Disaster Risk Reduction in Education in Emergencies....UN Education Cluster

8/2/2019 Disaster Risk Reduction in Education in Emergencies....UN Education Cluster

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DISASTER RISK REDUCTION IN

EDUCATION IN EMERGENCIESA GUIDANCE NOTE FOR EDUCATION CLUSTERS

AND SECTOR COORDINATION GROUPS

Dont just waitfor disaster(Ban Ki Moon)


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FOREWORD

The Disaster Risk Reduction (DRR) Guidance Note is a key component o the Global Education Clustersresponse to increasing disaster risk. It details practical measures at a policy and programming level in schoolsaety and DRR education, while recognizing the need or implementation in both ormal and non-ormal settings.

Education-in-emergency experts have contributed signicantly to the Guidance Note. It is, ater all,primarily a resource or them. The Guidance can also be used by wider local and national partnersworking in development and humanitarian action.

DRR measures that can be taken beore, during or ater an emergency are set out in the Guidance Note.Measures are urther broken down to what should happen at national, sub-national and the school andcommunity level.

While the Guidance Note is a stand-alone reerence, a companion toolbox providing urther examples,tools, initiatives and programmes is available through the INEE website.http://www.ineesite.org/toolkit/Toolkit.php?PostID=1054

As the Education Cluster and its partners gain experience in DRR, the Guidance Note will need to beupdated. The Education Cluster is happy to receive eedback on the guidance and welcomes urtherexamples o successul measures to reduce disaster risk.

Acknowledgements

This Guidance Note has been developed through the coordinated eort o several members o the Glo-bal Education Cluster. The Education Cluster Unit, which is staed by Save the Children and UNICEF,would like to thank everyone who has been a part o this project and contributed, directly or indirectly,to the strategies and steps included here.

Many colleagues rom within the ECWG Thematic Issues group on DRR played a valuable role in

contributing to the ideas and working knowledge included in this project. They have helped shape thiswork and given it direction rom the start.

This project has come to ruition through the eorts o many contributors, but we are especially grateulor the work o those who worked closely on the project throughout: Gary Ovington, Lisa Doherty, AndreaBerther, Guillaume Simonian, and Sonia Sukdeo o UNICEF, and Marian Hodgkin, ormerly with INEE. Aparticular thanks to Nick Hall o Plan International and Ian Rodgers o Save the Children, whose insightswere greatly appreciated.

A special note o appreciation is due to Antony Spalton o UNICEF, whose role in coordinating theproject was vital. Without his eorts, the project would have never come together as it has.

Finally, the nal product would not have been possible without the work done by the consultantsresponsible or assembling the Guidance Note and Toolkit. Very special thanks to Hoa Tran or hertremendous eorts as the Guidance Notes main author. Her eorts to compile the inormation and presentit clearly were invaluable. Also, a note o appreciation or the work o Todd Besanceney at Save theChildren, who provided the nal prooreading and edit o Hoas work. Marla Petal was responsibleor developing the online Toolkit that provides additional materials to accompany this work, and hercontributions are greatly appreciated.


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CONTENTS

Foreword and Acknowledgements

Contents

Introduction

Brie overview o concepts

Strategy and practical steps

National level - beore an emergency

Strategy and practical stepsGood practice

National level - during an emergencyStrategy and practical stepsGood practice

Sub-national - beore an emergencyStrategy and practical stepsGood practice

Sub-national - during an emergencyStrategy and practical stepsGood practice

School and community level - beore an emergencyStrategy and practical stepsGood practice

School and community level - during an emergencyStrategy and practical stepsGood practice

Implementation

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INTRODUCTION

Disasters, with ever increasing requency and intensity, are a major humanitarian concern. But dis-asters can be mitigated and their impact minimised i people take steps to reduce risks. Disaster riskreduction (DRR) measures are ar less expensive compared with the cost o loss o lie and the cost o

managing its consequences 1. When actions to reduce risk are taken beore a disaster strikes, the extento the loss and damages is diminished and the resumption o education is swit. Disaster risk reduction issignicant or education response in emergencies.

A disaster, whether resulting rom natural or man-made hazards, can also obliterate hard-won educa-tional achievements and slow the development o an education system. Consequently, DRR can havea make-or-break leverage on the development o the educational sector as a whole. It is in the interesto a nations education system to integrate measures or DRR and confict prevention into its sector de-velopment planning. Disaster risk reduction helps build long-term resilience o the education system.It is the critical thread connecting humanitarian assistance and development programmes to enablechildren to realise their right to education.

Strengthening education in disaster risk reduction eorts within a host governments emergency pre-paredness planning is one o the core objectives o the Education Clusters 2. Embedding DRR in allother Cluster work beore, during and ater an emergency will enable cluster coordinators, sector coordina-tion groups 3 and education/technical sta to enhance their role in disaster preparedness and response. At thesame time, they will also be in a strategic position to bring DRR into the development agenda, thus contrib-uting to the un-interrupted development o the countrys education system.

To this end, the Guidance Note recommends strategies and steps that can be taken. While the Guid-ance Note is consistent with the INEE Framework or Education in Emergencies, it has been set out in asimplied ormat or ease o reerence. Cluster coordinators and technical sta are encouraged to userelevant ideas rom here, based on the context and their priorities. The proactive approach o the Edu-cation Cluster and sector coordination groups in promoting DRR in education in emergencies is crucial.However, the ultimate responsibility and ownership o DRR undertakings lie with governments. Whilethis document explicitly addresses reduction o disaster risks originating rom natural hazards, many o theprinciples and approaches are applicable to other categories o risk as well.

1 The World Bank and the US Geological Survey estimates that an investment o $40 billion would have prevented a global loss

o $280 billion in the 1990s (quoted rom Back, E. Cameron, C. & Tanner, T. (2009). A Red Cross study in Nepal on DRR

shows that DRR initiatives yielded a cost-benet ratio o 15:1 in averted costs (Krishna Kumar K.C and Daniel Kull (2009)

2 As laid out in Annex 1 to the Memorandum o Understanding between UNICEF and the International Save the Children Alliance Leadership o

the Global Education Cluster

In many countries sector coordination groups act to ensure a coherent education response to emergencies.

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BRIEF OVERVIEW OF CONCEPTS

Hazard: A geophysical, atmospheric or hydrological event (e.g. earthquake, landslide, tsunami,

windstorm, wave or surge, food or drought) that has the potential to cause harm or loss.

Vulnerability: The potential to suer harm or loss, related to the capacity to anticipate a hazard,cope with it, resist it and recover rom its impact. Both vulnerability and its antithesis, resilience, aredetermined by physical, environment, social, economic, political, cultural and institutional actors.

Disaster risk: A combined unction o the characteristics and requency o hazards, the degree to whichcommunities are exposed, and the degree o their vulnerability or resilience.

Within the education sector, vulnerability is infuenced by a number o underlying actors.These actors may include; weak government structure and capacity in disaster management; lack o under-standing o the root causes o disasters and DRRs connection to emergency/humanitarian assistanceand development; absence o multiple-risks assessment in the planning or education in emergencies

and in the overall education sector plan; poor planning and lack o accountability; lack o an earlywarning mechanism; lack o priority and political will; gender discrimination; exclusion; low capacityo teachers and education administrators in disaster prevention and response; little or no participationo teachers, managers and learners in the design o a schools emergency response plan; poorly builtschool structures.

The resilience o an education system is its ability at dierent levels to anticipate and minimisedisaster risks o natural and man-made hazards, maintain its unctions during an emergency, recoverrom shocks, and provide quality education opportunities to children and youth. At the learners level,resilience is the ability to apply knowledge and skills to assess and minimise risks, adapt to emergencysituations, withstand shocks, and rapidly resume learning and other lie-sustaining activities. Resiliencecan be strengthened when actors underlying vulnerability are addressed.

Disaster risk reduction in education is a systematic approach to incorporating the analysis o disasterrisks and disaster risk reduction measures in education sector development planning. Disaster riskreduction is a combination o actions, processes and attitudes necessary or minimising underlyingactors o vulnerability, improving preparedness and building resilience o the education system. Itenables an uninterrupted development trajectory o the education system and continued access o alllearners to quality education.

Disaster risk reduction in education in emergencies is a systematic attempt to analyse and reducedisaster risk in order to enable the education system to provide, learners to continue, and out-o-schoolchildren to access quality education both during and ater emergencies. Disaster risk reduction helpsto minimise underlying actors o vulnerability, prevent disasters and improve disaster preparedness.DRR is the combination o actions, processes and attitudes taken to achieve resilience.

DRR measures or EiE can be grouped into three areas - prevention o disasters, mitigation o impact ohazards and preparedness or hazard risks.

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Prevention: Activities undertaken to avert disasters or conficts. Examples: careully locate and buildhazard-resistant schools; change attitudes and behaviour through raising risk-awareness and confictresolution; peace education; environmental protection. An inclusive, quality education in itsel can reducerisks o conficts and disasters.

Mitigation: Measures undertaken to minimise the adverse impact o potential natural and man-made hazards.Examples: retrot schools according to multi-hazards resistance standards; educate learners, teachers,

education personnel and community members on hazards and risk reduction; promote inclusive educa-tion and participation; establish a child protection network ahead o the typhoon/food season.

Preparedness: Activities and measures taken beore and between hazard events to warn against themand to ensure an eective response. Examples: a unctional early warning communication mechanism;evacuation drills; skills in re suppression, rst aid and light search and rescue; stockpiling o ood, wa-ter and educational supplies ahead o the drought/ hurricane season or worsening confict; sae keepingo records, teachers guides and curriculum materials; a national emergency preparedness and responseplan; a provincial contingency plan and a school saety/preparedness plan.

The above examples are given to illustrate the concepts. The practical steps in Section III below willelaborate on actions to be taken. As each country and community is dierent, national/local ideas, adaptation,

ingenuity and learning rom other experiences are essential.

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STRATEGY AND PRACTICAL STEPS

The strategies recommended in this Guidance Note aim to boost prevention, mitigation and preparedness.

Recommended strategies and practical steps are delineated along three levels - national, sub-national andschool / community.The strategies and steps are then grouped into two categories: 1) beore an emergency and 2) duringemergency response and recovery. Some steps in one category may also be applicable or the other.

Examples o good practices accompany the Guidance Note at each level and category 4.

AT NATIONAL/EDUCATION SECTOR LEVEL

AT NATIONAL/EDUCATION SECTOR LEVEL

AT SUB-NATIONAL (e.g. REGIONAL, PROVINCIAL or DISTRICT) LEVELAT SUB-NATIONAL (e.g. REGIONAL, PROVINCIAL or DISTRICT) LEVEL

SUB-NATIONAL LEVEL: DURING EMERGENCY RESPONSE AND RECOVERYAT SCHOOL AND COMMUNITY LEVEL

4 To the extent possible, examples o good practices that are directly relevant to the work o the Education Cluster/ Sector Coordination Groups

have been selected or illustration in this Guidance Note. Other good examples o raising awareness about disaster reduction, and sae school

construction can be ound at: http://www.preventionweb.net/go/12085, http://www.preventionweb.net/go/3920, and http://www.adpc.net

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SECTION III STRATEGY AND PRACTICAL STEPS

More lives can be saved, more injuries prevented, and damage minimised when DRR measures aretaken ahead o a disaster. The education system has a greater chance o unctioning and maintainingthe education o children and young people during an emergency when disaster/confict reductionmeasures are in place beore its onset. The integration o DRR in the Education Clusters work beore anemergency is directly linked to the Clusters overall eectiveness in supporting the Ministry o Educationto lead the emergency response and recovery. By embedding disaster risk reduction in their work andocusing on key strategic interventions at the central level, cluster coordinators can better help to prepare

the education system to maintain its unction during an emergency.

NATIONAL LEVEL- BEFORE AN EMERGENCY

AT NATIONAL/EDUCATION SECTOR LEVELAT NATIONAL/EDUCATION SECTOR LEVEL

Strategy Practical steps

Advocate or DRR inclusion inemergency preparedness andresponse planning and ineducation sector developmentplan

Disseminate to Ministry of Education and other centralsub-national level government and civil society partners keyDRR-related concepts, e.g. vulnerability, resilience, and keydisaster reduction interventions at central, provincial andschool levels. Articulate the crucial linkage between DRR, humanitarian anddevelopment planning; advocate or DRR inclusion in educa-tion policy process and documents (Sector Wide Approach,Common Country Assessment, UN Development AssistanceFramework, education sector plan, national emergency pre-paredness and response plan). Advocate for inclusion of vulnerability and capacity as-sessment, DRR measures (incl. disaster prevention, peaceeducation, confict management) and corresponding budget

in emergency preparedness &response plans and educationsector plan. Advocate for DRR fusion in education strategies and pro-grammes or all age groups (rom preschool age upwards). Promote the inclusion of multi-hazard data and analysis ineducation inormation management system (EMIS).

Protect continued educationaccess

Support the development/adaptation of school construc-tion standards to ensure multi-hazard resistance, to be ap-plied in emergency response as well as in education sectordevelopment.

Develop a policy framework for school safety to be integratedinto existing education policy and processes, involving ex-perts rom other clusters (e.g. Shelter, Protection, WASH andHealth). Promote viable organisational arrangements with clearlydened lines o accountability, within the MoE, sub-nationaleducation authorities and with disaster management agen-cies. Pre-position educational supplies for disaster-prone areasbased on needs analysis. Support the development and incorporation of DRR-relatedindicators in the monitoring and evaluation rameworks.

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Promote DRR through systemicadaptation

Advocate for and support the review of curriculum 5 toidentiy gaps and method to integrate DRR, confict managementand peace education as appropriate. Support a system of training and equipping rst respond-ers ahead o emergencies. Advocate for integrating disaster risk reduction, peace edu-cation and confict management topics in pre-service and in-service teacher training, making use o good examples romother countries.

Seek and strengthen networks andpartnerships

Identify and mobilise partners and actors (government, donors,civil society organisations, private sector) in risk and vulner-ability assessment, gaps analysis and development o theemergency preparedness and response plan. Support ca-pacity development o these actors as needed. Make disaster risk reduction (prevention, mitigation andpreparedness) the primary ocus o Education Clusters workbeore a disaster, collaborating with disaster managementagencies in the process.

Promote development and im-plementation o early warningsystem

Advocate for the establishment and function of a multi-haz-ard early warning system accessible by sub-national educa-tion authorities and schools, with input rom disaster man-agement agencies. Incorporate existing local knowledge and proven effectivepractices while developing the early warning system.

Promote inter-cluster coordination

Involve other clusters in multi-risk assessment and devel-opment o the education emergency response plan. Make use of other clusters knowledge and lessons learnedin the development/adaptation o school building codes andschool saety policy ramework (esp. Shelter Cluster, WASHCluster, and Protection Cluster). Collaborate with humanitarian actors and partners to preventuncoordinated response.

5 Countries will consider the dierent approaches to curriculum adaptation and choose one that most ts their realities.

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Good Practice

NEPAL Advocate or DRR inclusion in emergency preparedness and response planning andin education sector development plan: The Education Cluster is advocating orthe establishment o a budget or emergency education preparedness and re-sponse. As Cluster Lead, UNICEF has organised a national level contingency plan-ning workshop that brought together key education stakeholders to develop a nationalcontingency plan taking into account gaps o previous plans, especially with regardsto improving preparedness. Subsequently, based on this national contingencyplan, district education ocers worked with counterparts rom other sectors todevelop a multi-sectoral contingency plan specic or their district 6 .

Seek and strengthen networks and partnership: Nepal has been aected by con-tinuous confict and an increasing number o natural hazards o high intensityover the last decade. UNICEF and Save the Children, the co-leads o the Edu-cation Cluster, have been leading the eort or response and preparedness oreducation in emergencies (EiE). A key element o their work has been to advocatewith and help the Ministry o Education (MOE) and help it to assume the leader-ship o EiE. The MOE is now an active co-lead with UNICEF and Save the Childrenin the Education Cluster and has designated ocal points at the national and dis-trict levels. The MOE has integrated EiE into their Governance and AccountabilityAction Plan, which is part o their annual education sector plan, ensuring continuedaccess to education or children in during natural disasters and confict.

MOZAMBIQUE Mozambique is vulnerable to foods and cyclones. It experienced particularly se-vere cyclones and foods in the 2006/07 and 2007/08 rainy seasons. Fortunatelythe major part o 2009 was relatively quiet, during which time the Education Clus-ter made risk reduction, mitigation and disaster preparedness the primary ocuso its work. The Cluster worked closely with Government counterparts - Ministryo Education and Culture, Ministry o Women and Social Actions, Ministry o Inte-rior and National Disaster Management Institute to monitor the emergency situ-ation and to promote early warning.Promote DRR through systematic adaptation: Acting on recommendations roma UN/ISDR Arica training workshop, the Mozambique Red Cross Society took the leadin mainstreaming DRR into school curricula. A training session was held or 99selected teachers rom 76 schools, with the objective o creating student aware-ness o the eects o disasters, enhance saety amongst students, amilies and their

communities, and develop a school handbook on tsunami and other disaster risks.The teachers were able to return to their respective schools and integrate DRRas a topic rom primary grades through high school, as well as across almost allsubjects.

6 Adapted rom Nepal: EiE in Education Sector planning by Sweta Shah (unpublished document)

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Good Practice

VANUATU Protect continued education access: Vanuatu is regularly aected by volcaniceruptions, cyclones, earthquakes, droughts, foods and landslides. Realising theimportance o disaster risk reduction in the education sector, in 2009 theMinistry o Education- supported by UNICEF regional specialist- developed theDisaster Risk Reduction, Disaster Management & Emergency Preparedness Plan orEducation Sector. It provides a time-line and spells out concrete actions, actors,and their responsibilities at national, provincial and local levels. The Plan wasdeveloped through a participatory and consultative process involving nationaland provincial education ocers, zone curriculum advisors, secondary schoolprincipals rom all provinces, UNICEF, Save the Children and JICA. It was

developed to t in within the wider ramework o the Vanuatu Disaster RiskReduction and Disaster Management National Action Plan (2006-2016) and theVanuatu Education Sector Strategy (2007-2016).

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NATIONAL LEVEL- DURING EMERGENCY RESPONSE AND RECOVERY



Embed DRR in emergency needsassessments

Include in both rapid and comprehensive needs assess-ments an analysis o risks, including the underlying risks toschool children and education. Based on these assessments adjust (or develop) the emer-gency response (i this has not been developed in the beoreemergency stage).

Ensure rapid resumption oeducation in risk-ree environment

Prioritise schools to be retrotted and use hazard-resistantstandards or retrotting.

Build safe temporary learning spaces and new schools in safesites, using disaster- resistant designs and standards. Mobilise additional teaching staff based on needs and trainthem up on disaster mitigation, prevention and prepared-ness. Adopt and publicise multi-hazard resistant design andstandards or school construction and retrotting to preventuture risks. Mobilise funds and participation of partners, local groups andcommunity members or school retrotting and reconstruc-tion.

Ensure emergency responseincorporates DRR

Adapt existing and available materials on DRR to makeit context-appropriate, making use o proven eective localknowledge and practice, and integrate the materials in bothormal and non-ormal education programmes. Integrate disaster risk prevention, mitigation and prepar-edness in all capacity development undertakings or Ed-ucation Cluster partners, humanitarian actors, educationadministrators and teachers, builders, community-based or-ganisation representatives. Use feedback from the eld about risk mitigation and pre-paredness to revise response strategy in order to reduce u-ture risks, and or advocacy with donors and governmentauthorities.

Use DRR as a basis or EducationClusters activities and inter-clustercoordination

Include risk prevention, mitigation and preparedness aspects inmonitoring and evaluating education response to emergen-cies (e.g. to make sure new schools can withstand hazards,all surviving children return to school, schools conduct regu-lar drills, etc.). Advocate for disaster mitigation and preparedness measures inthe design and implementation o other clusters responseprogrammes that help children to resume education, espe-cially with Protection, Nutrition, WASH and Shelter Clusters.

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Good Practice

MADAGASCAR Embed DRR in emergency needs assessment: When the 2009 cyclone hit, theCluster was able to ensure an eective response, enabling students to resumestudy rapidly thanks to a number o measures. The Education Cluster assignedpersonnel in the eld, preparing them to conduct rapid assessments and coordi-nate an emergency response. Pre-positioned materials were distributed to servea minimum o 35,000 students, according to two priority scenarios cyclones and/or fooding. It designated an IEC ocal point in the Education Cluster to ensure e-ective inormation management and circulation during emergency.

Ensure rapid resumption o education in risk-ree environment: In addition to ret-rotting schools damaged during the 2008-2009 cyclones, as part o the longerterm recovery UNICEFs regular school construction programme ensures that allnew school buildings can resist cyclones, and are equipped with latrines andwater points in line with Child Friendly School approach. Construction teams as-sessed disaster risks at construction sites to ensure cyclone-resistance o schoolbuildings, and trained community members in maintenance and repair tech-niques 7 .Use DRR as a basis or Education Clusters activities and inter-cluster coordina-

tion: The Education Cluster emphasized the need to innovate and promote envi-ronmentally riendly solutions, and to raise awareness that disasters are linked toglobal and local environmental issues. It advocated or the use o pressed bricksinstead o the traditional burned bricks, which have a heavy environmental im-pact. It also encouraged maximising the use o local materials to reduce trans-portation costs while maintaining quality and sustainability.The Education Cluster has used advocacy and joint evaluation as important strat-egies or ensuring eective collaboration with other clusters in organising theemergency response. Education Cluster members participated in a Joint Dam-age, Loss and Needs Assessment (JDLNA) ater the 2008 cyclone, jointly con-ducted by 12 Ministries and government agencies and several UN agencies. Itacilitated the collection and centralization o data, as well as the establishmento the response plan, with due reerence to the education contingency plan.

7 Material about Madagascar example in this document is based on UNICEF documentation o good practices in DRR (drat, 2009) and inormation

provided by Madagascar Education Cluster and UNICEF oce.

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Good Practice

MYANMAR

Embed DRR in emergency needs assessment: In the immediate atermatho Cyclone Nargis in 2008, the Education Cluster was able to benet morethan 600,000 students and assist more than 27 aected townships resumetheir school years by June. In 2009, the Education Cluster was modied intothe Education Thematic Working Group (ETWG) in order to discuss educa-tion issues nationwide. In response, the Disaster Preparedness and ResponseEducation (DPRE) Working Group30, chaired by UNESCO, assessed at-riskcommunities covering the entire country and developed materials on disaster riskreduction or their schools.

Ensure rapid resumption o education in risk-ree environment: Since January2009, UNICEF has incorporated its Child riendly model schools with the buildback better approach to construct 50 schools in aected townships. During con-struction, a maintenance manual or each school was developed and dissemi-nated in order to encourage the school authorities and the township educationdepartment to carry out regular inspections. Save the Children also worked incoordination with Development Workshop France (DWF) to create the SaerSchools Project. A one day workshop was held with a number o villages to dis-cuss school construction and provide practical demonstrations. Once materialswere delivered, schools were strengthened by local builders while under projectsupervision.(Adapted rom Cyclone Nargis 2008: Rehabilitation in Myanmar, 2010)

http://www.preventionweb.net/fles/16776_cyclonenargis2008.pd

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The sub-national education cluster, or sector coordination group in some countries, enables a more practicablepreparation and donor coordination o the emergency response on the ground. Its key in galvanising supportor school-based and community-based DRR initiatives, while at the same time providing timely and useuleedback upwards to the national level coordination mechanism.

SUB-NATIONAL LEVEL: BEFORE AN EMERGENCY


Advocate or inclusion o DRR insub-national contingency plan &education development plan, andput in place preparedness measures

Support sub-national education authorities to incorporatean analysis o predominant risks, disaster reduction and con-fict prevention in their education development plans. Support sub-national education authorities to conduct haz-ard-mapping and develop sub-national contingency plan(s)or the most disaster-prone areas to ensure education con-tinuity in the event o disaster/confict, based on results omulti-risk analysis and vulnerability/capacity assessment.(Reer to the ve domains o INEE MS in developing contin-gency plan). Develop a plan for pre-positioning of education supplies(e.g. identiy suppliers, standby arrangements, storage, dis-tribution, maintaining/updating inventory o stocks, speciyingroles and responsibilities o stakeholders) and inorm stake-holders accordingly.

In cooperation with local communities, pre-designate safetemporary learning spaces or alternative school locationsand communicate them to all schools. Conduct an inventory of age-appropriate safety measureswith regard to dierent types o risks.

Support risk-inormed capacitydevelopment

Preliminary planning for staff/teacher recruitment andtraining or emergencies. Support capacity development of education personnel,master-trainers and representatives o civil society organi-sations in vulnerability and capacity assessment, multi-risk

analysis and prevention, preparedness planning, disastermanagement and response. Include DRR content in pre-service and in-service trainingor school administrators, teachers and child caregivers. Train needs assessors on risk identication and analysis. Support training of builders in construction techniques thattake account o the dierent risks and apply hazard-resistantstandards.

AT SUB-NATIONAL (e.g. REGIONAL, PROVINCIAL or DISTRICT) LEVELAT SUB-NATIONAL (e.g. REGIONAL, PROVINCIAL or DISTRICT) LEVEL

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AT NATIONAL/EDUCATION SECTOR LEVELAT SUB-NATIONAL (e.g. REGIONAL, PROVINCIAL or DISTRICT) LEVEL


Enorce policy/ standards andguidelines or school saety

Widely disseminate multi-hazard resistance constructionstandards and guidelines. Ensure enforcement of these standards in all construction/retrotting projects, including or schools that are part o thelong term provincial development plan. Ensure inclusion othese standards in the monitoring and inspection o con-struction and in school maintenance regulations. Establish clear lines of accountability in enforcement ofbuilding codes. Mobilise community participation in reconstruction andschool building maintenance.

Promote curriculum revision andadaptation 8

Review formal and non-formal curriculum to identify gapswith regard to DRR. Based on the above review, integrate DRR contents in thedelivered curriculum including awareness o natural andman-made hazards, risk assessment, risk reduction andprevention, peace education, confict mitigation andresolution, tolerance, disaster preparedness and response.In cooperation with disaster management authorities andlocal experts, adapt existing materials as appropriate, takinginto account predominant local hazards. Identify local knowledge and good practices on early warn-ing and disaster management or inclusion in the revisedcurriculum, engaging local experts whenever possible.

Include DRR aspects in the activities for preschool-age chil-dren, in both structured learning programmes or youngchildren and or parents in parental education programmes.

Mobilise sub-national initiativesand link them with school-basedand community-based DRR activities

Encourage and support sub-national initiatives to improve pub-lic awareness on multiple risks, risk reduction and disaster/confict prevention. Promote the development of disaster risk reduction educa-tion materials that can be used in schools and communitiesor all age groups, in both ormal and non-ormal settings,while making use o local knowledge, practices and culture.Provide technical assistance where appropriate.

Promote links between the sub-national contingency plansand school preparedness plans.

Ensure implementation o earlywarning system

Support the establishment and functioning of provincialearly warning mechanisms. Ensure functional linkage between provincial early warningmechanisms and the national early warning system. Ensure functional linkages and communications betweensub-national early warning mechanisms and schools/communities. Develop sub-national procedures and plans for evacuation,including specication o sae assembly areas.

8 This is particularly pertinent to countries with a decentralised education sector, where localised curriculum can be a good channel or incorporating

local hazards, risk mitigation and reduction methods, and local wisdom and experience in disaster management.

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Good Practice

MADAGASCAR Advocate or inclusion o DRR in sub-national contingency plan: Since2008, the Education Cluster has played an important role in the concep-tion o a Contingency Plan which includes actions at the sub-nation-al level. The Contingency Plan is updated annually to incorporate lessonslearned rom the previous cyclone season. The Cluster veries, updates thecontingency plan and shares this with the other clusters. All actions taken are com-municated to the National Oce or Disaster Risk Management.Support risk-inormed capacity development: The Ministry o Education, withthe support o the Education Cluster, organised training o trainers on DRR andmeasures to reduce the impact o cyclones, foods, res, malnutrition, earth-quakes and tsunamis. Climate change themes are also integrated in trainingmodules. These trainers then held training or education ocials and teachers in local

administrations in 5 high-risk regions. Apart rom the DRR concepts andmeasures, education ocials and teachers learned about the early warning systemand their role in making sure early warning signals are communicated to communi-ties or evacuation rom high risk areas. School directors and teachers are trainedto ensure the physical protection o children and inorm local education ocialson the situation. For local-level capacity building in DRR, students were mobilisedas key communicators o messages to adults. Both teachers and students learnand practice the recommended DRR actions at school and at home as preventionmeasures and appropriate conduct to adopt during emergencies: verication o thesystems o closing o doors and windows, reinorcement o the roong systems,identication o reuge sites, prepositioning o education materials and equip-ment, precautions or the use o the drinking water that may be contaminated, etc.

Posters carrying similar messages have also been produced or social mobilisationPromote curriculum revision and adaptation: DRR materials were developedand taught to students (130,000 Disaster Risk Management Manuals or studentsand 20,000 guides or primary school teachers have been produced or 9 regions).Disaster Risk Management practice manuals (including also cyclone and foodearly warning) have been integrated in school curricula and in teacher training in 4subjects - lie science, Malagasy, French and mathematics.Ensure implementation o early warning system: Education Cluster partners sup-ported the establishment o an early warning system by radio, telephone ande-mail. The system also incorporates popular local tools/methods, e.g.megaphones, church bells, whistles and door to door communication. The regionaleducation authority in high risk zone areas is ully involved and takes decisions inthe preparedness and risk reduction measures and keep school districts inormed

o actions.

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Good Practice

VIETNAM Support risk-inormed capacity development: In order to deal withseasonal monsoons, the Vietnamese government had placed their ocuson structural measures and disaster response, but until 2000 they had notocused at all on disaster reduction. In 2001, the Vietnam Red Cross Society,in coordination with the IFRC, implemented a 12 month program calledIntroducing Disaster Preparedness in Primary Schools. The program includedthe application o the ollowing strategies. Ater developing disaster needs assessmentmaterial, personnel o all levels, rom national to the commune, were trained inDRR methods. The program and its subsequent replication helped train 15,000teachers and 500,000 students, and has taken place in in all 21 o the most disaster-proneprovinces in Vietnam.Promote curriculum revision and adaptation: The program also helped envision

the integration o disaster preparedness education into school curricula through-out Vietnam. Due in part to this program, the Ministry o Education aced a man-date to include disaster preparedness education in school curricula by 2010. As aresult, primary school teachers will be able to teach several generations o schoolstudents. These children will continue to disseminate messages on what oughtto be done or avoided beore, during and ater a disaster event to their parents,relatives, neighbors and riends( Adapted rom Towards a Culture o Prevention: Disaster Risk Reduction Begins at School, 2007)

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SUB-NATIONAL LEVEL: DURING EMERGENCY RESPONSE AND RECOVERY



Incorporate DRR into rapid andcomprehensive needs assessments

Ensure an analysis of risks for schools and students isincluded in the rapid and comprehensive needs assessments. Collaborate with humanitarian actors and partners to preventuncoordinated assessments which may pose more risksto aected areas (e.g. risk o hindering a rapid emergencyresponse).

Operationalise sae temporarylearning spaces to ensure educationcontinuity

Put into operation the pre-designated safe temporary learningspaces (TLS) ensuring appropriate protection, continuedlearning and playing possibilities or dierent age groups. Provide extra safe TLS in other areas not affected bydisaster during school retrotting and reconstruction. Ensure each school and temporary learning space has asaety and response plan. Provide TLS and schools with basic teaching and learningmaterials already adjusted to include DRR aspects. Ensure students in disaster-affected and risk-prone areasare taught about risk reduction, disaster prevention, and

appropriate conduct beore, during and ater a hazard event. Provide psycho-social support and guidance on how to copewith disasters. Encourage participation of existing local groups andcommunity members in the establishment and unctioning oTLS.

Accelerate risk-inormed capacitydevelopment

Integrate DRR elements in the training package forteachers, para-teachers, caregivers and volunteers (e.g. disasterprevention, reduction and preparedness, psychosocial

support to students, sae hygiene practices, maintainingrisk-ree learning environments inside classrooms, schoolcompounds and within the vicinity). Provide training to education ofcials, master-trainers,teachers, para-teachers, caregivers and volunteers (i thishas not been done beore the onset o the emergency) usingtraining materials with incorporated DRR aspects. Train local builders in constructing multi-hazard resistantschools in collaboration with Shelter Cluster and other partners.

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Use DRR as a basis or EducationClusters response and inter-clustercoordination

Incorporate in the post-emergency response plan mitigationmeasures in re-establishing & improving school inrastructureand education services, involving other Clusters (especiallyShelter, WASH, Protection), local partners and experts. Reer tothe ve domains o INEE MS or specics in dierent aspectso EiE. Adopt multi-hazard resistant standards as sine-qua-noncondition in all retrotting & construction proposals, biddingand inspections. Ensure education materials, supplies and learning opportunitiesreach the most aected population without discrimination basedon race, gender, disability and ethnicity. Integrate prevention, mitigation and preparedness measuresin the recovery process.

Risk-inormed Build Back Betteras a key strategy or schoolrehabilitation

Prioritise schools in affected areas for retrotting andreconstruction needs. Enforce the application of multi-hazard resistant standards

in retrotting and reconstructing schools, preschools andkindergartens. Engage local groups and community members in schoolreconstruction and in oversight o construction. Establish risk-informed school maintenance regulations andcommunicate them to all schools.

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Good Practice

PHILIPPINES In late 2006, several strong typhoons destroyed thousands o primary andsecondary schools and day care centres in Southern Luzon, aecting hun-dreds o thousands o school and pre-school children. In the immediate ater-math, UNICEF and partners went beyond the usual education in emergenciesresponse and launched a more comprehensive emergency package to supportthe government in strengthening sub-national capacity or emergency prepared-ness and response and building more hazard-resistant structures. The BuildingSae Learning Environment or Children project involved many partners - theDepartment o Education (DepED), Department o Social Welare and

Development, NGOs (Care, Plan, Save the Children Alliance, World Vision, Centreor Disaster Preparedness, Habitat or Humanity) and local government units.Several strategies were used:Accelerate risk-inormed capacity development: Nearly 66,000 students and1,000 teachers and non-academic sta rom 72 schools were trained on DRRmeasures and emergency preparedness skills. Students, teachers, school heads,parents and selected community members trained on measures to ensure schoolsaety. School supplies and educational packages were provided to studentsand teachers. Multimedia educational packages on disaster preparedness wereproduced, and children and community stakeholders actively engaged in DRRinitiatives.Risk-inormed Build Back Better as key strategy or school rehabilitation: Intotal, 99 disaster-resilient schools and 26 day-care centres were built with the

support o Department o Education engineers and participation o schoolprincipals and community members. New school buildings can also serve asevacuation centres with fexibility to accommodate a large number o people (e.g.accordion-type partition walls, beams or hooks or hanging hammocks, improved/additional sanitation acilities - toilets, bath/washing areas, water points, cookingand waste disposal areas).These undertakings complimented other ongoing projects established under theDisaster Preparedness through Educational Multimedia programme; a schoolmapping exercise; development o a manual on disaster preparedness; anAssessment o School Building Structural Integrity and Stability; a School Waterand Electrical Facilities Assessment; mainstreaming o risk reduction measuresinto development policy, planning and programme/project implementation. This

experience contributed to the establishment o the Education Cluster at nationaland local levels in early 2007. Since then, the Cluster has helped strengthen theplanning and coordination o education in emergency responses involving thegovernment, NGOs and some donor partners 9 .

9 Based on (drat) UNICEF documentation o good practices (2009), with additional inormation provided by UNICEF Philippines.


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Good Practice

ALGERIA Accelerate risk-inormed capacity development: Soon ater the autumn 2008foods and the ensuing mudslides in Ghardaia, the Scouts Musulman Alge-riens were mobilised in the rescue and clean up eorts. Fortunately, during thepreparedness training prior to the foods, the Scouts had acquired many skillsrelevant to emergency response and they had developed a disaster preparednessplan. So when the foods occurred they could quickly organise themselves intoan emergency network, ready to act. About 1,000 scouts and volunteers workedtogether with government and NGO partners to monitor the crisis and supportedthe aected areas through distributing oods and hygiene kits, removing debris,pumping water rom fooded houses, clearing streets o mud and rubbish, and

supporting aected population emotionally. They made an important contributionto the rescue and rehabilitation eorts.(Adapted rom Children and Risk Reduction: Taking Stock and Moving Forward, 2009)

http://www.preventionweb.net/go/12085

SRI LANKA Incorporate DRR into rapid and comprehensive needs assessments: Followingthe 2004 tsunami, the Asian Disaster Reduction Center (ADRC) implementeda project aimed to enhance natural disaster education in schools by develop-ing the capacity o school teachers, school principals and school children. TheADRC conducted a comprehensive needs assessment o the schools in the GalleDistrict. The survey sought to develop an appropriate strategy and methodology

or disseminating tsunami knowledge and raising public awareness, and oundan absence o disaster education in the schools.Accelerate risk-inormed capacity development: The project trained 52 schoolprincipals and 564 school teachers rom 422 schools in the Galle District, aswell as some 30 ocials o the Southern Provincial Department o Education,including division/zonal directors o education. Their training included learningabout disasters, eective disaster risk management, disaster education in Japan,the showing o a disaster simulation exercise/emergency drill in school, anddemonstration o lessons on natural disasters.(Adapted rom Towards a Culture o Prevention: Disaster Risk Reduction Begins at School, 2007)

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What actually happens at the school and community level is the litmus test o how successul nationalpolicies are in reducing risks, mitigating the eect o disasters and enhancing response and recovery.Broad participation- o students, teachers, principals, parents and other community members - is thekey to eective risk reduction, laying the oundation or a resilient community.

SCHOOL AND COMMUNITY LEVEL: BEFORE AN EMERGENCY


Promote DRR as the oundation oschool preparedness and saety

Conduct vulnerability/capacity and multi-hazard assess-

ments, and identiy gaps in school-level response capacity withthe participation o students, teachers, school administrators,parents and community members. Based on the above assessments, develop schoolcontingency plans. Identiy saety measures appropriateor dierent age groups and with regard to dierent haz-ards, establish basic emergency procedures, locate saeassembly areas, and provide or records saekeeping.Conduct prepositioning o education materials and tem-porary learning spaces, prepare or teacher deploymentand training plan, incorporate a protection mechanism oryoung children, girls, disabled persons and other vulnerablegroups, dene the responsibilities o stakeholders, and set atimeline or action and coordination with provincial authori-ties. Implement regular drills of safety measures, especially indisaster-prone areas. Ensure all schools in risk-prone areas have rst aid kits,pre-stocked emergency lie-support supplies and educationmaterials or students and teachers. Prioritise unsafe schools for retrotting and reinforcement. Ensure the construction of all new schools uses multi-hazardresistant standards. Promote the establishment of a school-wide early warn-ing mechanism and ensure everyone in school and commu-

nity knows how to respond to early warning signals, whereapplicable.

SUB-NATIONAL LEVEL: DURING EMERGENCY RESPONSE AND RECOVERYAT SCHOOL AND COMMUNITYLEVEL

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Scale up skills- building andresources development

Conduct a baseline study on the knowledge and skills ofschool administrators, teachers, PTA, and community leadersconcerning predominant local hazards, confict resolution,disaster prevention, mitigation, preparedness and response. Based on this baseline information, conduct an audit ofexisting educational materials (training kits, teachers guides,student manuals, including materials that have been developedat national level) to identiy gaps.

Based on the identied gaps, integrate DRR aspects intoeducation materials, engaging local experts and teachers, aswell as incorporating local knowledge and eective disastermanagement practices. Based on the baseline, train school administrators andteachers in assessing risks, managing risk actors, andproviding psychosocial support to aected students. Conduct DRR-related training and activities for schoolclusters 10 .


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10 During emergencies traditional support systems may be disrupted. Thereore peer support and school clusters support play an important role

and can be mechanisms through which to incorporate training on DRR


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11 DRR aspects that can be taught include, among others: mechanisms or food risk reduction, landslides protection, land-use planning, environment

protection, basic emergency procedures, saety rules, maintenance o school buildings, confict mitigation, confict management, peace building.

12 Actions in which children and young people can be encouraged to participate include: 1) Hazard identication and risk analysis, 2) establishment oa school/ community hazard map, 3) conduct o vulnerability and capacity analysis, 4) development o school saety plans, 5) dissemination to other

children, siblings and parents o messages about risk and risk prevention, 6) risk-inormed school maintenance, 7) design o and participation in DRR

promotion activities, etc.


Accelerate teaching and learningabout DRR in disaster prone areas

Promote the teaching of education materials updated withDRR aspects in schools and preschools, in extra-curricularactivities and in community-based initiatives 11 . Incorporate DRR teaching in non-formal education programmes. Provide technical assistance to teachers and caregiversin teaching DRR aspects, using child-riendly methods andactivity-based approach.

Emphasise community awarenessraising and participation in riskreduction

Mobilise participation of parents, local groups, community

members in school-based DRR initiatives. Engage the mostvulnerable and marginalised in the community and existingnetworks (PTA, school improvement committee, etc.) Promote schools as centers for community risk reductionwhere activities are designed and conducted with the participationo children and youth, parents and other community members Establish school emergency teams with representation ofstudents and teachers, parents and community groups.

Engage children as eectiveagents o change and key actors indisaster risk reduction

Facilitate the participation of children and adolescents inDRR activities both in and out o school 12, using child-cen-tred and activity-based methodologies, appropriate to dier-ent age groups. Mobilise child-led, inclusive DRR initiatives, appropriate tochildrens age and capacity. Encourage application of Child-to-Child initiatives for DRRpromotion.


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AT NATIONAL/EDUCATION SECTOR LEVELIN SCHOOL AND COMMUNITY

Good Practice

INDIA Assam, a northern state, is highly prone to both foods and earthquakes. Since2007 Action Aid, in partnership with local NGO GVM, has supported disasterrisk reduction through schools. Multi-acetted actions have been implementedto make schools in high-risk areas saer, and to enable schools to be a locus ordisaster risk reduction:Promote DRR as the oundation o school preparedness and saety: Participa-tory vulnerability analysis (PVA) was conducted with the support o volunteerstrained in conducting PVA, and participation o teachers and student in analysingtrends o hazards. Based on the PVA, door-to-door and school-to-school surveys,

school-community discussions, and with the support o school disastermanagement committees (ormed as part o this programme), schools developedtheir Multi Hazard Disaster Risk Reduction Plan. The PVA process has not onlyengaged schools and communities in analysing risks, their own capacities andappropriate solutions thus raising their awareness and participation- but hasalso helped identiy specic DRR topics that need to be taught in schools. Eachschool was also provided with a food and earthquake response kit (see annex1 or details o the response kit). Mock drills were organised with the participation ostudents rom dierent schools, members o village disaster management committee,teachers and community members.Scale up skills-building and resources development: With the participation oteachers, state experts in material development, local experts and illustrators,

DRR issues have been brought into the curricular process o schools.Supplementary reading materials were developed in accordance with the existingtextbooks while a separate textbook was developed on DRR and climatechange or grade 5, 6 and 7. For lower primary grades, materials have beenincorporated into various pedagogical channels, classroom discussions and inthe practise o rescue and evacuation. Each school designates resource teachersto ensure ocused attention on DRR and to spearhead school-wide activities.Teachers and students trained on rescue and evacuation techniques, includingsurvey types and ve stages o rescue, rope knots, hitching and lashing, respread control and combustion, use o extinguishers, stretchers and dierentmethods o rescue. Students, teachers and community members learned to makeboats and liejackets rom local materials (ropes and glass bottles). They couldmake boats in a ew minutes out o wooden desks and tarpaulins, which cancarry our people to a sae location (see annex 1).Emphasise community awareness raising and participation in risk reduction:Dierent mechanisms were set up or raising awareness and catalysing action,and they have been eective or the purpose. Examples include a Child Assem-bly, Area Student Force or Disaster Management, School and Village DisasterManagement Committee, and the Hazard Saety Cadet Corps. Through thesemechanisms, children and adolescents have been sensitised about disasterrisks and what action they could take to be well prepared. At the same time theyhave the chance to learn about good governance, process o policy infuence,democratic decision making, and build their leadership skills. In coordinationwith community participation, school structures were reinorced to withstandpredominant risks. For earthquakes, structural reinorcement was conducted.

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AT NATIONAL/EDUCATION SECTOR LEVELAT SCHOOL AND COMMUNITYLEVEL

Good Practice

INDIA For foods, plinth levels and the surrounding area o the school buildings havebeen raised to protect the oundation, and high tension power lines have beendiverted. Local masons and carpenters were also trained on earthquake resistantconstruction technology, with an emphasis on contextualization. Apart rom thesimple structural techniques o resistant bends and reinorcement, tips havebeen given on locally do-able simple techniques on storage, stock usage andquality check o the construction material (cement, rod, sand).Engage children as eective agents o change and key actors in disaster risk

reduction: Drawing competitions or dierent age-groups, open- house discus-

sions, debate, ex-tempore speeches, essay writing, recitation, street plays, olksongs and seminars on disaster, climate and environment have been organisedand attracted a high level o participation. A widely publicised Talent SearchCompetition in DRR and environment conservation was organised in 2008 withnancial incentive (scholarships or selected participants or twelve months).Inter-school workshops were held to develop projects on climate change andlocal knowledge. Wall magazines were produced in 20 schools, each with aneditorial board made up o students and teachers. A Nature Camp-cum-Exhibitionwas organised in collaboration with Assam Science and Technology Council toenhance sensitivity o children towards environment. The results rom theseundertakings are being shown to the State Education Authorities and used topromote sae and secured environments and disaster management in all schools,the inclusion o DRR education in school curriculum, and the inclusion o disasterrisk reduction in all construction and development projects in Assam 13.

ZIMBABWE Accelerate teaching and learning about DRR in disaster prone areas: Zimbabweanschool children tend to exhibit high absentee rates due to illnesses linked tocholera and other waterborne diseases. Most schools suer rom a lack o saewater and proper sanitation, and municipal water supplies are intermittent.Problems are exacerbated during the rainy season, when fooding is common. Inan eort to encourage hygiene in schools, UNICEF and two international NGOsinitiated teacher training programs that ocused on maintaining children as theprimary audience. Local teachers were given a variety o techniques in order todetermine which methods would work best or them, as well as which methodswould be successul in their communities. Lecturers or local teacher training

programs conducted the trainings, providing or greater rapport between trainersand trainees. Many o the materials were also retained, as some lecturers endedup organising training events or their own colleagues.(From Children and Disaster Risk Reduction: Taking Stock and Moving Forward, UNICEF,

2009)


13 Based on Disaster Risk Reduction through Schools- An Initiative o Action Aid International India. The Assam experience (2010), and additional

inormation provided by GVM and Action Aid representatives in India.

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SCHOOL AND COMMUNITY LEVEL: DURING EMERGENCY RESPONSE AND RECOVERY

Good Practice

MADAGASCAR Develop an eective school-based response plan: During the 2009 politicalcrisis, the ensuing violence orced many schools in cities and large towns to closedown. The Education Cluster led a school-level assessment in Antananarivo thatalso included input rom parents and the community, and which revealed low-ered attendance rates, childrens inability to concentrate on school work, andtheir reduced perormance. In collaboration with the Protection Cluster and thesocial workers syndicate, the Education Cluster members developed a responseplan and provided psycho-social support to students and teachers, reaching outto 40,000 children and nearly 2,000 teachers rom aected schools. Amongst the

students reached, 637 received the necessary individual support.The Education Clusters advocacy and collaboration with the Protection Clusterhas ensured a swit response, despite the lack o a unctioning National Oce orDisaster Risk Management or confict.Incorporate risk mitigation and reduction measures in the resumption o teaching

and learning: The 2008 and 2009 cyclones destroyed and severely damaged manyschools, putting hundreds o thousand children at risk o losing a whole schoolyear. Building sucient new schools which can withstand cyclones was unreal-istic. A dual approach was taken, in which sae temporary classroom structureswere built to allow students to resume study rapidly, while permanent cyclone-resistant schools were being constructed.In parallel, the Peace Education project was developed and implemented incoordination with NGOs and local associations, targeting out-o-school youth

who had been heavily involved in the political violence. Negotiations were con-ducted successully, with a view to including modules on peace education in sec-ondary school curriculum. In addition, with advocacy rom the Education Cluster,schools also organized catch-up classes to make up or lost learning time. As aresult, students in aected areas were able to continue studying and completethe school year, with good exam success rates.UNICEFs construction team invented a new orm o temporary classroomstructure, called the tarpa-tent, which provides reasonably good study environ-ment. It is less costly than a typical school tent and more cyclone resistant. Witha much lighter weight than a traditional school tent, tarpa-tents are particularlypractical or remote and inaccessible areas, as local technicians can transport atarpa-tent easily. It can be assembled by 10 persons in 8 hours. Local community

members and teachers were trained in mounting and maintaining tarpa-tents,and students also participated in the mounting. 383 tarpa-tents were erected withcommunity participation beneting 16,455 pupils.


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SCHOOL AND COMMUNITY LEVEL: DURING EMERGENCY RESPONSE AND RECOVERY

Good Practice

EL SALVADOR Mobilize school-based and child-led disaster risk reduction: In 2008 severalcommunities living along the Huiza River were devastated by foods. Withthe help o Plan El Salvador, children and youth were trained on DRR andplayed a key role in monitoring, preparedness, and food response as part ocommunity-wide initiative. Thanks to this training, the potentially devastatingeects during similar fooding in 2009 were averted. Children and youth rom localcommunities became leaders within Civil Protection Committees, creating brigadesto respond to dierent aspects o emergencies, including Monitoring andEarly Warning, First Aid, Evacuation, and Shelter Management. When waterreached danger levels, the Committee members donned ID vests and alerted

people to evacuate beore arrival o the food, during the night, with the aid o amegaphone equipped with an alarm. Children and senior citizens were evacuatedto a church on higher terrain that had been previously identied as a sae shelter.Once in the shelters, the Committee (adults and children alike) attended immediateneeds: ood, hot beverages, blankets, mattresses, and, comort to those whoneeded it the most, mainly children. In the atermath, volunteers and memberso the Community took account o the damage to the communities, starteddistributing any aid that was delivered, and rescued whatever was worth salvaging.Children and youth, mobilised as actors, were instrumental in ensuring earlywarning and a subsequent eective response, relie and rehabilitation.(Adapted rom Children and Disaster Risk Reduction: Taking Stock and Moving Forward,UNICEF, 2009)



The above examples o good practice show that the Education Cluster can do much to

spearhead, galvanise and acilitate actions at dierent levels in the eorts to reduce disaster

risks. In doing so, Cluster Coordinators, Sector Coordination Groups and technical sta play

a signicant role in advocating or DRR to be an integral aspect o an eective emergency

response, as well as to the development o the education sector.

The implementation o the strategies and practical steps will take time, considerable eortand commitment. It requires systematic action by all stakeholders, even though the ultimate

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IMPLEMENTATION

The examples o good practice show that the Education Cluster has done much to spearhead and a-cilitate action to reduce disaster risk. They each illustrate the eect leaders rom across society have toinitiate programs that bring about awareness and improve the ability o institutions, communities andindividuals to anticipate disasters and potentially minimize their destructive orce. By making these op-

portunities available to all, implementation is not just a matter o top-down policy, but also a bottom-upapproach.

The strategies and practical steps laid out in this guide oer a variety o disaster risk reduction op-tions available to educators or advocates o education at all levels o society. While this represents asignicant move orward by education-in-emergency and mainstream education programs to addressdisaster risk, the Education Cluster and its partners must maintain an awareness o wider risks - suchas those associated with confict and epidemics - and a willingness to expand upon the strategies pre-sented within this guide.

The implementation o the strategies and steps will take time, as well as considerable eort and com-mitment. Systematic action is required by all stakeholders whether at global, national or local level.Cluster Coordinators, Sector Working Groups and technical sta will continue to play a signicant rolein advocating or DRR to be an integral aspect o both eective emergency response and longer termeducation sector development. Disaster risk reduction is however clearly achievable and the EducationCluster can and should play an important role in making it a reality.

In coordination with the DRR guidance note, additional tools and resources have been assembled as acomprehensive toolkit now available on the INEE website.http://www.ineesite.org/toolkit/Toolkit.php?PostID=1054

Disaster Risk Reduction in Education in Emergencies....UN Education Cluster

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