Disaster Risk Reduction through Schools Project (DRRS)

PURPOSE: To make schools in high-risk disaster areas safer, enabling them to act as a locus for disaster risk reduction, institutionalizing implementation of the Hyogo Framework within education systems.

GOAL: To reduce people’s vulnerability to disasters by contributing towards the implementation of the Hyogo framework

DRR thru Schools Project at a glance

• Multi-country project to reduce vulnerability through HFA implementation in 9 countries (Bangladesh, India, Nepal, Malawi, Kenya, Ghana, Zambia, DRC, Haiti)

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

• International reach through work with UNISDR, UNESCO, Global DRR CSOs Network, inter-agency groups and other actors

Core design principles

Outreach: use schools as centres for community disaster risk reduction

Curriculum: Bring natural sciences teaching together with active study of risk reduction.

Local curriculum for local risks

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

Key activities & processes

Participatory vulnerability analysis at district and local level

Supporting community mobilisation and advocacy Specific capacity building work for parents/teachers

associations Capital investments supported within selected

schools Tracking changes and raising awareness on climate

change Integrating DRR in school curricula Monitor & influence implementation of HFA

Project outputs…

•Disaster Risk management committees all seven countries •Natural resources management clubs in Malawi•Strengthening of existing community groups e,g Bangladesh•Emergency funds created by DMCs in Nepal•PVA action plans in all groups

1. Communities organized around schools for disaster prevention, mitigation, preparedness and vulnerability reduction

2. Safer schools

• Examples includes:– Schools as cyclone shelters in

Bangladesh

– Flood control activities around schools in Malawi (eg dredging of silted river beds

– Retrofitting of classrooms in Nepal

– Rescue and evacuation skills in India

A low cost bridge built to ease access to school in Bangladesh

River de-silting in Malawi; a community activity inline with PVA community action plan

•PVA as an awareness, analysis and planning tool•Innovative use of songs, drama, drills to create awareness •Child-to-child learning methods in Nepal•Use of volunteers for outreach in India•Resource teachers identified to teach preparedness and behaviour during disaster in India•DRR through schools as a methodology

Replicable and appropriate methodologies in place

Methodologies cont………

School Drama in Malawi

First Aid drill in Bangladesh

4. National policy influencing

– Climate change and DRR eg Malawi, Nepal– DRR in education curricula in Nepal– Draft Disaster management policy in Nepal– Engagement with stakeholders on building

codes eg Nepal and Bangladesh– Support creation of national platforms eg

Malawi and platform existing in Kenya– Link between DRR and livelihoods in India– Influencing Hyogo Framework for Action

International Links

• UNSIDR (especially thematic platform on knowledge and education) –role of education in DRR

• Global network of CSOs for DRR –views from the frontline (Global assessment report)

• Inter-agency group of British-based organisations funded by DFID – collaboration around common DRR issues

Some Lessons

• Enthusiasm of key players over technical knowledge

• Natural disasters are not the only risk people think about

• Education sector has to own and drive the idea of DRR

• Importance of changing attitudes of school management towards DRR

• The need to work with and influence governments to fully implement the Hyogo Framework for Action

Thank you for your attention

John.Abuya@actionaid.org

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