Regional

Guidance on Education and Resilience Programmes and

Policies that Promote Social Cohesion and Comprehensive
School Safety in East Asia and the Pacific


UNICEF East Asia and Pacific Regional Office, UNESCO Asia and Pacific Regional Bureau
for Education, the Southeast Asian Ministers of Education Organization (SEAMEO) and
SEAMEO Regional Center for Educational Innovation and Technology (SEAMEO
INNOTECH)

FINAL VERSION

December 2014

Contents

1. INTRODUCTION TO THE REGIONAL GUIDANCE



Purpose of the Regional Guidance

Process of Development of the Regional Guidance

Summary of Recommendations

2. REGIONAL GUIDANCE RECOMMENDATIONS


1: Risk/Hazard Assessment; Conflict/Situation Analysis
2: Education Sector Planning and Budgeting
3: Comprehensive School Safety Framework
4: Comprehensive Curriculum and Textbook Reform
5: Access to Safe and Equitable Education
6: Monitoring and Evaluation
7: Coordination and Networks
8: Education Governance and Local Participation
9: Capacity Development

3. CHALLENGES AND STRATEGIES





APPENDICES







Appendix A: Key Concepts/Definition of Terms
Appendix B: Synthesis of Group Work Recommendations for
Regional Guidance from Regional Consultation Meeting

17

20

1. INTRODUCTION TO THE REGIONAL GUIDANCE

Purpose of the Regional Guidance
The Regional Guidance presented in this document is intended to assist governments, Ministries
of Education (MoEs), education agencies and communities in East Asia and the Pacific to
develop policies and programmes to strengthen resilience of their education systems in
promoting social cohesion and comprehensive school safety. The Guidance is a set of
recommendations from which education sector actors can select those approaches and
strategies that best serve their unique contexts.

The intended audience for the Guidance includes the following:
Governments/MoEs
Technical partners, including UN agencies, NGOs, community based organizations
(CSOs) and academia
Education practitioners and communities

Many countries of East Asia and the Pacific (EAP) are facing significant challenges of reducing
intrastate conflicts and building peace, while at the same time having to address the effects of
climate change and the ever more frequent natural hazards. Ministries of Education and other
education agencies and stakeholders have a central role to play in helping prevent and reduce
the impact of these challenges. Environmentally stressed countries are at risk for political
instability; and many countries lack the capacity to meet the challenges of conflicts, natural
hazards and climate change. Conflict and environmental stresses contribute to fragility, lack of
capacity of governments to respond, and the disproportionate impact on the poorest and most
vulnerable populations.

While educational approaches to conflicts and natural hazards and disasters are quite distinct,
the processes of planning, policy development and programming to strengthen resilience to
these risks in children, schools, communities, and the education systems have much in common.
Comprehensive school safety and social cohesion approaches require risk assessments, inclusive
planning and budgeting, curriculum reform processes, community involvement, and evidence-
based programming.

Within this context, UNICEF East Asia and Pacific Regional Office (EAPRO), UNESCO Asia and
Pacific Regional Bureau for Education (UNESCO Bangkok), the Southeast Asian Ministers of
Education Organization Secretariat (SEAMEO) and the SEAMEO Regional Center for Educational
Innovation and Technology (SEAMEO INNOTECH) have collaborated to develop
recommendations for this Regional Guidance through a consultative process involving a diverse
range of education stakeholders in the region. At a Regional Consultation Meeting on Education
and Resilience held in Quezon City, Manila in November 2014, sponsored by UNICEF EAPRO and
co-organised by the three organizations, regional experts from governments, regional
organizations, NGOs, UN agencies, universities/research organizations, and community based
organizations gathered to share good practices in policies and programmes that promote social
cohesion and comprehensive school safety. This initiative is supported by a UNICEFs
Peacebuilding, Education and Advocacy (PBEA) global programme, also known as the Learning
for Peace initiative. This programme, funded by the Government of the Netherlands, aims to
strengthen resilience, social cohesion and human security in conflict-affected contexts, including
countries at risk of or are experiencing and recovering from conflict; and accordingly to provide

a more systematic approach to addressing all risks faced by children, both natural hazards as
well as violent conflict risks.

Process of Development of the Regional Guidance
At the Regional Consultation Meeting on Education and Resilience in East Asia and the Pacific,
participants worked in small groups to 1) prioritize education sector policies and approaches to
promote social cohesion and comprehensive school safety; 2) identify action steps to implement
the priorities, including which education sector actors are responsible; 3) identify challenges and
gaps in policies and programmes; and 4) identify strategies to overcome the challenges.

The Guidance presented in this document incorporates the recommendations of the experts at
the consultation meeting and amplifies them with recommendations drawn from other regional
meetings and policy guidelines, including the following:
Climate Change Education for Sustainable Development in Asia and the Pacific, Report
and Recommendations, UNESCO Experts Meeting on Climate Change Education for
Sustainable Development in Asia the Pacific, 10-12 February, 2014
Comprehensive School Safety, Recommended Actions for Policy from DRR, CSS: An
Imperative for Education Policy Makers, UNESCO, UNICEF, Save the Children
Working Paper: Asia-Pacific Regional Strategy for Education for Sustainable
Development, UNESCO, 2005
Regional Conference on Education in Emergencies and Disaster Preparedness, December
10-12, 2013, Department of Education, Philippines
Peacebuilding, Education and Advocacy, East Asia and Pacific Desk Review and Situation
Analysis, UNICEF East Asia and Pacific Regional Office, 2014
Peace-promoting Education Reform in Southeast Asia and the South Pacific, UNICEF East
Asia and Pacific Regional Office, 2014
Integrating Conflict and Disaster Risk Reduction into Education Sector Planning, UNESCO,
Global Education Cluster and UNICEF, 2012
Lucens Guidelines, Global Coalition to Protect Education from Attack, 2014

While the regional recommendations presented in this document are not unique to the Asia-
Pacific region, they do represent the best thinking of a representative group of education
stakeholders in the region. Moreover, representatives from Ministries of Education from twelve
countries in EAP were among the participants. Countries represented include Cambodia,
Indonesia, Fiji, Lao PDR, Mongolia, Myanmar, Papua New Guinea, Philippines, Solomon Islands,
Thailand, Timor Leste, and Vietnam. Participants identified priorities based on their own
country contexts, underscoring the fact that priorities will differ from country to country. The
process of developing and synthesizing the recommendations was iterative in that working
groups were given a chance to share their recommendations, integrate input from resource
people attending the meeting, and revise and synthesize their priorities. Groups amended their
priorities based on discussions in plenary sessions and with resource people. All groups
prioritized the need for assessment and analysis processes to inform policy planning for both
social cohesion and comprehensive school safety, but only after plenary discussions and input
from resource people. For conflict-affected countries, participants recognized a need for a
situation analysis to address not only the consequences of tension and violence but also the
underlying causes in order to prevent violence and increase safety and social cohesion.1
1

Drawn from comments provided by Prof. Alan Smith, University of Ulster, at the Regional Consultation Meeting on
Education and Resilience in East Asia and the Pacific, November 5, 2014

A consensus emerged from participants on the need for expansion of access to quality
education, curriculum and textbook reform to incorporate content to promote both social
cohesion and school safety, and the inclusion of communities and youth in the process of
planning, policy formation and programme development. Evidence suggests that addressing
inequalities should be a high priority to promote social cohesion. Evidence also suggests that
large populations of disillusioned, unengaged and unemployed youth provide a threat to social
cohesion. Consequently the involvement of youth in policy and programme development, and
expanding opportunities for youth to promote social cohesion and comprehensive school safety
is essential.2

Most groups prioritised curriculum reform related to language of instruction and identity, which
is understandable given the diversity in the East Asia Pacific region. Research suggests that
addressing issues of recognition and representation are extremely important to address
perceived and real inequalities, intolerance and discrimination. Mother tongue and multilingual
education (MLE) requires a complex set of planning and reform processes, including collection
of disaggregated data on education inputs and outcomes and other issues such as trust and
discrimination.3

Another priority area identified is coordination, not just among education sector actors, but
across governmental agencies and at the grass roots level. Policy reforms such as preventing
military use of schools require not only the engagement of government agencies that control
military and security forces, but also advocacy to effect changes at the systemic level.
Coordination and consultation with community groups is also essential to incorporate into
policies and programmes reforms that address grievances, incorporate indigenous knowledge,
and allocate resources at the local level.

Summary of the Regional Guidance
The following is a summary of the recommendations for education policies and programmes
that strengthen social cohesion and comprehensive school safety that were generated at the
regional consultation meeting. A full description of the recommendations, with action steps and
suggested education actors to implement the measures, is provided in the next section. The
recommendations have been organized in categories starting with items related to education
policy reform, followed by curriculum reform and finally coordination and capacity
development. The order does not necessarily reflect the order of prioritization of
recommendations made by the participants at the meeting. The action steps are drawn from the
suggestions generated by the participants of the meeting, amplified by regional and global
guidance documents. The results of the group work process in identifying recommendations for
social cohesion, comprehensive school safety, and final synthesis recommendations that
combine the two areas are provided in Appendix B.

Education sector leaders, MoEs, development partners, NGOs, education practitioners, and local
communities can identify and adapt those priorities in action plans that align with their country
contexts and needs.

Ibid
Ibid

Regional Guidance on Education and Resilience Programmes and Policies that Promote
Social Cohesion and Comprehensive School Safety

1. Risk assessment/conflict/situation analysis. Conduct a risk/hazard assessment and a
conflict analysis as appropriate for the country context, including a review of existing
policies, and involving an inclusive and representative group of education actors at all
levels, to inform planning, policy and budgeting.
2. Education sector planning and budgeting. Integrate conflict and disaster risk reduction
policies and programmes into education sector planning and budgeting as appropriate
for the country context.
3. Comprehensive school safety framework. Review the Comprehensive School Safety
framework as part of the education sector planning process, and integrate relevant
policies and programmatic approaches to ensure safe learning facilities, school disaster
management, and risk reduction and resilience education. This includes a review of
current national policies on military use of schools and the Lucens Guidelines, as part of
the sector planning process, to integrate relevant policies as appropriate to country
context to ensure safe learning facilities.
4. Comprehensive curriculum and textbook reform. Establish a national advisory
commission through an inclusive process to review curriculum and textbooks to assess
the gaps in content and skills that promote social cohesion, school safety and education
for sustainable development. Design processes over the cycle of curriculum/textbook
reform that integrate content and skills prioritized by stakeholders, including, as
appropriate, the integration of education for disaster risk reduction and climate change
education for sustainable development; mother tongue-based multilingual education
(MTB-MLE); life skills education; and conflict-sensitive textbook revision to reflect the
historical narratives of diverse groups.
5. Access to safe and equitable education. Based on assessments and Education
Management Information System (EMIS), develop a plan for equitable access to
education, including secondary education to ensure that rural and underserved
marginalized groups have increased access to quality education. Develop polices and
preparedness plans at national and local levels to ensure that access to education is not
threatened by violence, conflict or disasters.
6. Monitoring and evaluation. Develop a system for monitoring the implementation of
new policies and programmes, integrating conflict/disaster risk reduction (C/DRR)
indicators and monitoring tools into the M&E approach, developed through an inclusive
process.
7. Coordination and networks. Build and strengthen coordination among education sector
actors and other agencies in policy and programme reform, and networks at all levels,
including local, national, and regional.
8. Education governance and local participation. Ensure participation of local
communities in the development of national policies and programmes, including policies
for decentralized management and programme implementation.
9. Capacity development. Build capacity of education sector actors at all levels to
implement policies and programmes in social cohesion and comprehensive school
safety.

2. REGIONAL GUIDANCE RECOMMENDATIONS

1. Risk/Hazard Assessment; Conflict/Situation Analysis
Conduct a risk/hazard assessment and a conflict analysis as appropriate for the country context,
involving an inclusive and representative group of education actors at all levels, to inform
planning, policy and budgeting. Assess what risks and vulnerabilities from conflict, natural
hazards, and climate change exist and how they are likely to impact the education system, to
implement risk-informed education sector planning and programmes.

Priorities for action:
Government:
Inclusive assessment process. Involve an inclusive group of education stakeholders at all
levels, community representatives and stakeholders from other relevant sectors in
appropriate assessment of all risks and situation analysis processes.
Budget for local input. Allocate a budget at local levels to provide the national
government with information on disasters and emergencies.
Vulnerability mapping. Undertake vulnerability mapping of education facilities in
cooperation with district education offices and communities; and hazard mapping to
identify the most vulnerable groups likely to be affected by natural hazards and
disasters.
System resilience analysis. Analyze resilience factors in the education system, including
how conflict or disaster has affected the education system in the past, organizationally,
institutionally and in delivery capacity. Analyze education system performance,
including access, quality of environment, quality of education materials, quality of
curriculum, efficiency and equity.
Cost analysis. Analyze the cost and financing available as part of the overall budget
framework in order to prepare for, mitigate, or respond to conflict and disaster.
Disparity analysis. Analyze the political economy, disparities in resource allocation,
degree of inequity for marginalized groups, to progress through the education system.
Identify regional disparities, e.g., urban/rural, ethnic/tribal/religious differences. Analyze
population groups by region, ethnic group, gender, income, and participation rates,
recognizing that lack of education can lead to grievance and potential conflict.
The ASEAN School Safety Initiative (ASSI) assessment process. Align assessment process
with existing initiatives/frameworks including the ASSI and the Hyogo Framework for
Action on Disaster Risk Reduction (HFA).

UN/NGOs/INGOs:
Technical assistance. Provide technical assistance in adapting appropriate risk
assessment and situation analysis models to the country context and prioritizing and
implementing the planning process in partnership among the government, NGOs, UN
agencies, communities and CBOs.
Funding and resources. UN/NGOs provide funding and other support for the process as
needed.

Communities/Schools/CBOs:
Local involvement in assessment. Children, youth, parents/teacher organizations,
provide inputs on risks and hazards to be incorporated into the risk assessment process.

Education facilities mapping. Communities participate in vulnerability mapping of

education facilities in cooperation with district and national education authorities.
Analyze the resilience of physical infrastructure to natural hazard and conflict, including
siting, education facilities and safety.
Policy analysis. Analyze the policy and management environment and ways it may
contribute to conflict and access to education.
Population vulnerability analysis. Participate in hazard mapping that identifies the most
vulnerable groups likely to be affected by disaster.

2. Integration of Conflict and Disaster Risk Reduction into Education Sector Plan and Budget
The increased importance of mainstreaming conflict and disaster risk reduction (C/DRR)
measures into education policies, planning and programming has been recognized by many
education sector actors. Ministries of education and the organizations and communities that
support them should engage in an inclusive, sector-planning process to support preparedness
and response interventions that reduce the risk of conflict and disaster and make countries more
resilient.

Priorities for action:
Government:
Horizontal coordination in planning process. Establish an inclusive steering committee or
commission within the MoE for C/DRR, including MoE staff; representatives of ministries
of planning and finance, and other relevant ministries; and an education sector working
group that includes development partners, NGOs, and communities.
Vertical coordination in planning process. Consult with stakeholders at all levels when
developing policies and programmes, including local communities, children and youth,
development agencies, and education officials from different regions. Incorporate
children and youth participation into the planning process.
Policy review. Map and document issues/problems, current policies and good practices
and make accessible to all sectors, particularly the government for review of plans and
budget allocation. Review comprehensive school safety policies and approaches aligned
to: access, quality, management and formulate policies appropriate to the country
context.
Cost analysis. Cost the overall education sector plan, calculate additional C/DRR costs,
and identify potential funding sources to pay for the likely financing gap. Costs may
include school infrastructure and retrofitting, curriculum revision/reform, salaries and
other incentives, textbooks, monitoring and evaluation (M&E), and capacity
development.
Targets and indicators. Develop full range of targets and indicators for implementation
of comprehensive school safety and social cohesion.
Integrate indigenous knowledge. Ensure that indigenous knowledge, values, local
wisdom and skills are integrated in C/DRR policies and programmes.
Tools. Integrate a set of tools for mainstreaming C/DRR into sector planning through a
consultative and participatory approach.

UN/NGOs/INGOs:
Technical assistance. Provide assistance in integrating a set of tools for mainstreaming
C/DRR into sector planning through a consultative and participatory approach facilitated
by the Ministry of Education.

Resources. Partners and donors align and coordinate support strategy and provide
resources and funding and other support as needed.

Communities/Schools/CBOs:
Indigenous knowledge. Provide input to integrate indigenous knowledge, values and
local wisdom and skills in C/DRR initiatives.
Youth involvement. Youth organizations provide inputs and participate in the planning
process, such as policy forums and other youth participatory processes.
Local coordination of social cohesion and comprehensive school safety strategies. Joint
commitment between school, community and local government on issues that affect
social cohesion and school safety, including monitoring mechanism.

3. Adoption of the Comprehensive School Safety Framework
Review the Comprehensive School Safety framework as part of the education sector planning
process, and integrate relevant policies and programmatic approaches to ensure safe learning
facilities, school disaster management, and risk reduction and resilience education. This includes
a review of current national policies on military use of schools and the Lucens Guidelines,4 as part
of the sector planning process, to integrate relevant policies as appropriate to country context to
ensure safe learning facilities.

Priorities for action:
Government:
Commitment to implement CSS. Translate commitment into policies and an effective
implementation plan of the Ministry of Education, including school safety components5
within the national plan and budget allocation accordingly. Ensure commitment to
implementing the post-2015 HFA.
Contingency plans. Establish national and sub-national contingency plans, based on the
Interagency Network for Education in Emergencies (INEE) Minimum Standards (2010),
to support educational continuity, including plans and criteria to limit the use of schools
as temporary shelters.
Building code and retrofitting policies. Enact policies and procedures to ensure that
every new school is a safe school and identify and prioritize unsafe schools for retrofit or
replacement.
National/local coordination. Ensure meaningful participation of local community and
children and youth in school safety activities.
Facilities monitoring within EMIS. Incorporate safe facilities monitoring into Education
Management Information Systems. Have an effective implementation plan and
monitoring framework.
Prevent military use of schools. With input from inclusive national advisory group,
including education sector actors as well as representatives of the military and security
forces, assess current national policies on military use of schools against the policies

The Lucens Guidelines were developed by the Global Coalition to Protect Education from Attack to reduce the use of
schools and universities by parties to armed conflict in support of their military effort, and to minimise the negative
impact of armed conflict on students safety and education. They are intended to serve as guidance for those involved
in the planning and execution of military operations, in relation to decisions over the use and targeting of institutions
dedicated to education.
5
The Comprehensive School Safety framework rests on 3 pillars: Safe Learning Facilities; School Disaster Management
and Risk Reduction and Resilience Education (CSS Framework, 2014).

recommended in the Lucens Guidelines. Conduct awareness raising sessions for

governmental military and non-state actors.
Culture of safety and resilience. Use knowledge, innovation and education to build a
culture of safety and resilience through curricular and co-curricular activities in schools
and communities.

UN/NGOs/INGOs:
Resources. Partners and donors align and coordinate support strategy and provide
technical assistance, training, tools, funding and other support as needed.
Advocacy. Advocate for educational continuity during disasters and emergencies and
use social media to raise awareness. Ensure that DRR and resilience are priorities with a
strong institutional basis with education authorities nation wide.
Technical assistance. Provide technical support to strengthen disaster preparedness for
effective response in learning environments.
Prevention of military use of schools. Translate the Lucens Guidelines into relevant local
languages and distribute to relevant agencies and affected communities. Provide
technical support to government and communities on childrens rights and international
humanitarian law related to military use of schools. Conduct advocacy across sectors in
support of adaptation of the Guidelines as appropriate to the country context.
Advocacy for horizontal coordination of CSS. Advocate for and ensure participation of
different ministries in coordinating forums related to DRR and emergencies.

Communities/Schools/CBOs:
School-based management. Have policies, guidance at sub-national and school-site
levels for ongoing site-based assessment and planning, risk reduction, and response
preparedness as part of normal school management and improvement. Develop, train,
institutionalize, monitor and evaluate school-site committees, empowered to lead
identification of hazards and community and action-planning for ongoing DRR and
preparedness activities.
Curricular activities. Use knowledge, innovation and education to build a culture of
safety and resilience through curricular and co-curricular activities in schools and
communities.
Standard operating procedures. Adapt standard operating procedures as needed, for
hazards with and without warnings, including: drop cover and hold, building evacuation,
evacuation to safe haven, shelter-in-place and lockdown, and safe family reunification.
Early warning/early action systems. Engage schools in making early warning and early
action (EWEA) systems meaningful and effective. Identify, assess and monitor disaster
risks and threats to schools and enhance early warning for all learning environments.
Pre-school and out of school children. Incorporate the needs of pre-school and out-of-
school children, children with disabilities, and both girls and boys.
School preparedness and drills. Practice, critically evaluate, and improve on response
preparedness, with regular school-wide and community-linked simulation drills. Adapt
standard operating procedures to specific context of each school.
Local cooperation. Promote parent-teacher-community cooperation in school disaster
management. Implement community involvement in monitoring the enforcement of
national building codes.
Prevention of military use of schools. Review the Lucens Guidelines and assess the
community impact of military use of schools. Conduct advocacy for adoption of the

10

Guidelines among government agencies as appropriate for local context. Develop local
strategies to protect schools from military use as appropriate for local context.

4. Comprehensive Curriculum and Textbook reform
Establish a national advisory commission through an inclusive process to review curriculum and
textbooks to assess the gaps in content and skills that promote social cohesion, school safety and
education for sustainable development. Design processes over the cycle of curriculum/textbook
reform that integrate content and skills prioritized by stakeholders, including, as appropriate, the
integration of education for disaster risk reduction and climate change education for sustainable
development; mother tongue based multilingual education; life skills education; and conflict-
sensitive textbook revision to reflect the historical narratives and cultures of diverse groups.

Priorities for action:
Government:
Process design and management. Establish an inclusive national advisory commission to
assess needs, pedagogy and feasibility of developing policies and reform and revision
processes to mainstream curriculum to promote social cohesion and comprehensive
school safety.
Curriculum and textbook review and reform. Establish a technical team with
representatives from marginalized groups and civil society to analyze national
curriculum and textbooks for bias or discriminatory content. Undertake revision process
to integrate new contents and skills related to conflict-sensitive teaching of history,
culture, and life skills into curriculum, textbooks and teaching/learning materials.
Risk reduction in curriculum. Develop scope and sequence for knowledge, skills and
competencies in DRR. Include critical thinking to respond to man-made and natural
hazards, climate change impacts, conflict-prevention and problem-solving for risk
reduction.
Mother tongue/multilingual education. Develop an advisory commission through an
inclusive process to assess the needs, pedagogy and feasibility of MTB-MLE and develop
policies and programmes for its implementation. Implement in a phased and evidence-
based approach. Conduct pilot testing of MTB-MLE or Bilingual Education (MTB-BE).
Ensure that national laws support language diversity. Ensure a regional commitment to
mother tongue education through regional bodies such as the Association of Southeast
Asian Nations (ASEAN), the Pacific Islands Forum Secretariat (PIFS) and the Secretariat of
the Pacific Community or SOPAC.
Teacher training. Ensure that a long term pre-and in-service teacher training programme
is developed to accompany new curriculum, textbooks and materials, which will require
new approaches to pedagogy to teach skills, values and contents that promote peace,
respect and tolerance for diversity, social cohesion, and leaner-centered skills in DRR
and school safety.

UN/NGOs/INGOs:
Dissemination of good practice and lessons learned. Collect and share lessons learned in
curriculum reform from other countries. Share good practices in MTB-MLE within the
region.
Advocacy. Strong advocacy from civil society, academia and research institutions to
promote curriculum and textbook reform processes.

11

Resources. Provide support in resource mobilisation for long-term curriculum reform

processes.

Communities/Schools/CBOs:
Participation in curriculum review and reform. Analyse the curriculum for bias or
discriminatory content, inclusion of mitigation, environmental and climate change
education. Community participation in development of curriculum and materials and
support the mobilisation of teachers.
Curriculum appropriate to local contexts. Generate community buy-in and demand for
more relevant curriculum to local contexts and needs. Use flexible part of the
curriculum to support education in cultural heritage.

5. Access to Safe and Equitable Education
Planning and policies need to ensure equity of access, duration and opportunity across ethnic,
religious and other identity groups, regardless of multiple threats of conflict, violence and
natural hazard. Governments should address inequities and disparities facing: poor, minority
ethnicity/language, migrant, children with disabilities, and risk-affected children by having
specific solutions for specific problems. Based on assessments and EMIS, governments should
develop a plan for equitable access to education, including secondary education to ensure that
rural and underserved marginalized groups have increased access to quality education. Develop
polices and plans at national and local levels to ensure that access to education is not threatened
by violence, conflict or disasters.

Priorities for action:
Government:
Disparity analysis. Analyze the political economy, disparities in resource allocation and
access to education, degree of inequity for marginalized groups, to progress through the
education system. Identify regional disparities and analyze population groups by region,
ethnic group, gender, income, and participation rates.
Planning and resource allocation for equitable access. Planning should involve using
quantitative criteria to allocate resources fairly to different groups. Disaggregated
statistics are needed that show current and planned resource allocations and enrolment
ratios, as well as education achievements and transition rates to higher education levels,
according to geographic locations (districts, sub-districts) or for different ethnic,
religious or other groups.
Funding policies to increase access. Increase education budget and fiscal autonomy,
through high-level advocacy. Free public education policies. Free/compulsory education
for basic education through secondary school. Provide scholarships to enable children to
go to school from early childhood development programme through secondary school.
Strengthen education alternatives. Strengthening non-formal and informal education.
Increase proportion of vocational schools to general schools. Provide alternative
teaching/learning methods including flexible curriculum and accelerated learning
strategies. Develop regulations to promote inclusion/reintegration of conflict and/or
disaster-affected children in education system (e.g. removal of age restriction).
Strengthen education in remote areas. Prioritize reaching the unreached children in
remote areas. Coordination for providing transportation service. Incentivize teacher
deployment to remote and challenging areas.

12

Incentivize increased enrollment. Promoting value of education. Provide school nutrition

programmes (breakfast or lunch). Assistant teachers role can be developed to support
inclusion of children with disabilities. Community advocacy campaigns to continue in
school and public relations to make school welcoming.
Education continuity during emergencies. Develop protocol or standard operation
procedures on education continuity during disasters and emergencies including
alternative safe spaces and psychosocial support.

UN/NGOs/INGOs:
Advocacy. Active advocacy of education stakeholders for increased investment in
education.
Technical support. Technical support for programmes, tools and resources in safe and
equitable access to education.
Public/private partnerships (PPP). Create PPPs for resource generation to fund major
educational initiatives.

Communities/Schools/CBOs:
Advocacy. Conduct advocacy with local and national education officials for increased
investment in education in emergencies.
School violence reduction strategies. Anti-bullying/gang awareness raising campaign;
identify successful programmes for reducing bullying and violence by and on children.
Education continuity during emergencies. Develop protocol on education continuity
during disasters and emergencies including alternative safe spaces and temporary
learning spaces (TLSs).
Incentives to increase minority enrollment. Ensure recruitment of ethnic minority
teachers and provide special incentives to teach in emergency/crisis-affected areas,
including affirmative action and scholarships to ethnic minorities. Parent volunteers and
assistant teachers may provide minority language support.
Stay in school strategies. Active promotion and engagement of learners in extra-co-
curricular activities.

6. Monitoring and Evaluation
Develop a system for monitoring the implementation of new policies and programmes,
integrating conflict/disaster risk reduction indicators and monitoring tools into the M&E
approach, developed through an inclusive process. Measure actual performance compared with
planned inputs, outputs and impact. Monitoring should be a continuous routine activity focused
on operational goals, while evaluation takes into account systemic and structural factors.

Priorities for action:
Government:
Indicators. Develop and integrate C/DRR indicators and monitoring tools into the M&E
approach. Use existing indicators6 and build upon them according to the specific hazards
and vulnerabilities affecting the education system to monitor C/DRR objectives.
EMIS. Ensure C/DRR indicators and data collection are included in EMIS.

See A Self-Monitoring and Reporting Mechanism on Education Policies and Plans for Conflict and Disaster Risk
Reduction for Sustainable Development, IIEP/UNESCO, November 2013.

13

Implementation of M&E. Determine monitoring responsibilities, data collection sources,

and means of verification and milestones for evaluation.
Capacity development. Support capacity development for M&E, particularly in analysis,
and data collection and dissemination.

UN/NGOs/INGOs:
Technical assistance. Provide technical assistance/expertise, funding assistance and
piloting of scalable M&E models.

Community/Schools/CBOs:
School mapping. Conduct school mapping to assess disaster resilience, risks, and access.
Data collection. Collect C/DRR-related information through the annual school survey for
inclusion in the national EMIS.
Pilot testing. Include pilot testing, revision, and capacity development in
implementation of M&E.

7. Coordination and Networks
Build and strengthen coordination among education sector actors, including government at
national and sub-national levels, UN and NGOs, and community-based organizations. Build and
strengthen coordination at the national level between the ministry of education and the national
disaster management agency. Coordination needs to be institutionalized between ministries of
education and other agencies in policy and programme reform, and networks at all levels,
including local, national, and regional.

Priorities for action:
Government:
Horizontal coordination. Strengthen coordination at the national level between the MoE
and NDMA/NDMO, and also ensure participation of different ministries (i.e. Finance,
Health), education and other sector representatives, in coordination forums related to
DRR and emergencies.
Vertical coordination. Translate policies into action through collaborative efforts
between MoE, schools and local communities and synchronized with other national
educational policies such as the Strategic Plan/Development Plan; and strengthen
coordination between national and local education agencies.
Administrative unit within MoE. MoE to be the coordinating unit (centralized approach)
to establish a secretariat within the ministry and create permanent/dedicated positions
for C/DRR.
Education sector coordination. Development of partnerships between government and
UN/NGOs and CBOs.
Regional coordination. Regional bodies such as ASEAN, PIFS and SOPAC should ensure
the participation and collaboration of education, disaster management and health
authorities and other relevant sectors in the various events related to social cohesion
and school safety.7
7

See the following as examples of regional bodies involved in disaster management and climate change adaptation:
South Asia Disaster Management Centre; The Asian Cities Climate Change Resilience Network; Regional Climate
Change Adaptation Knowledge Platform for Asia; Asia Disaster Preparedness Center, The Regional Consultative
Committee (RCC) on Disaster Management (ADPC); UNISDR Asia and Pacific.

14

UN/NGOs/INGOs:
Coordinate ongoing initiatives and support local-level programmes. Create coherence
with ongoing efforts, including the post-2015 agenda, HFA2, the ASEAN ASSI and global
citizenship initiatives, and work with local communities in developing contextual
programmes and initiatives on C/DRR for use at the local level.
Coordinate research. Develop guidelines for research and knowledge management for
CSS and Climate Change Education for Sustainable Development (CCESD).
Strengthen regional networks and access to resources. Facilitate dissemination of
resources, tools, and technical expertise of regional organizations to education sector
policy makers and practitioners through communication, advocacy, training, research,
regional conferences, and technical assistance, utilizing social media platforms where
possible.

Communities/Schools/CBOs:
Local involvement. Participate in policy development and implementation at local levels.
Marginalised group participation. Ensure participation of diverse groups to include
indigenous knowledge in development of policies and programmes.
Local youth leadership. Enable youth to play a role as champions in linking different
agendas.

8. Education Governance and Community Participation
Ensure greater transparency in funding, employment, and the balance between centralized and
local authority. Devolution can result in positive outcomes for education quality. Successful
interventions can empower the school community to take ownership and control of the school
improvement process. Building up trust and cooperation through school-based organizations can
rectify grievances over lack of participation and improve relationships. Ensure participation of
local communities and children and youth in the development of national policies and
programmes.

Priorities for action:
Government:
Reform of education governance. Develop mechanisms for greater transparency in
funding, employment, and the balance between centralized and local authority.
Devolution of management. Empower local education officials and the school
community as well as children and youth to take ownership and control of the school
improvement process, with quality control mechanisms in place to ensure education
standards.
Local participation in national policy development. Ensure participation of local
communities in the development of national policies and programmes for decentralized
management and programme implementation. Raising the level of participation of
children and youth, teachers and the community in school improvement in areas such as
teaching, learning, safety and inclusion.
Resource allocation. At the national level, planning should involve using quantitative
criteria to allocate resources fairly to different groups. Disaggregated statistics are
needed that show current and planned resource allocations and enrolment ratios, as
well as education achievements and transition rates to higher education levels,

15

according to geographic locations (districts, sub-districts) or for different ethnic,

religious or other groups.

UN/NGOs/INGOs:
Technical support. Provide technical support in resources, tools, pilot programmes, best
practices and funding that support reforms in education governance, quality and access.

Communities/Schools/CBOs:
Local resource allocation. At the local level, school management committees should
ensure transparency in funding issues and avoid discrimination or favoritism regarding
access, scholarships, fee waivers and employment. Funding at village level should also
focus on capacity needs i.e. resource personnel.
Local coordination on social cohesion and school safety. Joint commitment between
school, community and local government on issues that affect social cohesion and
school safety, including monitoring mechanism. Local governments/communities to
mobilize the people in order to do things for themselves through activities such as
advocacy and information sharing.
Local leadership. Strengthen the role of local education leaders such as principals to
advocate for support at all levels.
Local support for children as agents of change. Advocacy and awareness programmes
for adults and parents to safeguard young people and children to speak up and
participate actively in social cohesion and school safety programmes/initiatives and to
see children and young people as important agents of change.

9. Capacity Development
The integration of conflict and disaster risk reduction and comprehensive school safety into
education planning and programmes will require capacity development of education sector
actors at all levels, from planners to curriculum developers to district officials to teachers. Long
term strategic reform of the teacher development system, including pre-service and in-service,
will be required.

Priorities for action:
Government:
Pre- and in-service training. Dedicate resources to building capacity of pre- and in-
service training institutes.
Embedding C/DRR. Ensure that C/DRR is embedded within teacher education in pre- and
in-services programmes. Implement gradual plan for using annual in-service training.
Pedagogy. Teacher training in pedagogy that supports curriculum reform efforts is
essential in post-conflict contexts. Teachers may need training in teaching methods that
emphasize critical thinking, dialogue and participatory, active learning approaches
rather than rote learning. Use pedagogy that addresses the controversies and
sensitivities of the narratives of conflict and childrens intellectual and emotional
development. Reform teacher training curriculum and pedagogies (pre- and in-service).
Teacher training for social cohesion. Longer term, strategic reform of teacher education
to promote peacebuilding and conflict resolution. Need to train minority language
speakers to communicate. Inclusion of mother-tongue instruction in pre-service.
Teacher training in diversity and conflict sensitivity.

16

Advocacy with education leaders/head teachers. Advocacy and awareness raising

targeting education leaders to change mindsets and create political will needed to
transform teacher education and training.
Distance learning. Develop distance-learning self-study materials for mass
dissemination.
Teacher training materials. Develop more visual/video training materials that
demonstrate standard operating procedures, school drills for children, and good
teaching practices in DRR.
Teacher recruitment and promotion. Reflect C/DRR in the teacher recruitment and
promotion policies.
Incentives. Social recognition and awarding for champion teachers and practitioners.
Empowerment of head teachers and teachers so that DRR is not seen as an add-on, but
rather as value-added to a teachers current work.

UN/NGOs/INGOs:
Regional expertise. Create mechanisms for regional organizations such as ASEAN, PIFS,
SOPAC, SEAMEO, UNICEF and UNESCO to provide technical expertise to countries.
Scaling up. Support scaling up of capacity development.

Communities/Schools/CBOs:
Teacher performance monitoring. Participate in monitoring framework of teacher
performance.
Teacher training. Support and participate in diversity and conflict sensitivity.


3. CHALLENGES AND STRATEGIES

While there is significant consensus among stakeholders on priority actions for implementing
policies and programmes to promote social cohesion and comprehensive school safety, there is
also agreement that there are major challenges in the effective implementation of these
priorities. Participants of the consultative meeting were asked to identify some of the most
important challenges and gaps, and identify strategies to overcome them. A number of these
strategies have been included in the priority actions in Part 2 this Guidance.

It is important to highlight some of the key challenges and obstacles here in order to capture the
outputs of the participants, and to record their suggestions for addressing them. Among some
of the most frequently identified challenges were: 1) lack of equitable access to quality
education, 2) lack of capacity to integrate C/DRR into education sector plan, 3) inadequate
capacity development, 4) lack of appropriate curriculum and textbooks, and 5) lack of
coordination and local participation.

The following chart presents a synthesis of key challenges identified at the Regional
Consultation Meeting in implementing policies and programmes in social cohesion and
comprehensive school safety, and some of the strategies for addressing them. Those
responsible for implementing the strategies include governments, NGOs and INGOs, UN
agencies, and local communities and schools.

17

Challenges and Strategies

Challenges and Gaps
Lack of access to quality education and safe
schools
Lack of security and safety due to conflict or
disasters reduce access to children and
teachers
Lack of engagement with non-state actors to
negotiate safe access to schools
Insufficient funding
Lack of compulsory education laws
Difficulty in serving remote areas
Insufficient number of secondary schools
Lack of adequate building codes, infrastructure
and enforcement for school safety

Strategies to Address Challenges

Lack of capacity to integrate C/DRR into education

sector plan
Lack of budget allocation and political
commitment
Disconnect between DRR policy and education
policy
Limited capacity for sector analysis
Lack of implementation
Separation between education policy and DRR
Overemphasis on Western/ mainstream
knowledge and marginalization of indigenous
knowledge, skills, and values

Inadequate capacity development

Lack of capacity of teachers and resources to
ensure quality
Corporal punishment still practiced
Weak teacher education programmes in risk
reduction and resilience education
Lack of teacher training and education in
indigenous knowledge and skills
Lack of awareness of MoE and other
government officials on issues of social
cohesion and DRR
Lack of appropriate curriculum and textbooks
Sensitivities for government on textbook
reform in content reform and teaching history
through participatory approach
Limited focus, coverage and teaching/learning

Regulations to promote inclusion and

reintegration of children affected by conflict
and disasters
Review and revise existing building codes and
create enforcement mechanisms
Partnerships with other government agencies
and sectors in funding and planning
Prioritise reaching the unreached in remote
areas, including teacher incentives for
deployment in challenging contexts
Increase education budget and fiscal autonomy
of education sector through high level
advocacy
Scholarships for secondary and higher
education; scholarships to ethnic minorities
Community based and driven school mapping
of risks and hazards
Contingency planning/ standard operating
procedures (SOP) on education continuity
during and after disasters and emergencies
Advocacy with MoE, Ministry of Finance and
donors
Strengthen collaboration and institutional
arrangements between education sector and
national disaster management agency
Establish mechanisms for multi-hazard
assessment using inclusive process
Support government in developing monitoring
framework with incentives to perform
Ensure balance in policy and programmes of
scientific knowledge and research with
indigenous knowledge and skills
Ensure participation of communities
Identify champions
Long-term strategic reform of teacher
education to promote peace building and
conflict resolution and DRR
Capacity building of MoE officials
Recruit ethnic minority teachers for mother
tongue language support and indigenous
knowledge transmission
Monitoring framework for teacher
performance in conflict sensitivity and diversity
Train engineers, contractors and construction
workers in national building codes
Strong advocacy from civil society, academia
and research institutions for curriculum reform
to incorporate conflict sensitive content,
reform of teaching of historical narratives, and
education for climate change and sustainable
18

Challenges and Gaps

hours on social cohesion and disaster risk

reduction in curriculum
Bias for use of major language of instruction
Lack of incorporation of indigenous
knowledge, skills and values in curriculum

Strategies to Address Challenges

Lack of coordination with and participation of

local community and schools
Weak coordination mechanism between
schools and community
Insufficient local representation in national
planning and assessment
Lack of engagement at local level on disaster
assessment needs
Children and youth not engaged in
programmes
Lack of community awareness of DRR and CCE
Need for sub-national and school level policies
and action on the ground
Lack of contextualization of standard operating
procedures to local needs

development
Inclusion of key stakeholders in curriculum and
textbook reform process and ensure
incorporation of indigenous knowledge, values
and skills in curriculum reform process
Integrate life skills, human rights and civic
education into curriculum and teacher training
Implement MTE in ECD and K-3 education
Local governments and communities mobilize
people to do take control to develop local
contextualized policies, programmes, and
initiatives based on local C/DRR needs
Strengthen vertical and horizontal
coordination mechanisms
Make risk assessment compulsory for all
schools
Advocate for involvement in national sector
planning process for C/DRR
Advocacy in communities to see and engage
children and youth as agents of change

19

Appendix A: Key Concepts and Terms

The definitions below have been drawn from sources including UNESCO IIEP, Global Education
Cluster, INEE and the World Bank.

Climate change: Any change in global temperatures and precipitation over time due to natural
variability or human activity.

Conflict: Refers to armed or other violent conflict in or between countries or population groups.

Conflict risk reduction: The practice of reducing the risk of conflict through systematic analysis
and management of the causal factors of conflict. This involves conducting conflict assessments
to identify the drivers of conflict (whether economic, social, political, or environmental) and
how these impact on or are impacted by education. Strategies then need to be applied to
reduce (and if possible prevent) those risks from negatively affecting education systems,
personnel, and learners.

Conflict sensitivity: Conflict sensitivity is the capacity of an organisation to understand its
operating context, understand the interaction between its interventions and the context, and
act upon this understanding to avoid negative impacts (do no harm) and maximise positive
impacts on conflict factors.

Conflict sensitive education: INEE defines conflict sensitive education as the process to 1)
analyse and understand the context within which education takes place, 2) analyse and
understand the complex, bi-directional interaction between education and conflict, and 3) on
the basis of context and conflict analysis, take action to maximize educations contribution to
peace building while minimizing educations potential to contribute to tension, grievances and
conflict.

Disaster risk reduction: The practice of reducing the risk of disaster through systematic analysis
and management of the causal factors of disasters. This includes reducing exposure to hazards,
lessening the vulnerability of people and property, wise land and environmental management,
and improved preparedness. For education it implies the systematic analysis of and attempt to
reduce disaster-related risks to enable the education system to provide (and learners to
continue, and out-of-school children to access) quality education for all, before, during, and
after emergencies. Disaster risk reduction under the Hyogo Framework for Action1 does not
include conflict, but risk reduction principles can also be applied to contexts involving conflict
and civil unrest.

Hazard: A dangerous phenomenon or human activity that may damage, disrupt, or lead to loss
of life, health, property, livelihoods, social, and economic services. Hazards arise from a variety
of sources and sometimes act in combination. Technically, hazards can be described
quantitatively as likelihood x frequency of occurrence x intensity of impact. They can include
conflict and natural disaster.

Prevention, mitigation, preparedness: Conflict and disaster risk reduction can be grouped into
three areas: prevention, mitigation, and preparedness/readiness.

20

Prevention: Activities undertaken to avoid the adverse impact of conflict or disaster.

Examples: Locate and build disaster-resistant schools; change attitudes and behaviour by
raising awareness of risk and of conflict, for example, through peace education. Inclusive,
good quality education in itself can reduce the risk of conflict and disaster.
Mitigation: Measures undertaken to minimize the adverse impact of potential conflict-
related, natural, and human-made hazards. Examples: Retrofit schools; educate education
personnel and communities on risk reduction; promote inclusive education and
participation; establish a child protection network ahead of flood season.
Preparedness: Measures taken before and between hazard events to forewarn and prepare
in order to ensure a timely and effective response. Examples: An early warning
communication mechanism; evacuation drills; building skills in fire suppression, first aid, and
search and rescue; stockpiling and prepositioning of food, water, and educational supplies
ahead of flood season or worsening conflict; safe keeping of records, teachers guides, and
curriculum material; a national emergency preparedness and response plan; a provincial
contingency plan and a school safety/preparedness plan.

The examples above are just illustrations of these concepts. Since each country and community
is different, local ideas, adaptation, ingenuity, and learning from other experiences are essential.

Peace building: The United Nations Secretary-Generals Policy Committee has described peace
building as: A range of measures targeted to reduce the risk of lapsing or relapsing into conflict
by strengthening national capacities at all levels for conflict management, and to lay the
foundation for sustainable peace and development. Peace building strategies must be coherent
and tailored to the specific needs of the country concerned, based on national ownership, and
should comprise a carefully prioritized, sequenced, and relatively narrow set of activities aimed
at achieving the above objectives.

Risk: The word risk has two distinctive connotations. In popular usage the emphasis is on the
concept of chance or possibility (the risk of an accident). In technical settings the emphasis is
usually placed on consequences in terms of potential losses. The relationship between
vulnerability and the likelihood and severity of hazards can be represented using this equation:
Risk = Hazard x Vulnerability. The worse the hazard, the greater the risk. Likewise, risk also
increases when a community, system, or even a school is more vulnerable. Risk is defined as
the risk arising from natural and human-made hazards as well as conflict.


Resilience: Resilience is the ability of an education system (at different levels) to minimize
disaster and conflict risks, to maintain its functions during an emergency, and to recover from
shocks. Resilience at the individual level is the ability to apply knowledge to minimize risks, to
adapt to emergency situations, to withstand shocks, and to rapidly resume learning and other
life-sustaining activities. Resilience can be strengthened when factors underlying vulnerability
are addressed. Resilience is the opposite of vulnerability. Resilience is reinforced when the
inherent strengths of individuals and systems are identified and supported.

Retrofitting: The reinforcement or upgrading of existing structures to become more resistant
and resilient to the damaging effects of hazards

21

Social cohesion: Social cohesion has been described by the World Bank as the glue that bonds
society together, promoting harmony, a sense of community, and a degree of commitment to
promoting the common good. The Council of Europe defines social cohesion as the capacity
of a society to ensure the welfare of all its members, minimizing disparities and avoiding
polarization. The United Nations Development Programme describes a cohesive society as a
mutually supportive community of free individuals pursuing these common goals by democratic
means.

Vulnerability: The characteristics and circumstances of a community, system, or asset that make
it susceptible to the damaging effects of a hazard. There are many aspects of vulnerability,
arising from various physical, social, economic, and environmental factors. At the education
system level, vulnerability is the combination of exposure to conflict-related, natural, and
human-made hazards, and the degree to which the education system at different levels is
susceptible to collapse and disruption of function. At the learners level, vulnerability is the
combination of exposure to hazards and the degree to which learners are susceptible to
interruption or complete loss of access to quality education opportunities.

22

Appendix B: Synthesis of group work on priorities, challenges and gaps of integrating

conflict and disaster risk reduction, and strategies for overcoming challenges

Priorities for Promoting Social Cohesion and Peacebuilding

1.
2.
3.
4.

5.

Group 1
Access to
education
Training of
teachers
Safety and
protection
Addressing
violence
Curriculum
and
textbooks

Group 2
Group 3
Conflict
Curriculum,
analysis
textbooks
Protection
Life skills
from
violence
Equitable
Teacher
access
training
Curriculum,
Peace
textbooks
promotion
and teaching
methods
Lang of
Access to
instruction
education

Group 4
Address
inequalities
Mother
tongue
Secondary
education
Curriculum,
textbooks
Violence
prevention

Group 5
Language
instruction
Access
(safety,
WASH)
Quality
education

Group 6
Integrate DRR

Group 7
?

Language of
instruction (MTE-
MLE)
Link DRR to
schools
Teacher training

Access to
education

Curriculum, texts

Safety and
protection

Mother
tongues
Curriculum,
textbooks

Priorities for Promoting Comprehensive School Safety

1.

Group 1
Safe learning
facilities

2.

School disaster
management

3.

Risk reduction
and Resilience
Education

4.

Resource
allocation for
CSS in
government
and institution
budgets

Group 2
Multi-hazard
& multi-
sectoral
assessment/
data
collection
National
comprehensi
ve school-
level model

Group 3
Whole school
approaches
& community
engagement

Group 4
Coordination,
Communica-
tion

Group 5
Safety and
protection

Group 6
Adoption by
national
government of
the CSS
framework

Learn from &

Respect
different
Knowledge
Sources

Curriculum
reform/
teacher
training

Making risk
assessment
compulsory
For all schools

Strengthening
coordination/
collaboration
mechanisms
(vertical and
horizontal)

Strengthen
coordination
between
national and
education
agencies
Education
sectoral
plans and
budgets

Coordinate &
mainstream
DRR in
education

Standards and
indicators for
CSS and CCA
(e.g. Human
Development
Index, EGA
indicators.
Measure
impacts of
hazards on
children

Monitoring &
evaluation

Institutionalise
DRR in
education

Scaling-up/
capacity-
building,
including
teacher &
administration
training

Contingency
planning at
the national,
sub national
and local
levels

Capacity
building on
school safety for
stakehol-ders

Institutionalize
CSS/CCESD in
teacher
education and
school
curricula
Develop a
common/
comprehend-
sive model for
CSS/CCESD

Mainstream
DRR
into
Education
policy &
planning
and
education
into DRR
& Response
Planning

Group 7
Policy/
legislation for
CSS/CCESD

23

5.

CSS and CCE

integration
into
curriculum

Promote DRR
in Teaching &
Learning

Comprehensive
should include
violence,
conflict, climate
change, road
hazards, water
safety, and
other risks that
affect children
in school

Ministry of
Ensure
Planning
meaningful
mainstreaming participation of
risk into all the local community
sector plans
and children in
school safety
activities

Mainstream of
CSS/CCESD
into education
sector plans

Final Synthesis of Priorities for Education and Resilience Programmes and Policies that
Promote Social Cohesion and Comprehensive School Safety

Group 1
Link and
consolidate
networks

Group 2
Group 3
Multi-hazard Situational &
& multi-
risk analysis
sectoral
assessments &
data collection

Group 4
Sector-wide
approach and
framework

2.

Mapping
issues,
problem,
review of
plans and
budget

Capacity-
building
(teacher &
administra-tor
training)

3.

Monitor-
ing and
evaluation

Establish SOPs Policy review

during
emergencies
to provide
alternative
learning
spaces
National
Curriculum
comprehensive and textbooks
school-level
model

4.

Integrate
DRR and
resilience
in
education
sector
planning
Innovative
&
pragmatic
in linking
risk
framework
s in
implemen-
tation

1.

5.

Coordination Capacity
at the national development
level between
the MoE &
NDMA
Harmonization
of models

Addressing
broad range of
inequities and
disparities
should be
addressed as
part of
"access"

Group 5
Integration
C/DRR into
National
Strategic Plan
(Situation
Analysis)
Vertical (inter-
sectoral) and
horizontal
(Ministry and
school)
coordination for
implementation
M&E

Group 6
Lucens
Guidelines

Group 7
Situation
analysis
(conflict risk,
gender, DRR,
CCA, social
cohesion)
Integration of
M&E, develop
peacebuilding
the tools and
and DRR into the indicators
education sector
plan
Promote mother
tongue based
multilingual
education in a
phased &
evidence based
approach

Sector planning
curriculum &
budgeting

Contextualization
MTB-MLE, ESD

Capacity
building

Adoption by
national
government of
the CSS
framework

Coordination,
communication,
and advocacy

Ensure
Education
meaningful
governance
participation of
local community
and children in
school safety
activities

24

25