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|a Integrating conflict and disaster risk reduction into education sector planning |h [electronic resource] |b guidance notes for educational planners |y English. |
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|a Paris ; |a France : |b International Institute for Educational Planning, |c 2011. |
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|a Refer to main document/publisher for use rights. |
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|a (2011). Integrating conflict and disaster risk reduction into education sector planning: guidance notes for educational planners. International Institute for Educational Planning (IIEP), United Nations Educational, Scientific and Cultural Organization (UNESCO), Global Education Cluster, United Nations Children’s Fund (UNICEF). |
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|a ‘Integrating Conflict and Disaster Risk Reduction (C/DRR) into Education Sector Planning’ provides guidance notes for educational planners. It also aims at preventing and lessening the negative impacts of conflict and disaster on education systems, children, teachers, and other education personnel. It puts forward strategies to mainstream conflict and DRR measures into education sector planning processes, specifically targeting Ministry of Education officials (p.5). In the study, C/DRR is defined as ‘a systematic analysis of and attempt to reduce disaster or conflict-related risks to enable the education system to provide quality education for all, before, during, and after emergencies’ (p.18). Over 40 percent of the world’s out-of-school children live in conflict-affected countries, and about 175 million children per year face the risk of being affected by disaster. The document provides ideas and examples on how to integrate C/DRR into education sector planning. Ministries of Education can play a crucial role in reducing conflict and disaster risks by protecting investments in physical infrastructure through the retrofitting of education institutions, ensuring that the location of education institutions does not reinforce grievances between religious and ethnic groups, and by guaranteeing that the capacity of ministry personnel is developed sufficiently to integrate C/DRR principles into its work (p.24). The document also puts forward five steps to institutionalizing and mainstreaming C/DRR into strategic planning processes, which include an education sector diagnosis, policy formulation, selection of priority programmes and key objectives, design of the monitoring and evaluation framework, and preparation of the financing framework (p.25). The chapters end with the inclusion of various tools and resources such as relevant links and websites of the related agencies and institutions that specialize in conflict and disaster risk reduction. In order to effectively integrate C/DRR into the education sector, it is critical that these measures are understood as being related to humanitarian response as well as development, and thus require Education Ministries to integrate both humanitarian organizations and development-oriented actors in their planning processes. The objective is to both protect development gains in education from conflict and disaster, while paving the way for further development by ensuring that it is sustainable. |
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|a Disaster Risk Reduction and Education |
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|a Electronic reproduction. |c Florida International University, |d 2013. |f (dpSobek) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a International Institute for Educational Planning (IIEP). |
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|a United Nations Educational, Scientific and Cultural Organization (UNESCO). |
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|a Global Education Cluster. |
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|a United Nations Children’s Fund (UNICEF). |
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|a Disaster Risk Reduction Program, Florida International University (DRR/FIU), |e summary contributor. |
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|u http://dpanther.fiu.edu/dpService/dpPurlService/purl/FI13042139/00001 |y Click here for full text |
