Coastlands Hotel – Durban, South Africa; 22-24 November 2016 CSTL Sharing Meeting 2016 DISASTER PREPAREDNESS, RESPONSE AND MANAGEMENT IN SCHOOLS Pickmore Swira MALAWI Coastlands Hotel – Durban, South Africa; 22-24 November 2016

Presentation Outline A description of the programme or policy Achievements Challenges Opportunities/Emerging Issues Key lessons learnt Recommendations Conclusion

Overview of Education in Emergencies/Disasters Malawi for 3 consecutive years has been affected by Disasters (ranging from floods, hailstorms, earthquakes, drought) affecting a cross-section of people in various ways Schools have been mostly affected thus interrupting teaching and learning (used as evacuation and food distribution centres) Vulnerable groups are mostly affected and require attention and special consideration

Emergence Response Framework in Malawi Malawi has a National Disaster Response and Recovery Framework (DRF) of 2015: That overarches hazard mapping, PDNA, MVAC, Contingency plans, ERP under the DODMA The Malawi Humanitarian Committee which is Chaired by the Vice Presidents Membership is all heads of Sectors/Ministries and Development partners Sectors are grouped into clusters. Cluster response approach is adopted by the humanitarian committee in line with the Government’s priorities in terms of needs to be addressed. There are 7 clusters in the ERP: Food Security, Nutrition, Agriculture, Health, Education, Protection and WASH. Education cluster ensures that learning is sustained during disasters.

Extent of effect on education during 2015 Flood. Some 446 out primary schools affected to varying degrees by the floods Schools were used as temporary shelters for IDPs Children were both physically and psychologically affected The impact was worse for already vulnerable children (especially the poor and learners with disabilities) Also in 2015/16 droughts; 40% of schools (800 schools with >805,000 learners) have been variably affected: crop failure for HGSMP and water points dried out further affecting quality of learning environment in school: increased, absenteeism, negative coping mechanism for girls

Achievements Response & Recovery The education cluster mobilized: School in a box kits (teaching and learning materials) to all floods affected learners Psychosocial support to learners and teachers through emergency response volunteer teachers

Response cont… 4. Recreation kits for PSS (for primary and ECD) 3. Tents for temporary learning spaces 4. Recreation kits for PSS (for primary and ECD) 5. Awareness on health and hygiene: cholera, Malaria 6. Increased support for children with disabilities/special needs: THR 7. Provision of emergency school feeding programme: 200 primary s 8. Reconstruction and rehabilitation of schools: 82 schools

Challenges Lack of data on exact numbers affected and in need disaggregated by age, sex and needs Poor coordination among various partners resulting in duplication and lack of adequate support to most in need Lack of contingency plan for most districts delay response activities Inadequate resources; Low capacity for disaster assessments at local level

Opportunities/Emerging Issues Donor presence and availability of NGOs for support Multi-sectoral interventions in health, WASH, nutrition ,education and child protection using integrated approach Availability of policy and operational guidelines: NDRF Post Disaster Needs Assessment- PDNA 15, PDNA 16 National Cluster approach under Humanitarian Committee : Edu cluster Strong political will i.e. DODMA under office of Vice president

Key Lessons Learnt Specific needs of children require critical assessment and analysis for effective support delivery Creation of Least Restrictive Environments (LRE) for learners with disabilities and vulnerable children is crucial during disasters to realize inclusive education Collaboration and partnerships among stakeholders at both national and local levels are key in disaster response;

Key Lessons Learnt Local level DRM structures are critical in the implementation of disaster response; Need for adequate resources at local level and investment in a robust early warning system; The response increased awareness for communities on DRM and their roles and responsibilities

Recommendations Disaster contingency plans for prepositioning of adequate resources to assist vulnerable learners Capacity building of national and district level officials in DRM should include elements of child protection and safety Adequate investment in early warning systems that respond to needs of various groups (elements of DRM in the curriculum) Need to sensitize communities on disaster preparedness, response and recovery Updated data banks and community mapping for quick emergency response.

Conclusion Early and adequate investments in education and child protection during and after emergencies is crucial in order to reduce the needs and vulnerabilities of future eventualities

Comments and Questions from the Floor & Other Panellists.