that the groups have 40 minutes to complete the action planning process and that
their plans will be presented to the plenary for critiquing and feedback. Inform them that
the facilitators are available for consultation if needed.

6. Reproduce submitted copies of the action plan and distribute to the other groups (optional)

Activity 2. Presentation and enriching of the action plan (1 hour)

1. Invite each participant/group representative to present the action plan. Request each to
submit to the facilitator a hard copy of the narrative version of the action plan.

2. Invite members to critique the plans and ask the group to take note of the feedback
to further revise the plans. Conclude the presentations by thanking each group for its
participation.

3. Give the participants the opportunity to revise their action plans, incorporating the
comments and suggestions from the rest of the participants. Remind them to submit to
the facilitators a final copy of their action plans.

4. Collect the final copy of the action plan for follow-up and future reference.

24 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Attachment 1. Handout - Action Planning Guide

I. Reflecting on the learnings from the course

Name:

Position:

Office:

Address:

Main Sponsor:

Additional Support:

Key lessons from the whole course:

1.
2.
3.

Ideas for action:

1.
2.
3.

II. Steps to be undertaken to share the above and develop plan with participant’s
organization and partners

1.
2.
3.
4.

III. Action Plan Format

1. Background

2. Statement of the Problem

3. Objectives

1)

2)

3)

Action Planning 25
 Expected Resource
Activities People involved Time frame
Results budget

4. Conditions that support or limit the implementation of the action plan

Supporting/facilitating conditions How to maximize

Limiting/restraining conditions How to overcome

26 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Session 2

COURSE SYNTHESIS AND EVALUATION

Duration: 1 hour 30 minutes

Description
The successful closure of any training event involves evaluation of the learning that has taken
place, a celebration of the successful completion of the course and a bridge to practice at the
organizational and community levels. This session seeks to achieve these through a series
of activities. The participants should be encouraged to be creative and discover other closing
activities to obtain feedback.

Learning Outcomes
At end of the session, the participants should be able to:

1. Synthesize the course.

2. Conduct the course evaluation and closing.

 Learning aids and materials

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■ &HUWLijFDWHVRSWLRQDO
■ Attachment 1. Handout - Spider web example
■ $WWDFKPHQW+DQGRXW&RXUVHHYDOXDWLRQIRUPTXHVWLRQQDLUHVDPSOHIRUP
■ $WWDFKPHQW+DQGRXW3DUWLFLSDQWåV&RQijGHQFH$VVHVVPHQWVDPSOHIRUP

Procedure

Activity1. Summarizing the key learning points of the course (1 hour)

1. Use flip chart/mini-lecture/power point to synthesize the entire CMDRR course

Key points:
■ CMDRR is a process.
■ There is an outsider’s role and an insider’s role. Outsiders may initially have a big role
but towards the end, their role will change if the process is successfully implemented.

2. Ask the question: “Why is it important to use the CMDRR approach?”

Expected answers:
■ Disaster is social construct i.e. it is man-made
■ People have the power to prevent or mitigate the risk of hazards, therefore, we have to
help them release their potential
■ We aim for safe and resilient communities
■ Development managers do not always have sustainable solutions. The community often
has the answers.

3. Ask participants to indicate what lessons they have learned:

Expected answers (a better understanding of the following):

■ Various models of disaster risk reduction
■ CMDRR Process
■ Risk assessment and analysis (tools, field practicum, characteristics and role of
facilitators)
■ Group growth and development
■ Development of community action plans, constituting disaster risk reduction measures
premised on foundations of safety
■ How to sustain CMDRR

4. Ask the question: “What will you do differently?” Participants can write their answers on
cards or verbally share them in plenary or combine the two approaches.

5. Underscore the point that the facilitators are learning agents and NOT change agents. A
learning agent nurtures the process of learning so that people can decide for themselves
and take charge of the entire process. A change agent often decides what changes people
have to make.

6. Wrap up the course review by encouraging them Note to facilitator

to explain the following statement: “Learning is
only confirmed to have taken place if one is able to ■ Other methods
do new things, change the way of doing things or may be used to
adopt new attitudes of behaviors.” synthesize the
course.

28 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Activity 2. Conducting the course evaluation (30 minutes)

1. With the spider web (see sample in the Attachment 1), ask participants to rate each of the
following aspects of the course.

Course content

Course content

)LHOGYLVLW

0DWHULDOV

Participants’ participation

5HOHYDQFHWR\RXUZRUN

&RXUVHIDFLOLWDWRU

Action planning

2. Rate the above based on the following points:

1 - Poor
2 - Fair
3 - Good
4 - Very good
5 - Excellent

Course Synthesis and Evaluation 29

3. Ask participants to put a dot to mark the rating on the spider web.

Note to facilitator

■ Ratings may be adjusted. The spider web

rings should correspond to the ratings.
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5. Follow the previous steps and rating.

6. Distribute the copies of the course evaluation form and post confidence assessment
form (See attachment) to the participants so they can further explain their rating and
evaluation. Questions that could be discussed during the course evaluation are:
a. What factors contributed and/or hindered the achievement of the objectives of the
course?
b. What other suggestions do you have to improve the course?
c. Please leave some words or reflections on your experience (training, course,
organization, people, etc.)

7. Give the participants 30 minutes to complete the forms and ask them to return it upon
completion.

8. Conclude this activity by thanking participants for their feedback and committing to use
that information to improve future courses. Also explain that the feedback will also be
incorporated into the training report.

Note to facilitator

'LIIHUHQWFRXUVHHYDOXDWLRQPHWKRGVDQG
tools may be used. Here is an
example:

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WRGHYHORSLQGLFDWRUVIRUWKH
course.
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the course using the indicators.
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30 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Activity 3. Conducting the closing program (30 minutes) -optional

The purpose of this session is to bring the training course to an official close. The process
typically entails the following:
1. Closing remarks from two representatives of the participants (a lady and a man),
facilitators, course organizers and invited local authority representative.
2. Certificate award process: Ask the participants to pick a certificate at random (not their
own). Explain that they will each come to the front, describe the person who owns the
certificate they have picked and let the others guess who the person being described is.
Participants should confirm if the others have guessed the name, and award the certificate
to their colleague.
3. The next participant does the same until all have received their certificates, while
facilitators assist in the awarding.
4. Present the confidence assessment results (see sample in Attachment 3). In certain aspects,
ask the participants why, how and what factors affected the change in the confidence level.

Note to facilitator

■ 7KHSUHDQGSRVWFRQijGHQFH
assessments should already be
SURFHVVHGEHIRUHWKHDZDUGLQJ
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the results are ready.

5. Close the workshop by reminding the participants that they now have the power and tools
to share their skills to their colleagues and community to implement CMDRR.
6. Emphasize that the participants should feel free to consult you and/or each other and to
share lessons as they implement CMDRR in the community.
7. Wish the participants well and encourage them to keep in touch. (This assumes that the
list of contacts has been distributed earlier.)

Note to facilitator

■ It is recommended that the Responsible Teams

IRUWKLVGD\WDNHDOHDGUROHLQIDFLOLWDWLQJWKLVDFWLYLW\
in close consultation with the course organizer.
7KHEULHijQJZLOOKDYHWREHGRQHZHOOLQDGYDQFH
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a celebration in the community to create awareness
RI&0'55

Suggested reading

IIRR, VSO, PEPE. 1998. Creative training: A user’s guide.

IIRR, ETC. 2002. Sustainable Agriculture Training of Trainers, A

resource book. International Institute of Rural Reconstruction,
Philippines and ETC Ecoculture, the Netherlands. 351p,

Course Synthesis and Evaluation 31

Attachment 1. Handout - Spider web example

32 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
Attachment 2. Handout - Course Evaluation Form sample

I. Narrative course evaluation

Name: ___________________________________

1. What factors contributed and/or hindered the achievement of the objectives of the
course?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________________________

2. What other suggestions do you have to improve the course?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________________________

3. Please leave some words or reflections on your overall experience (training, course,
organization, people, etc.)
______________________________________________________________________________________
______________________________________________________________________________________
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Do you grant permission to the organizers to use photos where you are included and to
quote your comments or messages for our external communications (publications, press
releases, annual reports, etc.)? Put a check to your answer.

____ Yes, with my name

____ Yes, anonymously
____ No

Thank you for your feedback.

Course Synthesis and Evaluation 33

$WWDFKPHQW+DQGRXW3DUWLFLSDQWåV&RQijGHQFH$VVHVVPHQW

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Name: __________________________

Participant’s Confidence Assessment

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4 CONFIDENT
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1 NOT CONFIDENT

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community

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7
assessments such as gender.

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 Building Resilient Communities. A training manual on Community Managed Disaster Risk Reduction
6DPSOHRIKRZWRSUHVHQWUHVXOWVRIWKHFRQijGHQFHDVVHVVPHQWLQ
powerpoint:

Item 1. Identify the link between disaster risk reduction and development

60 %

50 %

40 %
Before
30 %
After

20 %

10 %

0%

1 2 3 4 5

5 - Very confident 2 - A bit confident

4 - Confident 1 - Not confident
3 - Halfway confident

Item 2. Articulate basic concepts, process and approach of Community Managed Disaster Risk
Reduction (CMDRR)

70 %

60 %

50 %

40 %
Before

30 % After

20 %

10 %

0%
1 2 3 4 5

5 - Very confident 2 - A bit confident

4 - Confident 1 - Not confident
3 - Halfway confident

Course Synthesis and Evaluation 

ANNEX 1. CASE STORIES ON CMDRR
Growing from within: Cassava relieves a community from relying on
relief food in Uganda

Background
The late sub county chief, Oumo Abiasali is credited to have started Katine village in the 1970s.
It is located about 6kms from the headquarters of Abarilella Sub County in Amuria District
in Uganda. The village area is 6km2 with a total population of 1,079 people (668 females and
411 males) in 325 households. This community is purely Ateso speaking. The village is covered
with savannah grassland dotted with trees characterized by two seasons; one long wet season
that runs from March to October, and a dry one that runs from November to February. The
community’s main source of livelihood is mixed farming (crop production and cattle keeping).
Each household has an average of six acres of land with at least four cattle, sheep or goats.

The community has experienced war, cattle raids and rebel attacks for the last three decades.
They have lost lives and their children abducted. They left their homes for displaced persons
camps, which left them dependent on relief assistance. In 2007, devastating floods destroyed
homes of those that were left behind, others lost their lives and there was an outbreak of
disease. The 2009 drought made them even more vulnerable. The villagers resulted to moving
to the neighbouring villages to stay with friends or relatives with the hope to return when
normalcy returned. The area remained inaccessible to development actors.

Community Managed Disaster Risk Reduction

In 2002, Soroti Catholic Diocese Development Office (SOCADIDO) dug up shallow wells and
the local government joined in to cater for the whole sub county including this particular
village but the efforts were not sufficient or sustainable. SOCADIDO consulted with the local
government officials on possibilities of introducing CMDRR as an approach that is easily
adaptable by local communities with higher sustainability. The community would be in
charge.

Sensitization meetings were then held at Sub County and village levels to enable the sub
county leadership and the community members understand the CMDRR approach to
development. This was important for the success of the approach as a means of rallying all
stakeholders to appreciate and support the intervention. A total of 1,154 people (633 females
and 521 males) attended.

The community risk assessment included resource mapping with 1,079 people. The
community looked around for ashes, leaves, stones, and sticks for drawing the map. During the
review of the final map, everybody insisted on confirming if their houses and other facilities
had been included; no one wanted to be left out! The Identification and analysis of hazards,
vulnerability and capacities of the community members in coping with the hazards was also
carried out. During the exercise, the community identified eight major hazards that have
affected them over a period of time. They included disease, persistent drought, deforestation,
famine, floods, insecurity, poverty and the inaccessible road. Through the scoring matrix,
recurrent drought was ranked first followed closely by famine. They had a lengthy discussion
to agree that the famine was due to drought so if drought was managed, they would not suffer
famine. Feedback meetings were conducted with the communities to discuss the findings of
the assessment. The communities were facilitated to develop action plans with consideration
to their priorities. The eleven-member CMDRR committee was also elected by the villagers.
One of their responsibilities was to set up by-laws and sensitize the community on what they
can do to respond to the hazards.

The community suggested that every household should grow cassava to fight the problem of
food shortage in the village. SOCADIDO bought and distributed 855 bags of the Akena cassava
stems to the 325 households. The committee was charged with the responsibility to offload,
distribute, supervise the planting and monitor growth. A two-day training for the community

36
leaders was held to help them understand CMDRR further. The Sub County Disaster
Management Committee was also given a two-day orientation on the CMDDR approach. The
community has been encouraged to start kitchen gardens, plant fruit trees and raise seedlings
for plants that would act as windbreakers as well as provide wood fuel. This community
initiative will contribute to environmental conservation and give the owners income from the
sale of fruits. Each household has constructed a granary or renovated the old ones to ensure
safety of their harvests from rodents and floods.

%HQHijWV
The 12km road has improved accessibility to the village. However, during the rainy season, the
villagers cannot use it because the river overflows the road – there is still need to construct
a bridge. The road was constructed by the community under the supervision of the DRR
committee; each household was expected to bring their working tools. The villagers are now
able to get their produce to the markets easily. Recently, they sold 700 bags of cassava to the
neighbouring villages. CMDRR has empowered the communities to realize that they have it
within them to make their lives better. The Katine DRR committee has stepped up its game
and is using drama and music to sensitize the community on disasters and what they can do
to cope.

For more information:

Soroti Catholic Diocese Development Office (SOCADIDO)
Operation area Soroti
Contact: Father Silva Opio, Diocesan Development Coordinator
Email: [email protected]

Hoes Replace Guns

In Uganda, cattle rustling and violent road ambushes provided alternative livelihoods for
the Karacuna (male youth) of Nayonai-Angikalio for more than two decades. They used the
guns that they acquired, mostly from the liberation war of 1979. They often clashed with the
Ugandan army and several lives were lost and property destroyed leading to general poverty
and underdevelopment in the area.

Nayonai-Angikalio is a village in South Karamoja. The nearest subcounty headquarter

12kms away. The village has seven homesteads (manyattas) with a population of 1,281 (250
households). The village is plagued with several hardships ranging from food insecurity to
inadequate basic social service infrastructure. The people are agro-pastoralists but recurrent
drought makes them depend on relief aid for survival. Karamoja Agro-pastoral Development
Program (KADP) identified Nayonai-Angikalio to pilot CMDRR. Thereafter, KADP conducted a
series of intensive preparatory and consultative meetings with the community including their
leaders and elders.

Farming for CMDRR

In November 2007, a three-day participatory community risk assessment was conducted with
130 community representatives. The community identified drought, insecurity, water scarcity,
human and animal diseases, and famine as the hazards facing them. Drought was prioritized
as the major hazard and cause of other secondary hazards such as insecurity and famine. The
community members, however, noted that during difficult times, they relied on their local
traditional coping mechanisms such as collecting wild bee honey, selling charcoal, fire wood,
gathering wild fruits and vegetables. They also relied heavily on drought resistant sorghum,
animals and poultry.

In order to mitigate the effects of the drought, they identified improved farming methods,
business skills and marketing, which would lead to improved food security, income generation
and also keep the Karacuna away from conflict. With support of Karamoja Agro pastoral
Development Programme (KADP) the action plan was drawn. Responsibilities were assigned
and the community agreed to provide leadership, land for cultivation and local materials and
labour for construction of a cereal store. KADP provided improved seeds, ox-ploughs, training,

37
arranging learning visits and non-locally available construction materials. The elders took
the role of community mobilization, supervising and encouraging the villagers to engage in
productive activities.

A one-day’s feedback meeting was conducted for strengthening and adapting the action
plan. The roles of the community and the organisation were confirmed. At this meeting, the
community agreed to have a group of 50 members, representatives from each of the seven
manyattas. In the process, 23 women and 27 men were identified as the initial beneficiaries.
The group then formed a committee and identified their leaders for internal coordinating and
linking up with KADP and the Local Government authorities. A demonstration garden was set
up and used as a learning centre, assorted improved seeds and ox-ploughs were supplied, and
trainings were conducted. Two learning visits were made to model farmers and a cereal store
was constructed.

Benefits
The CMDRR approach has yielded good results. The harvest improved their food security.
The villagers even harvested surplus which they sold to pay school fees for their children.
The learning visits helped the villagers to appreciate how practices like poultry keeping can
generate income through keeping broilers and layers. The community has also established a
Village Savings and Loan Association; this is expected to raise the standards of the members
as they learn the value of easier access to credit and saving. The Karacuna (youth) who lived
by the guns are voluntarily surrendering their arms. They are also demobilizing their fellow
youth to prevent them from cattle rustling activities and road ambushes. This has contributed
to the improvement of security in the village and the sub county at large as a result of the
positive peer influence.

For more information:

Karamoja Agro pastoral Development Programme (KADP)
Area of operation: Moroto and Nakapiripirit districts of Karamoja
Contact: Simon Nangiro, Director of Programmes
Email: [email protected]

Reducing the risk to disaster in Kallipattu, India

A village woken up by Community Managed Disaster Risk Reduction

Kallipattu is located in the district of Tamil Nadu in India. The area in which Kallipattu lies, is
located between two rivers and suffers from floods on a yearly basis. The floods occur due to
heavy rainfall. Our Indian partner organization Kalvi Kendra has been active in this village
for ten years now. Before they started with the Community Managed Disaster Risk Reduction
(CMDRR) programme in 2007, they focused on forming a self help group (SHG) of women in a
programme about microcredit.

CMDRR at community level

Kalvi Kendra involved the SHG of women in the CMDRR process in an active way. The women
indicate they had always been afraid of the floods that occur here every year, because they did
not know what to do against it: “We talked to Kalvi Kendra and learned what disaster means.
Kalvi Kendra performed a puppet show in which they pointed out the risks the community
was living in. Through this, we got motivated to participate in the project: we undertook a
hazard assessment, vulnerability assessment and a capacity assessment. With these
assessments as a basis, the DRR Management Committee was formed. The PRI1 president, a
few youngsters and three women of the SHG are involved in this committee.”

made visible in the vulnerability map (see photo). Using the assessments and the map, the
Disaster Risk Reduction (DRR) Management Committee wrote a micro-plan. The SHGs, schools
and youth clubs in the village and its surroundings are familiar with this plan.

38
The micro-plan consists of:
■ Core assets like human safety, infrastructure safety, (crop) insurance, retention wall,
handpump, nursery garden;
■ Who is responsible for what asset;
■ Activities per asset and their time frame.

Core assets identified in the micro-plan:

Human & infrastructure safety

Four people are working on an organization manual for the SHGs and committees which
will describe what to do when disaster hits the village. “We also initiated an emergency
fund of the community for 16.000Rs. Everybody in the village gave something, especially
the members of the Management Committee contributed. We are also saving dry rice in the
houses so it will not be washed away when flood comes. Everybody knows what to do when
flood comes. We also have a special rescue team consisting of twenty men and five women.”
These men and women are trained in what to do during a disaster and are equipped in order
to be able to do so. They keep a book with notes about the meetings of these teams.

Handpumps
“We constructed hand pumps on higher platforms so that the water in the pumps will not
be contaminated when floods come.”

Retention wall
The retention wall is constructed in the area between the river and the land of the farmers.
When flood comes the wall will prevent the water to flood all over the agricultural land.

Nursery garden
In this garden baby-crops are nursed and protected against heavy weather like rain, winds
and of course floods. Once strong enough, they are planted in the regular fields. This is to
decrease loss of crops caused by heavy weather.

Insurance
The community has a micro-insurance with the government for crops, and insurance with
other institutions for cattle. Farmers should take the responsibility to fence-off their lands
against floods. Then they can get insurance with a regular bank. A farmer committee was
established to make the insurances transparent and affordable, and to take
care of the shielding of the land. This farmer group functions the same as the women’s SHG;
they have regular meetings, take notes of the meetings and transparent accounting.

The role of the government

Generally, in time of floods, the government does not do much; it gives one or two meals a day
to the people but does not provide further assistance.

“The main role of the disaster management committee is to go Nursery Garden to the
government to ask for funds or support. Slowly we are getting aware of all the possibilities that
exist to get support from the government. Before, we did not know these funds were available;
we got aware of this through the project.

We invited representatives of the government to come to have a look at our efforts like the
nursery garden and the organization of our committees. We also presented them our micro-
plan. The government then decided to support a lot of the activities in the village, like the
wall that is built to prevent the water from coming into the village and the government also
supported the further development of the nursery garden. The government thus supports
our micro-plan financially.” The micro-plan is thus officially recognized by municipal and
district authorities. Crucial here is the involvement of the leaders of the PRI, who are elected
by the villagers. They have good contacts with authorities on higher levels. Also, the PRI’s
in the villages where Kalvi Kendra works, have united themselves to make claims with the
authorities of the district of Tamil Nadu.

39
Conclusions

■ Achievements and lessons learned of the CMDRR process in Kallipattu so far are the
following:
■ The action plan was formed and carried out by a group with variety in power, age and
gender;
■ Gender-representative committees were established through actively involving the
women’s group;
■ Long-term involvement of the facilitating organization in the village made participation
and equal representation of different groups in society in the committees more natural;
■ Demonstration of what is achieved is the best way to influence actors like the
government;
■ Also the uniting of local leaders and making a claim to higher government together
increased the willingness of this higher government to invest in Kallipattu’s (and other
surrounding villages’) micro-plan;
■ Cooperation with the municipality and the involvement and organization of local
governing bodies can bear great results, like the financing of the micro-plan;
■ Insurance was possible through organization of the farmers. The people of Kallipattu
say they now feel less frightened of floods than before, since they know now what the
particular vulnerable areas are and what to do in case the floods come. They feel like they
have the power to prevent the floods from becoming a disaster. As they say: “Before, we
were asleep, Kalvi Kendra woke us up.”

Story of a Resilient Community in Cementera

Reducing Risk by Acting Together

Cementera is located at the municipality of Lepaera in the department of Lempira, Honduras,

at seven kilometers from the urban zone of Lepaera (see map). It finds itself within the
protected area of the Montaña de Puca and the micro river basin of Río Yargual. The
community suffers from storms, heavy rains and landslides.

CMDRR at community level

In Cementera, Cordaid’s partner organization Santa Rosa de Copán undertook the following
activities:
■ Community analysis Analysis of risk by the community, which includes the
characterization of the threat, a vulnerability and capacity analysis;
■ Development of the community’s risk map;
■ A special day to come to alternative solutions on environmental issues together;
■ Mapping of relevant actors in disaster risk reduction.

Community capacity building

Capacity building on the legal framework of environment; The organization and capacity
building of an emergency committee (Comité de Emergencia Local – CODEL); Capacity
building for youth and adults in shooting and editing community videos. Community action
Development of the contingency plan by the community; Construction of public works for
mitigation (a water distribution tank, a small bridge); Development of the rehabilitation plan
for the micro water basin Yargualito near the Río Yargual. Lobby Campaign on reforestation
near the river basin; Participation in a regional forum about climate change adaptation;
Coordination meetings with the Environment Unit of the Municipality (UMA); Participation in
the Regional Office for Advocacy of Risk Management.

Through these activities, the community achieved the following results:

Higher awareness. The leaders and the community of Cementera are more aware of risks,
threats, vulnerabilities and capacities of their community. The major part of the population
participated in meetings in which the community analyses were done, which increased
their awareness about risks and their ability to reduce them.
High level of participation. Also, there was a high level of participation in developing

40
 the Community’s Development Plan, the Contingency Plan, the Rehabilitation Plan of the
micro water basin and of the Monitor & Evaulaution System and the Participatory Learning
Assessment.

The following community organizations joined the process: the Water Board, Community
Development Councils, Women’s Network, Farm Groups and Parent Company. The local
emergency committees were founded through the project and also participated in the
process. A very positive element in this CMDRR process is the relative high involvement
of young people in community work through the use of video as a tool for DRR. So far
seventeen youngsters have been directly involved in this. They film DRR activities to share
with everybody in the community, with other communities and to learn from themselves.

Mitigation activities. The villagers, supported by their leaders, continue to implement

mitigation measures to reduce risks and vulnerabilities. Examples are: reforestation, a
nursery garden, improvement of road sections, creating barriers at farm plots, installation
of personal water tanks, relocation of houses at vulnerable spots and the construction of
houses in safe places.

Women participation. The participation of the women has increased: they are speaking
up about their ideas on the reduction of disasters and above all are active to encourage men
to adopt some of their risk reducing strategies.

Vulnerable groups less vulnerable. Training and awareness on the issue has made the
villagers aware to take into account the most vulnerable groups and to attend them during
an emergency.

Linking & Learning. Also, there were some exchanges with other communities participating
in the CMDRR programme. This gave the community the opportunity to get to know the
others and to demonstrate their work in CMDRR. They have shared the experiences they had
during the management of the very heavy storm with heavy rains that hit the community
in 2008, forcing many residents to leave their homes for a shelter. They also shared how they
managed the process of Disaster Risk Reduction.

Role of the local government

The relationship between villagers and local government is defined as good by our partner
organization. The government showed in several ways that they care about the local people.
It undertook efforts to restore the road destroyed by the storm of 2008, even, the road was
not only repaired but built back better. The government also supported the villagers during
the storm of 2008 and afterwards in various activities. Local leaders had meetings with the
mayor and the environment unit of the municipality to coordinate actions in realizing the
community plans together. Regional government Through the project, some leaders were able
to take part in the Regional Office of Advocacy for Risk Management, which has increased
their capacities in involving public actors and NGOs in their community’s Disaster Risk
Reduction activities.

Conclusions

Lessons learned in this CMDRR process:

■ A good way to involve young people is through using modern technologies, like the
filming that was done during this programme.
■ Participation of women in daily life in the community has increased through CMDRR.
■ Leaders of the committee participate in meetings of the Regional Office of Risk
Management. Through the project, they got in touch with this Regional Office. Their
involvement in this Office has increased their network and their capacity to involve
other actors in risk reducing strategies. This is a good example of the facilitating and
intermediating role a development organization can play between local villagers and
their government during the CMDRR process.

Source:
Cordaid and IIRR. 2011. Community managed disaster risk reduction experiences from the
horn of Africa. Cordaid, The Hague; International Institute of Rural Reconstruction, Nairobi.

41
 User’s Guide
PARTICIPANTS

List of writeshop participants and contributors

Mr. Alejandro Jimenez Hernandez Ms. Marissa Bernal Espineli

Consultant for Wetlands International Director, Regional Center for Asia
Wetlands International YC James Yen Center
c/o via Carpetana, 200 20A Silang, Cavite, Philippines
28047 Madrid Spain International Institute of Rural
Tel #: 34 605948646 Reconstruction (IIRR)
Email: [email protected] Tel #: (63-46) 430-0017 / 414-3216
Email: [email protected]
Ms. Emilita Monville Oro
Country Director Ms. Mary Ann Ballecer Llanza
Philippine Program Program Specialist
YC James Yen Center Development Communication
Silang, Cavite, Philippines Regional Center for Asia
Tel #: (63-46) 430-0016 / 414-3216 YC James Yen Center
Cellphone #: (63-921) 516-2732 Silang, Cavite, Philippines
Email: [email protected] Tel #: (63-46) 430-0017 / 414-3216
Cellphone #: (63-915) 589-4790
Mr. Gonzalo “Jun” Seron Servano Email: [email protected]
Field Coordinator, DRR and CCA
Philippine Program Mr. Munish Kaushik
YC James Yen Center Country Advisor, CMDRR
Silang, Cavite, Philippines India/Bangladesh
Tel #: (63-46) 430-0016 / 414-3216 I, CBCI, c/o Caritas India
Cellphone #: (63-922) 2364001 Ashok Palace, near Gol Dakkhanda
Email: [email protected] New Delhi – 110001, India
Tel #: 9810374846
Mr. Hailu Meskele Gudeta Email: [email protected]
Ethiopia Program Manager
Addis Ababa, Ethiopia Mr. Moges Bekele Bedacho
Tel #: +251 911 574508 CMDRR Program Adviser
Email: [email protected] Uganda Programme
Tel #: 256 777977185
Mr. Isaac Bekalo Email: [email protected];
President, IIRR [email protected]
P.O. Box 66873-00800, Westlands, Nairobi, Kenya
Tel #: +020-2370039/41/43/44 Mr. Rustico Aquino Biñas
Fax #: +254-20 444-8148 Global Advisor, DRR and CCA
[email protected] Cordaid
Block 7, Lot 8 Marapara Heights
Ms. Jacquiline N. Wattimah Barangay Bata, Bacolod City,
Pastoralist Education Project Manager Philippines
Regional Center for Africa Tel #: (63-919) 591 2869
P.O. Box 66873-00800, Westlands, Nairobi, Kenya Email: [email protected]
Tel #: +020-2370039/41/43/44
Fax #: +254-20 444-8148 Ms. Sasja Kamil
Email: [email protected] Policy Adviser, DRR
Cordaid
Mr. Lembara Saiyana Lucas Lutherse Burgual 10
Program Manager, DRR/CCA The Hague
Regional Center for Africa Tel #: 31629409230
P.O. Box 66873-00800, Westlands, Nairobi, Kenya Email: [email protected]
Tel #: +020-2370039/41/43/44
Fax #: +254-20 444-8148
Email: [email protected]

42
Mr. Wilson John Dayta Barbon Steering Committee
Program Specialist, Disaster Risk Reduction and
Climate Change Adaptation
Regional Center for Asia Ms. Emilita Monville Oro
YC James Yen Center Mr. Isaac Bekalo
Silang, Cavite, Philippines Ms. Marissa Bernal Espineli
Tel #: (63-46) 430-0017 / 414-3216 Mr. Julian Gonsalves
Email: [email protected] Ms. Mary Ann Llanza (Writeshop
coordinator)
Mr. Zerihun Lemma Damenu
Country Program Manger and
Regional CMDRR Manager
Juba South Sudan Publications Team
Tel #: 211 956 480630
Email: [email protected]
Mr. Ariel Enriquez Lucerna
Artist / Illustrator
259 2nd Street Salinas
Contributors Bacoor, Cavite, Philippines
Cellphone #: (63-916) 3210324
Email: [email protected]
Julie Arrighi
Disaster Management Delegate Mr. Dennis Zapf Caparros
American Red Cross Uganda Desktop Publisher
Technical Advisor Orange and Yellow Enterprise
Red Cross Climate Centre 39 Kiamzon Street
Email: [email protected] Silang, Cavite, Philippines
Tel #: (63-46) 4141734
Maggie Rosimo Cellphone#: (63-932) 8622119
Learning Community Coordinator Email: [email protected]
Philippine Program
YC James Yen Center Rowena Caranza Paraan
Silang, Cavite, Philippines Editor
Tel #: (63-46) 430-0016 / 414-3216 National Union of Journalist of the
Cellphone #: (63-917) 527-1219 Philippines
Email: [email protected] Email: [email protected]

Orly Buenviaje, DSD

Independent consultant and
former Program Specialist on Community Mobilization Administrative Support
Regional Center for Asia, IIRR

Ritesh Kumar Ms. Annie Gasic-Secretario

Wetlands International – South Asia Administrative Assistant
A-25, Second Floor, Defence Colony, International Institute of Rural
New Delhi – 110024 Reconstruction (IIRR)
Email: [email protected] Tel #: (63-46) 430-0017 / 414-3216
Email: [email protected]

Technical and Content Editors

Mr. Rusty Biñas

Mr. Wilson John Barbon

Mr. Julian Gonsalves

Advisor
International Institute of Rural
Reconstruction (IIRR)
Email: [email protected]

43