A Self-Monitoring and Reporting Mechanism on Education Policies and Plans for Conflict and Disaster Risk Reduction for Sustainable

Development

© UNHCR

November 2013

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Contents

INTRODUCTION ....................................................................................................................................... 2

INSTRUCTIONS FOR COMPLETING THE QUESTIONNAIRE ....................................................................... 3

QUESTIONNAIRE ...................................................................................................................................... 6

I. Conflict and Disaster Risk Assessment ............................................................................................. 6

II. Policies for Risk Reduction............................................................................................................... 8

III a. Education Sector Plans for Risk Reduction ................................................................................ 11

III b. Implementation of priority C/DRR programmes ....................................................................... 13

III c. Teaching and Learning ............................................................................................................... 15

IV. Organizational Arrangements and Coordination ......................................................................... 16

V. Costing and Financing ................................................................................................................... 18

VI. Monitoring & Evaluation .............................................................................................................. 20

VII. Capacity development ................................................................................................................ 22

WHAT NEXT? ......................................................................................................................................... 25

GLOSSARY .............................................................................................................................................. 25

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INTRODUCTION

This self-monitoring and reporting mechanism is a questionnaire that Ministries of Education (MoEs)

can use to document progress to integrate conflict and disaster risk reduction (C/DRR) into education

policies and plans at the national level, and to a limited extent at school level. It addresses key areas

in which C/DRR can be included in education policy and planning documents and processes. The

questionnaire can help MoEs determine what actions are needed to make C/DRR an integral element

of education sector planning. UNESCO will administer the questionnaire in several countries and will

synthesize the findings and lessons learned, so that good practices can be replicated by interested

ministries. These reports will be shared and validated by the concerned countries before the

proposed workshop in Bangkok.

The questionnaire focuses on disaster risk reduction, but also looks at conflict risk reduction, for the

following reasons:

Few countries are exempt from political and social tensions

There is increasing evidence that disasters and scarce resources can contribute to conflict, and conversely, that conflict impacts (e.g. displaced populations) can increase vulnerability to disaster

Some risk reduction measures apply equally to disasters and conflict

It is therefore important to examine how education can prevent conflict as well as disaster, but also how education can run a risk of contributing to both conflict and disaster.

This is why UNESCO recommends addressing both the risks of disaster and conflict in education

sector plans and processes (rather than viewing these risks in isolation).

To familiarize yourself with C/DRR terminology, please see the glossary at the end of this document.

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INSTRUCTIONS FOR COMPLETING THE QUESTIONNAIRE

The self-monitoring and reporting questionnaire has seven sections (Section III has three

subsections). Each section covers a thematic area that is important to C/DRR integration.

Contact person responsible for the project at the UNESCO Bangkok regional office is Danilo Padilla

(d.padilla@unesco.org). UNESCO Bangkok will ask a focal person in-country to be responsible for

administering and explaining the questionnaire to MoE staff. The focal person could be for example,

the UNESCO education specialist or a member of the UNESCO National Commission. The focal person

is responsible for: (1) ensuring that all relevant questionnaire sections are completed by relevant

MoE staff, and (2) returning the completed questionnaire to UNESCO Bangkok

(d.padilla@unesco.org). These forms should be returned no later than February 14th 2014.

The questionnaire sections will likely require inputs from different government officials in each

country. Below is a list of suggested relevant personnel to complete each section.

Section Summary Who might complete or have input for this section?

I. Conflict and Disaster Risk Assessment

This section asks whether C/DRR analysis frameworks have been developed; and whether analysis have been done and incorporated into education sector plans.

Planning Department

The National Disaster Management Unit (if one exists)

School safety unit or C/DRR focal point (if one

exists)

School Construction Department

II. Policies for Risk Reduction

This section asks whether C/DRR policies (official obligations, decrees, ministry instruction, etc.) have already been adopted. It looks at issues related to:

Global national or non-education sector specific policies related to C/DRR and disaster management;

Safe school construction and safe siting of schools;

Safe facilities - including (in conflict areas) protecting education from attack;

School-level conflict and disaster risk management issues

1;

Arrangements for continuity of education in the event of an emergency.

General (or Basic) Education Department

Department of Infrastruture

National Disaster Management Unit

School Construction Department

School safety unit, or possibly C/DRR focal

point

III a. Education Sector Plans for Risk Reduction

This section asks whether C/DRR programmes have been incorporated into education sector strategic plans, or in operational plans.

Planning Department

III b. This section is only completed if section To be completed by the relevant Ministry

1 Such as conducting school-level risk assessments, practicing school emergency drills, early warning systems

and other emergency preparedness.

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Section Summary Who might complete or have input for this section?

Implementation of priority C/DRR programmes

III a. has been completed; i.e. when the Ministry has incorporated specific C/DRR programmes or activities into its education sector strategic plan or operational plans. Its purpose is monitoring implementation of these planned activities.

departments that monitor implementation of specific C/DRR programmes. Inputs may be needed from more than one unit. For example, if a planned activity is to retrofit schools, then inputs from the school construction unit may be needed. Or if the activity is to train teachers on C/DRR issues, then input from teacher training department (or those in charge of in-service teacher training) should be sought.

III c. Teaching and Learning

This section asks whether C/DRR has been incorporated into the school curricula, teaching and learning materials as well as teacher training programmes.

Curriculum Department

Teacher Education Department

Institution responsible for pre-service teacher education curriculum

IV. Organizational

Arrangements and

Coordination

This section asks whether the MoE has a designated C/DRR unit or focal point. It also looks at coordination arrangements, including MoE participation in any national coordinating body for disaster management; coordination arrangements for education in emergencies; and the Education Sector Working Group.

Planning Department and/or Minister’s office

Disaster Management Unit

Education Sector Working Group

V. Costing and

Financing

This section asks whether C/DRR activities have been costed and included in MoE’s overall budgets and plans. It also looks at available funding for C/DRR activities, either through the overall financing framework, or specially allocated funds.

Planning Department

MoE, Finance/Budgeting Department

Ministry of Finance, if needed

VI. Monitoring &

Evaluation

This section asks whether C/DRR indicators exist and are used to monitor implementation progress.

Planning Department

Department or unit for M&E

If separate units charged with monitoring exist at decentralized level, they may provide inputs too.

VII. Capacity

Development

This section looks at C/DRR capacity development needs. It asks whether policy makers, planners, decentralized officials, teacher educators, and other actors (such as youth groups) are familiar with C/DRR and with the policy and practice of education in emergencies.

Minister’s office

Planning Department

Possibly National Disaster Management Unit, if

one exists

The questionnaire consists of a series of yes/no questions related to each of the sections identified

above. The questions are not all-inclusive, but they do highlight priority areas for integrating C/DRR

into the education sector.

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Answering “yes” to a question indicates that a Ministry has taken some steps towards integrating C/DRR in that specific area, and requires the person completing the form to (1) rate the status of implementation from “needs improvement” to “satisfactory” to “good”; and to (2) include comments or explanations about implementation progress;

Answering “no” indicates gaps, i.e. areas for follow-up MoE action.

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QUESTIONNAIRE on Education Policies and Plans for Conflict and Disaster Risk Reduction for

Sustainable Development

Country

Ministry/Department

Name of person submitting completed self-monitoring and reporting form

Title

Email

Office

Date

Section 1.

I. Conflict and Disaster Risk Assessment

Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs improvement

Satisfactory Good Don’t know

1. Has MoE developed a national assessment framework on hazard and vulnerability?

2. Has MoE developed a local assessment framework on hazard and vulnerability?

3. Has a conflict analysis been conducted for the education system? If yes, include the main conflict related risks and impacts in the comment box.

4. Has MoE incorporated national and local risk assessment into education plans based on conflict, hazard and vulnerability information?

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Name of person completing section I:

Name

Title and department, section or unit

Email

Justification:

A conflict and disaster risk assessment identifies the education system’s strengths and weaknesses (and their causes) faced with conflict and disaster. The

assessment results form the basis for identifying C/DRR policies and strategies, and for selecting priority programmes and activities.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

learning more about incorporating disaster and conflict analysis into an Education Sector Diagnosis (ESD), as the first step of the planning cycle,

either as part of drafting an education sector strategic plan (medium – long-term) or as part of an annual planning process. (Please see UNESCO

Guidance Notes on Integrating Conflict and Disaster Risk Reduction into Education Sector Planning)

identifying key stakeholders (such as education planning officials at all levels; head teachers, teachers; students’ and parents associations; youth

groups; NGOs and international organizations) to participate in conflict and disaster assessment processes at different levels and jointly develop

assessment frameworks and methodologies.

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Section II

II. Policies* for Risk Reduction

*official obligations, decrees, ministry instructions, etc.

Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs improvement

Satisfactory Good Don’t know

1. Is there a national (non-education specific) policy related to conflict and disaster risk reduction (C/DRR)? If so, please indicate the name of the policy in the comments.

2. Is there a national (non-education specific) policy related to disaster management/disaster risk reduction? If so, please indicate the name of the policy in the comments.

3. Has the MoE incorporated the overall national C/DRR or disaster management policy(ies) into education plans?

4. Is there a safe school construction policy? (For example: a policy specifying that all the new schools are to be constructed using hazard resistant methods and materials.)

5. Is there an official obligation to conduct school level risk assessments (including school sites and routes to school) ?

6. Is there a plan to retrofit, replace and relocate unsafe schools?

7. Is there an official obligation to incorporate issues of access and safety for people with disabilities into school designs?

8. Is there a policy on the use of schools as emergency shelters?

9. Is there a policy on the use of schools preventing military occupation during times of conflict?

10. Is there a policy to protect schools, teachers, students from attack by religious, ethnic or politically motivated groups?

11. Does the MoE have a national contingency plan in place

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regarding the provision of education during or following conflicts or disasters? (For example: identification of alternate facilities and modes of instruction for educational continuity in case of a disaster.)

12. Are there sub-national contingency plans to support educational continuity?

13. Does the MoE have emergency stocks of education materials available at national level or pre-positioned regionally?

14. Are back-up copies of curricula stored in safe locations including electronically?

15. Are back-up copies of school baseline data stored in safe locations including electronically?

16. Do schools have standard operating procedures for relevant hazards?

17. Is there an official obligation for schools to practice emergency drills?

18. Do schools have early warning and/or emergency communication systems to alert families and teachers?

19. Does the MOE have emergency staff recruitment and mobilization procedures for teachers and other education personnel in case of emergency?

Name of person completing section II:

Name

Title and department, section or unit

Email

Justification:

Policies give coherence to the efforts of education actors implementing C/DRR strategies at all levels of the education system. Policies can include:

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broad national (non-education specific) C/DRR decisions; conflict and disaster management issues at school level (ex. school-level risk assessments;

emergency drills practices; the use of early warning mechanisms);

safe school facilities issues (ex. hazard-resistant building designs, retrofitting buildings, or ensuring that facilities are safe from attack); or

decisions to support educational continuity.

Polices can take the shape of official obligations, decrees, ministry instructions. These can be reflected as policies in a strategic sector plan or

operational plan document.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

involving the school community and NGOs in developing C/DRR practices, including developing school-level risk assessments, standard operating

procedures for emergencies, and early-warning mechanisms.

establishing a roster of teachers and other education personnel that can be mobilized in case of an emergency.

discussing the condition of education facilities with ministry representatives responsible for constructing and maintaining education infrastructure.

determining if education facilities are at risk of attack and if so, how they can effectively be protected. Seeking input from teachers, parents and

community members will be a critical step in any effort to protect schools from attack.

consulting the Comprehensive School Safety Framework for additional guidance on conflict and disaster management at school level as well as on

safe school facilities.

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Section III.

III a. Education Sector Plans for Risk Reduction

Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs improvement

Satisfactory Good Don’t know

1. Has the MoE incorporated specific C/DRR programmes and activities into education sector plans?*

2. Has C/DRR been incorporated into sub-national plans?*

3. Has C/DRR been incorporated into annual operational plans?*

* If you answered yes to any of questions 1-3, please complete sections III b. and III c. below. Otherwise, please proceed to Section IV.

Name of person (people) completing section III a.:

Name

Title and department, section or unit

Email

Justification:

C/DRR programmes translate general goals and strategies into more operational terms by fixing precise targets to be reached, defining the sequence of

activities to be carried out and the resources required. Integrating C/DRR programmes into education sector plans (strategic or operational) can help ensure

the sustainability of such programmes.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

Who should be involved? C/DRR programmes affect children’s lives and education. Those developing the programmes can consult a broad range of

stakeholders, such as: MoE officials at all levels, officials from other ministries; development partners including education I/NGOs (who may have

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significant technical expertise); private sector education providers; civil society and community representatives; and children and youth – the

primary education beneficiaries.

Find out when the next education plan (strategic or operational) will be developed and how you can advocate for a C/DRR policy or strategy to be

incorporated. For example, when is the next annual review coming up, during which C/DRR programmes can be discussed, validated and integrated

into the plan and its budget? The drafting of a new education sector strategic plan is of course an even better window of opportunity, although it

typically happens only every 5 years.

Consider also whether the annual school census questionnaire can be updated to include questions that would allow planners to collect specific

C/DRR data.

You may wish to consult the following resources for additional guidance with regard to integrating C/DRR into policies and plans:

o IIEP and UNICEF WCARO’s Integrating conflict and disaster risk reduction into education sector planning;

o Education Above All’s Conflict sensitive education policy: a preliminary review;

o INEE Minimum Standards for Education: Preparedness, Response, Recovery; and

o INEE Conflict Sensitive Education Pack.

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*III b. Implementation of priority C/DRR programmes (Note: complete this section only if you answered yes to any of questions 1-3 in Section III a. Otherwise proceed to Section IV.)

Poor/ below planne

d

On target/

per plan

Exceeds target

Don’t know

Source of information for your

rating

Implementation challenges / comments

If C/DRR is included in education plans, use this section to list priority C/DRR programmes and to rate their implementation. Place an “x” as appropriate. For each programme, please indicate the source of information for your rating (reports, discussions with colleagues, etc.)

List the priority programmes/activities in the boxes below as described in the education plan. (Note: if C/DRR has also been incorporated into annual operational plans, outline those activities here; otherwise use the programmes/activities from the national plan). For example:

Retrofit 300 existing schools for disaster resilience.

Train 5000 existing teachers on the new C/DRR curriculum

Displaced and/or refugee populations in 3 conflict affected regions integrated into the education system and receiving quality education

Codes of conducts for teachers in place in all schools to monitor human rights violations and/or violence in schools

1.

2.

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Name of person (people) completing section III b.:

Name (and title, department, email) of each person

Justification:

This section is crucial – it serves as a “reality check” of how the ministry is doing when it comes to actual delivery of planned C/DRR programmes.

Where the previous section III a. dealt with C/DRR plans, the current section III b. deals with the actual implementation of these plans. Hence indeed, this

section is only completed if the Ministry has incorporated specific C/DRR programmes or activities into its education plans. Its purpose is monitoring

implementation of these planned activities, and rating them.

It should be completed by the relevant Ministry departments that monitor implementation of specific C/DRR programmes. Obviously, the quality of data

sources quality matters a lot here.

Next steps:

Regardless of whether implementation is below planned, on target, or exceeding target, it may be worth discussing why with MoE colleagues internally.

What are the challenges to implementation? How can they be overcome? What strengths are there to build on?

If the answer is “Don’t know”, what can be done to obtain reliable information?

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*III c. Teaching and Learning

(Note: complete this section only if you answered yes to any of questions 1-3 in Section III a. Otherwise proceed to Section IV.)

Yes No If yes, please rate by placing an “x” in the relevant category.

Comments

Needs improvement

Satisfactory Good Don’t know

1. Does the curriculum contain DRR aspects such as school safety guides?

2. Does the curriculum contain CRR aspects or peacebuilding/conflict resolution components?

3. Have teacher guides been developed that include conflict resolution/peacebuilding components?

4. Have teacher guides incorporated key messages of school safety/risk reduction and resilience?

5. Have textbooks been developed that are conflict-sensitive

6. Do the textbooks incorporate key messages of school safety/risk reduction and resilience?

7. Do the current national exams test the students’ knowledge of conflict resolution/peacebuilding?

8. Do the national exams test the students’ knowledge of school safety and disaster risk reduction?

Name of person completing section III c:

Name

Title and department, section or unit

Email

Justification:

Curricula that address disaster risk reduction and conflict-sensitive education can ultimately contribute to developing a culture of safety, and resilient

communities. Curricula (and the corresponding teaching and learning materials) need to be appropriate in terms of age group and sequencing, and teachers

may need C/DRR training.

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Next steps:

If you answered “no” to questions in this section, you may wish to:

review the curricula and discuss with curriculum developers and teacher trainers the best way to incorporate C/DRR themes in the curricula. (See for

example the UNESCO-UNICEF Technical Guidance for Integrating Disaster Risk Reduction in the School Curriculum for more information.)

consult the Comprehensive School Safety Framework for additional guidance on risk reduction education.

Section IV.

IV. Organizational Arrangements and Coordination

Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs improvement

Satisfactory Good Don’t know

1. Is there a national coordinating body for disaster management or conflict risk reduction?

2. Is there an education representative on the national coordinating body for disaster management or conflict risk reduction?

3. Is there a separate unit in the MoE with responsibility for C/DRR?

4. Is there a permanent focal point in the MoE with responsibility for C/DRR?

5. Are there permanent focal points for C/DRR or education in emergencies at decentralised levels?

6. Is there a regular national education sector co-ordination mechanism (such as the Education Sector Working Group which would normally include development partners, ministries, UN agencies, etc.)?

7. Is there an active coordination mechanism specifically

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for education in emergencies (EiE) such as an Education Cluster or Emergency Education Committee/WG or a sub-group of the sector coordination group?

8. If yes to both questions 4 and 5 above, then rate the coordination between the ESWG and the Cluster (or sub-group).

Name of person completing section IV:

Name

Title and department, section or unit

Email

Justification:

Effective plan design and implementation require clear organizational arrangements and coordination. Designated MoE officials should be identified and

held accountable for a work plan for (a) integrating C/DRR into education sector planning and (b) its actual implementation.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

establishing a committee (or designating individual MoE officials) tasked specifically with developing a work plan for integrating C/DRR into

education sector planning and to be held accountable for its implementation and monitoring. This specific committee could include senior MoE

staff, representatives of the Ministry of Planning, Ministry of Finance, and other selected ministries. The committee may be represented on the

Education Sector Working Group or its equivalent as well as within any central government ministry or office with responsibility for national disaster

management plans or policies.

nominating C/DRR focal points at central and decentralized levels and/or creating central and decentralized C/DRR units including respective terms

of reference and action plans.

designating partners to assist with implementation of C/DRR activities and data collection. For example, NGOs working with School Management

Committees or youth groups can perhaps implement activities and collect/store data.

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Section V.

V. Costing and Financing Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs improvement

Satisfactory Good Don’t know

1. Does the education plan contain costing and financing for C/DRR activities?

2. Has there been an analysis of the costs of mitigating, or responding to conflicts or disasters as part of the overall budget framework?

3. Are C/DRR and any emergency-related activities costed and included in the national education sector budget?

4. Is there other national funding (e.g. within the President’s Office or through a National Disaster Management Organisation) that the MoE can draw upon in an emergency?

5. Do emergency-prone regions have specific funds available for emergency preparedness and response?

6. Does MoE provide funds to schools for ongoing safety and maintenance?

7. Does MoE provide specific funds to schools for C/DRR activities?

Name of person completing section V:

Name

Title and department, section or unit

Email

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Justification:

Successful integration of C/DRR into educational planning requires human and financial resources. Plans and policies must be linked to budgets, budget

cycles, and financing frameworks. Every country will have different budget formats and cycles, as well as approaches to costing and financing education.

Arguments (and evidence) presented for C/DRR programmes need to be convincing in order to attract funding.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

determining what type of financial framework and unit costs could be used, so that C/DRR activities are costed and aligned to the budget cycle and

financing framework of the MoE and the Ministry of Finance.

Ultimately the goal is to include the costs for C/DRR and emergency-related activities within the regular education sector budget to make sure that

they are also included in the overall financial framework for the education sector.

You may wish to consult with the Finance Department within the Ministry of Education as well as the Ministry of Finance in order to develop the

budgets and unit costs correctly.

identifying financing gaps, and identifying potential funding sources (both nationally and externally) to cover these gaps.

Before seeking alternative or external sources of funding, it is often quicker and more productive to review available national or diaspora-led

funding sources.

External funding sources may include development funding (project support, pooled funds, multi-donor trust funds, sector budget support, general

budget support), humanitarian assistance (flash appeals, consolidated appeal process, central emergency response funds), as well as the private

sector.

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Section VI.

VI. Monitoring & Evaluation

Yes No

If yes, please rate by placing an “x” in the relevant category.

Comments Needs

improvement Satisfactory Good

Don’t know

1. Have specific C/DRR indicators been developed?

2. If yes to question 1, do MoE officials at central level use the C/DRR indicators for monitoring purposes?

3. If yes to question 1, do MoE officials at decentralized levels use the C/DRR indicators for monitoring purposes?

4. Does the EMIS include any data that you think can be used for monitoring C/DRR activities? If yes, indicate in the comment box what type of data could be used.

Name of person completing section VI:

Name

Title and department, section or unit

Email

Justification:

Monitoring & Evaluation (M&E) is crucial to knowing whether the goals and objectives outlined in the education sector plans have been achieved or not.

Collecting, monitoring, analyzing and evaluating information helps in learning lessons that can impact the next planning cycle and inform future policy

choices. C/DRR data can be analysed as part of the national education management information system (EMIS) and maintained in the same format as other

relevant education sector databases.

Next steps:

If you answered “no” to questions in this section, you may wish to learn how to include specific C/DRR objectives and indicators in the medium or long-term

educational plan or in the annual operational planning process. Have you thought about the following?

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Deciding on routine monitoring responsibilities and designating partners to assist with data collection.

For example, data can be transmitted to regional or central locations by head teachers responsible for day-to-day monitoring; an emergency or

disaster focal point can be responsible for periodic monitoring activities and for participation in the annual review and monitoring process; school

managements committees or youth groups can also support the monitoring process; and local NGOs or international agencies that have a presence

in conflict or disaster-affected areas may be able to access the information safely.

When identifying key indicators, determine where and how the data will be collected. Are the data available in existing reports, such as the annual

school survey or a routine monitoring and inspection checklist?

Have you thought about using existing indicators and build upon them according to the specific hazards and vulnerabilities affecting the education

system (e.g. completion rate and pupil-teacher ratios to the extent that they relate to C/DRR objectives)?

Alternatively, you could develop new specific C/DRR indicators (e.g. the number of schools with disaster plans). C/DRR-related information can be

collected through the annual school survey at little additional cost.

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Section VII.

VII. Capacity development

Yes No Number of staff

trained

Typical duration of

training

Comments/type of training received – please specific whether related to

conflict or disaster or both

1. Have MoE officials at the central level been trained on conflict sensitivity or conflict analysis?

2. Have MoE Officials at the central level been trained on DRR or schools safety

3. Have MoE officials at decentralized levels been trained on conflict sensitivity or conflict analysis?

4. Have MoE officials at decentralized levels been trained on DRR or school safety?

5. Have MoE officials at the central level been trained on the Interagency Network for Education in Emergencies (INEE) Minimum Standards and on the INEE Guidance notes on conflict-sensitive education?

6. Have MoE officials at decentralized levels been trained on the INEE Minimum Standards and on the Guidance notes on conflict-sensitive education?

7. Have education planners been trained on how to integrate C/DRR (either or both) into the education sector planning process (e.g. analysis of hazards, vulnerabilities and risks, development of priority programmes, M&E, costing and financing, etc.)?

8. Have curriculum developers been trained on DRR and/or conflict-sensitive education and on the content related to relevant hazards and risks?

9. Have teacher educators been trained on DRR and/or conflict-sensitive education and on the content related to relevant hazards and risks?

10. Have school principals/head teachers been trained on DRR

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and conflict-sensitive education and on the content related to relevant hazards and risks?

11. Has DRR and/or conflict-sensitive education been embedded within teacher education programmes?

12. Have other relevant partners been trained on C/DRR? (e.g. students’ parents associations, NGOs, etc.) If so, please list the different partners.

13. Is there any awareness raising campaign on C/DRR issues? (e.g. for youth groups as they are the primary beneficiaries of education services.) If so, please indicate the target audience, the characteristics, objectives and timing of the campaign(s).

14. Does training and capacity building on C/DRR (either or both) mainly take place as pre-service or in-service?

Name of person completing section VII:

Name

Title and department, section or unit

Email

Justification:

Capacity development of education staff at central and decentralized levels will likely be required in order for them to successfully carry out the tasks

outlined above (sections I – VI) . Planners need to be enabled to analyse vulnerabilities, develop C/DRR programmes, collect and analyse C/DRR data, and

prepare a financing framework. At decentralized levels, for example, school inspectors should know the risks affecting school communities in their districts,

what information to collect, and how to analyze it.

Next steps:

If you answered “no” to questions in this section, you may wish to consider:

offering training to focal points at central and decentralized levels.

raising awareness on C/DRR or

working with planners to produce specific C/DRR objectives.

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WHAT NEXT?

Please email the completed form to Danilo Padilla at UNESCO Bangkok d.padilla@unesco.org no later than February 14th 2014. Your results and those of

other participating countries will be compiled in order to assess overall progress on implementing C/DRR in education in the pilot countries.

GLOSSARY2

Climate change: Any change in global temperatures and precipitation over time due to natural variability or human activity.

Conflict: Refers to armed or other violent conflict in or between countries or population groups.

Conflict risk reduction: The practice of reducing the risk of conflict through systematic analysis and management of the causal factors of conflict. This

involves conducting conflict assessments to identify the ‘drivers’ of conflict (whether economic, social, political, or environmental) and how these impact on

or are impacted by education. Strategies then need to be applied to reduce (and if possible prevent) those risks from negatively affecting education systems,

personnel, and learners.

Disaster management: The systematic process of using administrative directives, organizations, and operational skills and capacities to implement

strategies, policies and improved coping capacities to lessen the adverse impacts of hazards and the possibility of disaster. It aims to avoid, lessen or transfer

the adverse effects of hazards through activities and measures for prevention, mitigation and preparedness.

Disaster risk reduction: The practice of reducing the risk of disaster through systematic analysis and management of the causal factors of disasters. This

includes reducing exposure to hazards, lessening the vulnerability of people and property, wise land and environmental management, and improved

preparedness. For education it implies the systematic analysis of and attempt to reduce disaster-related risks to enable the education system to provide

(and learners to continue, and out-of-school children to access) quality education for all, before, during, and after emergencies. Disaster risk reduction under

the Hyogo Framework for Action does not include conflict, but risk reduction principles can also be applied to contexts involving conflict and civil unrest.

2 Adapted from IIEP-UNICEF. 2011. Guidance Notes for Educational Planners, Integrating conflict and disaster risk reduction into education sector planning. Paris: IIEP. and

UNISDR. 2009. UNISDR Terminology on Disaster Risk Reduction. Geneva: UNISDR.

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Hazard: A dangerous phenomenon or human activity that may damage, disrupt, or lead to loss of life, health, property, livelihood, social and economic

services. Hazards arise from a variety of sources and sometimes in combination. Hazards can include human (e.g. conflict, chemical spill) and natural

phenomena (e.g. floods, earthquakes).

Mitigation: Measures undertaken to minimize the adverse impact of potential conflict-related, natural and human-made hazards. Examples: Retrofit

schools; educate education personnel and communities on risk reduction; promote inclusive education and participation; establish a child protection

network ahead of flood season.

Preparedness: Measures taken before and between hazard events to forewarn and prepare in order to ensure a timely and effective response. Examples:

An early warning communication mechanism; evacuation drills; building skills in fire suppression, first aid, and search and rescue; stockpiling and

prepositioning of food, water, and educational supplies ahead of flood season or worsening conflict; safe keeping of records, teacher’s guides, and

curriculum material; a national emergency preparedness and response plan; a provincial contingency plan and a school safety/preparedness plan.

Prevention: Activities undertaken to avoid the adverse impact of conflict or disaster. Examples: Locate and build disaster-resistant schools; change attitudes

and behaviour by raising awareness of risk and of conflict, for example, through peace education. Inclusive, good quality education in itself can reduce the

risk of conflict and disaster.

Resilience: Resilience is the ability of an education system (at different levels) to minimize disaster and conflict risks, to maintain its functions during an

emergency, and to recover from shocks. Resilience at the individual level is the ability to apply knowledge to minimize risks, to adapt to emergency

situations, to withstand shocks, and to rapidly resume learning. Resilience can be strengthened when factors underlying vulnerability are addressed.

Resilience is reinforced when the ‘inherent’ strengths – of individuals and systems – are identified and supported.

Retrofitting: The reinforcement or upgrading of existing structures to become more resistant and resilient to the damaging effects of hazards3.

Risk: The combination of the probability of an event and its negative consequences. The word ‘risk’ has two distinctive connotations. In popular usage, the

emphasis is on the concept of chance or possibility (‘the risk of an accident’). In technical settings the emphasis is usually placed on consequences in terms

of ‘potential losses’. The relationship between vulnerability and the likelihood and severity of hazards can be represented using this equation: Risk = Hazard

x Vulnerability/Capacity. This means that the worse the hazard, the greater the risk. Likewise, risk also increases when a community, system or even a school

is more vulnerable.

3 Definition adapted from: www.ineesite.org/assets/Guidance_Notes_Safer_School_Constructionfinal.pdf

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Vulnerability: The characteristics and circumstances of a community, system, or asset that make it susceptible to the damaging effects of a hazard. There

are many aspects of vulnerability, arising from various physical, social, economic, and environmental factors. At the education system level, vulnerability is

the combination of exposure to conflict-related, natural and human-made hazards, and the degree to which the education system at different levels is

susceptible to collapse and disruption of function. At the learners’ level, vulnerability is the combination of exposure to hazards and the degree to which

learners are susceptible to interruption or complete loss of access to quality education opportunities.