Training Manual

Local Community Emergency Response Team (L-CERT)



  1. As part of the RegDis (Regional Disaster) project, Local Community Emergency Response Teams (L-CERTs) are established in various communities in Jordan, the Palestinian Authority and Israel.
  2. Each L-CERT will consist of a minimum number of 15 volunteers from the community.
  3. The L-CERTs are targeted to provide an initial first response in all crises, even before the arrival of official first responders to the scene, including:
    • First aid
    • Search and rescue
    • Fire safety
    • Psychosocial support
    • Shelter management
    • Community resilience
  4. Upon the arrival of official first responders, the L-CERTs will continue to work under their responsibility.
  5. In order to build and maintain the competencies of the L-CERTs in achieving their goals, they need to be trained in the diverse domains so that they are capable of providing the first response.


  1. Provide trainers with information needed to enable planning and implementation of L-CERT volunteers’ training program.
  2. Provide training content and materials to be used in the framework of the training program.

The training framework

  1. The training program will consist of a total of 100 hours consisting of:
No. Topic Hours in the volunteer training program
1 Disaster preparedness 3
2 L-CERT mechanisms 5
3 First Aid 30
4 Search & Rescue 15
5 Fire Safety 15
6 Psychosocial support (PSP) & restoring family links 12
7 Vulnerability & capacity assessment 10
8 Shelter management & WASH 5
9 Community resilience 5

Target population:

  1. L-CERTs’ volunteers from the different communities in all three entities.

Training methodologies:

  1. Participatory training methodologies
    • Knowledge Retention Pyramid
    • Interactive Teaching
      • Involves facilitator and learners.
      • Encourage and expect learners to participate.
      • Use questions to stimulate discussion, emphasizing the value of answers.
      • Give participants hands-on experience.
      • Retain attention.
    • Increase Participation

Research shows people will:

  • Listen for only 15-20 minutes without a break.
  • Learn more when given an opportunity to process what they are learning.
  • Retain more if they review or use the information immediately after learning it.
  • Lecturing
    • Lecture is the duct-tape of the teaching world.
    • Lecturing delivers “concepts”.
    • It delivers a lot of information in a short amount of time.
    • Conveys information that is difficult to present in another way.
  • Avoid Over Use Because:
    • In a lecture your learners are passive.
    • Doesn’t guarantee understanding, no feedback from learners.
    • Easily bores the audience unless well prepared.
  • Why use facilitation rather than lecture in a training session?
    • Participants like to be actively involved.
    • Participants want to share knowledge and ideas.
    • You don’t have to be an expert and answer all questions because learners can address questions as well.
    • Keeps group’s attentive and involved.
  • Work Groups
    • Stimulates individual input.
    • Learners obtain feedback from multiple perspectives.
    • Offers opportunity for peer instruction.
    • Allows you to evaluate their learning.
  • Interactive Techniques
    • Think/Pair/Share.
    • Buzz Session.
    • Case Study.
    • Incident Process.
    • Question & Answers.
    • Demonstration
  • Work Groups
    • Stimulates individual input.
    • Learners obtain feedback from multiple perspectives.
    • Offers opportunity for peer instruction.
    • Allows you to evaluate their learning.
  • Think / Pair / Share (5-7 minutes)
    • Pose a question or problem.
    • Give participants one minute to THINK about their answers individually.
    • Have them PAIR with a partner to compare answers.
    • Ask them to SHARE their responses with the class.
  • Buzz Session (10- 15 minutes or <)
    • Divide participants into groups of 3 to 6 participants.

Small size of group allows each participant to contribute

  • Give the groups 3 to 8 minutes to consider a specific, limited problem or question.

Shortness of time requires groups to work hard and stay on target

  • Walk around the room to answer questions.
  • Ask for answers from each group, or provide the answer to on an overhead/flip chart/board.
  • Case Study
    • Provide account of actual problem/situation an individual/group has experienced.
    • Provides a means of analyzing & solving a typical problem.
    • Open-ended proposition that asks the basic question.

–“What would you do?”

–Solution must be practical – the best you can come up with under the circumstances

  • Effective method of provoking controversy & debate on issues for which definite conclusions do not exist.
  • Incident Process
    • Method of learning how to solve problems and work out solutions by using actual incidents that involve real people in real situations.
    • Less formal, less demanding form of case study.
  • Question and Answer Period
    • Allow a certain amount of time for questions at the beginning, middle, or end
    • Plan this time & tell participants about it in advance
    • Questions may be asked orally by individuals, groups, or in writing
  • Asking Questions

Open-Ended Questions

  • Ask questions to get participants to think, analyze, or evaluate
  • Prepare questions ahead of time
  • Questions should not have a single, right answer, e.g., “How could this procedure be improved?” or “What problems might occur with this technique?”

Closed-Ended Questions

  • Have a short, definite answers.
  • Work best when asked fairly rapidly in a series to break the participants out of a passive mode
  • Demonstration
    • Demonstration is one of the most effective teaching methods because of its visual impact.
    • A visual presentation of one or more techniques, processes, skills, etc.
    • You or a participant, often assisted by others, go through the motion of showing, doing, explaining, etc.
  • Other Proven Techniques
    • Peer instruction
    • Practice sessions
    • Discussion
    • Job aids
    • Rol play
    • Brainstorming
    • Games
    • Field Trips
    • Competition
    • Assigned reading
  • Summary
    • Telling is not teaching, nor is listening learning.
    • Engaging participants in learning activities lead to a higher level of understanding and result in the participant’s ability to apply the learning.
    • Interactive teaching is a two-way process of active participant engagement with each other, the facilitator, and the content.


  1. One hour training = 45min
  2. Venue, classrooms and training areas
  3. Light refreshments


  1. Office supplies – markers, pens and note pages
  2. Printed material to hand out
  3. Name tags
  4. Projector & screen
  5. Flipcharts / chalkboard
  6. Training equipment as needed – eg. first aid kit; sophisticated mannequins

Training materials:

  1. The training materials are based on the Train the Trainers (TTT) workshop conducted in Larnaca, Cyprus at February 28th till March 3rd, 2016.

Links to presentations

  1. Disaster preparedness
  1. L-CERT Mechanisms
  1. First Aid
  1. Psychosocial Support (PSP) & Restoring family links
  1. Fire Safety
  1. Search and Rescue
  1. Hygiene & Shelter, Water, Sanitation
  1. Vulnerability & Capacity Assessment
  1. Community resilience