Preparing for the Post-2015 agenda - Resource Centre | … · DISASTER RISK REDUCTION IN THE EDUCATION SECTOR – SAVE THE CHILDREN’S EXPERIENCE IN ASIA Preparing for the Post-2015

DISASTER RISK REDUCTION IN THE EDUCATION SECTOR – SAVE THE CHILDREN’S EXPERIENCE IN ASIAPreparing for the Post-2015 agenda

Save the Children’s Experience in Disaster Risk Reduction in the Education Sector in Asia: 2007-2013: Preparing for the Post-2015 agenda

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Around the world natural hazards and crises — both large and small — are threatening children’s lives and depriving them of access to education. Over the past decade, the Hyogo Framework for Action 2005–2015 (HFA) has provided a set of guiding priorities for disaster risk reduction (DRR). The Millennium Development Goals have also helped global efforts towards poverty reduction and sustainable development, while the Humanitarian World Summit aims to improve humanitarian action through best practices and innovation.

The years 2015–2016 mark an important moment in international policy decisions that will affect children’s futures, with several relevant frameworks being negotiated to replace the Millennium Development Goals (MDGs) and build on the Hyogo Framework For Action. Building resilience to disaster EW�[IPP�EW�XS�GPMQEXI�GLERKI�ERH�GSR¾MGX�LEW�FIIR�VIGSKRMÎH�EW�E�WMKRM½GERX�KET�ERH�MHIRXM½IH�EW�E�OI]�EVIE�XS�WXVIRKXLIR�sustainable development goals.

PRIORITIZING SCHOOL SAFETY

Save the Children’s commitment to being a voice for children is the reason for our engagement in Disaster Risk Reduction (DRR) in the Education Sector. DRR bridges the development goals of universal access to quality education and the recurring humanitarian imperative for education in emergencies.

DRR in education defends two fundamental child rights: the right to safety and security and the right to education.

It serves the need to safeguard long-term education sector investments, and develop resilience in the face of natural and QER�QEHI�LEÊVHW�

At the global level, Save the Children has leadership roles in the Global Alliance for Disaster Risk Reduction in the Education Sector (GADRRRES) and the Children in a Changing Climate Coalition (CCC). In our role as co-chairs of the Global Education Cluster, and through engagement in the Interagency Network for Education (INEE), we also support humanitarian engagement in ‘Education in Emergencies’. We believe that response-preparedness planning and educational-continuity planning make the education sector more self-reliant and less reliant on humanitarian assistance.

Save the Children has pioneered Child-Centred DRR: recognising children’s right to participate as agents of change in school and community-based disaster risk reduction measures that protect lives, livelihoods, education and that promote rapid recovery from disaster impacts.

-R�XLI�%WME�ERH�4EGM½G�6IKMSRW��7EZI�XLI�'LMPHVIR�TPE]W�ER�active role in the Asian Coalition for School Safety, SAARC’s Framework for Children and Disasters and the ASEAN School Safety Initiative (ASSI). These global partnerships have worked together to develop a comprehensive approach to school safety in order to address children’s rights to safety and survival in schools, and their right to educational continuity.

To progress on all these fronts, Save the Children is very grateful to be partners with regional and national coalitions, with Ministries of Education, National Disaster Management Organisations, international government and non-government organisations, and community-based organisations.

In preparation for the 6th Asian Ministerial Conference on Disaster Risk Reduction (AMCDRR), the Hyogo Framework for Action 2: 2015–2030 (HFA2) and the World Humanitarian Summit consultation processes we have compiled this summary of our recent experiences in DRR in the education sector in Asia.

UNPACKING SCHOOL SAFETY

Save the Children has supported the development of the Comprehensive School Safety Framework put forward by child-GIRXVIH�MRXIV�KSZIVRQIRXEP�ERH�RSR�KSZIVRQIRXEP�SVKERMÊXMSRW�

Save the Children engages with national and sub-national authorities to support their education sector development goals, applying the widely-endorsed Comprehensive School Safety (CSS) framework to guide a thoughtful approach to protecting children’s rights to safety and survival in the face of disasters, GPMQEXI�GLERKI��GSR¾MGX�ERH�SXLIV�VMWOW��EW�[IPP�EW�TVSXIGXMRK�their rights to education and development.

Pillar 1. Safe Learning Facilities

Pillar 2. School Disaster Management

Pillar 3. Risk Reduction and Resilience Education

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Educa

tion Sector Policies and Plans

Aligned to national, subnational and local disaster manag

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CONTENTS:

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Unpacking school safety 1

Our experience in education sector DRR 2

South East Asia 3

Cambodia 3

Indonesia 4

Laos 4

Myanmar 5

Philippines 5

Thailand 6

Timor-Leste 7

Vietnam 7

South Asia 8

Afghanistan 8

Bhutan 9

India 9

Nepal 10

Pakistan 10

Sri Lanka 10

Central Asia 11

Tajikistan, Kyrgyzstan and Uzbekistan 11

East Asia 13

China 13

Mongolia 13


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Comprehensive School Safety is addressed by education policy and practises aligned with disaster management at national, subnational and local school-site levels. It rests on three pillars:

1. Safe school facilities

2. School disaster management

3. Curriculum development.

The framework enables us to see the complexity of achieving safety in schools, which involves many actors and stakeholders who must become duty-bearers for the areas that they are best positioned to effectively address.

It is important that the HFA2 promotes child rights1 with goals and indicators for the education sector. Key targets for the education sector are:

�� That all new schools are built to be disaster resilient, and that all existing schools are assessed and improved or replaced to meet these standards.

�� 8LEX�XLI�IHYGEXMSR�WIGXSV�FYMPHW�MR�VIWMPMIRGI�EX�EPP�PIZIPW��TPERRMRK�JSV�IHYGEXMSREP�GSRXMRYMX]�MR�XLI�JEGI�SJ�LEÊVHW��IRWYVMRK�XLEX�neither intensive nor extensive disasters result in further inequities in access to education for children.

OUR EXPERIENCE IN EDUCATION SECTOR DRR

2006 2013

with significant activities and outcomes in DRR and Education.

Between 2006–2013 Save the Children implemented

74+ programs

We implemented education sector DRR in 34 countries with

Almost

three quarters

of these were in Asia.

making us a significant DRR in education agency across the world.2

612,000children

These programs have reached more than

$US$21.5+

millionfrom more than 30 donors.

1. The Convention on the Rights of the Child promotes rights with respect to survival, protection, development and participation.

��1IXLSHSPSK]��1IQFIVW�SJ�7EZI�XLI�'LMPHVIR�-RXIVREXMSREP´W�(66�ERH�''%�+PSFEP�;SVOMRK�+VSYT��ERH�(66�JSGEP�TSMRXW�MR�7'-�'SYRXV]�3J½GIW�TVSZMHIH�XLI�TVSKVEQ�MRJSVQEXMSR�WYQQEVMÎH�LIVI��7EZI�XLI�'LMPHVIR�%YWXVEPME�LEW�EREP]ÎH�XLMW�ERH�EHHMXMSREP�TVSKVEQ�VITSVXW�XS�TVITEVI�XLMW�VITSVX��8S�QIEWYVI�SYV�SZIVEPP�IJJSVX�ERH�VIEGL��IEGL�TVSKVEQ�MW�counted in only one category. Calculations are based on 100% of focused programming reach and funds, 50% of combined programming reach and funds and 10% for integrated program activities. This last category is under-reported as many programs (eg: in child rights governance and child protection) integrate DRR objectives without being tracked. These ½KYVIW�EPWS�HS�RSX�MRGPYHI�SYV�)HYGEXMSR�MR�)QIVKIRGMIW�TVSKVEQQMRK��*YXYVI�VITSVXW�[MPP�IRHIEZSV�XS�XVEGO�EPP�SJ�XLMW�MRJSVQEXMSR�QSVI�GSRWMWXIRXP]�

SOUTHEAST ASIA

Save the Children’s is involved in supporting disaster risk reduction in education throughout the region, at country level, and at the regional level as part of the AADMER Partnership Group, through the ASEAN School Safety Initiative, and in association with the Southeast Asian Ministers of Education Organisation.

Cambodia

-R��EPSRI�¾SSHW�EJJIGXIH��GLMPHVIR�in Cambodia, leading to strengthened national interest in and commitment to emergency preparedness planning.

Save the Children’s DRR and CCA strategy in Cambodia IQTLEWMÎW�MRXIKVEXMSR�SJ�(66�ERH�''%�MRXS�WGEPMRK�YT�SJ�access to and improving the quality of ECCD, primary and lower secondary school education, and advocacy with government, partner agencies and communities.

School Disaster Management

Save the Children has supported the Ministry to develop guidelines for educational continuity following disasters, and for the limited and temporary use of schools as shelters.

Emergency Preparedness and Response

Save the Children’s quick response in emergencies helps communities recover and rebuild. Save the Children works in close cooperation with national and provincial coordination FSHMIW�ERH�SXLIV�LYQERMXEVMER�SVKERMÊXMSRW�XS�GSRHYGX�NSMRX�needs assessments and share information post-disaster. Working closely with the Ministry of Education, Youth and Sport (MoEYS), setting up temporary learning spaces (TLS), distributing back-to-school kits and training teachers on how to support children in the wake of disaster helps children get back to school quickly. Cash-for-work programs to clean and repair damaged schools, water points and latrines, help to rapidly restore schools to their normal functions. In 2011 the establishment of 400 TLS led to the development of guidelines then adopted by MoEYS as national policy.

DRR in Curriculum

A pilot project in Koh Kong province, introduced DRR/CCA activities into the school curriculum in collaboration with the 4VSZMRGMEP�3J½GI�SJ�)HYGEXMSR��8LVSYKL�XLMW�IJJSVX��QSVI�XLER�24 schools were supported in replanting mangrove forests, and more than 10,000 children and 8,000 adults gained increased knowledge in DRR and CCA. More than 2,000 students in grades 4-6 have put this knowledge into practice through investigative learning activities in school and community.


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Indonesia

Children in Indonesia are subject to a wide range of disasters exacerbated by climate change and environmental degradation �¾SSHW��PERHWPMHIW�ERH�HVSYKLXW �ERH�TPEXI�XIGXSRMGW��ZSPGERMG�eruptions, earthquakes and tsunamis).

Capacity-building for education planning

Save the Children co-leads the Education Cluster with UNICEF. As part of EiE capacity-building training coordination, more than 1,200 people have received Front Line Responder Training, INEE Minimum Standards or Education Cluster Coordination training.

In order to both respond to the needs for education in emergencies, as well as to develop resilience and reduce the need for emergency assistance to the education sector, Save the Children seeks to support the key Ministries (the Ministry of National Education and BNPB/National Disaster Management Agency, from national level to provincial levels) in the coordination of the many stakeholders in comprehensive school safety (eg. the National Secretariat for Safe Schools, the Consortium for Disaster Education, the ECB Project Indonesia Consortium, and national and international NGOs).

Tools for education sector disaster and emergency risk reduction and resilience, have been translated into Bahasa -RHSRIWME�ERH�GSRXI\XYEPMÎH��8LIWI�MRGPYHI�

�� Interagency Network for Education in Emergencies Minimum Standards Handbook

�� Comprehensive School Safety framework (translated)�� Short Guide to Rapid Joint Education Needs Assessments�� SAVE THE CHILDREN School Disaster Management

Handbook TemplateAn Education Sector Snapshot from the viewpoint of comprehensive school safety and education in emergencies has been developed to provide an orientation for stakeholders and denominator data for evaluating disaster impacts on the education sector.

Save the Children has also commissioned a study of the Impacts of the Jakarta Floods on the Education Sector to better understand the adequacy and effectiveness of current education in emergency policies, planning, and response coordination, and support recommendations for improvement.

DRR Education and Child Participation

Save the Children has worked with the department of curriculum of the Ministry of Education to support roll out of formal DRR education. Following disaster recovery work in Aceh Province, child-participatory DRR is now part of the regular classroom experience. School children develop risk maps and action plans for risk mitigation, run emergency simulations and participate in school contingency planning. First aid training provides basic knowledge and skills to respond before outside help arrives.

The Mount Merapi eruption revealed that schools were not linked in to early warning systems and were thus putting children at high risk. Since then Save the Children programs in the Magelang district have established effective early warning system linking schools to district level and strengthened risk awareness. Evacuation planning has paired evacuees with WTIGM½G�LSWX�JEQMPMIW��WMXYEXIH�SYX�SJ�LEVQ´W�[E]��ERH�WYGGIWWJYPP]�simulated mass evacuation.

Innovative Urban Outreach

Through current DRR programs, disaster preparedness interventions are reaching more than 2200 students and100 teachers in 14 schools in one of the most disaster-prone districts in Central Java. Save the Children is also actively supporting the strengthening of the School Disaster Management capacity of XLI�(/-�4VSZMRGMEP�)HYGEXMSR�3J½GI��4)3 �ERH�SJ�XLI�4VSZMRGMEP�(MWEWXIV�1EREKIQIRX�3J½GI��&4&(�(/- �MR�.EOEVXE��8LMW�MRGPYHIW�support for BNPB’s National Disaster Risk Reduction Month

Disaster Recovery and School Safety

In recent years Save the Children has responded to a range of small, medium and large-scale disasters in Indonesia: the Indian Ocean Tsunami in Aceh (December 2004), the Yogyakarta earthquake (May 2006), the West Sumatra earthquake (September 2009) the Mount Merapi eruption (October 2010), XLI�.EOEVXE�¾SSHW��.ERYEV]�� ERH�XLI�%GIL�IEVXLUYEOI��.YP]�2013). Disaster risk reduction goals, ‘building back better’, and capacity-building for risk reduction are integral to all education sector recovery projects.

Laos

Laos is one of the poorest countries in Southeast Asia, with 80% of the population living in rural areas with little road EGGIWW�HYVMRK�XLI�[IX�WIEWSR��6IGYVVIRX�¾SSHW��HVSYKLXW��½VIW��landslides, typhoons, earthquakes and epidemics are all of GSRGIVR��1ER]�SJ�XLIWI�LEZI�WMKRM½GERXP]�MRGVIEWIH�MR�JVIUYIRG]�and intensity over the past 10 years as a result of climate change.

Integrating DRR in Education

8LI�7E]EFSYV]�-RXIKVEXIH�,EÊVH�1MXMKEXMSR�4VSKVEQ�MRXIKVEXIH�DRR into a sector-based program, harnessing existing and long-term relationships with government, communities and children. The Comprehensive School Safety framework now provides a focus for advocacy and implementation of climate-smart DRR curriculum, school disaster management and safe school facilities.This and other programs have trained volunteers in child-participatory DRR approaches, targeting children in and out of school, to act as agents of change and advocates in building more disaster resilient communities. Children have participated in risk mapping and emergency drills, and have passed on this information to their families and communities through child led DRR campaigns and other community awareness raising activities – including through drama and song.

DRR Education and All-School Participatory School Disaster Management

The Laos National Disaster Management Strategy has been proactive in having a policy to integrate disaster awareness in the national curriculum, beginning with the secondary level. Save the Children has supported the Ministry of Education to build these efforts by developing primary level teaching aids for integration into existing curriculum. A new approach builds on past learning, moving DRR education from the theoretical to the experiential. All-School Participatory School Disaster Management will integrate DRR into on-going school-based management. Formal and informal activities will give children the opportunity to learn F]�HSMRK��EPP�LEÊVHW�ZYPRIVEFMPMX]�ERH�GETEGMX]�EWWIWWQIRX��VMWO�reduction, response-preparedness and educational continuity planning. Outside of the formal system DRR is taught in after school DRR clubs in areas where Save the Children works.

Myanmar

Myanmar is one of several Southeast Asian countries likely to suffer from increasing impacts of climate change on the JVIUYIRG]�ERH�MRXIRWMX]�SJ�¾SSHW��ERH�G]GPSRIW��8LI�IJJIGXW�SJ�Cylcone Nargis (2008) and Cyclone Giri (2010) have continued to be felt for years to follow.

6IGSRWXVYGXMSR�ERH�VIXVS½XXMRK� for safety and survival

Programs following major cyclones in 2008 and 2010 have focused on education sector recovery and preparedness. Many of the deaths that were caused by Cyclone Nargis in 2008 occurred because people had no safe place to shelter during the storm. Save the Children supplied the building materials for ‘safer schools’ and trained people in the village to build in ways that [MPP�KMZI�XLIQ�QSVI�WXSVQ�TVSXIGXMSR��7GLSSPW�[IVI�VIXVS½XXIH�with extra brackets on the rafters, using screws instead of nails and extra cross-beams so that they can withstand future cyclones.

Child-Centred DRR Action Plans

Child-centered DRR action plans have focused on community-MHIRXM½IH�RIIHW�WYGL�EW�VITEMVMRK�MRJVEWXVYGXYVI�EX�WGLSSPW�ERH�improving the environment. Child-centered DRR has been developed with local authorities and encouraged by the Ministry of Education.

Save the Children’s Disaster Response and Resilience Learning 4VSNIGX�GVIEXIH�ER�MRRSZEXMZI�PIEVRMRK�ETTVSEGL�XLEX�IQTLEWMÎW�½IPH�PIZIP�JSGYW�ERH�PSGEXMSR��SR�XLI�NSF�PIEVRMRK��TIIV�WYTTSVX�ERH�TIVWSREP�VI¾IGXMSR�PIEVRMRK��'LMPHVIR�TEVXMGMTEXIH�MR�[SVOWLSTW��discussion-group meetings and exposure visits. In the project area, Save the Children has ensured that structures are in place to allow the poorest and most vulnerable children access to education post-disaster, integrating both child protection and education into emergency response. Resources now available include a self-study handbook that covers mainstreaming of community-based and child-centered DRR, climate change and other impacts on environment.

Education in Emergencies

Capacity-building in Myanmar has introduced hundreds of education sector and civil society personnel to an introduction to the basic concepts of education in emergencies and disaster risk reduction. The multi-year Myanmar Education Consortium (MEC program begun in 2013 is an program of coordinated support to monastic schools and civil society organisations that deliver basic education services in some of Myanmar’s poorest ERH�QSWX�VIQSXI�EVIEW��3RI�SJ�XLI�½ZI�GSQTSRIRXW�SJ�XLMW�program includes access to education in emergencies, providing the opportunity to continue this process.

DRR Education

Myanmar’s Action Plan on Disaster Risk Reduction includes public awareness, education and training as major components. )HYGEXMSR�MW�MHIRXM½IH�EW�OI]�XS�FYMPHMRK�E�GYPXYVI�SJ�VIWMPMIRGI��Save the Children is supporting inclusion of disaster risk reduction into curriculum, ensuring that lessons learnt from neighbouring countries are incorporated into this process.

Philippines

The Philippines is vulnerable to typhoons (an average of 5 major ERH��QSVI�TIV�]IEV ��¾SSHW��PERHWPMHIW��IEVXLUYEOIW��XWYREQMW��volcanoes, and drought. Climate change seems to have already MRGVIEWIH�XLI�MRXIRWMX]�ERH�VIEGL�SJ�X]TLSSRW�ERH�¾SSHW��Save the Children’s DRR and CCA programs aim to reduce vulnerabilities of children and communities by building their VIWMPMIRGI�ERH�GSTMRK�QIGLERMWQW�XS�LEÊVHW�XLVSYKL�QYPXM�sectoral partnerships. Typhoon Haiyan which hit in November 2013 destroyed 4,500 classrooms and another 12,500 required repair or rehabilitation


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-R�XLI�GSYVWI�SJ�XWYREQM��X]TLSSR�ERH�¾SSH�VIGSZIV]�TVSNIGXW��Save the Children has demonstrated commitment to developing leadership and empowering children in DRR, with pioneering impacts on incorporation of disaster preparedness and response into school-based management.Save the Children has led participatory workshops with both teachers and students for development of DRR education materials, and has trained the Department of Education (teachers and non-teaching staff) in child-centred DRR. Good practices include participatory campus and classroom risk assessment, and guidance for development of child-centred school disaster management and contingency plans. Many schools are now able to conduct participatory campus and classroom risk assessment, formulate a child-centred school disaster management and contingency plan, and organise disaster response teams. A teacher handbook has been used widely and GSRXMRYIW�XS�YRHIVKS�VI½RIQIRX�Formal and Informal DRR Education

The Philippines government has legislated strengthening of DRR integration at primary, secondary and tertiary levels. Save the Children has supported development of DRR curriculum materials for integration ad both primary and secondary levels. Some of the most promising innovations in the education sector have been informal leadership development through summer day camps and school-based clubs that engage students in leadership roles in risk reduction and response-preparedness. A one-year demonstration project mainstreamed DRR in 4 high schools to support the Department of Education in developing its own mandate for scaling up school-based disaster management.

Education in Emergencies

The Education in Emergencies (EiE) Capacity-Building has helped to enhance the ability of the Department of Education-led education cluster to coordinate education in emergencies response, encourage support from a broad range of stakeholders, and coordinate across sectors. And essential part of school disaster management, Frontline Responder Training (FLRT) for DepEd administrators and teachers will have VIEGLIH�EPP�VIKMSRW��ERH�JSYV�HMWXVMGX�SJ½GIW�F]�XLI�IRH�SJ��Educational continuity planning at the national and regional level now includes pre-positioning of tents and classroom kits.

Thailand

-R��EPSRI��¾SSHW�MR�8LEMPERH�EJJIGXIH�EPQSWX�4 million children in 65 of 77 provinces, including Bangkok and adjacent provinces.

Education and DRR

Following the 2004 Indian Ocean earthquake and tsunami, Save the Children focused on children’s participation in developing preparedness and evacuation plans and advocacy in making DRR a part of primary and secondary school curricula.

DRR in education is now a matter of policy in Thailand, and child-led DRR principles have been integrated into standard subjects for students in primary schools, but all teachers have not yet received guidance and support.

Storybooks for children with animal characters were developed to teach key messages to children, after the Andaman Tsunami MR��ERH�VIZMWIH��JSPPS[MRK�¾SSHW�MR�XLVII�TVSZMRGIW��“Alert Rabbit” and later “Alert Little Mole” were well-received in both areas. Teacher training also supported teachers to design DRR activities in schools. Burmese and Karen versions of the booklets and training supported expansion to communities along the Thailand-Myanmar border. Along with other INGO partners, further expansion is now focused on capacity-building for provincial education personnel, and will include teacher manuals for DRR.

Risk Reduction in Schools

In those areas where we work, Save the Children trains youth leaders to build risk reduction capacity; to identify risks, conduct risk and resource mapping, and develop education campaigns. *SPPS[MRK�¾SSH�HEQEKI�MR�%]YXXLE]E�MR��WGLSSPW�MR�XLI�¾SSH�TVSRI�EVIEW�[IVI�JEGMPMXEXIH�MR�HIZIPSTMRK�WGLSSP�preparedness plans. In one exemplary case, students both MHIRXM½IH�XLI�RIIH�JSV�E�FSEX��ERH�WSYKLX�ERH�[SR�WYTTSVX�from local private sector to produce an affordable vessel for school transportation.

Timor-Leste

8MQSV�0IWXI�MW�VIKYPEVP]�EJJIGXIH�F]�WQEPP�WGEPI�PSGEPMÎH�IZIRXW�WYGL�EW�¾SSHW�ERH�PERHWPMHIW��-X�MW�EPWS�I\TSWIH�XS�XVSTMGEP�storms, and less frequent but high impact cyclones, earthquakes and tsunamis.

DRR Education and School Disaster Management Planning

In Timor Leste, Save the Children worked with and through education departments to pilot a model for disaster risk reduction in schools, using exemplary educational materials primary school students developed by ASB in Indonesia. Teachers in Ainaro and Manufai were trained with partner IOM, in the use of DRR materials, the development of lesson plans, ERH�KSSH�TVEGXMGIW�JSV�½VI��IEVXLUYEOI�ERH�XWYREQM�HVMPPW��8LIWI�activities stimulated demand from the Ministry of Education for integration of DRR into curriculum. Integrated school and community disaster management plans include evacuation drills, development of early warning systems, and training of child club members. As a result targets were exceeded by more than 100%.

Preparedness for Education in Emergencies

Save the Children worked with the National Disaster Management Directorate and the Ministry of Education, to ensure that emergency preparedness plans for the education sector were developed, coordination mechanisms at national and sub-national level improved, appropriate stockpiles of materials procured and maintained for educational continuity, ERH�WYTTSVX�W]WXIQ�EFPI�XS�QSFMPMÎ�ER�)HYGEXMSR�MR�Emergencies Cluster, should the need arise. National Training of Trainers on INEE Minimum Standards and cascading training ensured delivery of training to all 5 regions of the country. National Front Line Response Training has also been held.

Safe School Construction

Safe pre-primary access was assured with construction of 8 new pre-primary schools, and rehabilitation of 4 more. Discussion has been launched at a national level to develop guidelines for quality safe school construction.

Vietnam

Vietnam is one of the most vulnerable countries to the impacts SJ�GPMQEXI�GLERKI��[MXL�EFSYX�½ZI�WIVMSYW�X]TLSSRW�TIV�]IEV��ERH�¾SSHW��PERHWPMHIW�ERH�WEPMRI�MRGYVWMSRW�EJJIGXMRK�QMPPMSRW�SJ�people living in low-lying coastal areas and the heavily populated Mekong and Rev River deltas. Climate change is increasing the frequency and intensity of disasters and will have a profound affect on the lives and livelihoods of people in the most disadvantaged communities across the country.

School and Community Work

Save the Children in Vietnam has worked to develop the risk reduction capacity of children and teachers, linking the work between schools and communities. In higher risk areas, campaigns, competitions, awareness-raising, and drills are implemented in communities and primary schools in cooperation with the Youth Union, Women’s Union and Red Cross. Children learn about GPMQEXI�GLERKI�ERH�WEJIX]�WOMPPW�XLVSYKL�WSRKW�ERH�KEQIW��-R�¾SSH�prone areas, Save the Children is working to see that children PIEVR�PMJI�WEZMRK�W[MQQMRK�WOMPPW��ERH�LEW�MRXVSHYGIH�¾SEXMRK�FEGOTEGOW�XS�TVSXIGX�GLMPHVIR�MR�XLI�IZIRX�SJ�¾EWL�¾SSHW��

Policy Advocacy and Support

Vietnam’s National Strategy for Natural Disaster Prevention, Response and Mitigation (2007) contains the objective of integrating disaster risk management into development initiatives, including those in the education sector. With leadership from the Ministry of Education and Training, and support from other international partners in the Disaster Management Working Group, Save the Children has worked to support capacity-building for education in emergencies, and develop guidance materials to incorporate educational continuity planning into school-based management.

DRR in Curriculum and Disaster Management

Save the Children is part of the Joint Advocacy Networking Initiative (JANI) in Vietnam, which aims to support the process of inclusion of disaster preparedness into school curriculum. It works with partners in the Ministry of Education and Training, international organisations, and the Disaster Management Working Group to produce guidebooks to bring DRR into schools.


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SOUTH ASIA

Save the Children has played the leading role in development of the SAARC Framework for Children and Disasters, adopted by SAARC Disaster Management Centre and Secretariat.

Afghanistan

-R�EHHMXMSR�XS�TVSXVEGXIH�GSR¾MGX��%JKLERMWXER�MW�I\TSWIH�XS�WIEWSREP�¾SSHMRK�ERH�HVSYKLX��ERH�I\XVIQI�GSPH��ERH�QYGL�SJ�the country is exposed to a high level of seismicity.

DRR Education in Schools

Save the Children has incorporated disaster preparedness into formal and informal education programs. These programs teach children how to protect themselves and offer them opportunities to spread information and raise awareness for risk reduction. Disaster risk reduction has been integrated into teacher training courses. Save the Children has worked conducting trainings for teachers, parents and teachers associations, and school management committees, and developed the capacity of 310 DRR children’s councils. *EGMPMXEXIH�LEÊVH�QETTMRK��WGLSSP�PIZIP�IQIVKIRG]�TVITEVIHRIWW�plans and evacuation planning have improved coping capacity for the safety and survival of children and teachers.

Children learn peer-education in order to share with other children, their families and the wider community. The recently established strategic partnership with UNICEF enables Save the Children to expand previously successful child-centred DRR activities within Afghanistan. Save the Children has produced a series of exemplary and well-received animated videos to convey key messages for disaster risk reduction through schools and mass media outlets.

Bangladesh

8LI�+PSFEP�'PMQEXI�6MWO�-RHI\��+'6- ��MHIRXM½IH�&ERKPEHIWL�as the fourth most disaster-prone country in the world, with E�VIKYPEV�G]GPI�SJ�¾SSHW��WXSVQW�ERH�G]GPSRIW�VIWYPXMRK�MR�ER�EZIVEKI�SJ�QSVI�XLER�E�HSÎR�QENSV�HMWEWXIVW�ERRYEPP]�JSV�the past 20 years. Chronic coastal erosion and climate change impacts threaten only more. But Bangladesh is also one of the top three countries in making substantial improvements to adaptive capacity for climate changes and disaster risk reduction. Building on indigenous coping capacities, and partnering IJJIGXMZIP]�[MXL�FSXL�TYFPMG�WIGXSV�ERH�GMZMP�WSGMIX]�SVKERMÊXMSRW�is Save the Children’s strength in disaster risk reduction.

Climate Change and DRR Education

Save the Children in Bangladesh has pioneered in using life skills training modules to transmit DRR education. In rural areas, participatory rural appraisal approaches, and in urban areas town watch and school vulnerability assessments are engaging youth, and are being linked to education management information systems for better risk reduction planning and response preparedness. Children’s rights to safety, survival, education, participation and environmental protection are being strengthened through child participation in climate change adaptation and risk reduction activities in schools and communities, and through engagement of the child rights governance body: the National Children’s Task Force.

A ‘Dual-Mandated’ Education Cluster

Save the Children is regularly engaged in ‘education in IQIVKIRGMIW �́VIWTSRWIW�XS�¾SSHW�ERH�G]GPSRIW�SJ�ZEV]MRK�impacts. As part of the cross-sector Humanitarian Coordination Task Team, the ‘Education cluster’ co-facilitated by Save the Children and UNICEF is working to strengthen both humanitarian and development mandates in the education sector. The ‘cluster’ has engaged major national NGOs such as BRAC, CAMPE, Rupantar, Muslim Aid, INGOs and others in both ‘education in emergencies’ response as well as education sector risk reduction efforts.

This includes post-disaster needs assessment, response preparedness planning, supporting educational continuity, child protection and recovery. The Ministries of Public and Mass Education, Ministry of Secondary Education, Ministry of Religious Affairs and Department of Disaster Management are taking increasing roles in educational continuity planning activities.

National Framework for Safe Schools

Through the ‘education cluster’, and through a large DipECHO consortium project, a national framework for safe schools (based on the Comprehensive School Safety framework) is in development for collaborative implementation by government and NGO partners. Research is underway in one pilot district,

on the vulnerabilities and capacities of schools, and in another on the medium-term impacts of the moderate 2013 Cyclone Mahasen, on the education sector. School disaster management linked to community-based disaster management is being introduced and piloted in association with public education partners.

Bhutan

&LYXER�PMIW�MR�SRI�SJ�XLI�QSWX�WIMWQMGEPP]�EGXMZI�^SRIW�SJ�XLI�[SVPH��+PEGMEP�PEOI�SYXFYVWX�¾SSHW��¾EWL�¾SSHW��PERHWPMHIW�ERH�JSVIWX�½VIW�XLVIEXIR�ZYPRIVEFPI�GSQQYRMXMIW��']GPSRI�%MPE�MR�2009 and an earthquake in 2011 resulted in heavy damage to schools.

Developing Education Sector Resilience

In 2011, Save the Children in Bhutan began child-centered DRR XVEMRMRK�MR�½ZI�HMWXVMGXW��[MXL�JSGYW�SR�MRGVIEWMRK�XLI�GETEGMX]�SJ�schools and children to prepare for and respond to disasters, by training disaster-focal teachers and creating a policy environment to adopt school disaster management plans at government level. Two-hundred school disaster-focal teachers were initially trained. An Education in Emergencies component focuses on educational continuity.

In another project, Save the Children trained scoutmasters from 200 schools in all 20 districts, in emergency preparedness and response. This provides a backbone with a nationwide presence in schools, where they will train 2000 students. The Department of Disaster Management has requested that the coverage include monastic institutions where children are present. With strong leadership from the Ministry of Education a new project will build on these gains to revise the model School Disaster Management training materials, and will develop capacity of national level lead facilitators who will implement cascading model of dissemination to focal-point teachers at the school level.

India

Major disasters affect the lives of millions in India, annually. In addition to threatening lives, and disrupting educational continuity, children’s vulnerability exposes them to additional threats of exploitation, abuse and neglect, post-disaster. Over the past three years, Save the Children’s DRR programming has reached more than 225,000 children in approximately 325 villages and rural schools across seven disaster prone states of the Indian sub-continent.

In India, Save the Children plays a leadership role in both the Roundtable on Child Protection in Emergencies as well as the Roundtable on Education in Emergencies.

Disaster Recovery and Resilience-building

Save the Children’s DRR activities in tsunami-affected regions of Tamil Nadu, Andhra Pradesh and Andaman & Nicobar Islands, Cyclone Aila Response in north and south Pargnas Districts of ;IWX�&IRKEP��ERH�¾SSH�EJJIGXIH�WXEXIW�SJ�&MLEV��;IWX�&IRKEP��Orissa, Delhi and Jammu-Kashmir have all have helped to ensure that disaster risk reduction remains a national and local priority.

'SQQYRMX]��ERH�WGLSSP�PIZIP�LEÊVH�QETTMRK��ZYPRIVEFMPMX]�capacity analysis with the participation of children, adults and local governance representatives; capacity-development with local task forces; and developing, validating and documenting village and school disaster management plans have been at the heart of these activities. Child-centered DRR reference manuals, mainstreaming toolkit and mobile puppetry shows and exhibitions are further foundations to build on. Across the seven WXEXIW�TVSRI�XS�QYPXMTPI�LEÊVHW��7EZI�XLI�'LMPHVIR�GSRXMRYIW�XS�empower schools to develop school safety plans.

-R�XLI�¾SSH�EJJIGXIH�7XEXIW�SJ�&MLEV��;IWX�&IRKEP�ERH�3HMWLE�are working to prepare vulnerable children and communities XS�QMXMKEXI�VMWOW�ERH�GSTI�[MXL�LEÊVHW��SRI�JSGYW�LEW�FIIR�SR�child protection in emergencies. As a result of advocacy efforts, district school authorities in Odisha have ordered two structural safety measures for new schools: raise plinths and doors open outwards. Raised water pumps are also being promoted to support resilience. In West Bengal school-based disaster management planning has reached thousands of children. Children’s groups and child protection committees developed local plans for the protection of children in humanitarian crises and school safety plans.

Safe School Infrastructure

After the Leh cloudburst, six primary schools incorporating local passive solar technology, and disaster-resilient features were introduced into the remote villages of Leh and Kargil districts.

Child Participation

'LMPHVIR�LEZI�IQIVKIH�EW�GSR½HIRX�GLERKI�EKIRXW�EGVSWW�EPP�of the areas where Save the Children India has implemented school safety and child-centered DRR-CCA. They have


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negotiated with local authorities and school authorities to mainstreaming risk reduction in schools onto the agenda. In 2013 children from all areas participated in the National Platform for DRR in Delhi, shared their experiences and advocated for their visions for school and community safety.

Following the 2011 earthquake in Sikkim, Save the Children partnered with the Sikkim State Disaster Management of Authority and Department of Education (HRDD) to pilot School Disaster Management Plans and disaster drills. Save the Children also distributed school task force kits as part of the National School Safety Programme (NSSP) of Government of India.

Save the Children in India initiated national children participation platform that is being replicated in various states of India, through a coalition with UNICEF, World Vision, Plan, SEEDS India and AIDMI to promote school safety in India.

Nepal

Every year in Nepal approximately 1,000 people HMI�MR�¾SSHW�ERH�PERHWPMHIW�HYVMRK�QSRWSSR�WIEWSR��)EVXLUYEOIW��KPEGMEP�PEOI�SYXFYVWX�¾SSHW�and avalanches are also threats.

)ZIV]�]IEV�MR�2ITEP�ETTVS\MQEXIP]��TISTPI�HMI�MR�¾SSHW�and landslides during monsoon season. Earthquakes, glacial lake SYXFYVWX�¾SSHW�ERH�EZEPERGLIW�EVI�EPWS�XLVIEXW��

Support for Education Sector Recovery

Early recovery and DRR interventions have sought to restore regular education for children in the eastern hills, affected by the 2011 earthquake. Working with the Department of )HYGEXMSR��7EZI�XLI�'LMPHVIR´W�VIGSRWXVYGXMSR�ERH�VIXVS½XXMRK�SJ�36 earthquake-damaged school buildings to meet government prescribed seismic resistance measures, and development of school safety plans have set a standard for future replication. The rehabilitation of damaged school buildings and DRR initiatives in schools and communities has included some training for partners and workmen to ensuring disaster-resilient construction.

Advocacy and Guidance for School Safety Planning

Information, education and communications materials and school safety plan guidelines have been developed and disseminated. Save the Children has also advocated for government approach in their disaster policies with children in mind, and seeks to support government action to promote safer schools. In one mountainous and one plains district in Nepal child clubs and school-based DRR committees have had tangible VIWYPXW�MR�HSÎRW�SJ�WGLSSPW

DRR Education

Two district curriculum boards have accepted DRR content for integration into their 20% local content. Flipchart on what

children can do to reduce their risks and guidebooks for teachers ERH�WSGMEP�QSFMPMÎVW�WYTTSVX�(66�IHYGEXMSR�JSV�GLMPHVIR�LEZI�been disseminated. Children’s clubs and extra-curricular activities have proven to be particularly effective in engaging children as stakeholders in their own right. Save the Children’s “We Are Safe” book on children’s rights in emergencies, adapted from the Philippines, is now one of the most popular books with school children, reprinted by different projects.

Pakistan

Pakistan is extremely vulnerable to monsoon rains, XLYRHIVWXSVQW��¾EWL�¾SSHW��G]GPSRIW�ERH�HVSYKLXW�EW�[IPP�EW�XS�IEVXLUYEOIW�ERH�PERHWPMHIW��&IX[IIR��ERH��¾SSHW�affected more than 20 million people in 28 vulnerable districts SJ�/L]FIV�4EOLXYROL[E��4YRNEF��7MRHL��&EPYGLMWXER�ERH�%ÊH�Jammu and Kashmir provinces. Over the past 30 years Pakistan has been impacted by 4-5 major disasters per year. Save the Children is implementing disaster risk reduction projects in seven disaster-affected districts in Pakistan: Swat, Lower Dir, DG /LER��6ENERTYV��1YÊJJEVKEVL��1MVTYVOLEW�ERH�7ERKLEV��

DRR in Education

Since 2010, DRR projects have supported communities and District Disaster Management Authorities in high-risk areas by HIZIPSTMRK�ERH�GSRHYGXMRK�LEÊVH��ZYPRIVEFMPMX]�ERH�GETEGMX]�assessments (HVCAs) at the school, community and local levels. The activities have built capacity for implementation of structural and non-structural mitigation to reduce the risks, as well as capacity for effective and timely response to risks at the local level. School-based children’s clubs have been instrumental in developing awareness, advocating, and achieving results.

Save the Children has trained children, teachers and parents to assess, prepare for and respond to risks their communities are exposed to. Children and their communities have been engaged in developing and implementing school safety plans and facilitating the development of coping mechanisms at community and school levels. Institutional strengthening is Save the Children’s priority for a systematic approach towards effective DRR in Pakistan.

Sri Lanka

7VM�0EROE�MW�I\TSWIH�XS�WIVMSYW�HVSYKLX��¾SSH��PERHWPMHI�ERH�cyclone risks.


Educational continuity planning has been part of Save the Children’s early childhood education work in Sri Lanka since its inception. Now, Save the Children is also supporting local implementation of national policies and guidance for promoting school-based disaster risk reduction and preparedness.

CENTRAL ASIA

In Central Asia, Save the Children has worked especially in the areas of disaster risk reduction education in the formal school curriculum, youth involvement in community emergency response, and child protection in emergencies.

8ENMOMWXER��/]VK]^WXER�ERH�9^FIOMWXER

'IRXVEP�%WME�MW�ZYPRIVEFPI�XS�IEVXLUYEOIW��¾SSHW��PERHWPMHIW��ERH�mudslides. Heavy snow and rain, and glacial melt, hillside plowing ERH�SZIVKVE^MRK�EHH�XS�XLI�VMWOW��9VFER�ERH�VYVEP�TSTYPEXMSRW�alike are threatened.

DRR in Curriculum

-R�/]VK]^WXER��XLI�1MRMWXV]�SJ�)QIVKIRG]�7MXYEXMSRW�ERH�XLI�Ministry of Education Sciences have developed a new subject, Basics of Life Safety, for grades one to nine. After a textbook was created, these ministries asked Save the Children to build XLI�GETEGMX]�SJ�/]VK]^�-R�7IVZMGI�'IRXVI�JSV�WTIGMEPMWXW�SJ�GMZMP�HIJIRWI�ERH�/]VK]^�%GEHIQ]�SJ�)HYGEXMSR��XS�XIEGL�XIEGLIVW�how to deliver Basics of Life Safety. This subject encourages students to learn about DRR through mini-lectures, discussions, debates, group brainstorming exercises, games, group and pair work, role plays, and presentations. There are also a number of TVEGXMGEP�EGXMZMXMIW��WYGL�EW�WMQYPEXMSRW��½IPH�XVMTW��IRZMVSRQIRXEP�GEQTEMKRW��QETTMRK�WGLSSP�LEÊVHW�ERH�HIZIPSTMRK�WGLSSP�disaster preparation plans.

In Tajikistan, DRR has been integrated into physics and geography curricula with approval from the Ministry of Education. Guidelines were developed by the Teacher In-service Training Institute, Save the Children and Pedagogical University staff, with feedback from schools. Teachers are now able to use these simple and easy-to-understand guidelines without RIIHMRK�ER]�WTIGMEPMÎH�XVEMRMRK��4VSJIWWSVW�ERH�WXYHIRXW�MR�XLI�

Physics Department of the Pedagogical State University have also engaged in DRR curriculum integration and research. Save the Children also has a trilateral agreement with the Institute for Professional Development in Gorno-Badakshan and Focus Humanitarian Assistance for publication of the teacher guidelines and linking with master trainers ready to mentor and guide use of the materials for Geography and Physical teachers in the autonomous area.

Integration of students into Community Emergency Response 8IEQW��')68 �7EZI�XLI�'LMPHVIR�MR�8ENMOMWXER�ERH�/]VK]^WXER�linked education at schools with community preparedness and mitigation actions. School children have been selected as the Community Emergency Response Team members in all project-targeted communities. Children incorporate the DRR knowledge and information gained at school into community emergency preparedness planning and promotes planning for child protection. Save the Children’s child-to-child methodologies in Central Asia have proven to be an effective way to reach in-school and out-of-school children.

Child Protection and DRR

8IEGLIVW��GLMPHVIR´W�KVSYTW�ERH�')68W�MR�8ENMOMWXER��/]VK]^WXER�ERH�9^FIOMWXER�LEZI�VIGIMZIH�E�[MHI�VERKI�SJ�XVEMRMRK�ERH�capacity building on DRR, child protection in emergencies, risk assessment, response-planning and child-friendly spaces. CERT members shared stories and lessons learnt with newly joining team members. Following the implementation of the child protection advocacy program, children, teachers and facilitators from different schools, got together to discuss child protection and identity issues. This helped children share their concerns and ideas about child protection in emergencies and child participation in community-level DRR. To support JEQMP]�VIYRM½GEXMSR��GLMPHVIR�JVSQ�8ENMOMWXER�ERH�/]VK]^WXER�were provided with kits and instructions on how to make their own identity card. This non-formal exercise raises children’s and community awareness, attitudes and behaviors to reduce I\TSWYVI�XS�EFYWI��XVEJ½GOMRK�ERH�EFHYGXMSR��7EZI�XLI�'LMPHVIR�MW�WYTTSVXMRK�6IH�'VIWGIRX�MR�9^FIOMWXER�F]�FYMPHMRK�XLIMV�capacity in child protection in emergencies and child-friendly spaces and assisting in the implementation of community and GLMPH�GIRXIVIH�(66�MR�9^FIOMWXER��

13

EAST ASIA

In China Save the Children’s experience includes both disaster risk reduction and response preparedness with particular emphasis on education and training materials. In Mongolia, our education sector DRR work has focused on residential schools.

China

With 200 million people per year affected by disasters, China has the highest rates of death and injury from disasters in the world. In the last ten years China has had 9 of the 20 deadliest ¾SSHW�ERH�MR�XLI�PEWX�GIRXYV]�MX�LEW�LEH��SJ�XLI��HIEHPMIWX�earthquakes.

Response, Recovery and Risk Reduction

The 2008 earthquake that killed 86,000 people took place during the school day, destroying 7,000 schools and killing more than 10,000 school children in them, highlighting the urgency of building safe school facilities worldwide. Since the 2008 Sichuan earthquake, Save the Children stands ready to meet the immediate needs of children post-disaster, as well as to assist in the long-term work of recovery and reconstruction. Save the Children has implemented DRR programs in quake-affected areas, as well as in remote schools and communities of poverty-stricken regions in Sichuan and Yunnan provinces, reaching more than 13,000 children and 11,000 adults.

In an innovative effort on International Day for Disaster Reduction, Save the Children collaborated with the One *SYRHEXMSR�MR�SYX½XXMRK�½ZI�WYF[E]�WXEXMSRW�MR�'LIRKHY��7MGLYER�Province, with public service advertisements about child-centered disaster preparedness and risk reduction, reaching more than 150,000 people.

Response preparedness and disaster risk reduction have been TVMSVMXMÎH�MR�EPP��TVSZMRGIW�[LIVI�RIEVP]�LEPJ�E�QMPPMSR�GLMPHVIR�HMVIGXP]�FIRI½X�JVSQ�SYV�TVSKVEQW��ERRYEPP]��(66�XVEMRMRK�materials have been translated and adapted to the Chinese context. Through schools and Save the Children’s Activity Centers (CACs) communities and schools have conducted risk and resource mapping, discussed and agreed on activities to reduce risks, and developed a community-based or school-based disaster risk management plans. Knowledge and awareness campaigns have been conducted for community and school members, to increase coping capacity. Save the Children has also supported the communities with small projects to mitigate risks, such as repairing water catchments, delivering family survival bags, and providing ½VWX�EMH�OMXW�JSV�WGLSSPW�ERH�GLMPH�WYVZMZEP�OMXW�JSV�GLMPHVIR�MR�XLI�areas affected by the 2008 earthquake.

Risk Reduction Education in Early Childhood

Save the Children has cooperated with local education bureaus to provide training for teachers in kindergartens, primary and middle schools, delivering DRR knowledge and improving teaching approaches. Together with kindergarten teachers Save the Children has developed a collection of lesson plans for teaching DRR to young children.

Mongolia

1SRKSPME�GSRXIRHW�SR�ER�SRKSMRK�FEWMW�[MXL�¾SSHW��½VIW��HVSYKLX��severe winds and extreme cold. Earthquakes are less frequent but remain a deadly threat.

DRR and Child Protection in Residential Schools

Save the Children’s pilot DRR initiative was implemented in partnership with the National Emergency Management Agency (NEMA) and the National Authority for Children of Mongolia. Training modules on Child Protection in Emergencies were developed and used to train approximately 300 government SJ½GMEPW�ERH�WIVZMGI�TVSZMHIVW��MRGPYHMRK�WXEJJ�SJ�WM\�WXEXI�VYR�residential childcare institutions in Ulaanbaatar, two schools with dormitories, and a kindergarten in Dornod Province. Save the Children assisted the target institutions to develop their own emergency preparedness plans for all expected threats. The respective provincial and district governors, as well as emergency management departments, reviewed and approved these plans for formal adoption and implementation in the target institutions.

More than 1,000 children and local staff members participated in the simulation/demonstrations, jointly organised with provincial, district and municipal level emergency management departments, to pilot the emergency preparedness plans they developed. The targeted high-risk institutions were provided with model Child-Friendly Spaces kits, emergency backpacks and emergency-related signs and instruments, to protect children during an emergency.

PHOTO CREDITS:

Front cover: Deaf children in Lao are included for the ½VWX�XMQI�MR�HMWEWXIV�VMWO�VIHYGXMSR�SYXVIEGL�IJJSVXW�� Photo – Danielle Wade, Save the Children.

Page 3: DRR integration in school curriculum in Cambodia. Photo – Save the Children

4EKI��7SYXLIEWX�%WME�1MRMWXIVW�SJ�)HYGEXMSR�3VKERMÊXMSR�Project 10 focuses on reaching the unreached with a region-wide conference on Education in Emergencies and Disaster Risk Reduction. Photo – Marla Petal, Save the Children

4EKI��-R�¾SSH�TVSRI�EVIEW�SJ�XLI�4LMPMTTMRIW��WMQTPI�VEMWIH�shelving provides protection for school records and supplies during rainy season, or in case of typhoon early warning. Photo – Marla Petal, Save the Children

Page 7: In Timor Leste, school children helped to create sign posts to be used for public early warning communications in rainy season. Photo – Save the Children

4EKI��-R�:MIXREQ��¾SEXMRK�FEGOTEGOW�LEZI�FIIR�HIWMKRIH�ERH�TVSHYGIH�JSV�GLMPHVIR�[LS�XVEZIP�XS�WGLSSP�MR�¾SSH�TVSRI�EVIEW��Photo – Save the Children

These and swimming lessons are tangible measures for TVSXIGXMSR�SJ�GLMPHVIR�JVSQ�WSQI�SJ�XLI�HERKIVW�SJ�¾SSHMRK�

Page 8: A Pakistani boy participates in DRR education. Photo – Save the Children.

Page 9: Children in Bangladesh gather to discuss concerns about the fragility of their school facilities. Photo – Marla Petal, Save the Children.

Page 11: Children draw maps of their village in the Ayeyarwdy Delta, Myanmar. Save the Children is helping children identify the dangerous areas and safer places if there is another cyclone. Photo - Tina Salsbury.

Page 12: A child presenting a community risk map as part of a DRR project in China. Photo - Save the Children.

This page: A simple all-purpose alarm in a school in the Philippines. Photo – Save the Children. The DRR Children’s Club TEMRXIH�XLIWI�EVVS[W�EPSRK�XLIMV�½VI�IZEGYEXMSR�VSYXIW�MR�XLIMV�school building. Photo – Marla Petal, Save the Children. Children in the Philippines demonstrate proper methods for evacuating away from their building, after earthquake shaking has stopped. Photo – Save the Children.

Back cover: Children in Lao depict their growing knowledge of the dangers they face, through informal education programs delivered as part of ‘local content’. Photo – Marla Petal, Save the Children.

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Preparing for the Post-2015 agenda - Resource Centre | … · DISASTER RISK REDUCTION IN THE EDUCATION SECTOR – SAVE THE CHILDREN’S EXPERIENCE IN ASIA Preparing for the Post-2015