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Climate Change Adaptation and Disaster Risk Reduction in the Education Sector RESOURCE MANUAL © United Nations Children’S Fund (UNICEF) November 2012

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Climate Change Adaptation and Disaster Risk Reduction in the Education Sector RESOURCE MANUAL © United Nations Children’S Fund (UNICEF) November 2012 Climate Change Adaptation and Disaster Risk Reduction in the Education Sector RESOURCE MANUAL © United Nations Children’s Fund (UNICEF) November 2012 Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. Others will be requested to pay a small fee. Please contact: UNICEF Division of Communication 3 UN Plaza, New York, NY 10017 USA Tel: +1 (212) 326-7434 Email: <[email protected]> For corrigenda please see <www.unicef.org/education/index.php> For more information on this manual, contact the Education Section, UNICEF New York, <[email protected]>. ISBN: 978-92-806-4668-9 Cover photo credits © UNICEF/NYHQ2006-2550/Pirozzi (Left) © UNICEF/NYHQ2005-0128/Mohan (Center) © UNICEF/NYHQ2007-1373/Pirozzi (Right) Climate Change Adaptation and Disaster Risk Reduction in the Education Sector RESOURCE MANUAL ACKNOWLEDGEMENTS UNICEF gratefully acknowledges the time and effort spent by those involved in producing and reviewing the resource manual Climate Change Adaptation and Disaster Risk Reduction in the Education Sector. This manual is part of UNICEF’s contribution to the United Nations Decade of Education for Sustainable Development. Within UNICEF, it falls primarily within UNICEF’s programming on child friendly education and equity. Supervision: Changu Mannathoko, Senior Education Specialist, Facilitation of peer review processes: Donna L. Goodman; Education Section, Programme Division, UNICEF New York Suchitra Dora Sugar. Headquarters. Authors: Donna L. Goodman; Irene Dankelman; Changu Project coordination: Stephanie Hodge, Cross-sector Mannathoko; Stephanie Hodge. Coordination Specialist; Anna Maria Hoffman, Education Specialist; Suchitra Dora Sugar, Morgan Strecker and Moira Copy editors: Anna Grojec; Natalie Leston; Morgan Strecker; Wilkinson, Consultants. Tawnya Fay Switzer; Moira Wilkinson Conceptual framework: Changu Mannathoko; Stephanie Photos: UNICEF Hodge; Donna L. Goodman, Earth Child Institute; Suchitra Dora Sugar. Designers: Prographics International Graphic Communication Services CONTRIBUTORS Brazil: Prepared by Donna L. Goodman with Rachel Trajber, Cecilia Barsk and the Federal Ministry of Education; Lucineide UNICEF country and regional offices and headquarters Pinheiro, Secretary of Education, Municipality of Santarem; divisions contributed to this report by submitting findings and Marie-Pierre Poirier, Fabio Morais and Ida Pietricovsky Oliveira case studies, commenting on drafts, providing guidance and (UNICEF Brazil) taking part in the 2011 peer review. UNICEF TACRO: Anna Lucia D’Emilio (regional office); Maite Onochie Quintanilla; Heidi Peugeot; Zoe Nation; Garren Maldives: Prepared by Aishath Niyaz with Shadiya Adam Lumpkin; Mary Otto-Chang; Ida Pietricovsky Oliveira, Fabio (UNICEF Maldives); Ministry of Environment Morais and Marie-Pierre Poirier (Brazil); Adan Pari (Bolivia) Philippines: Prepared by Kai Carter and Rachel Tulchin (Harvard UNICEF EAPRO: Jill Lawler (regional office); Emmanuelle Kennedy School interns) and Suchitra Dora Sugar with Mary Abrioux (Pacific Islands) Grace C. Agcaoili (UNICEF Philippines) UNICEF CEE/CIS: Marilyn Hoar, Hushnid Sattarov and Zimbabwe: Prepared by Iris Jane-Mary Chimbodza and Faith Linda Saturno (Uzbekistan) Kuda Mkabeta UNICEF MENA: Yuri Obara Belfali (Morocco) Special thanks to the United Nations Inter-agency Committee on the Decade of Education for Sustainable Development, UNICEF WCARO: Erinna Dia (Burkina Faso) and in particular to Kaori Adachi, Bernard Combes, Julia Heiss, Naing Naing, Mark Richmond and Aline Bory-Adams UNICEF ESARO: Jim Ackers (regional office); Faith Kuda (UNESCO); Raf Tuts, Gulelat Kebede, Rene Dierkx, Cynthia Mkabeta (Zimbabwe); Sonia Sukdeo (Madagascar) Radert, Helen Andreasson, Hawa Diallo, Anantha Krishnan, John Mwaura and Pia Larsson (UN-Habitat); Maaike Jansen, UNICEF NYHQ: Susan Durston and Cream Wright (Education); Akpezi Ogbuigwe, Paul Okwaro, Anne Fenner and Eddah James Rogan and Antony Spalton (Office of Emergency Kaguthi (UNEP); Henrike Peichert, Pradeep Kurukulasuriya, Programmes); Jose Gesti Canuto and Sarah Bish (Water, Julia Wolf, Naomi Sleeper and Girmay Haile (UNDP); Yoshihiro Environment, Sanitation and Hygiene); Caroline Howe Natori and Zinaida Fadeeva (UNU); Alla Metelitsa, Luis Davila, (ADAP); Kerry Constabile (Division of Policy and Strategy); Laurence Pollier and Adriana Valenzuela (UNFCCC); Jenny Michele Ferenz (Governance and Multilateral Affairs); Carlos Pronczuk-Garbino (WHO); and Reuben Sessa (FAO). Vasquez and Aisling Falconer (Education); Andres Guerrero (Civil Society Partnerships); Catherine Langevin-Falcon, Thanks to the participants of the 2010 United Nations Jaclyn Tierney, Anna Grojec, Nogel Viyar and Malli Kamimura Framework Convention on Climate Change Article 6 Latin (Division of Communication) America and Caribbean regional workshop in Bavaro, Dominican Republic, and the 2010 World Urban Forum in Earth Child Institute NYHQ: Joyce-Lynn Njinga; Rania El Rio de Janeiro, Brazil. Essawi; Maya Marie Weeks; Rebecca Berentsen Thanks also to many others who gave their inputs along the The five country case studies were prepared with extensive way: Christopher Palmer (British Council); Omar Ramirez inputs from UNICEF staff, government counterparts and Tejada and Vanessa Taveras Dalmau (Government of the consultants in each country. Dominican Republic); Selim Iltus; Kim Lama; Karina Niboddhri Ward; Lee Cando; Monisha Bajaj (Columbia Teacher’s College); Albania: Prepared by Donna L. Goodman with Mirlinda Morgan Strecker; SKAT Foundation; Elizabeth Graham; Bushati and Robert Carr (UNICEF Albania); Ministry of Sena Alouka (YVE Togo); Moni Martine Sinandja (Yanfuoum Education and Science; Ministry of Environment, Forestry and Secondary School, Togo); and Allison Anderson (the Brookings Water Management; Child-to-Child Trust; Government of the Institution). Netherlands ii RESOURCE MANUAL CONTENTS Acknowledgements .................................................................................................... ii Foreword ..................................................................................................................... iv Abbreviations ............................................................................................................... v Module 1. Purpose and Content .............................................................................. 1 Module 2. Making the Case ......................................................................................19 Module 3. Legal Instruments and International Policy Frameworks .................... 39 Module 4. Approaches for Scaling Up and Mainstreaming .................................. 53 Module 5. Child and Youth Participation ................................................................ 65 Module 6. Analysing Education and Risk and Developing Standards ................. 81 Module 7. Monitoring and Evaluation .....................................................................99 Module 8. Planning across Sectors ........................................................................ 107 Module 9. Implementation .....................................................................................139 Module 10. Case Studies ........................................................................................ 155 Albania ................................................................................................................ 157 Brazil .................................................................................................................... 169 Maldives .............................................................................................................. 181 The Philippines ...................................................................................................195 Zimbabwe ........................................................................................................... 201 CLIMATE CHANGE ADAPTATION AND DISASTER RISK REDUCTION IN THE EDUCATION SECTOR iii FOREWORD There is growing consensus that the twenty-first century will be characterized by greater uncertainty and complexity. This is particularly evident in climate change, the increasingly frequent and intense natural hazards it brings and their human and environmental fallout. Current policies and practices fall short in the face of future environmental challenges. We must strengthen our commitment to the environment. There are implications for all sectors, but education is especially crucial because it can offer children the opportunity to acquire the new skills, attitudes and knowledge they need to survive, develop and thrive. Within a human rights-based approach to education, it is our duty to ensure that all children have this opportunity. More than a billion children go to school. But far too many fail to begin or complete their education. Numerous barriers impede their access: school fees, poor quality of education, discrimination based on gender or disabilities, disruptions triggered by emergencies, and chronic environmental degradation. As emphasized in the Rio+20 outcome document, The Future We Want, full access to quality education at all levels is an essential condition for achieving sustainable development. Our responsibility lies in ensuring equal access to relevant, quality education for all children in order to create not just the future we want, but the future we need. UNICEF has developed this resource manual to assist governments
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