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The CBDRR Training Course is based on the CBDRR Step-by-Step Methodology and its main goal is to teach MRCS Field Staff and MRCS RCVs to use the ... Manual document which acts as a support document for the implementation of CBDRR programs in Myanmar.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
The CBDRR Training Course is based on the CBDRR Step-by-Step Methodology and its main goal is to teach MRCS Field Staff and MRCS RCVs to use the ... Manual document which acts as a support document for the implementation of CBDRR programs in Myanmar.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
- In Part A, the course curriculum is presented and the participants can find a detailed schedule of their training. Furthermore, any additional information that is required by the participants such as accommodation during the training, the exact location of the training etc. will be included in Part A.
- In Part B, each of the sessions will be discussed separately. Key questions that participants should be able to answer after each session are posed and the participants are invited to note down their answer to each of the questions during or after each session to increase the learning effect.
- In Part C, the supporting training documents will be presented.
CBDRR Practice. Case Studies 5
No publication year indicated.
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CBDRR Practice. Case Studies 5
No publication year indicated.
No publication year indicated.
CBDRR Practice. Case Studies 1
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CBDRR Practice. Case Studies 1
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No publication year indicated.
Original file: 21,5 MB
Original file: 21,5 MB
No publication year indicated.
No publication year indicated.
No publication year indicated.
Original file: 21 MB
Original file: 21 MB
No publication year indicated.
No publication year indicated.
39 examples of field practices, and learnings from 20 countries, for all phases of humanitarian response. The report shows that deliberate and proactive action is required to ensure that persons with disabilities from all constituencies are systematically included and meaningfully participate in DRR...
This guideline consists of two main parts:
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk... reduction (DRR) education and awareness activities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted.
i.) Guidelines for Red Cross and Red Crescent national societies on how to start up and engage with other stakeholders in country in rolling out disaster risk... reduction (DRR) education and awareness activities for children - not only in school, but also in the community;
ii.) Games and activities to engage children with key lessons and messages to carry away. With a focus on Southeast Asia, cases from Viet Nam and Indonesia are highlighted.
Integrating community engagement and accountability into disaster risk reduction activities of ...
The report provides an overview of the disaster risk reduction and management in Nepal, a country under threat of multiple natural hazards: earthqu...
This study aims to analyze national and international stakeholders and their initiatives in Early Warning Systems in Myanmar, to identify priority gaps that need to be addressed by all stakeholders. It is presented as a first step towards supporting GoUM in information-gathering under the Myanmar Ac...
In disaster preparedness, the participation of women, children, older people, persons with disabilities (PWDs), and other minority groups and sectors is important because they are the most vulnerable against .... Inclusive disaster preparedness provides technical and logical frameworks that assimilate the most vulnerable sectors in a community and enhances their capacity against future disasters.
