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DRR and Education for UNICEF

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UNICEF and DRR: objectives4 global objectives:1. DRR for children and women is a national and local priority2. Different risks faced by girls, boys and women are identified and addressed3. Safer and more resilient conditions for girls, boys and women are created4. Humanitarian preparedness, response & early recovery is strengthened

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UNICEF and DRR: principles• Emergency risk informed programming = child-centred programming factoring disaster risk in UNICEF specialised sectors• Analyse risks• Develop capacities• Reduce vulnerabilities• Facilitate and encourage child participation

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Education: a key sector for UNICEF DRR strategy All UNICEF DRR Initiatives DRR/Cross-sector 1% 0% Education 3% 1% 10% Food Health1% 5% Multi-sector 1% Nutrition Protection 21% 57% Shelter WASH Other

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UNICEF DRR and Education:An integrated structure internally and with partners• Promotion of child-centred (DRR) in Education Sector Development, Policy and Planning bridges a gap between development and humanitarian programmes by improving the provision of quality education• Supported in the Policy and Development Education Section, and in the Emergency Department at HQ• Supported by dedicated education specialists and dedicated DRR specialists at regional level• Implemented by Education officers and by Emergency officers at country level

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DRR and Education for UNICEF: 3 pillars

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Examples from around the world: across all pillarsBangladesh:Support to curriculum and teacher training updates to include at local levels.Pre-positioning of teaching and learning materials in high risks cyclones and flooding risk areasBuilding of transitional schools to enable children to continue their education.Participation of children also in activities to identify school vulnerabilitiesDevelopment of DRR strategies and contingency plans with the involvement of school management committees (activated for the benefit of 83,000 children thus far).

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Examples from around the world: Safe school facilitiesRwanda:Development of Child Friendly Schools Infrastructure Standards for the Rwandan Ministry of Education, articulating levels of acceptability and providing practical guidance on how to achieve them.Madagascar:Construction and rehabilitation of cyclone- resistant schools

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Examples from around the world: Disaster Prevention EducationCuba:Strengthening skills of children and teachers in environmental risk management in primary and secondary schools in vulnerable areas of Pinar del Rio provinceGuyana:Support to the curriculum development for infusion of CCA into the national curricula for Nursery, Primary & Secondary levelsDevelopment of teacher guides & supporting DVDs.

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Examples from around the world: Disaster management and preparednessKazakhstan: photo- Enhancement of government’s disaster preparedness strategy in education sector- Improved capacities of national education and emergency actors to assist local disaster preparedness and response- Best practices, tools, experiences on DRR in schools identified, systematized and disseminated throughout the countryBelize:Support to prepositioning of Governmental stock of school in a box in support of the national emergency plan.

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Examples from around the world: Education plans and policiesJordan:Capacity mapping in risk assessment and planning, physical & environmental protection, and response capacity for 100 schools in high risk areas.Establishment of a baseline of the awareness level and capacities of schoolsMeasurement of the impact of interventions in comparison to the base line

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Education in Emergencies and Post-Crisis Transition (EEPCT) ProgrammeEEPCT Programme:Global $201M grant to UNICEF (2006-2011) to advance education inemergency in all dimensions.21 of 40 EEPCT countries specificallyaddressed education and DRR.DRR Activities worked at coordinationbetween Ministries of education,national DRR systems, regionalinstitutions and NGOs and advancedthe Education and DRR agenda.

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EEPCT PROGRAMME: WHAT DRR OUTCOMES FOR CHILDREN?Results Examples1. Children better prepared • Philippines: children2. Children proactively identify and prepared emergency bags address risk in communities for typhoons or volcanic3. Children learn how to identify and eruptions, and determined address a variety of other risks safety levels for the crossing (road safety, household fires, etc) of streams, contributing to a4. Children provided with the reduction of loss of life and opportunity to continue injuries education in emergencies, • Peru: children lobbied the5. Children feel more secure and government to select a safer confident escape route for tsunami

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EEPCT PROGRAMME: CONCLUSIONS AND RECOMMENDATIONSCONCLUSIONS:• Significant change occurred at national and local levels: increased education, greater preparedness, more resilient communities• Different lessons learned if activities were focused on downstream service delivery or upstream capacity buildingRECOMMENDATIONS:• Monitor and track outcomes for children in DRR and education• Strengthen focus on risk assessment to guide activities• Leverage the ability of children to pass information to communities• Link upstream capacity building and downstream service delivery to ensure that outcomes are sustained over the long term

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THANK YOU!Guillaume SIMONIAN:gsimonian@unicef.org