Recommendations

Ensuring access to and continuity of education of persons affected by disasters require addressing the issues in the provision of education in disaster-prone areas and the challenge posed in the operationalization of Comprehensive School Safety Framework.

Providing sustained and targeted rights-based education programs for displaced children and youth in the context of disaster risk reduction in education is necessary.

Long-term Resilience of the Education System (especially in disaster-prone areas) should be the all-encompassing objective. The following should be included in government’s targeted outcomes:

Pillar 1: Safe Learning Facilities

• Prioritize allotment and acquisition of land/property for school buildings in safe areas;
• Ensure the construction of all new schools including schools that are part of the long term provincial development plan uses disaster-resistant designs and standards;
• Conduct a participatory vulnerability capacity assessment for site selection and construction and have a basic checklist for resilient schools;
• Ensure all schools in risk-prone areas have first aid kits, pre-stocked emergency life support supplies and transportation vehicles for dual purpose – for school transportation especially of children residing in far-flung barrios and for evacuation purposes;
• Promote the establishment of a school-wide early warning mechanism;
•   Put up functioning Water, Sanitation and Hygiene (WASH) health facilities;
• Conduct periodic monitoring and regular assessment on safety of school sites, buildings and facilities;

Pillar 2: School Disaster Management

• Ensure that schools have active Disaster Management Plans (updated annually) and ensure participation of teachers, managers and learners in the design of the school plan;
• Ensure schools have designated and trained DRRM focal point and management committee/team and safety officer in each school (trained/ experienced);
• Communications Plan for roll out of DRR Manual in schools;
•  In cooperation with local communities, pre-designate safe temporary learning spaces or alternative school locations and communicate them to all schools;
• Clear policies, procedures and guidelines in addressing safety, security and sanitation in schools, temporary learning centers and evacuation centers;
•  Embed gender concerns in disaster management and create response mechanisms for persons with disabilities;
•  Add additional teaching staff in situation of emergencies and ensure safety of teachers in disaster risk areas;
• Policy on the safety of teachers when performing their tasks and clear-cut policy in hazard pay/hardship pay for teachers;

Pillar 3: Risk Reduction and Resilience Education.

• Integrate disaster risk prevention, mitigation and preparedness in all capacity development undertakings – for education administrators and teachers, learners, parents, representatives of civil society organizations and community based organizations;
• Promote the development of disaster risk reduction education materials that can be used in schools and communities for all age groups, in both formal and non-formal settings, while making use of local knowledge, practices and culture;
• Provide technical and budgetary assistance where appropriate;
• Encourage and support both school-based and community-led DRR initiatives with a view to sustain awareness of disaster risks, including health-related risks, to take action to mitigate hazard impacts and prevent disasters;
• Maximize use of social media to educate the general public on DRR;
• Documentation of every experience for knowledge management and sharing and experiential teaching and learning approach for DRR;