In January 2005, more than 4000 representatives of governments, NGOs, academic institutes and the private sector met at the second World Conference on Disaster Reduction (WCDR) in Kobe, Japan. It was at this groundbreaking meeting that a 10 year plan known as the Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters (HFA) was adopted by 168 states to substantially reduce disaster losses in lives as well as the social, economic and environmental assets of communities and countries by 2015.
Children are among the most vulnerable to disasters but if given the opportunity, can play an active role in disaster reduction and preparedness for themselves, their communities, and future generations. Children are important agents for improving safety and resilience, as they will transmit their knowledge to future generations, as well as to older community members and other children who they are in contact with.
Elements of disaster risk reduction should be incorporated into formal curricula and in co-curricular activities from the primary to secondary levels of education. Targeting higher education can be a practical means to build disaster reduction capacities. Incorporating hazard and disaster risk-related issues into existing education curricula contributes to continuous learning and reinforces disaster risk reduction knowledge.
INEE is collaborating with the World Bank’s Global Facility for Disaster Reduction and Recovery to facilitate a consultative process to develop a set of Guidance Notes on Safer School Construction. The Guidance Notes will present important issues and principles, pose key questions and identify specific resources for the planning and construction of more disaster-resilient schools. These guidance notes will be compiled from available research as well as the experience and technical expertise of individuals worldwide in order to best assist governments, NGOs, donors, and other stakeholders to both advocate for, and integrate integrating disaster-resilient theory and techniques into school construction.
In order to foster conditions where political commitment, community support, allocation of human and financial resources, and commitment and engagement of relevant educational authorities facilitate the inclusion of disaster risk reduction in the education system and in the research community, entire communities must be engaged: Children and youth, educators and professionals from the educational sector, Ministry of Education representatives and higher education policymakers, disaster and risk management experts, academics and research community representatives, parent and teacher associations, private sector, public sector, NGOs and community based organizations.
Click Here to read about the INEE Minimum Standards and Disaster Risk Reduction.
Click Here for a list of tools and resources on Disaster Risk Reduction from the INEE Toolkit and Resource Database.
Please click here for the Hyogo Framework for Action, including Recommended Steps and Questions to ask in including elements of disaster risk reduction in the education system.
INEE is collaborating with the World Bank’s Global Facility for Disaster Reduction and Recovery to facilitate a consultative process to develop a set of Guidance Notes on Safer School Construction.
Click here to learn more and download resources related to Teachers Without Borders’ work on education and earthquakes and teacher training