Transcript Institutional Partnerships and Youth Community

Name of Presentor:
Institution:
Country
Arnold P. Alamon
Mindanao State University-Iligan
Institute of Technology
Philippines
ORCID #:
Iligan City Philippines
0000-0002-2793-4351
MSU – IIT is located in Iligan City, Northern Mindanao,Philippines
Institutional Partnerships and Youth Community
Engagements in Integrating Climate Change
Adaptation (CCA) abd Disaster Risk Reduction (DRR) in
Lanao del Norte
by
Arnold P. Alamon
Department of Extension/Department of Sociology
Mindanao State University – Iligan Institute of Technology
After Sendong …
• There is a need to strengthen the capacity of
communities in disaster fronts who bear the brunt
of its consequences first hand.
• What roles can we play as members of the academe
seeking relevance in our unique contexts?
• How do we do what is it that we decide to do?
TRIPARTITE ENGAGEMENTS INVOLVING SUCS, LGUS, and COMMUNITIES
• The tri-partite model of academic institutions, local
government units, and communities in the field of DRRM and
CCA was employed in the Australian National University’s
(ANU) and MSU-IIT partnership for the AUSaid-funded
project on “Capacity Strengthening of Five Philippine
Provinces in DRRM and CCA.”
• DRR and CCA experts from Australia, the University of the Philippines,
Climate Change Academy of Albay, and civil society worked together in
crafting and delivering a training module on DRRM and CCA first at the
level of the provinces, then to the municipalities and barangays.
• Small-scale community-led DRR and CCA projects were then
implemented at the level of barangays to strengthen the capacities of
communities in the disaster fronts.
Lesson 1: DRR and CCA concerns
are powerful resource
mobilizers.
ESTIMATED SOCIAL CAPITAL ANIMATED
BY THE ANU-MSU-IIT PROJECT
IN DRR AND CCA IN MINDANAO
SOCIAL CAPITAL
ANIMATED
NUMBER
ESTIMATED
INDIVIDUALS
MOBILIZED/IMPAC
TED
Provincial LGUs
2
20
City LGUs
SUCs
2
3
20
30
BARANGAYS
13
50,000 plus
Lesson 2: Where there are
resources, there also arise issues
concerning their use and
distribution.
Lesson 3: Small direct-to-thecommunity grants go a long
way.
Lesson 4: The academe can play
a positive initiating role in DRR
and CAA interventions….
The project also identifies the most vulnerable sectors of their communities to the effects of
disasters. In Lala, Maranding, Lanao del Norte, the ANU project provided a small grant for
their women’s organization’s livelihood program to augment the income of mothers who
bear the burden of recovering for their households.
In 2014, the MSU-IIT and
Australian National University
with the direct involvement of
the Department of Sociology,
CASS was able to install a set of
early warning signs in Bgy.
Santiago, Iligan City – one of the
hardest hit community of
Sendong.
Promoting communitybased DRRM and CCA
interventions (raising of
disaster
consciousness/creation
of disaster resilient
communities
Building of long-term
relevant linkages and
partnerships between
academe and
government
Lesson 4:…But the academe also
has its limitations as well…
•Resources
•Mandate
• What roles can we play as members of
the academe seeking relevance in our
unique contexts?
1.Initiator
2.Framework Setter
3.Knowledge Hub
Youth Engagement in DRR and CCA: An MSU-IIT
Extension Project
MSU-IIT Sociology Students
trained on CCA and DRR were
deployed to teach third year
high school students in
selected private and public
high schools in the Province
of Lanao del Norte
High School Students making their community’s hazard
map
INSIGHTS FROM YOUTH-INITIATED BARANGAY HAZARD TRANSECT MAP
Rural children have a good mapping of their community’s topographic features
They are capable of relating topographic characteristics, type
of disasters, and differentiated vulnerability across the
different puroks of their communities.
Part of the disaster mapping of rural children are
man-made hazards such as war and armed conflict
• The natural affinity of rural children to the topography of their community
make them organic environmental stewards of their communities.
• There is a need to deepen their appreciation for technical terms such as
hazards and vulnerability. But there is quick understanding and appropriation
of these terms once it is related to other concepts such as their own
community’s topographic and social features.
• Their appreciation for disasters goes beyond natural hazards but also include
man-made disasters such as armed conflict. The causes and appropriate
responses to this reality must also be considered if we are to put in place a
DRRM and CCA program for the youth.
Conclusions
• From the initial inspiration of the ANU and MSU-IIT community
engagements, to the partnerships that continue to contribute to the
raising of awareness in community disaster fronts across different
demographics in DRR and CCA – all these have proven that disaster
risk reduction and climate change adaptation are powerful resource
mobilizers. People and institutions congregate towards doing their
part in facing these issues.
• The youth can play an important role as bearers of crucial information
and DRR and CCA advocates within their communities.
Conclusions
• The possibility of the partnership of local government units in both city and
provincial level with the academe as they endeavor to transform communities
into having a disaster risk reduction and climate change adaptation
consciousness
• The project has morphed into new initiatives that hopefully meet the same
goal – make our communities stronger in the face of disasters both natural or
man-made.
Recommendations
• Create more meaningful partnerships of the different institutions
by conducting programs in terms of DRR and CCA to build more
resilient communities in the Philippines
• Develop modules on CCA and DRR relevant to the needs of the
local communities and specific to mobilizing the youth
• To build resilient communities, always involve the people from socalled disaster fronts or the local communities
An emerging strength from these trans-disciplinary
and cooperative engagements of multiple players is
the capacity of the partnerships to adjust to the
peculiar contexts of their locales. In areas where the
local government unit is weak, the State College and
Universities came in to play a leading role. In areas
where the local government is strong and inspired,
the State Colleges and Universities assumed an
important supporting role.
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