Optional Sectoral Module EDUCATION In a resilient city, the education system strives for complete coverage by removing structural barriers to school enrollment (inclusive). Capacity management and planning of new facilities is grounded in demographic estimates, and the city’s formal and informal growth patterns (reflective and coordinated). During disasters, there is an emphasis on continuity of education through adequate emergency preparedness and back-up systems (redundant). Schools previously exposed to shocks are retrofitted to better withstand future impacts, and new facilities are built in low-risk areas according to appropriate safety measures (robust and reflective). Contextualized risk information is integrated into the school curriculum encouraging pupils to engage in local risk reduction. APPLICABLE RELATIONSHIP TO RESILIENCE TOPIC GUIDING QUESTION RESILIENCE QUALITY QUALITY Institutional Who manages the education Coordinated Close coordination among Capacity facilities and services in the education providers facilitates city, including primary and complete coverage, planning for secondary schools, vocational future demand, and emergency training centers and institutions preparedness. of higher education? If there are multiple education agencies, are they well-coordinated in terms of management, development planning, and emergency response? 1 Finance What are the funding sources for Robust; An education system that strives education facilities and services? Coordinated for complete coverage and To what extent is the funding continuous operation relies on discretionary at the local level? sustained and predictable funding. To what degree are funding When a city has discretionary sources and uses coordinated control over funding for education, across agencies? it can be held accountable for achieving a pre-determined educational standard and coverage with the available funding. Where human resources and financing for education services are limited, coordination helps improve efficiency, targeting and flexibility of both ordinary education services and exceptional programming. Finance Is contingency financing Redundant A contingency fund enables the available for education facilities continuity of education services in and services? the event of unexpected disruption caused by external impacts, such as natural disasters, or human induced shocks, such as labor union strikes. A contingency fund can also help overcome sudden increase in demand for education services as caused by migration. Access Do all segments of the Inclusive In an inclusive education system, population have access children from all socio-economic to primary and secondary backgrounds, religions, abilities education? Is primary and etc., have access to appropriate secondary education financially primary and secondary education. accessible to all groups in the Access to education fosters city? students’ participation in the labor market and, thereby supports social mobility and enhanced resilience to economic shocks. An inclusive education system is the cornerstone of a cohesive and just society. 2 Access Does the city have programs Inclusive Assistance programs which for maximizing enrollment in address barriers to school primary and secondary schools, enrollment among poor and especially among poor and vulnerable groups help identify vulnerable groups, through and reverse structural weaknesses scholarships, transportation in the education system. assistance, free lunch programs, etc. Planning Does the city have the capacity Reflective Reflective capacity management to adjust and/or increase of schools requires regular service provision of education services demand estimates to be made in line with projected and based on demographic changes sudden population growth, (e.g., type of education needed). accelerated by rural to urban Inability to adjust to unexpected migration, influx of refugees increase or changes in demand can etc.? lead to shortages in the education system and disruptions in the school year. Planning Have spatial patterns in the Reflective; Monitoring the city’s growth city shifted recently? Are there Inclusive patterns, both formal and residential areas in the city, informal, allows for informed either formal or informal, that capacity management and do not have education facilities appropriate siting of education available in the vicinity? facilities. Incorporating informal Are informal settlements settlements into demand incorporated into demand estimates for planning of estimates for planning of new education facilities is essential for education facilities? encouraging social inclusion of poor and marginal groups. Facilities How have education facilities Robust; Keeping a track of past events been impacted by past disasters Reflective and anticipating potential future and are they vulnerable impacts helps the city identify to the consequences of vulnerable access routes, facility climate change? Were the design faults and vulnerable past impacts concentrated locations for placement of new in specific locations? Have education facilities. Based on these disruptions and future these evaluations, the city can risk projections informed make strategic maintenance and improvements and substantial capital investments to improve changes to the placement and/or school safety. (re)construction of facilities? 3 Facilities Are there adequate resources Robust Facilities constructed according and appropriate incentives to appropriate building codes and for school maintenance and safety measurements, which are repair? To what degree do local additionally well-maintained, will governments or other levels generally better withstand disaster of government have special impacts. Regular evaluation of programs in place to regularly safety and disaster preparedness assess schools for maintenance, in schools allows for identification compliance with building codes, of maintenance needs and general safety, weather-related appropriate level of government risks etc.? intervention. Curriculum Are socio-emotional activities Inclusive Social and emotional included in the academic competencies contribute to the curriculum? overall well-being of children and youth by helping them cope with chronic exposure to violence and improving their academic performance. These can include student-led clubs, team-based learning, community projects, and other pedagogical activities. Curriculum Are there any strategies to Inclusive Community and parental strengthen the community and participation has been identified parental-school involvement? as an important determinant of students’ school success. Family support and involvement is even more important in contexts of adversity, conflict and violence. Preparedness To what degree do local schools Reflective Including knowledge about and colleges include courses, disaster risks into regular education, or training on school curriculum fosters risk disaster awareness and risk awareness and engagement of reduction (including climate- pupils in local risk reduction. Risk related risks) as part of the reduction education offered by educational curriculum? local education institutions can Is the community included in be particularly useful due to its such activities? contextualization. 4 Preparedness How prepared are the education Robust A high level of emergency facilities (back-up education preparedness helps ensure material, trained staff, etc.) continuity of education activities for emergency situations? Do during a disaster event. In order all schools have preparedness to avoid prolonged disruptions plans? How often are regular in the school year and promote disaster preparedness drills school safety, schools should undertaken in schools? develop preparedness plans and regularly perform drills, so that staff and pupils are familiar with appropriate emergency procedures. System Is the probability that Robust Education facilities that can Continuity education facilities will remain remain operational in post- operational in post-disaster disaster situations are considered situations assessed? Do shocks robust. Assessing the probability and stresses regularly create of education discontinuity disruptions in the school according to disaster levels calendar? How many days per and types helps plan back-up/ year are schools out of session temporary facilities. due to shocks and stresses? Is there a backup plan to ensure that school operations continue? 5