TRAINING OF TRAINERS ON CCDRR UNITS, LUGANVILLE, VANUATU, SEPTEMBER 17TH TO 24TH 2015
Assumed hours of work: 8am to 12 noon. 1pm to 5pm
Day
1
Time
Morning
Unit
CCDRR01
Thu
17th
Sept

Topic/outcome
Opening prayer and welcome

Introductions

Overview of whole programme
how it started, how it has been
developed, stakeholders,
trialling, revising
 Talks by Charlie, Jerrol,
Arthur, Enory
 Show pp on whole course?

Watch power point
presentation
 Put participants in groups
and facilitate discussion

Small group discussion

Group discussion - why train
RTC learners on CCA and
DRR?
Morning tea


Example of materials
 Show booklets for
CCDRR01 as a sample of
materials used.
Study Competency
outline, LG, LWB, FG for
CCDRR01
CCDRR01 – CO, LG, LWB,
FG. Full booklets

Give actual examples of 5
disaster events in your
islands, together with effects
and responses to the events
 Introduce with LG pp 1415

Workbook 1.2 (table)
LG pp 14-15 (E/F)
LWB pp 4-5 (E/F)
Define and give examples of
hydro-meteorological hazards
in Vanuatu
Explain natural causes and
human actions that led to
recent disaster events
Fast and slow-onset hazards
 Introduce with LG pp 2125

Workbook 3.2a and 3.2b
(diagram and photos)
 Introduce with LG pp 3537

Workbook 4.1a and 4.1b
(paired discussion).

Workbook 4.2

Workbook 5.1 (group
work on hazard map of
village). Discuss Pinat.

Assessment of learning
(Test questions)
Reflection - what have I
learnt today


Afternoon
CCDRR01



Produce a map and
description of one local village
and identify areas, assets and
people that are at risk from
hazards: preparation for f/trip

Review
Facilitator tasks
 Jerrol opens the
workshop. Talks from
Bani and other visitors
Participant tasks

Materials needed
Introduce yourself
Cover page of LG all Units
(E/F) in colour
LG pp 21-25 (E/F)
LWB pp 7-9, FG p 15 (E/F)
 Reflection: What have I
learnt today

LG p 35-37, LWB pp 15-16
(E/F)
FG pp 19-28 (E/F)
LG pp 38-39 (E/F)
LWB pp 18-21 (E/F)
FG p 31 (E/F)
Butcher paper + markers
p. 23 of LWB 01
Day
2
Time
Morning
Unit
CCDRR02

Fri
Topic/outcome
Difference between weather
and climate
Facilitator tasks
Participant tasks
Workbook 1.1, 1.2a, 1.2b
(observation, calculation
and discussion)
Materials needed
LG pp 14-17 (E/F)
Toolkit picture 4 (E/F)
LWB pp 3-6 (E/F)
FG pp 10-12 (E/F)

Workbook 2.1, 2.2
(interpretation of graphs)
LG pp 20-22 (E/F)
Toolkit picture 3 (E/F)
LWB pp 8-10(E/F)
FG pp 14-16 (E/F)

18th
CCDRR02
Afternoon
CCDRR03
CCDRR04

Differentiate between climate
variability and climate change

Morning tea

Describe seasonal changes in
Vanuatu’s temperature and
rainfall, using climate graphs

Workbook 3.1, 3.2
(analysis of graph,
construction of graph)
LG pp 23-24 (E/F)
Graph paper
Toolkit picture 8
LWB p11, FG pp 17-18 (E/F)

Explain how climate
variability in the tropical
Pacific is controlled by key
climate “drivers”

Workbook 6.1,6.2, 6.3a
(picture analysis)

Describe the natural
greenhouse effect and its
importance for life

Workbook 3.1a, 3.1b
(analysis of pictures)
LG pp 37-41 (E/F)
Toolkit pictures 3, 5 & 10
LWB pp 17-21 (E/F)
FG pp 25-30 (E/F)
Klaod Nasara (DVD)
LG pp 23-26 (E)
Toolkit picture 6
LWB pp 9-11 (E)
FG pp 17-19 (E)

Show how human activities in
the last 200 years are
contributing to the enhanced
greenhouse effect

Workbook 4.1a, 4.1b,
4.1c (analysis of pictures
and graphs)
4.1c # 4 - preparation
for collecting info on
energy. Interview 10 -20
H/H
LG pp 27-31 (E)
Toolkit picture 6
LWB pp 12-15, FG pp 20-23
(E)
Prepare for SWOT analysis
and identification of priorities

Preparation for SWOT
analysis and
identification of
community priorities
LG 04 pp 53-57. (E)
LWB 04pp 29-33, FG pp 3943
Forms for field survey (p. 30
and 33 of LWB) (E)


Day
3
Sat
19th
Time
Full day
Unit
Topic/outcome
Fieldwork in four different
locations
Facilitator tasks
 Organise groups. Ensure
transport is ready.
 Appoint a leader for each
group?




Sun
day
20th
Participant tasks
Risk map and
identification of assets in
chosen community
Main sources of energy
used Unit 3 (4.1c # 4)
SWOT analysis of
community Unit 4 (4.1)
Identification of priorities
Unit 4. (5.1)
Participants to be
encouraged to complete
any activities not done
yet.
Materials needed
LWB 01
LWB 03 p. 15
LG 04 pp 53-59. (E)
LWB 04pp 29-33, FG pp 3943
Forms for field survey (p. 30
and 33 of LWB) (E)
Day
4
Time
Morning
Mon
Unit
Topic/outcome
Facilitator tasks
CCDRR01
CCDRR03
CCDRR04
CCDRR05
Participant tasks
TIME FOR WORKING ON
RISK MAPS AND ON
PRESENTATIONS ON 4
FIELDWORK TOPICS
Materials needed
21st
Afternoon

Workbook 7.1b, 7.2a,
7.2b (analysis of picture,
field research,
experiment)
LG pp 42-45 (E)
Toolkit picture 7
LWB pp 24-26, FG pp 32-34
(E)
Summarize future climatic
change projections for
Vanuatu

Workbook 8.1b (analysis
of graph)
LG pp 46-50 (E)
Toolkit picture 8
LWB p 30, FG p 36 (E
Explain how vulnerability to
hazards and climate change
depends on the access of
individuals and communities
to the assets of sustainable
living

Workbook 2.1, 2.3
(power walk and paired
discussion)
Workbook 2.4a
(clarifying definitions)
LG pp 21-30 (E)
LWB pp 6-9 and 11 (E)
FG pp 13-19. Extra copy of
pp. 14-16 for cutting up.
FG p. 21 (E)

Explain how increased levels
of GHGs are leading to rising
sea levels and ocean
acidification
CCDRR03

CCDRR04

CCDRR03
 Introduce with LG pp 4245
 Arrange for groups to do
one of the three
experiments in 7.2b

Day
5
Time
Morning
Unit
CCDRR04

Tues
22nd

Topic/outcome
Impacts of hazards and climate 
change
Use field research to assess a
local community’s vulnerability
to hazards and climate change
(continued)
CCDRR05

Participant tasks
Workbook 3.8a (class
discussion), 3.8b (pairs)
Materials needed
LG p 45-52, LWB p 25-26
(E)
FG pp 35-36 (E)

Workbook 4.1, 4.2b, 5.1
LG pp 53-59. (E)
LWB pp 29-33, FG pp 39-43
Forms for field survey (p. 30
and 33 of LWB) (E)
GROUPS REPORT BACK ON
FIELDWORK (RISK MAP,
SWOT ANALYSIS AND
PRIORITIES)

Afternoon
Facilitator tasks
Workbook 1.1a, 1.1b, 1.2
(matching ex., analysis of
photos, short answer
questions
 Workbook 2.1b, 2.1c
(true/false questions,
field investigation)
GROUPS REPORT BACK ON
FINDINGS ON ENERGY IN
VILLAGE (Unit 3, activity
4.1c#4; Unit 5, activity
2.1c)
LG pp 15-18 (E)
LWB pp 3-6 (E)
FG pp 11,12,14 (E)
Mitigation measures that can
be used in Vanuatu (OMIT IF
NECESSARY!)

Workbook 3.2, 3.4
(picture interpretation,
drawing a poster)
LG pp 31-34 (E)
LWB pp16 and 19 (E)
FG pp 26 and 28 (E)
Review - mitigation

What do I know about
mitigation: reflect and
record in day’s
reflections

Justify the need for a worldwide mitigation of GHGs

Outline the advantages for
communities in Vanuatu of
switching from fossil fuels to
renewable sources of energy




LG pp 23-24 (E)
LWB pp 10-11 (E)
FG pp 19-20 (E)
Day
6
Time
Morning
Unit
CCDRR05

Wed
23rd
Afternoon
CCDRR06
Topic/outcome
Differentiate between
mitigation of climate change
and adaptation to climate
change

Facilitator tasks
Review difference between
mitigation and adaption,
using LG pp 39-40

Participant tasks
Workbook 4.1a
(matching ex.), 4.1b
(cartoon interpretation)
Materials needed
LG pp 39-40 (E)
LWB pp 21-24 (E)
FG pp 32-34 (E)

Outline and demonstrate
adaptation measures that are
appropriate for Vanuatu, with
examples

Summarize adaptation
measures, using LG

Workbook 6.1b (paired
discussion of a picture)
LG pp 45-52 (E)
LWB p. 27 (E)
FG p 39 (E)
Toolkit picture 12

Show that many measures are
strategies for both adaptation
and mitigation

Use a Venn diagram to
show that some strategies
are both adaptation and
mitigation. Then refer to
toolkit picture 11

Workbook 7.1b (analysis
of different activities)
LG pp 64-65 (E)
LWB pp 36-37 (E)
FG p 50 (E)
Toolkit picture 11

Define traditional knowledge
and resilience


Workbook 1.2 (short
answers)
LG pp 15-16 (E)
LWB p 4, FG p 12 (E)

Overcoming challenges in
access to TK

Introduce, using LG. OR
put in groups and discuss
why and how TK is
important
Facilitate group or class
discussion

Workbook 2.3 and 2.4
LG p 25
LWB p 8, FG p 16

Give examples of TK that help
communities to become more
resilient to hazards

Introduce using LG. Ask
Arthur (and Enory) to help
here.

Either Workbook 3.1e or
3.1f
(describing/demonstrateing traditional
techniques of fishing or
food preservation
LG pp 33-38 (E)
LWB pp 12-14 (E)
FG pp 22-24 (E)
Day
7
Time
Morning
Unit
CCDRR07

Thur
24th

Afternoon
CCDRR07
All Units
Topic/outcome
Explain the meaning of
disaster risk reduction and its
three main elements
Describe traditional and
modern methods for
preventing and mitigating
disasters – analysis of risk
maps


Facilitator tasks
Introduce from LG pp 17-20 
Introduce traditional and
modern methods from LG.
Ask participants to do 4.1a.
Go over features of Cyclone
Pam risk map.


Mention work of CDCCCs
and Fes Komuniti
Assessmen Fom



Participant tasks
Workbook 2.1, 2.2 (short
answers and diagram
construction)
Materials needed
LG pp 17-20 (E)
LWB pp 6-7 (E)
FG pp 13-15 (E)
Workbook 4.1a. Look
through 4.1b (no need to
do!)
Workbook 4.2b #2
(analysis of risk map of
Cyclone Pam)
Study Fes Komuniti
Assessmen Fom from LG.
Activity 6.2 (IF TIME)
LG pp 25-30 (E)
LWB pp 11,12 (E)
FG pp 21,22
Key hazard messages
Activity 7.5a. Prepare
displays in groups
LWB pp 28-30
Butcher paper

Key hazard messages

Explain that there are

hazard messages for all
hazards, but we will just
focus on cyclones and do the
carousel activity on this.

Carousel activity

Facilitate carousel
presentation
 Activity 7.5 a - carousel
presentation

Risk maps

Question time

Invite everyone to
participate in “question
time”. Ask about anything!
 Question time

Review and summary of
course

Facilitator summarizes,
then invites each
participant to say 3
important things they have
learnt.
 Summary of course

Students complete evaluation
sheet

Ask participants to
complete evaluation sheet
 Complete evaluation
sheet

Last toktok
 Last toktok
LWB, p. 15, FG p. 24
LG, pp 42-45
LWB, p. 23, FG p.30