IMPLEMENTATION OF THE POST-2015 FRAMEWORK FOR

DISASTER RISKREDUCTIONGUIDELINES FOR MEMBER STATES TO SAFEGUARDCHILDREN’S RIGHTS AND WELL-BEING

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 01

Over the last two decades, both the Yokohama Plan of Action1 and the Hyogo Framework for Action (HFA)2 haveguided nations and communities to strengthen and invest in disaster risk reduction (DRR) measures. Looking
forward, the year 2015 presents a unique opportunity to build on the progress made to date, and address existing
gaps and challenges. It is also an opportunity to align many intergovernmental platforms – from the post-2015
framework for DRR, to the post-2015 sustainable development agenda, the 21st Conference of Parties (COP21)
to the UN Framework Convention on Climate Change (UNFCCC), and the World Humanitarian Summit (WHS),
among others. Children and child-sensitive approaches must be central throughout these processes. To ensure achild-centered approach in the implementation of the post-2015 framework for DRR, the Children in a Changing
Climate (CCC) coalition calls on Member States to:

1

2

3

4

STRENGTHENCHILD PROTECTIONCAPACITIES AND
SYSTEMS IN RISKPRONE CONTEXTSADDRESS THE
UNDERLYING
CAUSES OF
VULNERABILITYFOR CHILDREN

ENSURE THE
MEANINGFULPARTICIPATION
OF CHILDREN IN
DECISION-MAKINGPROCESSESPRIORITIZECOMPREHENSIVESCHOOL SAFETY(children’s education about
disaster risk and ensuring
all schools are safe)

Member States are specifically encouraged to adopt the following child-centered approaches to DRR:
◆ Prioritization of children’s safety, survival, development, and participation.
◆ Processes that are locally owned and include the meaningful participation of children.
◆ Programs that focus on the most marginalized and vulnerable children, including children withdisabilities and from ethnic minority groups, among others.
◆ National accountability processes that take children into account and include mechanisms forindependent review, including national planning, budgeting, and monitoring systems.
◆ Disaster-related information that is child-friendly, gender-sensitive, and age-appropriate for children.

‘‘

As part of the UN Major Group for Children and Youth (MGCY), the Children in a Changing
Climate (CCC) coalition is a partnership of leading child-centered development andhumanitarian organisations, each with a commitment to share knowledge, coordinate,
and work with children as agents of change, in full recognition of their capacity to prepare forand respond to shocks and stressors. The mandate of the CCC is to advocate for and promote
the rights of children in global agreements. Members of the coalition are ChildFund Alliance,
Plan International, Save the Children, UNICEF, and World Vision International.
1
2

Available at: http://www.mofa.go.jp/region/page3e_000054.html
Available at: http://www.unisdr.org/we/coordinate/hfa© UNICEF/INDA2012-00557/SinghINDIA, 2012

COVER PHOTO © UNICEF/NYHQ2010-1557/ZAK

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 02

OVERARCHING PRINCIPLESACCOUNTABILITY

STRENGTHENEDRESILIENCE TO
ALL SHOCKS &STRESSORS

LINKINGHUMANITARIANACTION &SUSTAINABLE
DEVELOPMENT

Policies and measures to address
disaster risk should also strengthen
the resilience of children, theircommunities, state institutions, andthe broader environmental, economic,
and social structures, to a range ofshocks, including conflict and theeffects of climate change.

DRR strategies should betransparent and developed in a
consultative manner. They shouldhave measurable, achievable, andtime-bound indicators, and haveresources allocated within financial
budgets at all levels. Strategies
should be formulated andimplemented under an overarchingcommon accountability framework,
comprised of multi-sector
taskforces (including civil society,children, and young people) tohighlight gaps and weaknesses.

COMPLIANCE
WITH SDGS &HUMANITARIAN
STANDARDSSUPPORT &RESPONSIBILITY

Member States and otherstakeholders, including UN
agencies and donors, should
ensure that appropriate
cooperation (including South-toSouth) and financial mechanisms
are in place to support theimplementation of the post-2015
framework for DRR, particularly
where governance andaccountability is weak and/or
state institutions are fragile due
to conflict or other factors.

DISAGGREGATIONOF DATA

Implementation of all outcomes,
targets, and indicators of the post2015 framework for DRR must be inline with the post-2015 development
agenda and the Sustainable
Development Goals (SDGs); andinformed by humanitarian standards,
goals, and frameworks, including
those likely to be discussed at the
WHS. Member States should commit
to shared targets and monitoring
frameworks, for example, throughthe High Level Political Forum on
Sustainable Development (HLPF).

Humanitarian action should prevent andreduce existing risks – including throughpreparedness and protection measures.
Linkages to long-term sustainable
development strategies and actions are
critical in this regard, informed by ananalysis of underlying drivers of risk andpotential humanitarian crises.

Data should be disaggregatedby age, gender, ethnicity, andability of children. To this end, thetransfer of funding and technology,
and associated capacities, isfundamental to building andmaintaining necessary datacollection and management systems.

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 03

GUIDELINES

1

STRENGTHEN CHILD
PROTECTION CAPACITIESIN RISK PRONE CONTEXTSDuring sudden and slow onset disasters, new threats emerge
and existing risks are exacerbated for children and theircommunities. At the same time, protection mechanisms –from the household, to the community and state – are further
compromised, leaving children with weakened social safety nets
and support systems.
As a result, children become more susceptible to a range of
threats, including physical, psychological, and sexual violenceand exploitation, child labour, trafficking, separation fromfamilies and caregivers, and recruitment by armed forces,
gangs, and other groups. The loss of birth certificates and otherofficial records poses further obstacles to accessing essentialsocial services such as healthcare and education; it may evenresult in the loss of legal status and statelessness.
Member States must ensure zero tolerance for any and all formsof violence against children. DRR programs should incorporate
not only an assessment of potential risks faced by children andtheir communities, but also an analysis of preventive measures
to mitigate risks, working across sectors, including education;
health; and water, sanitation, and hygiene (WASH). Operational
plans should furthermore be in line with the Minimum Standards
for Child Protection in Humanitarian Action.3

CHILD PROTECTION
IN DRR SHOULD:

3

2

ADDRESS THE UNDERLYING
CAUSES OF VULNERABILITY FORCHILDREN & THEIR COMMUNITIESPast disasters have taught us that reducing disaster risk
cannot be achieved without addressing the underlying causesof vulnerability. When a tropical storm hits, it is typically thepoorest, living in precarious conditions, without savings, andmarginalized from mainstream economic and political systems,
who suffer the most and are the least able to recover. Whilesome communities may withstand severe floods without serious
consequences, communities without access to clean waterand sanitation facilities are susceptible to infectious diseases
and epidemics; and those where school structures have beendamaged may be forced to keep schools closed given the lackof resources to rebuild what was already weak infrastructure.
Not only are communities and groups with the least resources
and political voice the most vulnerable when a hazard strikes,
but they also tend to live on peripheral and hazard-prone
land, increasing their exposure to risks. They are, as a result,further marginalized, and may become trapped in a cycle ofintergenerational poverty. Within these vulnerable communities,
there are groups that may be at greater risk than others, includingchildren, girls, women, and individuals with disabilities.
The post-2015 framework for DRR will create opportunities
to build sustainable and resilient communities by addressing
the root causes of vulnerability. To this end, the CCC coalition
advocates for a multi-hazard and multi-sectoral approach to
implementation. This includes multi-hazard risk assessments,
as well as risk-informed service provision.

1

Address the risks and reduce the likelihood ofharm to children

2

Take into account the views of children

3

To the extent possible, prevent the separationof children from their families or caregivers

1

4

Ensure that schools are safe and provide
protective environments

Be informed by disaggregated data on gender,
age, and disability

2

5

Put systems in place to prevent and respondto violence and abuse, including violence fromhumanitarian aid workers

Be gender-sensitive, as boys and girls havedifferent needs

Available at: http://cpwg.net/minimum-standards/

Now I am not afraidof floods anymore - weknow what to do andhow to save others
PANDAY, 17-YEAR OLD BOY
FROM NEPALA CHILD-CENTERED RISKASSESSMENT SHOULD:

3. Include the participation of children and young
people in the design, implementation, monitoringand evaluation, and analysis of findings
4

Consider key services important for children,
such as health and education systems, WASH,
social protection, and opportunities for recreation

5

Consider all risks appropriate to the context,
through a multi-hazard, locally-informed approach

CHILDREN’S PARTICIPATION MUST BE:
1 Transparent& informative
2 Voluntary
3 Respectful
4 Relevant
5 Facilitated throughchild-friendly

3

environments &working methods
6 Inclusive
7 Supported by training
for adults & children
8 Safe & sensitive to risk
9 Accountable

4

ENSURE THE MEANINGFULPARTICIPATION OF CHILDREN IN
DECISION-MAKING PROCESSES

Comprehensive school safety is integral to breaking the cycle ofintergenerational poverty and building the capacity and resilienceof children and their communities. The Comprehensive School
Safety Framework7 aims to protect the rights of children to safety,
survival, and educational continuity in contexts of hazards and risks.

The post-2015 framework for DRR should be implemented
through all-of-society engagement and partnerships, facilitating
modes of participation that are empowering, inclusive, accessible,and non-discriminatory. Special attention must be paid tovulnerable groups, particularly the poorest and most marginalized.
Children should be meaningfully and ethically engaged, andtheir views incorporated into all stages of DRR programming.
They have a fundamental role to play in the prevention,
response, recovery, and reconstruction of their communities,
as well as in monitoring and accountability systems. Examples
of such interventions include development plans based onchild-centered community-based disaster risk management(DRM), post-disaster needs assessments (PDNAs), and joint
monitoring of risk reduction plans.

THE THREE PILLARS OFCOMPREHENSIVE SCHOOL SAFETY

To this end, Governments should: (1) recognize children as
key actors in their own development; (2) regard participation as
both a means and an end in and of itself; and (3) ensure that all
strategies implemented are empowering for children.

1

Safe learning facilities can be established througha holistic design approach, taking into consideration
disaster-resilient design, safe and uninterrupted
access, quality control, among other factors.
Collaboration among stakeholders is important,including education authorities, architects,
engineers, builders, and school community
members, to guide safe site selection, design,
construction, and maintenance.

2

The role of national and sub-national education
authorities and local school communities (includingchildren, teachers, and guardians) are integral toputting in place a robust platform for school
disaster management. Working in collaboration
with their disaster management counterparts,
each stakeholder plays an important role to maintainsafe learning environments and plan for educational
continuity, while adhering to international standards.
Actions include preparedness and early warning
systems, hazard mapping, mock drills, andestablishing DRM plans and standard operatingprocedures for each school.

3

Risk reduction and resilience education is criticalto nurturing resilient communities and a cultureof safety. Examples include the development ofeducational tools for safety and preparedness,
integration of climate-smart DRR education into
formal and non-formal curricula, teacher training,and other measures appropriate to theextracurricular and community-based fora.

VOICES OF CHILDRENThe Children’s Charter for DRR4 was developed in 2011 in
consultation with over 600 children in 21 countries, outlining
their top five priorities:
1

Safe schools and uninterrupted education

2

Child protection before, during & after a disaster3

The right to participate and access information

4

Safe community infrastructure, and relief andreconstruction that reduces future risk

5

DRR that reaches the most vulnerable

In 2013, a progress review5 of the Children’s Charter for DRR,
in consultation with 1,299 children in 17 countries, called on
governments to:
◆

◆

◆

◆

◆

Protect and empower the most vulnerable, marginalized,
and hard to reach children
Set measurable targets to strengthen systems of DRR
reporting and accountability
Improve mechanisms for data collection and reporting,including the disaggregation of data by gender, age & ability
Embed multi-hazard risk management and resilience within
broader development strategies
Increase the participation of children and young
people in local, national, and regional processes.

In 2014, more than 2,300 children in 40 countries were asked about
their priorities post 2015. Their recommendations6 for sustainable
development included a call for governments to raise awarenesson the risks of environmental degradation, infectious diseases,
and natural hazards. Children recognize their vulnerability tohazards, and called for disaster preparedness training to better
equip themselves with the tools to reduce risks.

PRIORITIZECOMPREHENSIVESCHOOL SAFETY

To this end, the CCC coalition urges Member States toadopt the Comprehensive School Safety Framework
to provide uninterrupted learning in safe environments forchildren, while maintaining sensitivity to children of different
genders, age, and abilities.
4

Available at: http://www.preventionweb.net/english/professional/publications/v.php?id=19894
Available at: http://www.unisdr.org/files/33253_33253towardstheresilientfuture2013l.pdf
6
Available at: http://issuu.com/childfund/docs/free_charters._final_report
7
Available at: http://www.preventionweb.net/files/globalplatform/5194f951dabc99997_STC00792_DRR_
CSS_Framework_singles_web.pdf
5

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 05

STRENGTHENED COLLABORATIONTO MITIGATE DISASTER-RELATEDCHILD PROTECTION RISKS IN
INDONESIAEMERGENCY RESPONSE AND
DISASTER MITIGATION IN
GHANA, ETHIOPIA AND BURUNDI

To prioritize child protection and strengthen incountry emergency preparedness measures,ChildFund Indonesia, partnering with UNICEF, isworking with children and youth, their parents andfamilies, and the communities and systems that
support them - alongside national, provincial, anddistrict authorities in 10 provinces, 32 districts and
174 villages across the country. As a result, thecritical needs of children, and capacity gaps inoperating child-friendly spaces in emergencies, aswell as in broader humanitarian coordination systems
have been identified. An integrated training module
is building knowledge and skills of several hundred
youth, community, public and private sector partners
to ensure children are protected and their rights
are guaranteed during disasters. Furthermore, theproject has enhanced collaboration across sectors
and stakeholders.

To provide children with the space to participate in
DRR activities, World Vision has actively engaged
girls and boys as change agents within theircommunities in Ghana, Ethiopia, and Burundi. The
establishment of DRR clubs in 23 schools has
fostered DRR learning among children and facilitatedpeer-to-peer education in schools, resulting inenhanced levels of awareness among children andtheir households. The 920 school children involvedin the clubs have participated in disaster drills forearthquakes, floods, windstorms, fires, and otherhazards, and have received disaster risk assessment
trainings. In turn, the children have conducted risk
assessments, identifying the hazards, vulnerabilities,
and capacities within their villages and schools.

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 06

SUPPORTING THE CHILDRENIN EMERGENCIES BILL IN
THE PHILIPPINESCHILDREN’S CHARTER AND
CHILDREN’S PARLIAMENT IN
MOZAMBIQUE

Plan International, in partnership with Save theChildren and World Vision, is supporting thePhilippines Government to adopt a Children in
Emergencies Bill, which outlines preparedness andrapid response plans in emergencies, and aims
to protect children while supporting their healthy
development and education during disasters. The bill
was recently passed at the Lower House, with ongoing efforts by the INGOs to support its passage at
the Senate.

Inspired by the success of the Children’s Charterlaunch at the Global Platform for DRR in May 2011,
Plan International, Save the Children, UNICEF,
and World Vision in Mozambique supported thedevelopment of a national version of the Charter
through consultations with children, and a special
meeting of the Mozambican Children’s Parliament inJanuary 2012 where children shared their feedbackon the Charter’s priority areas and progress. A
strategic plan has since been developed by the
National Institute on Disaster Management and theMinistry of Education on the integration of DRR
into the education system. The Ministry of Social
Affairs has furthermore committed to enhancing theresilience of children to natural hazards through the
National Plan of Action for Children.

PHOTO © UNICEF/NYHQ2011-2212/DORMINO

[ FRAMEWORK FOR DISASTER RISK REDUCTION: GUIDELINES ] 07

RESOURCES FOR GUIDANCECHILD PROTECTION IN RISK PRONE CONTEXTSCOMPREHENSIVE SCHOOL SAFETY

Child Protection Working Group (Global Protection Cluster), Minimum Standards forChild Protection in Humanitarian Action, 2012. http://cpwg.net/minimum-standards/

Asian Disaster Preparedness Centre, Plan, Save the Children, UNICEF andWorld Vision, Comprehensive School Safety: Working towards a global framework forclimate-smart disaster risk reduction, bridging development and humanitarian actionin the education sector, October 2012. http://resourcecentre.savethechildren.se/sites/default/files/documents/7119.pdf

Child Protection Working Group (Global Protection Cluster), Too Little, Too Late:
Child Protection Funding in Emergencies, video: http://www.youtube.com/
watch?v=ze55NOTGukQ, and report: https://www.savethechildren.net/sites/
default/files/libraries/Too-Little-Too-Late-Report.pdf
UNICEF, Core Commitments for Children in Humanitarian Action, 2010.
http://www.unicef.org/publications/files/CCC_042010.pdf
World Vision, ADAPT for Child Protection, 2011.
http://beta.wvi.org/sites/default/files/Child_Protection_ADAPT.pdf

REACHING THE MOST VULNERABLE GROUPS
Handicap International, Mainstreaming Disability into Disaster Risk Reduction:
A training manual, 2009. http://www.handicap-international.fr/fileadmin/
documents/publications/DisasterRiskReduc.pdf
Plan International, Weathering the Storm: Adolescent girls and climate change,2011.
http://www.preventionweb.net/english/professional/publications/v.
php?id=20856
Save the Children and World Vision, Ending the Everyday Emergency: Resilience andchildren in the Sahel, 2012. http://www.preventionweb.net/english/professional/
publications/v.php?id=27663
UNICEF, Disaster Risk Reduction and Early Childhood Development, 2011.
http://www.unicef.org/ceecis/DRRECD.pdf
World Vision UK, Every Child Included and Protected: What have we achieved and how
do we improve? Research into World Vision’s work with the most vulnerable children,
2014. http://9bb63f6dda0f744fa444-9471a7fca5768cc513a2e3c4a260910b.r43.cf3.
rackcdn.com/files/5314/2203/7256/Every_child_included_and_protected.pdf
World Vision International, Good Practices Guide for Putting WV’s Development
Programmes into Action: Synthesis of Learning from the Field, 2011.
http://www.childhealthnow.org/es/node/45806

CHILD PARTICIPATION IN DRR
IFRC, Children in Disasters: Games and guidelines to engage youth in risk reduction,
2010. http://www.preventionweb.net/english/professional/publications/v.
php?id=16726
Plan International, After Yolanda: What Children Think, Need and Recommend, 2013.
http://plan-international.org/files/global/publications/emergencies/afteryolanda-english.pdf
Plan International, Child-Centred Disaster Risk Reduction: Building resilience throughparticipation, 2010. http://plan-international.org/about-plan/resources/publications/emergencies/child-centred-disaster-riskreduction-building-resilience-throughparticipation/
Plan International, Child-Centred DRR Toolkit, 2010. http://plan-international.org/
about-plan/resources/publications/emergencies/plans-child-centred-disasterrisk- reduction-toolkit/
Plan International, Children and young people’s voices in Haiti’s Post Disaster Needs
Assessment (PDNA), 2010. http://plan-international.org/about-plan/resources/
publications/emergencies/children-andyoung-peoples-voices-in-haitis-postdisaster-needs-assessment-pdna
Save the Children, Child-led Disaster Risk Reduction: A practical guide, 2007.
http://www.preventionweb.net/english/professional/trainings-events/
edu-materials/v.php?id=3820
World Vision International, Child Focused DRR Modules and Website, 2014.
https://wvdrr.wordpress.com/

Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector(GADRRRES), United Nations Office for Disaster Risk Reduction (UNISDR), 2012.
Comprehensive school safety: A global framework in support of The Global Alliance forDisaster Risk Reduction and Resilience in the Education Sector and The Worldwide
Initiative for Safe Schools, 2012. http://www.preventionweb.net/english/professional/
trainings-events/edu-materials/v.php?id=31059
Global Facility for Disaster Reduction and Recovery (the World Bank), the Inter-Agency
Network for Education in Emergencies and UNISDR, Guidance Notes on Safer School
Construction. http://www.ineesite.org/assets/Guidance_Notes_Safer_School_Constructionfinal.pdf
Inter-Agency Network for Education in Emergencies, Minimum Standards for
Education - Preparedness, Response, Recovery, June 2010. http://www.ineesite.org/
en/minimum-standards
Save the Children and UNICEF, Comprehensive School Safety: A Toolkit for Development and Humanitarian Actors in the Education Sector, October 2012. http://www.
preventionweb.net/files/29491_29491comprehensiveschoolsafetytoolk.pdf
UNICEF and UNESCO, Disaster Risk Reduction in School Curricula: Case Studies fromThirty Countries, 2012. http://www.preventionweb.net/english/professional/
publications/v.php?id=27715
UNISDR Thematic Platform on Knowledge and Education, School safety baseline study,
2011. http://www.preventionweb.net/english/professional/publications/v.php?id=23587
World Vision International - South Asia & Pacific Regional Office, Advancing school
safety in Asia, 2015. http://www.preventionweb.net/english/professional/
publications/v.php?id=42639

SAFE COMMUNITY INFRASTRUCTURE
AND ‘BUILDING BACK BETTER, SAFER, AND FAIRER’Institute of Chemical Engineers, Institution of Civil Engineers, Institutions ofEngineering Technology, Institution of Mechanical Engineers, and Royal Academy ofEngineering, Infrastructure, Engineering and Climate Change Adaptation: Ensuringservices in an uncertain future, 2011. http://www.preventionweb.net/english/
professional/publications/v.php?id=17846
Global Facility for Disaster Reduction and Recovery, Technical Assistance: Post
Disaster Needs Assessment. https://www.gfdrr.org/node/118
Plan International, Children and young people’s voices in Haiti’s Post Disaster Needs
Assessment, March 2010. http://plan-international.org/files/global/haiti-pdnareport.pdf
Save the Children, “Staying Alive and Well”: Child health and disaster risk reduction,2012. http://www.savethechildren.org.uk/resources/online-library/staying-aliveand-well-child-health-anddisaster-risk-reduction
UNISDR, One Million Safe Schools and Hospital Assessment and Mitigation Planning for
Risk Reduction Guide, 2010. http://www.unisdr.org/we/inform/publications/22111
World Vision International - South Asia & Pacific Regional Office, Urban Disaster Risk
Reduction Framework: Assessing urban resilience in World Vision project sites in
Bangladesh, Indonesia and China - final report, 2014. http://www.preventionweb.
net/english/professional/publications/v.php?id=42642
World Vision International, Cities prepare! Reducing vulnerabilities for the urban poor, 2013.
http://www.preventionweb.net/english/professional/publications/v.php?id=35802
World Vision, RMIT University, and Humanitarian Architecture Research Bureau,
Urban Disaster Management Toolkit, 2014. http://www.preventionweb.net/english/
professional/publications/v.php?id=42707