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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. References: Ayers, G.E., and Ray, D.B. (Eds.). 1996. Service Learning: Listening to Different Voices. Fairfax, VA: College Fund/UNCF Manual on Participatory Monitoring and Evaluation and Learning in CMDRR Process. 2009. Binas, Rustico. 2009. Making CMDRR Operation at the Community Level: A Guide. Participatory Monitoring and Evaluation and Learning in CMDRR Montgomery, Carla W. 1989. Environmental Geology, 2nd Edition. Dubuque, Process in Caritas Czech Republic. Iowa: Wm. C. Brown Publishers Capili, Arnel. 2003 “How Should Disasters be Managed? The Government’s View on Community-Based Disaster Management. ”Philippine Sociological Review. Vol. 51. January-December. Ocampo, Mimosa C. 2009. Post-Disaster Coping Mechanism and the Role of Women and Children: Practices and Interventions. Los Banos, Laguna: Center for Delica-Willson, Z. 2005. “Community-based disaster risk management: Local Agricultural and Rural Development and Institute of Development level solutions to disaster risks” Tropical Coasts. 12(1), 66-73. 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