Educational leadership in Fragile and Conflict-Affected Society A Case Study of DepEd-ARMM

ATTY. MAISARA C. DANDAMUN-LATIPH

Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor in Philosophy in Education (Educational Administration) in the Division of Educational Leadership and Professional Services College of Education University of the Philippines Diliman, Quezon City

TABLE OF CONTENTS

I.

INTRODUCTION Background of the Study Objectives of the Study 2-4

4 Statement of the Problem 5 Significance of the Study Scope and Delimitation of the Study 5-6 II. REVIEW OF RELATED LITERATURE AND STUDIES 5

Concepts of Fragility and Conflict 7-8 Description of ARMM as an area of fragility and conflict 9-10 Educational Leaderships response to conflict and fragility 1012 Theoretical Framework 13-16 List of Acronyms 17

I.

Introduction

Background of the Study 2

While the Philippines is not a fragile state per se, many of the characteristics of state fragility can be found in Mindanao and the Sulu Archipelago, including prevalence of armed state and non state actors, breakdown of critical services and serious deficiencies in governance. The Maguindanao Massacre in November 2009 has made the security situation in the Autonomous Region in Muslim Mindanao (ARMM) more complex and volatile1. ARMM is home to 4.12 million Muslim people in the southern part of the country and is covered by Shariah, the legal and judicial law governing Muslims in the region. More than 20 years since its operation as an autonomous political unit, peace and development has been elusive in the area. This is signified by poor human development indicators like high poverty rate, illiteracy, lack of access to basic services, violence and human insecurity in the region. 2 Armed conflict that pestered for several years have severely affected and negatively impacted on the delivery of educational services related to children in affected areas like Maguindanao covering four (4) municipalities Matanong, Barira, Buldon and Parang were devastated during the fighting 2002 and displaced hundreds and thousands of families during Erap Estradas All Out War Policy. This had been followed in 2008 and 2009 armed conflict between the Government and Moro Integrated Liberation Front (MILF) which displaced over 700,000 family after the failed MOA-AD signing between the Government and MILF. Thus, destroying livelihoods, properties and schools. Coupled with kidnapping of teachers and school head in Basilan which created serious security concerns for children and teachers in the province.3 Two types of armed conflict exist in ARMM. The first kind is rebellion related violence from the vertical armed challenge against the infrastructure of the State, i.e. MILF rebellion which at present has made a breakthrough in the signing of Framework for Bangsamoro Government under the GPH-MILF Peace Agreement (October 15, 2012). The second type is the horizontal armed conflict between and among families, clans and tribes called rido. Additionally, ARMM is plagued with kidnap for ransom groups (KFR) such as Abu Sayyaf Group (ASG) operating largely in the island provinces of Sulu and Basilan, the Pentagon group operating in Central Mindanao, and other criminal gangs. 4 Strategic Framework for Engagement: Peace and Development in the Southern Philippines 2 page 24, BEAM-ARMM (2010) 3 page 24, id 4 page, 25, id
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Due to the prevalence of KFRs, people have now armed themselves for protection and self-defense, which intensified and broadened the culture of violence. Children as young as elementary school pupils have started arming themselves, loose firearms proliferated and security authorities estimate more than 1,000,000 guns circulating in ARMM. 5 Thus, education services and delivery has been vastly affected by the lack of peace and order in ARMM. Indicators had shown, that it has been performing poorly. Access to quality education remains worse, several a comparison of ARMM performance indicators with that of the country as a whole yields that for elementary only 50% of the students have mastery of at least 50% of curriculum competencies. In secondary, there are fewer than 50% of the students who mastered at least 50% of curriculum competencies.6 In ARMM, due to lack of security from continuous armed conflict, enrolment rates are very low, even attendance rates are affected. Many children interviewed by ADB Study (2010) revealed that they are afraid of going back to school after being caught in the cross-fire and that their schools were completely or partially destroyed when they were used as evacuation centers and are no longer places conducive to learning.7 The graph below further illustrates this point of lack poor performance indicators in ARMM as compared to national standing: Objectives of Study This study primarily aims to look into the management and leadership responce of Education Managers in ARMM particularly on the strategies employed in successfully delivering basic education services amidst being in a society of fragility and conflict. Secondary, it hopes to give an accurate description of fragility and conflict societies and the issues posed by this problem to education services in ARMM. Statement of the Problem The impact of fragility and conflict in education services in ARMM has been devastating. Different studies by donor agencies yields that decade old problems in peace and order led to very poor performance indicators in ARMM, not to mention the problems in Access, Attendance, Achievement and Accomplishment (4As framework by UNICEF) that had been negatively affected as a direct result of the fighting.
5 6 7

id, see Zenaroza Commission Report page 16, supra page 17, id 4

In ARMM there had been low participation rate, low preparedness for schooling, low completion of elementary and secondary school and high drop-out rates, lagging behind International Comparisons and generally low achievement rates. This picture of education indicators poses a considerable challenge to education managers in Department of Education in ARMM and also the community as a whole. As such, it is imperative to study and address the following issue: How does Education Leaders and Managers in ARMM deliver quality education services amidst an environment of fragility and conflict? Significance of the Study The question in the study if answered would be a great deal of help to educators, leaders, managers, teachers and ultimately students in ARMM for this will guide future educators managers in effectively managing and leading DepEd-ARMM and thereby improving the learning outcomes of the children in ARMM. This study will be a resource on the effective and relevant leadership strategies in delivering educational services to the schools, teachers and students. This will also inform future practice on this field on what is a picture of a good and effective leader for a school or educational system operating in an environment of fragility and conflict. Finally, for donor and stakeholders, this study will provide them an accurate assessment of the environment where ARMM operates and thereby give a much more strategic intervention or design of their aid or collaboration with the education stakeholders in ARMM. Scope and Delimitation of the Study This case study aims to provide a description of an educational system in situations or environment of fragility and conflict and how its leaders or managers provide effective leadership in an environment of fragility and conflict. The area studied is basic education-elementary and secondary. The study is limited to the leadership represented by the Regional Cabinet Secretary and his Assistant Secretaries for Operations and Programs. Being a case study, generalizability of findings is not claimed by the author. Rather this study aims to offer insights into the picture of an educational system involved in fragility and conflict and leadership strategies employed in providing educational services to students in ARMM. II. REVIEW OF RELATED LITERATURE AND STUDIES

Concepts of Fragility and Conflict It has been estimated that as many as a third to one-half of children out of school live in fragile states, and that gender inequalities in these states are greater than elsewhere. Even in countries where overall enrolment appears reasonably high, reaching excluded groups such as children with disabilities, orphan/separated children, demobilised children, and un-schooled youth may be particularly important in addressing a countrys causes of fragility. Moreover, education is seen to play an important role in influencing fragility, positively or negatively, and schools may be targeted in efforts to undermine government legitimacy.8 While the Philippines as a whole is not considered a fragile state, some areas in Mindanao can be considered as fragile and conflict affected societies. Fragile states have been defined as countries where the government has limited capacity or will to provide basic services and security to its citizens, and the relationship between the government and its citizens is weak. Fragile states often lack the institutions needed to resolve conflict peacefully. 9 Many of the worlds poorest and most vulnerable people live in fragile and conflict-affected states-more than 1.5 Billion people. They lack the ability to effectively govern and develop strong relations with communities. 10 Lack of responsiveness can be a result of limitations in organizational capacitygovernment structures that provide basic services may not be in place or do not function effectively. State fragility can also be a result of a lack of effective leadership. Fragile states are often patrimonial, with opportunities or access to services based on kinship or ethnicity rather than notions of citizenship, in some instances, access to opportunities and services (security and basic social services) may be limited to patron-client relationship, 11 where loyalties are given to the patron rather than the state or citizens. This relationship also gives rise to private armies. Private armies thrive where there are powerful politicians and local kingpins who make local communities, that in many respects are untouched by national authority and criminal justice system, their own political domains.12 They are born out of political, economic, personal Education in Fragile States: Capturing Good Lessons and Practice (2006) 9 page 1, AusAid Framework for Working in Fragile and Conflict Affected States 10 OECD DAC (2010a) International Support to State building in Situations of Fragility and Conflicts. Paris: OECD DAC. 11 page 13, supra 12 page 10, CENPEG
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and family gain or for group security against clan war (rido).13 The largest concentration of private armies is found in ARMM.14 Sadly, ARMM has also the lowest index of human development and security. Of the 112 private armies validated in the country, 22 are in ARMM. The ARMM occupies the Bottom 10 in 2003 in the Philippine Human Development Report of 2005 in terms of the Most Poor Provinces and Human Development Index, where Basilan, Maguindanao, Sulu and Tawi-tawi are in the lowest rank.15 It is clear that in areas where there is massive poverty where the citizens survive on little or no income are illiterate and live in instable and volatile political climate, a large number of private armies always emerge. Thus in areas where there is greatest human insecurity, private armies arise.16 Human security is defined in terms of economic, environmental, personal and community security. It is a condition where the peoples physical, physiological, psychosocial, economic, political and ecological needs are guaranteed. In the physical sense, it may mean freedom from harm or absence of armed conflict. Its physiological dimension spells good health of individuals in the community; psychosocial connotes delivery of basic services such as education, health and housing to vulnerable and marginalized sectors of society and preservation of community relationships. Economic security is access and control to land and other sources of livelihood; political security is the participation in community and decision-making process; freedom from oppression and discrimination; and ecological means protection of flora and fauna.17 Arguably, ARMM belongs to a fragile and conflict affected society owing to its long history of armed resistance and existence of private armies. Description of ARMM as an area of fragility and conflict ARMM was created on August 1, 1989 by virtue of Republic Act 6734 approved by then President Corazon C. Aquino on August 1, 1989 and ratified through a plebiscite on November 19, 1989. This was subsequently amended by RA No. 9054 on March 31, 2001- otherwise known as An Act Strengthening and Expanding Muslim Autonomy, ARMM following the 1996 Final Peace Agreement between the GRP and the MNLF. The region is originally composed of the provinces of Maguindanao, page 18, Zenarosa Commission Report page 23, id 15 Human Development Report (2005) 16 page 20, Zenarosa Commission Report 17 see pp. 1180199, UNDP Human Security Framework: Philippine Context (2002)
13 14

Lanao del Sur, Sulu, and Tawi-Tawi. After the signing of the 1996 Final Peace Agreement (FPA) between the Government of the Republic of the Philippines (GRP) and Moro National Liberation Front (MNLF), a plebiscite was conducted on September 2001 to determine the final area of the autonomy and the province of Basilan and Marawi City were included in ARMM by virtue of Republic Act 9054.18 The present ARMM consists of five provinces and two cities: Lanao Del Sur, Maguindanao, Sulu, Tawi-Tawi, and Basilan provinces except Isabela city and cities of Marawi and Lamitan. ARMM is covered by Shariah, the law governing Muslims and the judiciary branch of the region. More than 20 years since it became operational as an autonomous political unit, the development challenges confronting ARMM remain daunting. However, peace and human development are at stake in Muslim Mindanao if autonomy does not significantly reduce poverty, illiteracy, poor access to basic services, violence and human insecurity in the region. ARMM is home to 2.876 million populations as of 2004. ARMM comprises five major ethnic groupings which inhabit the five provinces that comprise the region. It includes Maguindanaon in Maguindanao, Maranao in Lanao Sur, Tausog in Sulu, Sama in TawiTawi, and Yakan in Basilan. The cultures of these groups are influenced by a common religion, Islam. There are also distinct groups in ARMM who do not embrace Islam. They follow their indigenous cultural systems, practices, and traditions. They include the Teduray, Lambangian and Manobo Dulangan in the hinterland of Maguindanao. The ARMM has a total land area of 27, 581 square kilometers, most of which is devoted to agriculture. Lowland and upland crops are cultivated in the region. Offshore fishery is abundant as the region has a long stretch of coastline. Its inland fishery is likewise extensive, especially with the presence of the long and wide Rio Grande de Mindanao, plus the great lakes in Lanao del Sur including swamps of Liguwasan and Buluan. The economy of the region is predominantly agriculture and fishery as most of the people are engaged in farming and fishing. There are few industries, mostly in the processing of agricultural and outputs like starch manufacturing. Trade and services is also a source of livelihood for many. As discussed above, the ARMM is a fragile and conflict affected state or society. As such, it lacks capacity to deliver basic services to its people and there is widespread human insecurity. The ultimate example
18

pp. 10-12, BEAM-ARMM Draft Policy Program Agenda (2011) 8

is the impunity within which the Maguindanao Massacre has been carried out last November 2009. ARMM for the past 22 years had been characterized by inability to resolve violent conflicts, enforce rule of law, provide security, deliver services like heath and education, generate revenues or create jobs at the same time taking care of the environment. All of these hallmarks of responsive governance are lacking in ARMM. The ARMM Department of Education where the majority of its budget goes has likewise floundered in the delivery of quality basic education owing mostly to corruption, mismanagement, lack of supervision and neglect of its leaders. Thus, the delivery of educational services to its constituent is really very poor. Many schools in ARMM are located in situations of armed conflict and violence, like in Maguindanao where fighting between government troops and the MILF are ongoing. In other areas, schools are disrupted by rido (Lanao del Sur) and activities of KFRs (Basilan and Jolo). Due to the conflict, many schools are forced to become evacuation centers and children are forced to stop schooling.

Educational Leaderships response to conflict and fragility

To simplify and focus the support needed and address the identified issues and challenges, an ARMM Six Year Basic Education Strategic Plan (2009-2014) has been developed from the ARMM Regional Basic Education Development Plan (RBEDP) The three components of the RBEDP are: a) b) c) Governance The focus on Governance is to strengthen and improve the management capability in DepEd ARMM and this is to be achieved by: Improving policy formulation, review and implementation; Establishing responsive organizational structures; Strengthening management systems and facilities; Strengthening management processes and practices. Governance Learning environments Infrastructure

Learning Environment Learning Environment is to improve the instructional capability of teachers and provide sufficient and appropriate resource materials to 9

improve teaching and learning outcomes and this is to be achieved by supporting: Systems for effective and efficient teaching and supervisory processes in public schools thereby contributing to improved student learning outcomes; The integration of Madaris as a private sector strategy for basic education and as partner in the attainment of education for allpolicy; Providing an adequate alternative learning strategies system thereby contributing to improved access to education and student learning outcomes.

Infrastructure Infrastructure is about upgrading the Regional and Divisional offices to facilitate efficient and decentralized management as well as provide adequate school facilities with the focus being on:. Constructing new regional and divisional offices. Providing learning support facilities and equipment to complete in-complete schools (libraries, science lab, TLE/HE, & ICT, water system, clinic, toilet and sports facilities ); Constructing and repairing classrooms and providing adequate classroom facilities (e.g. chairs, desks, blackboards, cabinet & etc.) new and existing schools / madaris; Establishing specialized schools in all divisions catering to disadvantaged groups. In more recent times, the Government of OIC Mujiv Hataman has put in place the following reform agenda to build internal capacity and at the same time address the myriad issues of education under fragility and conflict such as the following: Personnel and Fiscal Reforms Educational Quality and Synergy Data Quality and Utilization Organizational Development Promoting a culture of safety and stability in the region In December 2005, the Inter-Agency Standing Committee (IASC)19 The Inter-Agency Standing Committee (IASC) is a unique inter-agency forum for coordination, policy development and decision-making involving the key UN and non-UN humanitarian partners. The IASC was established in June 1992 to serve as the primary mechanism for interagency coordination of humanitarian assistance. Under the leadership of
19

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adopted the Cluster Approach as a mechanism to help address identified gaps in response and enhance the quality of humanitarian action. The Cluster Approach is part of a wider reform process aimed at strengthening the effectiveness of humanitarian response. At the global level, the Approach is intended to ensure greater predictability and accountability, while strengthening partnerships between NGOs, international organizations, UN agencies, and other humanitarian organizations. At the country level, it aims to ensure a more coherent and effective response by mobilizing groups of agencies, organizations and NGOs to respond to emergencies in a strategic manner, in support of existing government coordination structures and emergency response mechanisms. The existing Mindanao Education Cluster for ARMM and Region XII is the first Education Cluster established in Mindanao. DepEd ARMM has a history of implementing EiE initiatives because of long-standing armed conflicts that have resulted in frequent emergencies in the region. When efforts to organize a Mindanao Education Cluster began, DepEd ARMM and DepEd Region XII immediately manifested interest in joining the cluster and have since been the only active members among DepEd regional offices in Mindanao.20 The Education Cluster for ARMM and Region XII was established to uphold the right of children in Mindanao to basic education, even and especially during emergencies. The Cluster seeks to strengthen the quality of education-related humanitarian response, primarily in ARMM and Region XII, by improving coordination among various actors involved in providing education and other childrens services in these regions. Coordination is enhanced through a variety of mechanisms, including improved information sharing, organization of coordinated (not necessarily joint) response to priority gaps, joint advocacy and joint learning.21 Lessons Learned in Managing Educational Systems in Fragility and Conflict Donor Agencies like the most active Basic Education Assistance in Mindanao (BEAM) by Australia Aid Agency (AusAid) have provided powerful lessons in delivering educational services to a fragile society like the ARMM as follows: the Emergency Relief Coordinator, the IASC develops humanitarian policies, agrees on a clear division of responsibility for the various aspects of humanitarian assistance, identifies and addresses gaps in response, and advocates for effective application of humanitarian principles. 20 EIE terms of Reference DepEd ARMM 21 Cluster Approach Evaluation 2 Synthesis Report. 11

In the context of humanitarian interventions, it is recognised that access to education and provision of educational strategies are necessary during instability and in the postconflict phase. Education should provide a critical role and a social space for meeting school childrens needs for psychosocial interaction which, it is hoped, will eventually heal the wounds of their traumatic experiences. It should also create opportunities for them to break the cycle of violence. Addressing and healing these painful experiences is seen as a prerequisite to learning. Resumption of schooling is oftentimes seen as a return of normality. Empowering schools proved to be effective in Afghanistan when the International Rescue Committee (IRC) worked with schools in various districts to improve classroom instruction and student learning by mobilising community efforts through School Management Committees. It is important for governments to recognise that uniformity in the provision of education may not be efficient; parallel provision by other players should be encouraged and given space. Meaningful and contextualised programs are important. For children who were recruited as child soldiers, reintegration to mainstream education may be inappropriate. Other children may hold stereotypes and prejudices toward them which would hinder their reintegration to the community. Specialised education programs must be implemented to assist their recovery. Partnership and cooperation among players through consolidation of efforts and initiatives helped in the revival of East Timors educational system. At the height of the crisis in 1999 leading to its independence in 2002, UNICEF took the lead and coordinated aid delivery in makeshift camps among various donors for education. A trust fund managed by the World Bank was created by donors to channel their assistance. In addition, lessons have been learned from other AusAID programs, notably the Lapis program in Indonesia under which AusAID was able to construct some 5,000 schools. The principal lesson learned from that program is that major capital works projects require careful detailed planning, sedulous monitoring of progress and expenditure against targets, and auditable financial processes.

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Lessons learned from various donor programs in ARMM indicate the importance of building trust and strong stakeholder participation. For the AusAID assisted BEAM and STRIVE, the success of innovations were because of the hands on role of GPH staff in program management. Specifically for STRIVE, the pilot implementation of the regional reorganisation in accordance with the BESRA is intended to be adopted by the current DepED ARMM leadership and will thus be supported by BEAM-ARMM. The BEAM-ARMM will also build on the successful innovations of other donors such as USAID on skills development for Outof-School Youth and the community mobilisation of the WB/ADBs ARMM Social Fund.

THEORETICAL FRAMEWORK In the UK, several studies had been conducted on leadership for improvement of Schools facing Challenging Contexts (SFCC), among them are by Harris (2002), Chapman and Haris (2004), Chapman (2004), and Ansell (2004). This study will be helpful in creating a theoretical framework for providing guidance on effective school leadership in fragile and conflicted affected societies in as much as the situations in SFCCs are similar to the contextual challenges faced by DepEd-ARMM schools. SFCCs are defined as schools operating in areas of massive socioeconomic pressures like unemployment, cultural and language barriers, violence, crime, psychological trauma and low-level of education. It is the context where school exists daily and one where its members must continuously struggle against in order to raise educational achievement of their pupils. The more socio-economically disadvantage the community served by the school, the more likely that it will underperform.22 Leadership plays a vital role in improving SFCCs and this is why it is important to identify leadership practices that have made a difference in improving SFCCs with the hope of translating this knowledge base to the ARMM context. Thus, this section, will describe the context of the studies, methods and summary of their findings as follows: a. NCSL Commissioned Research Project on ten secondary schools Harris (2002) reported that the research projects on 10 secondary school
22

pp. 425-426, Rainwater and Smeeding (2003) quoted in Reynolds 13

commissioned the National College for School Leadership in England focused on Leadership in SFCC. Findings from the above research showed that in relation to leadership approaches, head teachers adopted various approaches that match the particular stage of the schools development. All heads adopted autocratic forms of leadership at critical times but moved towards distributing leadership activity throughout the school to empower others to lead. In all the schools, teacher leadership prevailed and this directly influenced collective problem solving. On of the key findings that emerged was the importance of possessing a range of leadership strategies to address the various issues and problems that heads faced in their setting. It is clear that heads do not have a fix set of leadership approach. They are confident in switching to a different leadership style depending on the context or situation and behaved in ways that did not reflect their core beliefs if necessary.23 Another significant factor in effective leadership in SFCC is the power and influence of context. In a way that heads are adept at responding to the demands and challenges within and beyond their own school context. They not only manage people and cultural change, they also manage internal and external environments. They are skilled in managing conflicts and negotiating positive outcomes. They emphasized that the main task of those in leadership positions is to cope with unpredictability, conflict and dissent without discarding core values. b. Chapman and Harris (2004) In this study, eight schools improving schools were examined and the leadership found to be most effective was transformational leadership to be able to cope with complex situations and instructional leadership focused on teaching and learning. The above studies yield that in schools facing challenging contexts like the ARMM, head teachers is opt to adopt various leadership practices matched to their context and situation. Instructional and Transformational leadership are two approaches that are proven effective in managing schools to achieve higher levels of learning outcomes. c. Disaster Risk Reduction, Education In Emergencies and Climate Change training to respond to fragility and conflict by Heads of Schools Aside from the above, head teachers must be provided with additional set of skills in order to respond to the challenges of armed
23

p. 20, id 14

conflict and violence and natural calamities, like having adequate training on Disaster Risk Reduction, Education in Emergencies and dealing with Climate Change. DRR measures for EiE can be grouped into three areas - prevention of disasters, mitigation of impact of hazards and preparedness for hazard risks. Disaster risk reduction in education is a systematic approach to incorporating the analysis of disaster risks and disaster risk reduction measures in education sector development planning. Disaster risk reduction is a combination of actions, processes and attitudes necessary for minimising underlying factors of vulnerability, improving preparedness and building resilience of the education system. It enables an uninterrupted development trajectory of the education system and continued access of all learners to quality education. Disaster risk reduction in education in emergencies is a systematic attempt to analyse and reduce disaster risk in order to enable the education system to provide, learners to continue, and outof-school children to access quality education both during and after emergencies. Disaster risk reduction helps to minimise underlying factors of vulnerability, prevent disasters and improve disaster preparedness. DRR is the combination of actions, processes and attitudes taken to achieve resilience.24 Climate change policy negotiations initially focused upon an obvious urgency to address the origins of climate change, i.e. focusing on reducing greenhouse gas emissions from human activities. Whilst this remains an essential activity, climate change impacts at the local level are becoming a reality (see CICERO and UNEP/GRID-Arendal, 2008 for SIDS information; UNFCCC, 2007). As a result, international policy discussions have begun to focus upon a need to adapt (UNFCCC, 2006). CCA as defined by IPCC (2007) is an adjustment in natural or human systems in response to actual or expected climate stimuli or their effects, which moderates harm or exploits benefit opportunities. CCA strategies aim to reduce vulnerability to expected impacts of climate change. However, the concept of CCA is very broad (McGray et al., 2007). CCA strategies exist across local and global scales, from community level responses through to local, national and international government interventions (UNFCCC, 2006; McGray et al., 2007). At the community level, strategies include improvements to agricultural systems such as crop diversification or the introduction of hazard resistant crop varieties; risk assessments and associated plans; the protection of natural resources; early warning systems; education and awareness measures and protection of water resources (UNFCCC, 2006). At the national level for least developed countries, some countries have developed National Adaptation Programmes of Action (NAPAs). NAPAs
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p. 2, DRR guidance Note, Unicef, Save the Children 15

identify areas in which adaptation strategies are essential in mitigating against adverse climate change effects.25 Education in Emergencies is the provision of quality education opportunities that meet the physical protection, psychosocial, developmental and cognitive needs of people affected by emergencies, which can be both life-sustaining and life-saving. Major components of EiE include Cluster/Sector Coordination Mechanism, Assessment Emergency Education Curricula Contingency Planning Education Supplies and Logistics Temporary Learning Spaces; Psychosocial Support and Strategies Mobilisation and Training of Teachers and other Education Personnel.26

LIST OF ACRONYMS ARMM AUTONMOUS REGION IN MUSLIM MINANAO AUSAID AUSTRALIA AID AGENCY ASG ABU SAYAFF GROUP ADB ASIAN DEVELOPMENT BANK BEAM BASIC EDUCATION ASSISTANCE IN MINDANAO CAC CLIMATE CHANGE ADAPTATION DEPED-ARMM DEPARTMENT OF EDUCATION IN ARMM DDR DISASTER RISK REDUCTION EIE EDUCATION IN EMERGENCY GPH GOVERNMENT OF THE PHILIPPINES GRP GOVERNMENT OF THE REPUBLIC OF THE PHILIPPINES KFR KIDNAP FOR RANSOM GROUP MILF MORO ISLAMIC LIBERATION FRONT MOA-AD MEMORANDUM OF AGREEMENT ON ANCESTRAL DOMAIN SFCC SCHOOLS FACING CHALLENGING CONTEXTS UNICEF UNITED NATIONS INTERNATIONAL CHILDRENS EDUCATION FUND

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p.2-5, Mercer (2010), DRR or CAC are we reinventing the wheel? Education Unesco: Bangkok 16