1. Many schools in Nepal are located in areas at high risk of natural disasters like earthquakes, floods, and landslides, and most school buildings are not constructed to withstand such events.
2. A major earthquake could destroy thousands of vulnerable schools and potentially kill many children and teachers. While some organizations have implemented school safety programs, approaches are inconsistent and coverage is limited.
3. There is a lack of consensus on best practices for comprehensive school safety. Knowledge gaps exist around issues like how frequently emergency drills should be conducted and the level of first aid training for teachers. A common approach and strategy for wider implementation is needed.
Tierra Madre Academy - Community Presentationmhooten
ย
A team of Dallas educators working to open an environmental school to take advantage of the vast natural resources in the Great Trinity Forest. Using the Environment as Integrated Content in grades K-5, then layering engineering and IB philosophies through High School - we would graduate students career and college ready in the fields of Biotechnology and Bioengineering.
This document discusses the need for increased technology integration in classrooms. It presents research showing that technology can [1] increase student achievement as evidenced by improved test scores, [2] enhance higher-order thinking skills through interactive software and simulations, and [3] better prepare students for post-secondary education and careers that require technology skills. The document recommends [3] increasing teacher training through professional development opportunities to help educators implement student-centered technology strategies across curriculums.
1) Today's schools must prepare students for tomorrow's world by supporting 21st century skills like collaboration, creativity, and problem-solving.
2) Old school models focused on conformity and teacher-centered learning are outdated. New understandings of learning emphasize that it can happen anywhere and that students learn in various ways.
3) Relocatable and flexible learning spaces that can be easily adapted are needed to support different activities, teaching methods, and styles of learning. Technology and connectivity also need to be well-integrated into learning environments.
The document outlines a 4-stage process for conducting classroom discussions on current events using Knowledge Forum. It describes having student groups research and present on news stories, voting on topics for further discussion, posting the selected topics online, and responding to questions on the topics. The goal is to develop students' news summarization, understanding, and ability to give opinions and justifications on important issues.
The document discusses teaching electricity in primary classes and identifies challenges. It finds that:
1) Students have an average understanding of electricity concepts from textbooks, showing a gap between knowledge and application.
2) Most schools lack adequate laboratory facilities and equipment to demonstrate electrical phenomena hands-on, making the subject monotonous.
3) There is a need for improved teaching techniques, additional learning materials, and teacher training on modern methods to make electricity engaging and practical for students.
This lesson introduces students to wood science and allows them to realize the extensive usage of wood in their daily lives. Students will identify examples of wood products and wood by-products found in their classroom, homes, and from example pictures. They learn that wood is the most utilized raw material in the United States. The lesson aims to help students understand how the utilization of wood impacts the environment and why it is important to replace harvested trees.
This document provides an overview of a guide for teachers on understanding and responding to children's needs in inclusive classrooms. The guide contains 4 units that aim to 1) provide key facts about impairments and deprivations and how to overcome common learning difficulties, 2) inform teachers on adapting classrooms and the curriculum, 3) describe strategies for responding to diversity, and 4) encourage teachers to work with families and other professionals. The overview discusses the importance of inclusion and participation for all children, as well as helping teachers recognize strengths/weaknesses and use teaching strategies to accommodate differences.
Becta - Using web-based resources in Primary Sciencejuko101
ย
The document provides examples of how teachers have used various web-based resources to effectively support the teaching and learning of science in primary schools. Some key examples include using online simulations and interactive activities to introduce scientific concepts, using online reference materials to support literacy and group work, and using spreadsheets and data projectors to analyze and present data collected from hands-on experiments. The role of the teacher in selecting appropriate resources and guiding student learning is emphasized.
Tierra Madre Academy - Community Presentationmhooten
ย
A team of Dallas educators working to open an environmental school to take advantage of the vast natural resources in the Great Trinity Forest. Using the Environment as Integrated Content in grades K-5, then layering engineering and IB philosophies through High School - we would graduate students career and college ready in the fields of Biotechnology and Bioengineering.
This document discusses the need for increased technology integration in classrooms. It presents research showing that technology can [1] increase student achievement as evidenced by improved test scores, [2] enhance higher-order thinking skills through interactive software and simulations, and [3] better prepare students for post-secondary education and careers that require technology skills. The document recommends [3] increasing teacher training through professional development opportunities to help educators implement student-centered technology strategies across curriculums.
1) Today's schools must prepare students for tomorrow's world by supporting 21st century skills like collaboration, creativity, and problem-solving.
2) Old school models focused on conformity and teacher-centered learning are outdated. New understandings of learning emphasize that it can happen anywhere and that students learn in various ways.
3) Relocatable and flexible learning spaces that can be easily adapted are needed to support different activities, teaching methods, and styles of learning. Technology and connectivity also need to be well-integrated into learning environments.
The document outlines a 4-stage process for conducting classroom discussions on current events using Knowledge Forum. It describes having student groups research and present on news stories, voting on topics for further discussion, posting the selected topics online, and responding to questions on the topics. The goal is to develop students' news summarization, understanding, and ability to give opinions and justifications on important issues.
The document discusses teaching electricity in primary classes and identifies challenges. It finds that:
1) Students have an average understanding of electricity concepts from textbooks, showing a gap between knowledge and application.
2) Most schools lack adequate laboratory facilities and equipment to demonstrate electrical phenomena hands-on, making the subject monotonous.
3) There is a need for improved teaching techniques, additional learning materials, and teacher training on modern methods to make electricity engaging and practical for students.
This lesson introduces students to wood science and allows them to realize the extensive usage of wood in their daily lives. Students will identify examples of wood products and wood by-products found in their classroom, homes, and from example pictures. They learn that wood is the most utilized raw material in the United States. The lesson aims to help students understand how the utilization of wood impacts the environment and why it is important to replace harvested trees.
This document provides an overview of a guide for teachers on understanding and responding to children's needs in inclusive classrooms. The guide contains 4 units that aim to 1) provide key facts about impairments and deprivations and how to overcome common learning difficulties, 2) inform teachers on adapting classrooms and the curriculum, 3) describe strategies for responding to diversity, and 4) encourage teachers to work with families and other professionals. The overview discusses the importance of inclusion and participation for all children, as well as helping teachers recognize strengths/weaknesses and use teaching strategies to accommodate differences.
Becta - Using web-based resources in Primary Sciencejuko101
ย
The document provides examples of how teachers have used various web-based resources to effectively support the teaching and learning of science in primary schools. Some key examples include using online simulations and interactive activities to introduce scientific concepts, using online reference materials to support literacy and group work, and using spreadsheets and data projectors to analyze and present data collected from hands-on experiments. The role of the teacher in selecting appropriate resources and guiding student learning is emphasized.
Nepal pva workshop report chitwan november 2k5 finalDIPECHO Nepal
ย
The document summarizes a participatory vulnerability analysis workshop held in Nepal from November 14-19, 2005. It provides background on vulnerability and disasters in Nepal. It then discusses the principles and process of participatory vulnerability analysis, including community participation, data collection and analysis, and tying the results to decision making. The workshop aimed to help communities better understand their vulnerabilities in order to strengthen disaster preparedness and resilience.
Pwd screening form with guidelines for completionDIPECHO Nepal
ย
This screening form provides guidelines for gathering information about people with disabilities (PWDs) in a community in order to plan for their inclusion in disaster risk reduction and response efforts. The form includes sections to collect the PWD's personal details and contact information, determine if they have any physical, sensory, intellectual, or communication impairments, identify any assistance or aids they require, and assess their needs during disasters so they can be appropriately supported. Completing the form will help identify vulnerable community members and their specific requirements to facilitate their participation in disaster management activities.
The document lists various resource materials developed under disaster preparedness programs in Nepal, including brochures, posters, manuals, and videos in multiple languages. The materials cover topics like early warning systems, emergency response, and risk communication for different types of hazards such as earthquakes, floods, landslides, epidemics, and others.
Dp planning for 2010 presentation on aintgdm 24_dec2009DIPECHO Nepal
ย
The document summarizes plans for disaster preparedness planning workshops in Nepal in 2010, including:
1) District-level "lessons learned" discussions to identify strengths and weaknesses from 2009 disasters and inform regional workshops.
2) Regional workshops in 3 locations to discuss 2009 response effectiveness and make recommendations for the central workshop.
3) A central review and planning workshop following regional meetings to share outcomes and prepare detailed district preparedness plans for 2010.
4) District-level preparedness workshops from February to June 2010 organized by lead agencies to build capacity based on the planning process.
This document presents a draft national strategy for early warning of natural disasters in Nepal. It was submitted to the Ministry of Home Affairs by the Society of Hydrologists and Meteorologists - Nepal. The strategy was developed with input from various governmental and non-governmental organizations. It recognizes Nepal's vulnerability to natural hazards like floods, landslides, and earthquakes due to its rugged terrain. The strategy aims to establish an early warning system that empowers communities to respond effectively to disasters through timely and understandable warnings. It identifies mechanisms, tools, and communication products to strengthen local networks and resilience and fill gaps in local preparedness. The strategy seeks to reduce risks and economic losses from disasters by allowing better protection of lives, property, and
Community/farmers-led land and water governance - An experience from NepalGlobal Water Partnership
ย
This document discusses community-led land and water governance experiences in Nepal. It finds that farmer-managed irrigation systems irrigate 70% of agricultural land and produce 40% of Nepal's food. However, private land ownership and control of irrigation systems by government bureaucracies have negatively impacted small farmers and food security. The experience of CSRC shows that by supporting land rights and establishing people's organizations, farmers in Nepal have successfully developed local frameworks to manage land and water resources, diversified production, and increased yields over 5 times through small-scale, community-led irrigation projects.
The document summarizes the participatory irrigation management of the Waghod Irrigation Project in Maharashtra, India. It describes how forming water user associations improved water distribution and agricultural productivity. Water entitlements were established, water use became more efficient, and crop yields and farmer incomes increased. Community management of irrigation infrastructure through local water user associations enhanced water security, equitable access, and the sustainable management of water resources for the region.
This document discusses irrigation water management in India. It provides background on irrigation's role in India's agricultural production, noting that over 55% of output comes from irrigated lands. It also details irrigation statistics in India such as total area, arable land area, and water availability. The document outlines India's classification of irrigation projects and discusses various irrigation policies, strategies and case studies. It provides an in-depth case study of the Samrat Ashoka Sagar Irrigation Project, describing its location, command area, participating organizations, and functions of water user associations. The conclusion emphasizes the importance of irrigation for food production in India and the role of farmer organizations in irrigation management.
PPT on Disaster Management for School Teachers - 14th Jan (1).pptrohityadav436979
ย
The document provides information about disaster management in education from a national perspective in India. It discusses several major disasters that have impacted India, why disaster management is important, and vulnerabilities in the country. 57% of land is earthquake-prone, 12% flood-prone, and 85% vulnerable to natural hazards. The document outlines the seismic zones in India and discusses past disasters that have impacted schools, killing thousands of students. It emphasizes implementing disaster management plans, safety measures, and mock drills in schools to protect children.
SHAKE OUT 08 LESSONS LEARNED_KOCAELI 2009ZTSCOMPANY
ย
The document summarizes lessons learned from the Great Southern California ShakeOut earthquake drill, the largest community-wide drill in US history. Over 5 million people participated in the drill, including 4 million K-12 students across 207 school districts. Surveys of participating schools found strengths like evacuation routes and drills, but also weaknesses in areas like emergency supplies, staff training, and involving families. International observers provided feedback, noting the seriousness of most schools but areas for improvement like communication plans and experiential learning. The conclusion calls for ongoing reflection and action to improve school disaster preparedness.
Challenges and reforms needed in school education in covid 19 situationDaisy Dharmaraj
ย
Education reform and changes are needed in India to address challenges posed by COVID-19 and ensure access to quality education for all. Current issues include lack of infrastructure and teachers in many schools, as well as low enrollment rates for marginalized groups. The shift to online learning has exacerbated gaps in access to technology and support for underprivileged students. Effective reforms are needed to strengthen teacher training, develop high-quality and inclusive digital learning content, and implement models like Kerala's KITE program on a national scale to overcome barriers to continuing education during the pandemic.
POSITION-PAPER-EDUCATIONAL CHALLENGES OF THE COVID19 PANDEMIC.docxCHRISTINEVUELBAN
ย
The COVID-19 pandemic has caused widespread disruption of education systems around the world. Over 1.6 billion students have been forced out of school as of March 2020. This raises concerns about learning losses, increased dropout rates, and lack of access to nutritious meals for many children. Remote learning strategies are being implemented, but poor and rural students often lack internet access and devices. Education systems must find ways to continue delivering lessons and meals to all students, while supporting engagement and well-being during this difficult time.
This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
The world has been exposed by the global pandemic. Across a period with different places, various types of the pandemic had brought crises on the social, economic, political, educational, and other dimensions of the world. With this modification within the world because of COVID-19 and pandemic 2020, the academic field has conjointly undergone a vast nice modification. the academic state of affairs has virtually entirely modified because of this novel state of affairs and new traditional have redefined the sphere of education.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
1) The document discusses a project in Somalia that provided solar lamps to vulnerable girls to help them study at night. It describes the challenges girls face in accessing education due to conflict, poverty and lack of electricity.
2) The Education Cannot Wait Multi-Year Resilience Programme in Somalia aims to increase access to education, learning outcomes, gender equality and community resilience. It provided 1,500 solar lamps to girls, including 300 through partner FENPS.
3) The solar lamps helped improve the girls' safety, ability to study at night, and allowed their families to charge phones, improving learning opportunities and gender equality in education.
The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education.
As the Climate Change Impacts include more disruptions in traditional schooling, and as the interest in online education take off, it is time to think about global online inclusive education principles, norms, standards and assessments to ensure equitable access to quality education for all.
This document discusses child-centered disaster risk reduction (DRR) and education efforts in UNICEF's East Asia and Pacific region. It notes that disasters disproportionately impact children and undermine development goals. UNICEF aims to make DRR a priority, identify different risks, build resilience, and strengthen humanitarian response. Its goals for DRR in education include integrating risk analysis into policy and planning, promoting DRR in teaching, providing safe school environments, and promoting school safety management. The document provides examples of child-centered DRR programs in schools and communities in countries like Laos, Philippines, and Pacific island nations.
The document summarizes the Safe Schools program implemented across Cambodia, Indonesia, and Nepal to increase school safety and resilience to natural disasters. The program worked to strengthen school infrastructure, mainstream disaster risk reduction into school curricula, conduct risk assessments of schools, and raise community awareness. It highlights how the program empowered children to take leadership roles in disaster preparedness activities and advocacy. It also describes the replication of effective practices from the program in other countries, benefiting over 2.5 million children.
1. The document discusses adapting education to the "next normal" in light of the COVID-19 pandemic through blended learning.
2. Blended learning combines both online and in-person learning to limit face-to-face interactions while continuing education.
3. The document outlines how to adapt curriculum, assessment, technology use, and the roles of educators to support blended learning.
Nepal pva workshop report chitwan november 2k5 finalDIPECHO Nepal
ย
The document summarizes a participatory vulnerability analysis workshop held in Nepal from November 14-19, 2005. It provides background on vulnerability and disasters in Nepal. It then discusses the principles and process of participatory vulnerability analysis, including community participation, data collection and analysis, and tying the results to decision making. The workshop aimed to help communities better understand their vulnerabilities in order to strengthen disaster preparedness and resilience.
Pwd screening form with guidelines for completionDIPECHO Nepal
ย
This screening form provides guidelines for gathering information about people with disabilities (PWDs) in a community in order to plan for their inclusion in disaster risk reduction and response efforts. The form includes sections to collect the PWD's personal details and contact information, determine if they have any physical, sensory, intellectual, or communication impairments, identify any assistance or aids they require, and assess their needs during disasters so they can be appropriately supported. Completing the form will help identify vulnerable community members and their specific requirements to facilitate their participation in disaster management activities.
The document lists various resource materials developed under disaster preparedness programs in Nepal, including brochures, posters, manuals, and videos in multiple languages. The materials cover topics like early warning systems, emergency response, and risk communication for different types of hazards such as earthquakes, floods, landslides, epidemics, and others.
Dp planning for 2010 presentation on aintgdm 24_dec2009DIPECHO Nepal
ย
The document summarizes plans for disaster preparedness planning workshops in Nepal in 2010, including:
1) District-level "lessons learned" discussions to identify strengths and weaknesses from 2009 disasters and inform regional workshops.
2) Regional workshops in 3 locations to discuss 2009 response effectiveness and make recommendations for the central workshop.
3) A central review and planning workshop following regional meetings to share outcomes and prepare detailed district preparedness plans for 2010.
4) District-level preparedness workshops from February to June 2010 organized by lead agencies to build capacity based on the planning process.
This document presents a draft national strategy for early warning of natural disasters in Nepal. It was submitted to the Ministry of Home Affairs by the Society of Hydrologists and Meteorologists - Nepal. The strategy was developed with input from various governmental and non-governmental organizations. It recognizes Nepal's vulnerability to natural hazards like floods, landslides, and earthquakes due to its rugged terrain. The strategy aims to establish an early warning system that empowers communities to respond effectively to disasters through timely and understandable warnings. It identifies mechanisms, tools, and communication products to strengthen local networks and resilience and fill gaps in local preparedness. The strategy seeks to reduce risks and economic losses from disasters by allowing better protection of lives, property, and
Community/farmers-led land and water governance - An experience from NepalGlobal Water Partnership
ย
This document discusses community-led land and water governance experiences in Nepal. It finds that farmer-managed irrigation systems irrigate 70% of agricultural land and produce 40% of Nepal's food. However, private land ownership and control of irrigation systems by government bureaucracies have negatively impacted small farmers and food security. The experience of CSRC shows that by supporting land rights and establishing people's organizations, farmers in Nepal have successfully developed local frameworks to manage land and water resources, diversified production, and increased yields over 5 times through small-scale, community-led irrigation projects.
The document summarizes the participatory irrigation management of the Waghod Irrigation Project in Maharashtra, India. It describes how forming water user associations improved water distribution and agricultural productivity. Water entitlements were established, water use became more efficient, and crop yields and farmer incomes increased. Community management of irrigation infrastructure through local water user associations enhanced water security, equitable access, and the sustainable management of water resources for the region.
This document discusses irrigation water management in India. It provides background on irrigation's role in India's agricultural production, noting that over 55% of output comes from irrigated lands. It also details irrigation statistics in India such as total area, arable land area, and water availability. The document outlines India's classification of irrigation projects and discusses various irrigation policies, strategies and case studies. It provides an in-depth case study of the Samrat Ashoka Sagar Irrigation Project, describing its location, command area, participating organizations, and functions of water user associations. The conclusion emphasizes the importance of irrigation for food production in India and the role of farmer organizations in irrigation management.
PPT on Disaster Management for School Teachers - 14th Jan (1).pptrohityadav436979
ย
The document provides information about disaster management in education from a national perspective in India. It discusses several major disasters that have impacted India, why disaster management is important, and vulnerabilities in the country. 57% of land is earthquake-prone, 12% flood-prone, and 85% vulnerable to natural hazards. The document outlines the seismic zones in India and discusses past disasters that have impacted schools, killing thousands of students. It emphasizes implementing disaster management plans, safety measures, and mock drills in schools to protect children.
SHAKE OUT 08 LESSONS LEARNED_KOCAELI 2009ZTSCOMPANY
ย
The document summarizes lessons learned from the Great Southern California ShakeOut earthquake drill, the largest community-wide drill in US history. Over 5 million people participated in the drill, including 4 million K-12 students across 207 school districts. Surveys of participating schools found strengths like evacuation routes and drills, but also weaknesses in areas like emergency supplies, staff training, and involving families. International observers provided feedback, noting the seriousness of most schools but areas for improvement like communication plans and experiential learning. The conclusion calls for ongoing reflection and action to improve school disaster preparedness.
Challenges and reforms needed in school education in covid 19 situationDaisy Dharmaraj
ย
Education reform and changes are needed in India to address challenges posed by COVID-19 and ensure access to quality education for all. Current issues include lack of infrastructure and teachers in many schools, as well as low enrollment rates for marginalized groups. The shift to online learning has exacerbated gaps in access to technology and support for underprivileged students. Effective reforms are needed to strengthen teacher training, develop high-quality and inclusive digital learning content, and implement models like Kerala's KITE program on a national scale to overcome barriers to continuing education during the pandemic.
POSITION-PAPER-EDUCATIONAL CHALLENGES OF THE COVID19 PANDEMIC.docxCHRISTINEVUELBAN
ย
The COVID-19 pandemic has caused widespread disruption of education systems around the world. Over 1.6 billion students have been forced out of school as of March 2020. This raises concerns about learning losses, increased dropout rates, and lack of access to nutritious meals for many children. Remote learning strategies are being implemented, but poor and rural students often lack internet access and devices. Education systems must find ways to continue delivering lessons and meals to all students, while supporting engagement and well-being during this difficult time.
This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
The world has been exposed by the global pandemic. Across a period with different places, various types of the pandemic had brought crises on the social, economic, political, educational, and other dimensions of the world. With this modification within the world because of COVID-19 and pandemic 2020, the academic field has conjointly undergone a vast nice modification. the academic state of affairs has virtually entirely modified because of this novel state of affairs and new traditional have redefined the sphere of education.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
1) The document discusses a project in Somalia that provided solar lamps to vulnerable girls to help them study at night. It describes the challenges girls face in accessing education due to conflict, poverty and lack of electricity.
2) The Education Cannot Wait Multi-Year Resilience Programme in Somalia aims to increase access to education, learning outcomes, gender equality and community resilience. It provided 1,500 solar lamps to girls, including 300 through partner FENPS.
3) The solar lamps helped improve the girls' safety, ability to study at night, and allowed their families to charge phones, improving learning opportunities and gender equality in education.
The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education.
As the Climate Change Impacts include more disruptions in traditional schooling, and as the interest in online education take off, it is time to think about global online inclusive education principles, norms, standards and assessments to ensure equitable access to quality education for all.
This document discusses child-centered disaster risk reduction (DRR) and education efforts in UNICEF's East Asia and Pacific region. It notes that disasters disproportionately impact children and undermine development goals. UNICEF aims to make DRR a priority, identify different risks, build resilience, and strengthen humanitarian response. Its goals for DRR in education include integrating risk analysis into policy and planning, promoting DRR in teaching, providing safe school environments, and promoting school safety management. The document provides examples of child-centered DRR programs in schools and communities in countries like Laos, Philippines, and Pacific island nations.
The document summarizes the Safe Schools program implemented across Cambodia, Indonesia, and Nepal to increase school safety and resilience to natural disasters. The program worked to strengthen school infrastructure, mainstream disaster risk reduction into school curricula, conduct risk assessments of schools, and raise community awareness. It highlights how the program empowered children to take leadership roles in disaster preparedness activities and advocacy. It also describes the replication of effective practices from the program in other countries, benefiting over 2.5 million children.
1. The document discusses adapting education to the "next normal" in light of the COVID-19 pandemic through blended learning.
2. Blended learning combines both online and in-person learning to limit face-to-face interactions while continuing education.
3. The document outlines how to adapt curriculum, assessment, technology use, and the roles of educators to support blended learning.
Globalization poses challenges to school stakeholders like administrators, teachers, and students. Schools must actively respond to these challenges by developing an international outlook in their students through curriculum, activities, and language education. This will help prepare students as global citizens. Some key challenges for administrators include responding to trends like increasing enrollment, improving learning environments, and addressing issues like facilities, funding, technology, and unfunded mandates. Teachers face challenges like adapting to increasing diversity, managing time, and helping students meet long-term goals. Students deal with academic pressure, competition, health issues, peer pressure, addictions, and financial stability concerns.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
Teachers faced several challenges with the implementation of flexible learning during the pandemic. They had to familiarize themselves with technology like laptops and tablets to deliver online lectures. This was difficult for some teachers unused to computers. Teachers also had to adjust their schedules and learn how to set up digital classrooms to manage their online students. Despite these struggles, teachers demonstrated their commitment to students' education even during the difficult circumstances of the pandemic.
This document discusses key elements of school-based disaster risk management. It provides examples of successes implementing the second pillar in Indonesia, Guatemala, and Angola. Challenges include plans being written for rather than by schools, underutilization of local staff, and poor support infrastructure. Next steps include dividing labor, fully integrating schools into disaster management committees, scaling programs beyond pilots, and using drills to test outcomes.
This document presents a research study conducted by researchers from the College of Teacher Education at the President Ramon Magsaysay State University in the Philippines. The study examined the preparations of the College for the Social Studies Practice Teaching Program during distance learning and the challenges faced by students during practice teaching due to distance learning. It describes the research design which was descriptive research conducted with 31 fourth year Bachelor of Secondary Education students majoring in Social Studies. The study utilized survey questionnaires to gather data on student profiles, preparations of the College, and challenges during practice teaching. The data was then analyzed using statistical tools like percentage, frequency, weighted mean, ANOVA, and Pearson's r. The results of the study will help improve the Social Studies Practice
Current issues and challenges during pandemic situation in nursing education....Latha Venkatesan
ย
The document discusses challenges and perspectives in nursing education during the COVID-19 pandemic. It notes that the pandemic required rapid changes in teaching methods from in-person to online. This raised issues for practical nursing training which requires real-world experience. The document also examines differences between emergency remote education implemented during the crisis versus traditional distance learning, and considers how nursing education may evolve in the future with new technologies and a hybrid model of in-person and online learning.
This document discusses integrated education for disabled children in India, which was a centrally sponsored scheme launched in 1974. It aimed to educate children with mild to moderate disabilities in regular schools rather than special schools. The key elements of the scheme included identifying disabled children, providing special teachers and resources, and orienting school administrators. While the scheme aimed to promote inclusion, it faced many challenges implementing inclusive education practices and attitudes. It relied heavily on separate resource teachers rather than supporting classroom teachers. Overall, the document evaluates the approach of the integrated education scheme and argues it needs to reform how it engages the existing education system in India to truly be inclusive.
The document discusses the relationship between development and disaster risk reduction. It explains that development can both increase and decrease vulnerability to disasters, and that disasters can either provide opportunities for development or set back development. It advocates for a people-centered approach to development that reduces vulnerability through building resilience, livelihoods, and local capacities. Key strategies discussed include prioritizing adaptation efforts, integrating adaptation into development plans, strengthening local capacities, and leveraging disaster prevention to promote community-based adaptation.
A disaster is defined as any event, natural or man-made, that threatens lives and property and disrupts normal life. Disasters exceed the ability of affected communities and governments to cope. Hazards threaten people, structures, and assets and can cause disasters. Vulnerability is the likelihood of damage from a hazard due to factors like proximity and susceptibility. Risk is the probability of consequences from hazards people are exposed to. Disaster management involves coordination across organizations in preparedness, response, and recovery phases of disasters to reduce risks and improve capacity to handle disasters.
The document discusses the relationship between development and disasters. It notes that development can both increase and decrease vulnerability to disasters. Development can increase vulnerability by encouraging population growth in hazardous areas and damaging the environment. However, development can also reduce vulnerability through infrastructure like earthquake-resistant buildings. While disasters can disrupt development, they can also provide opportunities for rebuilding safer structures and improving systems. Overall, the document examines how development and disasters intersect and influence each other in both positive and negative ways.
This document discusses how climate change is disproportionately impacting poor women in Bangladesh, India, and Nepal. Field research found that women in these countries are struggling to protect their livelihoods, assets, housing, and food security from increasing floods, droughts, heatwaves, and other climate-related disasters. While women are not passive victims, their limited resources, weak information networks, and lack of support constrain their ability to adapt. The evidence suggests women have started adapting in small ways like finding safer places to live and store goods during floods. However, larger investments and policy support are needed to make their livelihoods more resilient and sustainable over the long term. The document calls for targeted funding for poor women through climate change adaptation
This report summarizes interviews conducted with children in Nepal about the impacts of climate change on their lives. It finds that climate change is already affecting vulnerable communities through increased floods, landslides and irregular weather. Children interviewed in rural, mountain and urban areas of Nepal expressed experiencing impacts on their families' livelihoods, health, education, and access to food and water. They feel vulnerable but want support to adapt to and mitigate the effects of climate change. The report recommends ensuring children's rights to participation in climate change discussions and decisions that affect their lives.
The document summarizes a panel discussion held by the Association of Community Radio Broadcasters Nepal (ACORAB) on disaster risk reduction and community radio. Over 135 representatives from community radio stations across Nepal attended. The objective was to sensitize stations on DRR issues so they can effectively address them. A panel of experts presented on the status of disasters in Nepal, community-level DRR initiatives, and how media can contribute to DRR. Participants discussed how community radios and organizations like DPNet and Red Cross can collaborate more on DRR. Examples were shared of radios informing communities during disasters and helping victims, and calls were made to replicate such initiatives for greater impact. The discussion aimed to help community radio stations strategize
1) The document discusses a school building reconstruction project in Sunsari district to improve earthquake safety and security.
2) The project involved renovating existing buildings and constructing new earthquake-resistant buildings at Bhagawati Secondary School in Inaruwa-1 as a demonstration model.
3) Key aspects of the new building construction included two rooms measuring 16 feet by 23 feet, a total height of 49 feet, and features like railings and ramps to improve accessibility.
- Small scale mitigation works were carried out in Sunsari district to address drinking water problems experienced by communities during the monsoon season.
- A total of 28 structures such as tube wells were constructed across multiple locations in consultation with locally formed disaster management committees.
- The structures were 5 meters in height and designed based on discussions with the communities about where flooding typically occurred and input from local technicians.
- Community members contributed through provision of labor and materials while funds were also received from DIPECHO and local government sources to complete the projects.
1) Rambati, a woman from Karkhana Tole village in Sunsari, Nepal, recalls a devastating flood in 1990 when she had just given birth and had to stay in a dangling bed for two days without much food.
2) The village is prone to frequent flooding and other disasters that damage homes and crops. There was no disaster management system previously.
3) With support from a local NGO, the community formed a disaster management committee and began collecting "fistfuls of rice" daily to stockpile food for emergencies. Rambati is an active participant in these efforts.
The community initially had misunderstandings about the relief distribution from PACT Nepal, with people saying PACT would provide each household Rs. 50,000 and a bag of grain. However, after regular meetings between PACT staff and the community to explain PACT's objectives and that it does not provide direct cash relief, the community now understands PACT's role is to build disaster resilience, not provide cash. The community disaster management committee now clarifies any issues themselves. Regular interaction through the community listening center helped address the initial challenges around project implementation.
1) A total of 2,600 meters of bioengineering riverbank protection works were completed in Bahardar tole of Babiya-8, Sunsari, exceeding the original plan of 1,000 meters due to community demand.
2) The works provided protection to 58 households from annual flooding and erosion of the Sunkoshi River, allowing families to invest in livelihoods without risk of loss of property.
3) The project was implemented through cooperation between the local development committee, disaster management office, and local construction committee with technical support from NGO partners and voluntary labor from the community.
The document summarizes an orientation program on disaster management for children in Nepal. It discusses forming child clubs in 7 communities to raise awareness about disaster preparedness and management among children. The 3-day program educated over 475 children on disaster types, reducing risks, and children's roles and rights during disasters. It resulted in the creation of 7 child club committees to discuss disasters and mobilize awareness campaigns under the guidance of Disaster Management Committees.
1. A 1-day orientation was held for masons on earthquake safety day to train them on constructing safe buildings.
2. The objectives were to inform masons about earthquake safety day, make them aware of building safely, and create an environment for cooperation in safe construction.
3. A total of 30 masons from 3 locations participated and were committed to start constructing earthquake-resistant buildings and follow building codes and standards.
1. The document outlines minimum standards for education in emergencies, protracted crises, and early recovery. It aims to ensure the right to education for all during humanitarian crises.
2. The Inter-agency Network for Education in Emergencies (INEE) developed the standards through a collaborative process, drawing on the expertise of over 20 organizations.
3. The standards cover key areas like community participation, assessment, education policy and coordination to help advocate for, support and implement education during humanitarian emergencies. INEE welcomes new members to help advance these goals.
The project has contributed to achieving the priority actions of the Hyogo Framework for Action (HFA) in several ways. It established Disaster Preparedness Committees (DPCs) in six communities to identify risks and develop early warning systems. Financial transparency was maintained through social audits. Emergency funds helped communities conduct preparedness activities. Linking community and village development committee disaster plans helped secure resources. The project identified physical, attitudinal and social risks through vulnerability assessments. Early warning information from the meteorology department was disseminated through local messengers and radio. Simulations helped build knowledge of evacuation procedures.
The document provides context about a cost-benefit analysis conducted for a disaster risk reduction project in Kailali, Nepal. It describes the project, called the Kailali Disaster Risk Reduction Initiative (KDRRI), which was implemented from 2007-2009 in communities vulnerable to flooding. The analysis had two goals: 1) to assess the cost-effectiveness of the KDRRI project and 2) to create a generalizable methodology for evaluating community-based disaster risk reduction projects. Data was collected through surveys and interviews and analyzed using a mathematical model. The analysis found benefit-cost ratios greater than one, indicating the economic benefits of the project exceeded the costs. Specifically, the ratio was estimated to be 3.49, meaning
The document discusses disaster management in Nepal, with a focus on community-based approaches.
Key points:
- Nepal is vulnerable to various natural hazards like floods, landslides, droughts, and earthquakes due to its geology, topography, and climate. Disasters disproportionately impact the poor.
- A livelihood-centered approach to disaster management aims to strengthen communities' resilience by supporting their livelihoods and reducing vulnerabilities. This includes activities like hazard mapping, early warning systems, and diversifying income sources.
- The document outlines Nepal's practical experience with community-based disaster management planning and implementation. Priority areas are selected and community disaster plans developed and linked to development planning.
National platform on drr bidhan 2065 52DIPECHO Nepal
ย
1) The document establishes the National Platform for Disaster Risk Reduction in Nepal, outlining its objectives, membership, structure and functions.
2) It aims to coordinate disaster risk reduction activities nationally and facilitate policy dialogue between stakeholders to develop shared visions and consensus.
3) The National Platform will represent Nepal at global forums and help implement international frameworks like the Sendai Framework for Disaster Risk Reduction 2015-2030.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
ย
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
ย
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Nepal is vulnerable to disasters that put children, (one quarter of the population 6.3 million) who are enroled in school
and their141,000 teachers at risk. Flood, earthquake and landslide are among the hazards posing serious threat to the
schools for number of reasons: a) schools are located in risk areas, b) most of the buildings are built without earthquake
resistant technology, c) over crowded class rooms, d) lack of preparedness plan in the school and e) unavailablely
critical services such as search and rescue at the local level, etc. Many schools are located in inaccessible areas,
particularly in the high altitude mountainous areas. A 6.6 magnitude earthquake in Udayapur in Eastern Nepal in
1988 damaged 6000 schools. Fortunately, the quake took place at night when the schools were vacant.
Children in Nepal go to schools that are too weak to resist school preparedness, awareness raising, to training for teachers
a medium size earthquake. The proportion of schools that is and students. Apart from government, who have a clear focus
vulnerable to earthquake is yet to be determined. A disaster on building new earthquake resistant school blocks, most of
like the 2005 South Asia earthquake in Kashmir valley, which the NGO works are piloting. After adoption of the Hyogo
killed 17,000 children, could occur in Nepal. framework of action and the UNISDR campaign on education
Where we are in Nepal? and children, there has been a growing demand to work on
school safety. However, there is a lack of a comprehensive
The country is located in one of the most seismically active approach, the coverage is limited and a strategy is needed to
regions in the world, which is hit by a medium size earthquake scale up the school safety initiatives.
once in every 75-100 years. A review of the seismic vulnerability
of the public school building in Katmandu valley shows that
among 900 schools surveyed, 58% are built with traditional In this context, the school safety approach
materials (adobe, stone rubble or brick in mud mortar). While wants to serve two purposes:
the remaining 40% used modern materials such as brick in
cement mortar or reinforced concrete, they are not necessarily 1. a comprehensive approach to school safety,
safer as they did not follow safety standards. Only three school which can be used, promoted and replicated
buildings followed the National Building Code. by the variety of actors in Nepal.
Following the 1988 earthquake, the NGOs, UN and
government adopted a variety of school safety approaches 2. provide an outline of a strategy for scaling up
that range from making schools disaster resistant, comprehensive approach to school safety
2. Wide variety of school safety approaches There is no mechanism to share each
are practiced in Nepal by the NGOs, UN others' approaches. Knowledge gaps are
and government, with the objective to consistent to all the approaches:
enhance the readiness of the school in
reduction of death and injury. Some of i) frequency of simulation exercise,
the approaches are specific to school ii) information of students by age and
safety; some has adopted school safety teachers,
iii) duration of first aid training, ratio
within their community based disaster of first aid trained people in relation
management programmes. Individually, to total number of student,
the actors are not using all the approaches, iv) how to make it sustainable.
nor do they have a similar objective.
WHAT is Why School Safety
school
A) Insecurity in the Schools is a threat to access and
quality of education and barrier to achieve MDG
Frequent flood may not kill or injure children but can seriously affect childrenโs
safety?
education where as earthquake may result in death and injury. This is also a big
threat to achieving goals of education in MDG affecting both access to school
and quality of education. Access to school is seriously hampered by annual floods
in many parts of Nepal. A potential earthquake can also make school inaccessible
for long period. Quality of education can seriously be affected as a result of injury
There are two broad areas of school and death of teachers, or destruction of education materials. It takes years to train
teachers and education staff.
safety: First of all, buildings are
B) Children are willing to learn and capable to apply.
seismically safe and there is a Children can learn DP issues quickly and are keen to learn as well. The school
system in place to handle primary level orientation and training to teachers can increase knowledge and skills in
rush in case of an emergency. the remote places like DIPECHO has done in Rupendehi district.
Secondly, building leadership and Learning on DP from school saved my mother and brother's life
skills of the children, teachers and Babita Thapa is seven years old and studying in class two. She is living with her parents
and younger brother in Bagkumar tole of Devdaha VDC, Rupendehi district.
school management committees to "One day in May 2007, when I came back from school I found that my mother
save their own lives and handle was touching a electrical wire and my baby brother was about to touch my
mother. I immediately realised what happened to my mother. It was
emergency situations in community. electrocution. My teacher just told us in a class that day when she was telling
us about disasters and hazards in daily life. I stopped my brother from touching
my mother, picked him up and
then shut down the switch
board. Then I started calling
my neighbours for help. I
learnt to help from the school
programme started in our
school."
This is a story from DIPECHO
project implemented by
ActionAid Nepal through local
partners. That day, the teacher
taught Babita and others about
the hazards like flood, land
slide and electrocution. Her
mother Sharaswati was burnt
but not injured too much. She
recovered quickly.
3. 2
1. An agreed common approach
in the area of school safety. It
However, TWO is difficult to determine
whether a particular school is
issues remain completely safe or not.
unresolved and 2. Equitable and consistent growth
require for further - the coverage of a school safety
programme is limited to number
inquiry: of schools in few particular
districts.
The Challenges in
SCHOOL SAFETY WORK in NEPAL
KEY CHALLENGES
A. Knowledge gap and
sharing mechanism (for out of 28000), and the mountainous areas
are not covered. Traditionally, schools are
improving practice) built with locally available materials.
Nepal is divided into three geophysical
There is a consensus among the areas, which largely characterise the
experts that pedagogy of school safety vulnerability of each of the areas.
is yet to be developed. As a result, the
school safety programmes are based
on unchecked assumptions where ยท Mountain (high hill): a) prone to
further scientific research is required: geophysical hazards like
i. frequency of evacuation and earthquake a n d landslide,
simulation exercise that is manageable b) accessibility is very limited
and sustainable. This is particularly and c) all schools are built as
in relation to the earthquake where stone and mud structures.
frequency of occurrence is low.
Flooding is a regular occurrence which
makes simulations manageable and ยท The hill and valley (medium hill):
more sustainable. a) prone to flood, landslide and
earthquake, b) schools are built
ii. types and nature of information that with traditional masonry such as
is minimum and necessary to be stone, bricks and some cases
provided to the various age group of concrete and c) accessibility
students, (disability information is limited.
should also be included),
iii. duration of first aid training and ยท Terai (plain land): a) flood, earthquake and fire are main hazards, b) schools
optimum ratio of first aid trained built mostly masonry and concrete and c) easily accessible.
students and teachers to the total
number of students and teachers,
iv. make school safety programmes The following table presents the coverage and gaps by locations:
sustainable when resources for follow
up are limited and time bound (mostly Coverage of school safety programme by geophysical characteristics of Nepal
donor dependent).
Coverage by NGOs
B. Coverage of school safety Geological Total number Number of
as of 2007
region of schools students in millions
programme
School safety programme is very Mountain 3,498 .49 3
limited and there is no national plan Hill and Valley 16,637 3.06 105
to guide equitable coverage using
proper vulnerability criteria. Since Terai 7,996 2.74 46
most of the NGOs have very limited Total 28,131 6.30 160
financial and operational capacity,
they focus on the areas where they
can operate conveniently. As a result, Though frequency of disaster is less in mountain areas, an earthquake can create a
total coverage is small (around 200 great impact on the half a million children going to the schools.
schools
Reaching all the schools is a very challenging and a long term task but selection of school in
strategic locations and ensuring a school has a school learning system is an urgent
and short term priority in the mountain areas.
4. C. School is a heterogeneous D. Sustainability
entity
Most of the school safety programmes
Of the total 6.3 million children enroled are donor funded projects; thus, they
in all schools as of 21 May 2006, 4.3 have a limited period of engagement
million were in primary school; the between NGOs and schools. Almost
figure corresponds to 1.3 and 0.67 all NGOs particularly the local ones,
million in lower and higher secondary have no capacity to follow-up their
schools in Nepal. The children are not efforts once project is phased-out. All
the workers and teachers agreed that
a homogeneous group and thus have follow-up mechanism is necessary.
differential learning attitudes, and issue
which needs to be considered in the Partnering with and using existing
formal and informal structures in the
school safety programmes. Boys and education sector are the most sensible
girls have different ability and ideas to go with in order to achieve
experience in facing disasters. There sustainability of school safety
are a total number of 141,605 (male - programmes. Existing mechanisms
98,059 and female - 43546) trained such as district disaster relief
teachers in the school, of which a total committees, stronger school
number of 1,288 teachers have some management committees and Red
Cross systems can be considered by
types of disability. The total enrolment NGOs as follow up mechanisms.
for students with disabilities is 46,135 Sustainability funds could also be
(girls - 20,766 and boys - 25,369), established in the schools for
which is almost 1% of the total share maintenance works of buildings and
of students. replenishment of emergency supplies.
The Collective
GENERAL CHALLENGES
ยท Cooperation and coordination
among sectors and actors are
the main limitations.
Dialogue between
development and disaster risk
reduction actors is necessary
to identify each otherโs
comparative advantages to
increase the coverage of
school safety. At the same
time, the actors already
engaged in school safety
should develop mechanism
to share information and
learning with people in
education to achieve a
pedagogy in school safety.
ยท The NGOs face difficulties in ยท A lack of disaster
engaging schools as they are busy vulnerability mapping, which
ยท There is a gap in both funding and completing the schedule. Schools can guide decision making
capacity of the actors. Most of the in urban areas, particularly the on geographical coverage.
school safety programmes funded private schools, are perceived as
more difficult to engage. There is a Such mapping is an
by donors provide relatively small
lack of the government order or expensive and long term
funding for construction of school guidelines that can build confidence process as well.
buildings. of the SMC to engage with NGOs.
5. A FRAMEWORK
of comprehensive school
safety approach
The comprehensive school safety approach Four elements of comprehensive school safety approach
is proposed to guide planning and decision making ยท Information dissemination and awareness raising about potential
of the existing and future school safety effects of earthquake risk (and other hazards) on population,
children and schools and their reduction. Provide training on critical
programmes in Nepal. Three purposes of school areas like first aid, leadership, swimming lessons, etc.
safety programmes include: a) reduction of ยท Making school structures resistant to earthquake and floods.
injury and death, b) building future leadership ยท Putting in place school disaster preparedness plan and regular
and c) resumption and/or continuation of education evacuation drills which are linked to the community contingency plan.
ยท Planning for arrangement to run school during and quickly after
during (except earthquake) and after a disaster. a disaster.
The Process
ยท The targeted audience: schools, policy makers, general
public, media, doctors, masons, etc. Making school buildings resistant to
earthquake and other disasters
ยท Mass awareness using popular media: Street dramas, folk
songs, FM radio programmes, TV programmes, newspaper A National Building Code was developed and
coverages, etc. enacted after the Udayapur earthquake in 1998. A
number of projects in Katmandu Valley have been
ยท Targeted orientation: The awareness raising targeted to school initiated. The school safety component of the EFA
teachers, neighboring communities, school management currently adopted an approach of co-financing with
committees and parents can change perception about disasters community to build school blocks.
and creates demand for further knowledge and action.
ยท Curriculum review: A review of all school curriculum to
explore how and where disaster can be incorporated. Involving
CDC will increase the ownership. CDC will review of the
curriculum in every 5 years and make necessary change in 10
years.
ยท School based activities: Encourage schools to organise various
extra curricular activities such as essay competition, speech and
drama on school safety and disaster in general.
ยท Innovation and use of awareness raising tools: NSET
used earthquake scenario in the Katmandu Valley using the
shaking table.
ยท Day observation: Annual Earthquake Safety Day (15th January)
can be used for various activities, such as simulation exercise
at schools and communities regularly and nationwide.
6. Possible Scenario
of earthquake
impact on school in
Kathmandu Valley
Two scenarios to be
considered โ no intervention
and intervention, for seismic
improvement of school School Vulnerability Analysis
buildings. In the no ยท physical and engineering vulnerability of school: weakness/faults and
intervention scenario, the physical vulnerability---types of building, materials used, etc.
ยท non structural: furniture, doors, windows, electricity, evacuation roots,
expected loss is more than physical location, evacuation site, open space, etc.
ยท capacity analysis: local resources and skills (e.g. materials for dams, trained
29,000 school children dead masons), volunteers, neighboring community, etc.
or injured, and more than PVA guidelines by ActionAid, VCA guide by RC, HVCA by NSET, vulnerability
assessment of the school building - non engineering by SSE.
77% buildings incurring
direct building loss, Regular Simulation exercise; evacuation plan;
stockpiling of first aid and light search and rescue
damages of which have been materials are the key to safety
estimated to be USD 7 Partners in implementation:
million. In the intervening ยท Local: SMC, local NGOs, district level education offices, etc.
ยท National: government, donors, UN and INGOs, Education network, Private
scenario, 24,000 lives can be Teachers association (PABSON), Parents associations, association of School
management committees), DPNET (Disaster Preparedness Network Nepal),
saved and the buildings SCF Alliance, UNICEF and UNDP
protected.
(Source: Dixit, A.M, NSET, 2007)
7. The scaling up strategies
Scaling up strategies should have three goals in the school safety
6
approach: a) improving quality of school safety programme,
b) achieving quantity and spread, finally c) ensuring sustainability.
The civil society groups, NGOs working on disaster, education and
child rights, the Red Cross, the UN and teachers associations should
implement and advocate for the following strategy. The advocacy
targets are government and donors.
5
1. Pedagogical work should be initiated to include disaster as
key barriers to access and quality. The indicators of access and
quality of education should be reviewed in the context of
disaster in Nepal. School safety is a child rights issue,
so it should get the highest priority.
2. The constituency for promoting school safety should be
diversified to include various government and non governmental
actors.
4
3. All efforts should be undertaken to integrate school safety
as a key priority in the Education for All programme in Nepal.
Similar initiatives should also be undertaken by all other
government and donor funded (bi-lateral and multilateral)
education programmes. Two important things should be done:
inclusion of school disaster plan in the education process and
adoption of a comprehensive approach in the school building.
The monitoring and reporting processes of MOE/DOE should
include vulnerability reduction and DP as key indicator. Building
of new school should be used as means and end to promote a
culture of safety. Government should adapt that the guidelines
3
and train appropriate engineers to provide technical support.
4. Selection of schools for safety programmes must be equitable,
which can be achieved by including vulnerability criteria in
the process.
5. Building capacity of the local NGOs on comprehensive
approach, planning for school programmes.
6. Follow-up is a must to ensure that school safety activities such
2
as simulation exercise, training for the new students/teachers
and updating the school preparedness plan are ongoing.
1
8. It is the role of government to ensure a
comprehensive coverage of schools through the
school safety approach and provide
training to the politicians on the issue.
School Safety should be part of a Human Security
agenda to save the future citizens of Nepal.
Glossary
PVA โ Participatory Vulnerability Analysis
HVCA โ Hazard Vulnerability Capacity Assessment
DP โ Disaster Preparedness
MDG โ Millenium Development Goal
VCA โ Vulnerability & Capacity Assessment
DOE โ Department of Education
EFA โ Education for All
NSET โ Nepal Society for Earthquake Technology
UNISDR โ United Nation International Strategy for Disaster Reduction
DRR โ Disaster Risk Reduction
NGO โ Non Government Organisation
DIPECHO โ Disaster Preparedness of European Commission Directorate-General for Humanitarian Aid
SMC โ School Management Committee
CDC โ Curriculum Development Centre
DPNet โ Disaster Preparedness Network, Nepal
MOE โ Ministry of Education
SSE โ School of Shelter & Environment
NRCS โ Nepal Red Cross Society
SCF โ Save the Children Fund
Sources
NSET, Dixit A.M, Nepal Red Cross Society, Education for All, DPNet, Save the Children Alliance, CARE
Nepal, UNDP, Teachers Association, Centre for Policy Research & Consultancy (CPReC), Education Network,
ActionAid Nepal.
Photographs Credit
Laxmi Narayan Parajuli, SSE; Shaurabh Sharma, ActionAid Nepal; Shashanka Saadi, DIPECHO, ActionAid
Nepal, FSCN and WCDF.
Further Contact
ยท Shashanka Saadi, Project Manager, Building Community Resilience to Disasters, DIPECHO-AAIN
shashanka.saadi@actionaid.org/ fsaadibd@yahoo.com)
(www.dipechonepal.org)
ยท Shyam Sunder Jnavaly, Senior Theme Leader, Right to Human Security in Emergency and Disaster
Management, ActionAid Nepal
Shyam.jnavaly@actionaid.org
ยท Nahakul Thapa, Coordinator, DRR through Schools Project, ActionAid Nepal
nahakul.thapa@actionaid.org
ActionAid Nepal
P.O. Box: 6257, Lazimpat, Kathmandu, Nepal
Ph. No. +977 1 4436477 (Hunting Line), 4419115, 4421232
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This paper is a joint paper from DIPECHO and DRR projects of ActionAid Nepal and it is developed by Khursid Alam
in association with Shyam Sunder Jnavaly and Shashanka Saadi, ActionAid Nepal
This Paper has been produced by ActionAid Nepal with the financial assistance of the European Community.
The views expressed herein should not be taken, in any way, to reflect the official opinion of the European Community.