DISASTER RISK REDUCTION THROUGH SCHOOLS

Presented at the Global Platform special event on Disaster Risk Reduction in the Education Sector

17 June 2009

ActionAid’s DRR through Schools Project

•Multi-country project to reduce vulnerability through HFA implementation in Malawi, Kenya, Ghana, Haiti, India, Bangladesh, Nepal & Haiti

•Safe schoolchildren, communities & school buildings through knowledge and action on risk and hazards at local level to national level rooted in community

•International reach through work with UNISDR, BOND group, UNESCO and other actors

Networks and linkages• UNISDR

• COGSS/DPE

• DfID inter-agency group- ActionAid, Christian Aid, Plan, Tearfund and Practical Action (British Red Cross)

• Global Network of CSOs for Disaster Reduction

• VOICE DRR working group - (Voluntary Organisations in Conflict and Emergencies)

• BOND DRR group - A UK based coalition of NGOs and academics.

Core principles• Outreach: schools as centres for community DRR – a culture

of safety through mobilisation and organisation

• Participatory vulnerability analysis: an entry point that informs priority and actions from local to national levels

• Curriculum: Brings natural sciences teaching together with active study of risk reduction based on local hazards and risks.

• Physical protection: Builds safer schools in safer sites and retrofit schools for better safety

Bunds at Thangadzi-1 Government Primary School.

Lessons/challenges

•Enthusiasm of key players over technical knowledge

•Inadequate capacity at local level (technical, financial)

•Education & other sectors have to own and drive the idea of DRR

•Importance of changing attitudes of school management towards DRR

•Inappropriate/ lack of enforcement of building codes

Some key recommendations

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RECOMMENDATIONS

•Use PVA as entry point to build awareness and knowledge on hazards and risks for effective planning and action (at community and school level)

•Include DRR focus in sector-wide plan & fast track initiative & add DRR as school inspection & classification criteria

•Make DRR funds available at school and community level

•Involve education actors (teacher unions and education coalitions) and other sectors

•Reinforce the important role of local government (decentralisation with authority)

•Review and create awareness around building codes

Thank you for your attention

Jo

www.actionaid.org

John.Abuya@actionaid.org