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Kingdom of Cambodia Nation Religion King

Ministry of Education Youth and Sport

EMERGENCY PREPAREDNESS AND RESPONSE PLAN

FOR EDUCATION SECTOR 2014

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Foreword Natural disaster and climate change are currently among important themes which have received very high attention across the globe. The Royal Government of Cambodia together with its national institutions and many partners have sought all means to address these problems and to contribute to reducing these disaster risks. In compliance with the Hyogo conference, Hyogo Action Plan dated January 2005, the Convention on the Rights of the Child ratified on Oct 15, 1992 and the National Strategic Action Plan for Disaster Risk Reduction, there are many articles defining roles and responsibilities of state parties in providing protection and ensuring safety of children from dangers including disasters. Addressing the above obligations, Cambodia has exerted efforts to realize the objectives defined in the articles of these treaties and conventions through the formulation of the Education Law, the National Action Plan on Education for All, Education Sector Support Strategic Plan, policies and guidelines. Ministry of Education, Youth and Sport, a member of the National Committee for Disaster Management, has contributed to the implementation of the National Action Plan for Disaster Risk Reduction by incorporating disaster risk reduction into the Education Strategic Plan. By  cooperating  with  the  United  Nations  Children’s  Fund (UNICEF), Finn Church Aid, Save the Children and Prudential Foundation, the Ministry has formulated the Emergency Preparedness and Response Plan (EPRP) for Education Sector, which is a very important aide memoire to serve as a road map and to be used regularly in the implementation of the plans of education officials at national, provincial, district and school levels to strengthen their preparedness and response capacity for different disasters. The plan also elaborates in details the roles, responsibilities and working mechanisms of institutions at all levels in order to carry out natural disaster preparedness and response, especially flood, drought and storm in a timely manner. Ministry of Education, Youth and Sport strongly hopes that education institutions at all levels together with development partners will strengthen the cooperation and implement the plan in the spirit of responsibilities and creativity to ensure high effectiveness.

Phnom Penh, August, 2014 Minister of Education, Youth and Sport

Dr. Hang Chuon Naron

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Preface “Emergency   Preparedness   and   Response   Plan   for   Education   Sector”   is   formulated   by  MOEYS’s  Working  Group composed by representatives from relevant departments, provincial offices of education and development partners, especially in collaboration with the United Nations Children Fund (UNICEF), Finn Church Aid and Save the Children, which have provided both financial and technical support under the leadership and coordination from the leadership of the Ministry of Education, Youth and Sport. This plan is formulated based on the National Action Plan for Disaster Risk Reduction of the National Committee for Disaster Management for education officials at national, provincial, district and school levels to use as the roadmap and to prepare and respond to emergencies in a timely and effective manner. Content and all activities listed in this document will assist the implementation of this plan and provide the entities at national, provincial and sub-national levels, especially schools ideas to learn and gain experiences as well as to cooperate to implement the Emergency Preparedness and Response Plan well so that each school   across   the   country   will   become   “Safe   School”   under   the   third   dimension   on   “Health,  Safety  and  Protection  of  Children”  of  the  Child  Friendly  School  program,  which  are  desired  by  communities,  especially parents or guardians of all students. The Writing Committee hopes that this Emergency Preparedness and Response Plan (EPRP) will become a very useful document to apply in education sector and a key contribution with the National Committee for Disaster Management to help reduce emergency risks in education sector and in the Kingdom of Cambodia for the sake of development and safety.

Writing Committee

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Contents

Foreword ............................................................................................................................................ 2

Preface ................................................................................................................................................ 3

1. Introduction ................................................................................................................................ 5

2. Geographical and Democraphical Overview ............................................................................... 5

3. Impacts of Disasters on Education Sector................................................................................... 6

Records of Major Disaster Events Since 2000 ............................................................................. 7

4. Concept of the Global School Safety Framework ....................................................................... 7

5. Objectives of the Plan ................................................................................................................. 8

6. Early Warning System ................................................................................................................. 8

7. Structure and Coordination Mechanism of Education Institutions .......................................... 10

7.1. Disaster Management Committee for Education at the MoEYS ............................................... 10

7.2. Disaster Management Committee for Education at PoEYS ....................................................... 11

7.3. Disaster Management Committee for Education at DoEYS ...................................................... 11

7.4. Disaster Management Committee for Education Sector at School ........................................... 12

8. Hazardous Scenarios ................................................................................................................. 12

Scenario 1: Flood Hazard .......................................................................................................... 12

Scenario 2: Storm Hazard .......................................................................................................... 14

Scenario 3: Drought Hazard ...................................................................................................... 15

9. Action Plan for Preparedness and Response ............................................................................ 16

Annexes

Annex 1: Roles and responsibilities of the working groups ...................................................... 20

Annex 2: Scenario matrix of scale and impact of disasters....................................................... 23

Annex 3: Contact list ................................................................................................................. 24

Annex 4: Rapid assessments tool .............................................................................................. 26

Annex 5: Maps of target areas of humanitarian organization and relevant NGO partners .... 28

Annex 6: Standard of learning materials for setting up temporary learning spaces ................ 29

Annex 7: MoEYS EiE Guideline (Please insert the guideline) .................................................... 30

Annex 8: School EPRP format ................................................................................................... 33

Annex 9: Committed resource for response and  NGO  partners’  contributions ....................... 34

Reference: ......................................................................................................................................... 34

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1. Introduction

Exposure to disaster risks has become an important agenda for the world. Cambodia is considered as a country frequently affected by natural disasters including flood, storms, lightning, epidemics and drought. Over the last decade, the scope of disaster impact has been doubled causing millions of people to lose their assets and face with hardship in their livelihoods, tens of thousands of people to lose their shelter and tens of thousands of animals to die. Natural disasters struck every two or three years in a row including typhoon Ketsana in 2009 and floods in 2011 and 2013. In only more than half a

decade, natural disasters have caused around 500 deaths1, almost half of whom are children.

In late 2013, MoEYS conducted an assessment on flood impacts on education sector and found that 1,280 schools were affected by the flood including at least 155 schools suspended between 1 to 9 weeks, preventing at least 50,000 children from starting their class in early academic year 2013-2014. More than 40,000 textbooks were lost or damaged by floods. The loss and damage in education sector by the flood in 2013 accounted for USD 15 Million. Flood has become one of the main causes of the increased dropout rate and deteriorated learning outcomes of students, especially those in areas affected by the flood.

To ensure safety learning and teaching activities during disaster, MoEYS disseminated the guidelines on how to set up temporary learning shelters during emergencies, especially flood, to Provincial Offices of Education, Youth and Sport (PoEYS). MoEYS has been strengthening cooperation with development partners and mobilizing resources to contribute to reducing disaster risks to the minimum and ensure timely response through the arrangements to provide education with safety at all levels including early childhood education, primary education and secondary education.

2. Geographical and Democraphical Overview

Cambodia has the total population of more than 14.7 millions2 , in which 41 percents are children and youths under 18. One third of the population is between 10 and 24 years of age. Cambodia is identified as one of the countries with the the most population under 18 in the South Asia. 80.5 percent of the population lives in rural areas and 19.5 percent in urban areas. One out of four households is led by a woman. Geography of Cambodia is categorized by low land with Mekong and Tonle Sap rivers linked by lakes, tributaries, streams and thousands lines of canals. Sea lies to south-western part of the country, while mountains lies to the north including Danrek mountain range and to the south, there lies Cadarmon Mountain. At least 18 out of 25 capital/provinces are always faced with hazards and disasters including floods (flash flood and river flood), drought, lightening and storm. Disaster is the main hindrance of economic and social development, environment, poverty reduction and human resource development of Cambodia (NCDM, 2013). The Goals of Education for All have, especially, yet to be achieved as planned.

1 Conclusive Annual Report of National Committee for Disaster Management 2 Inter-censal population survey 2013

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Academic Calendar and Flood Season

With reference to the Guidelines on the implementation of decentralization of school timetable and flexible calendar No. 343 អយក.សណន dated 6 November 2000. MoEYS instructed schools to prepare

school timetable according to the local situation, especially in areas where affected by flood.

- Ordinary academic calendar: School vacation starts on 1st Aug and open new academic year on 1st Oct

Prevous Academic Year Vacation New Academic Year

Jan Feb March Apr May June July Aug Sep Oct Nov De

- Flood often starts in early Sept and drags on until Oct or Nov which affect learning and teaching

Jan Feb March Apr May June July Aug Sep Oct Nov De

- To reduce the impact of flood, school vacation should be scheduled to Sep and Oct

Jan Feb March Apr May June July Aug Sep Oct Nov De

� Ordinary school vacation (Aug-Sep) � Suggested school vacation (Sep-Oct)

� More frequent floods (Set-Oct)

� Flood may drag till November in some areas at lower Mekong  

3. Impacts of Disasters on Education Sector

Flood is considered as one of the biggest natural hazards affecting many sectors including economic, social, agricultural sectors, infrastructure, living condition and daily livelihoods. Floods in 2000, 2011 and 2013 were categorized as the most massive floods over the last decades, causing hundreds of human deaths, thousands of animal death and damages of thousand hectares of crops, thousands of schools and some thousands of students were disrupted their education or cannot catch up with the regular school calendar. Numbers of schools located in most flood-prone areas were were severlly affected by floods are in Kampong Cham, Kampong Chhang, Prey Veng, Kampong Thom, Siem Reap, Banteay Meanchey, Battambang and Pursat provinces.

Frequenly, it is observed that storm always happens early rainy season. Storm is related with flood. Tropical storm is meterological hazard, causing serious threats in East Asia and Pacific. On average,

Provinces where many schools were most affected by floods

Otdar Mean Chey

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there are up to 27 tropical storms every year, affecteding some areas. Some storms and tropical depressions come across Indochina and cause heavy rains and create floods in Cambodia. Although the coverage of storm in Cambodia so far is not as widespread as flood, its impact is very severe. Storm brings about impacts and damages to public infrastructure including buildings, houses, crops, juries and deaths of human and animals.

Drought in Cambodia causes direct impacts on agriculture and affects other sectors including food insecurity and health and social issues (migration and domestic violence) and causes adverse impacts on education sector because children are asked by parents to stop going to school in order to generate earnings for their families.

The occurrence of floods, storms and droughts are associated with climate change. In Cambodia, forecast information reveals that rainfalls in rainy season will increase by 3% to 14% (RGC, 2013 and USAID, 2013). This leads to high humidity in rainy season and grudually increased temperature in dry season every year. These issues influence the variation of floods, storms and more frequent droughts in the last two decades.

Record of Major Disaster Events Since 2000 Disaster Events Scope of the Impacts of Disasters No. of

Schools Affected Year Month Type Affected

Population Affected Children

Total Deaths Deaths of Children

2000 August Flood 3,753,090 387 2000 July Flood 3,448,053 2001 August Flood 1,669,182 62 2001 September Drought 300,000 2002 August Flood 1,470,000 29 2002 January Drought 650,000 2005 April Drought 600,000 2006 August Flood 33,000 2007 July Dengue Epidemic 40,000 40,000 2009 September Typhoon Ketsana 200,000 43 1,169 2010 October Flood 90,984 2011 Feb/May Border conflict 57,232 29,500 2011 October Flood 1,770,000 443,068 247 1,200 2013 October Flood 1,800,000 450,578 168 88 1,242

4. Concept of the Global School Safety Framework

The purpose of this framework for Comprehensive School Safety is to bring our efforts into a clear and unified focus in order for education sector partners to work more effectively, as well as to link with similar efforts in other relevant sectors:

- Promoting reduction of disaster risk (Hyogo Framework of Action, 2005-2015) throughout education sector along with education for eustainable development;

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- Ensuring universal access to quality education (MDGs, Education for All, Global Partnership for Education and Education as a Priority);

- Re-enforce our effort to promote children rights including the right to survival, education, protection and participation through mainstreaming Disaster Risk Reduction in education programme.

5. Objectives of the Plan

- To ensure the provision of education with safety despite of the occurence of disasters;

- To reduce disaster risks, prevent dangers, injuries or deaths during disasters;

- To reduce damage and loss of learning and teaching materials, education documents, sanitation facilities and school furniture;

- To maintain the efficiency of school enrolment,  regular  attendance  and  quality  of  students’  learning  outcomes.

6. Early Warning System

Example 1: Level of emergency warning related to flood

Flood Early warning depends on forecasting data obtained from seven hydrological stations along Mekong and Tonle Sap rivers including: 1. Mekong hydrological station in Stung Treng province; 2. Mekong hydrological station in Kratie province; 3. Mekong hydrological station in Kampong Cham province; 4. Basac Chatomuk hydrological station; 5. Koh Khel hydrological station in Kandal province; 6. Mekong hydrological station in Neak Loeung and 7. Prek Kdam Tonle Sap hydrological station. Level of emergency in each hydrological station is identified as follow:

The following websites are sources of early warning information, which is updated regularly: - Mekong  River  Commission’s  website:  http://ffw.mrcmekong.org - Rainfall data and forecast in Cambodia, Laos, Thai and Vietnam

http://ffw.mrcmekong.org/rainfall.htm (Note: according to local sources lead time after floods upstream on Mekong River is between 2 and 3 days)

- Dartmouth floods observatory http://floodobservatory.colorado.edu/

Name of Hydrological Station Level of Emergency (Water Height in Meters)

Non-emergency Level and Symbols

Emergency Level and Symbols

Flood Level and Symbols Mekong river, Stung Treng 10.70 12.00

Mekong river, Kratie 22.00 23.00

Mekong river, Kampong Cham 15.20 16.20

Chaktomuk river, Phnom Penh 10.50 12.00

Tonle Sap, Phnom Penh Port 9.50 11.00

Bassac River, Koh Khel 7.40 7.90

Mekong river, Neak Loeung 7.50 8.00

Tonle Sap, Prek Kdam 9.50 10.00

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Example 2: Level of emergency warning related to weather and storm

Weather and storm status is monitored by radar stations and satelites. Weather and storm forecasts are undertaken to provide early warning information on the weather and storm to citizens in all 25 capital/provinces which forecasts over the three days in row (today, tomorrow and the day after tomorrow). Forecasts provide key information including temperature, name of the storm, wind speed and direction, rainingl and rainfall data as well as provide early warning information on the sea wave height. Belows are early warning symbols (legend) related to weather developed by Department of Meteorology of the Ministry of Water Resources.

For further information please seek from the links below:

- Ministry  of  Water  Resources  and  Meterology’s  website  (http://www.cambodiameteo.com/detailwarning?menu=119&lang=en)

- Weather analysis website of the Mekong River Commission  (http://ffw.mrcmekong.org/weather.htm)

- Global Disaster Alert and Coordination System (GDACS) http://www.gdacs.org/Tropical Storm Risk (TSR) website http://www.tropicalstormrisk.com/

When disaster risk is approaching, government agencies and international specialized agencies disseminate forecast information through the media such as TV, radio, newspaper and websites to alert the people or provide early warning information. The objectives and advantage of the early warning are to enable citizens, local authorities, government agencies and civil society organizations work in the disaster prone or affected areas to take action for preparedness and response for the event which may happen or already happened in a specific locations. In addition, the early warning information is aimed at enabling government agencies at the national level, humanitarian organizations, non-governmental organizations and UN agencies mandated to provide humanitarian response in a timely and effective manner.

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7. Structure and Coordination Mechanism of Education Institutions

Education institutions at all levels are a member of Committees for Disaster Management at each respective level, i.e. MOEYS is a member of NCDM. Provincial Office of Education, Youth and Sport is a member of Provincial Committee for Disaster Management (PCDM). District Office of Education is a member of District Committee for Disaster Management (DCDM) and school/cluster school is a member of Commune Committee for Disaster Management (CCDM).

According to the draft Law on Disaster Management and the National Action Plan for Disaster Risk Reduction, all ministries which are memembers of the National Committee for Disaster Management must develop a plan and ensure mechanisms among its vertical line departments to responsible for the implementation activities that identified in the National Action Plan for Disaster Risk Reduction (NAP, 2013). In order to response to the needs, MOEYS has established mechanisms for undertaking its organizational functions at national levels including:

- Members of Disaster Management Committee for Education at the ministrial included the directors or the deputy directors from all technical departments to be members;

- Members of Provincial Disaster Management Committee for Education include the chief/officials from all relevant offices of POE to be members;

- Members of District Disaster Management Committee for Education include the officials from DOE and cluster school directors;

- Members of School Disaster Management Committee include school directors, teachers, School Support Committee and Children Council.

These above Disaster Management Committees for Education must cooperate closely with Committees for Disaster Management at the national, provincial, district and commune levels and relevant NGO partners.

Below paragraphs are the brief decriptions on the roles and responsibilities of the Disaster Management Committees for Education at all levels that to take action at all preparedness, response and recovery phases.

7.1. Disaster Management Committee for Education at the MoEYS - Coordinate and organize training courses to strengthen preparedness capacity for those

education officials who are focal persons and  working  groups’  members  of response team of its department.

- Lead the working groups and coordinate with the national and sub-national working groups to formulate Emergency Preparedness and Response Plans for Education at sub-national level with official written roles and responsibilities for individual member of the response team with formally appointed personnel.

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- Lead and immediately coordinate meetings with the national response team and invite representatives of NGO partners to discuss about coordination, sharing responsibilities and mobilize resources whenever declared emergency.

- Regularly monitor forecasting and early information and if situaton fall into declared emergency within education sector, the national response provides principle guidance to the education officials, focal persons at all levels on collecting and managing information, reporting and coordinating with technical provincial departments and NGO partners.

- Rapid response team, including engineer and experts joinly conduct assessments on the damages and impacts of disasters; Prepare a assessment report on the impacts on education sector and estimate damages and losses and propose immediate response projects during the disaster and after the disaster focus on Education in Emergency.

7.2. Disaster Management Committee for Education at PoEYS - Assist in coordinating and organizing training courses to strengthen preparedness capacity of

education officials and focal persons; lead and coordinate with the working groups to develope a Disaster Preparedness and Response Plan for education at district and school levels.

- Prioritize activities and define job description of each response team members with formally appointed personnel.

- Lead and immediate coordinate meetings at provincial level to discuss about the implementation of the plan, monitoring and mobilizing resources, at any time of upon receiving early warning information.

- Regularly monitor information whenever receiving early warning information, the provincial response team has to provide principle guidance to the education officials and focal persons at district and school levels on collecting information and managing in,formation, reporting and coordinating with other relevant technical provincial departments and NGO partners;

- Rapid response team conducts assessment on the damages and impacts of the disaster; Prepare an assessment report on the impacts on education sector and estimate damages and losses and propose immediate response projects during the disaster and after the disaster focus on Education in Emergency.

7.3. Disaster Management Committee for Education at DoEYS - Lead and coordinate with working groups in developing: an Emergency Preparedness and

Response Plan at school level; priority activities and job description of Disaster Management Committee with formally appointed personnel.

- Lead and coordinate urgent meetings at district and/or school levels to implement the plan, monitor and mobilize local resources.

- Regularly monitor information, whenever receiving early warning information and declaration of emergency, the district response team needs to provide principle guidance to the education

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officials and focal persons including local authorities at district, commune and school levels on collecting, managing information, reporting and coordinating with relevant offices and NGO partners.

- Rapid response team at district level conducts assessment on the damages and impacts of the disaster, by following the instruction from the Provincial Diaster Management Committee for Education; Prepare an assessment report and propose immediate response during and after the disaster with focus on Education in Emergency.

7.4. Disaster Management Committee for Education Sector at School - Prepare an Emergency Preparedness and Response Plan at school level by prioritizing activities

with clearly deifined roles and responsibilities of each team members.

- Organize urgent meetings with the School Disaster Management Committee to implement the plan and mobilize local resources.

- Monitor the situation and report regularly whenever education sector is at risk of emergency.

- Conduct an urgent assessment on damages and impacts of disasters as per instruction of the Provincial and District Disaster Management Committees.

- Prepare an assessment report and propose response activities to address the needs in education during and after disaster

(For detailed information on the structure, composition, roles and responsibilities, please refer to Annex 4)

8. Hazardous Scenarios

Based on the history of disaster in Cambodia, the most frequent disasters include flood, storm and drought. Thus, the Emergency Preparedness and Response Plan for Education Sector should focus on the three hazards in order to strengthen preparedness and response capacity. This section elaborates on the assessments of risks and impacts in education sector, covering early childhood education, primary education and secondary education. At the same time, there are still other hazards including social issues, epidemics and large scale migration or deportation issues, which can happen and should be addressed based on the principles and strategies which are outlined in this plan.

Scenario 1: Flood Hazard Flood hazard is considered as an obstacle and imposes negative impacts on human resource development process in Cambodia. Especially education sector is always affected by flood nearly every year, disrupting learning and teaching activities and causing damages and losses of school infrastructure, teaching and learning materials, loss of teaching hours, leading to the increased dropout rate.  

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Map of flood prone provinces

a. Impacts and damages on school infrastructure:

- School buildings lean to one side  or  collapse;  buildings’  foundation  subsided; roof collaped; walls are cracked; staircases subsided; floors are cracked and subsided; door and window frame broken; plinths around the buildings broken and subsided. Older buildings may become more deteriorated, or can collapse, cause fears and unsafety to students and teachers;

- Latrines,   handwashing   facilities,   wells,   reservior,   water   system,   fence,   flag   pole,   school’s  garden, trees and school ground environment are flooded and damaged, becoming unusable

- Furniture including tables, chairs, benches, boards, cabinets and bookshelves are broken.

b. Impacts and damages on learning materials:

- School administrative and financialdocuments are flooded, soaked, destroyed and can no longer be used;

- Textbooks of all subjects and all grades are collected before vacation from students and kept in the libraries are flooded, those textbooks are soaked, destroyed and can no longer be used;

Flash flood   Mekong flood Both flash and Mekong floods Phnom Penh

Legend

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- Teaching aids for teaching and learning processes including maps, globes, pictures, mobile letters, mobile numbers and materials are flooded, soaked, destroyed and can no longer be used;

- Materials and equipment for assisting education process including computers, photocopiers, projectors, etc. are flooded or destroyed and can no longer be used.

c. Impacts on Teaching and Learning Processes:

- Children cannot go to  school (loss of teaching hours) because their houses, villages, schools and roads are flooded;

- Disruption of learning at home as students, teachers and parents are fearful and concerned about drowning, poisonous animals and occupied with concentrate on taking care of their properties and crops from getting damaged;

Scenario 2: Storm Hazard In the last couple of years, the number of storms has increased and has become more hostile and is considred as a very worrysome natural hazard. Storm causes impacts and damages in almost all sectors, especially education sector. Generally, flood and storm hazards occur in the same season and reinforce one another. The two types of hazards are noticed to happen more frequently in certain areas. When and both flood and storm hazard occur at the same time, the severity of the impact increases, causing more loss and damage. Storms cause damages to education sector, including school infrastructure, education materials, teaching and learning materials as well as disruption of learning and teaching activities.

a. Impacts and damages on school infrastructure:

- Buildings can be completely collapsed; roof and walls can be blown away; staircases can be collapsed; the floor; doors and windows break down; concrete plinths surrounding the building can be damaged by trees falling because of strong wind. older buildings may become more deteriorated, can collapse, cause fears and insafety to students and teachers;

- Latrines, handwashing facilities, wells, reservior, water system, fence, flag pole, school garden, trees and school yard are destroyed and cannot be used because of winds and falling trees;

- Furniture including tables, chairs, benches, boards, cabinets and racks are broken because of strong winds and falling trees.

b. Impacts and damages on learning materials:

- Administrative and financial management documents of schools are blown away, torn, soaked, destroyed and can no longer be used;

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- Textbooks by subject for all grades and education levels arein many cases collected from students and kept in the libraries before every vacation and those textbooks are flooded, soaked, destroyed and can no longer be used;

- Teaching aids for teaching and learning processes including maps, globes, pictures, mobile letters, mobile numbers and materials created by students, teachers and community members are are blown away, torn, soaked, destroyed and can no longer be used;

- Materials and equipment for assisting education process including computers, photocopiers, projectors, etc. get wet because of water and broken and can no longer be used.

c. Impacts on Teaching and Learning Processes:

- Children cannot go to school (loss of teaching hours) as there is no place for studying because the school building are completely collapses, or the roof and wall are blown away; staircases and the ground floor subsides; and doors, windows broken down;

- There is a disruption of learning at home as students, teachers and parents are fearful and concerned about drowning, poisonous animals and are busy taking care of properties and crops from getting damaged;  

Scenario 3: Drought Hazard Climate change impacts have caused more frequent drought. Drought not only affects agricultural sector  and  food  insecurity  but  also  imposes  health  impacts  on  human  and  animal  and  affects  children’s  learning. Main causes related to drought in Cambodian include: delayed raining in early raining season; level or distribution of rainfall is uneven by seasons and geographical areas; the small dry season drags on more than 3 weeks; and there is no more rain in rainy season.

a. Impacts on children’s  learning  and  increased irregular school attendance:

- Students cannot attend class regularly as they are contracted with diseases including fever, diarrhoea, etc. Students may also be occupied by take care their sick family members. These problems are attributed to the lack of safe water, hygiene and nutrition, especially for the poorest families;

- Students are also busy generating income for their families such as selling stuff, farming, raising animals and working as a laborer because the drought has damaged their crops, killed their animals and put their livelihood at risk;

- Students are short of learning materials as their families loss income since their crops are damaged, their animals die and their livelihood is at risk;

- Teachers cannot teach regularly because of diseases such as fever, diarrhea, etc.

- Teachers   cannot   teach   regularly   because   they   are   concerned   about   the   loss   of   family’s  income since since their crops are damaged, their animals die and their livelihood, which can generate just little income, is at risk;

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b. Impacts on dropout rate:

- Students cannot get better learning outcomes, which instead are deteriorated because of diseases, poverty and other challenges faced during the drought, which make students demotivated and hopless in their study, which can partly lead to dropout;

- Students in poor families can dropout because their livelihood deteriorated too much. Parents force their children to migrate to help generate income. In addition, they are faced with many dangers and risks; for example, children are forced to involve in worst forms of child labor and are at risks of being sexually abused and trafficked.

9. Action Plan for Preparedness and Response

Emergency Preparedness and Response Plan in Education Sector of the Ministry of Education, Youth and Sport is developed to prpare for emergencies caused by three types of natural hazards including floods (river flood and flash flood), storm and drought. Activities defined in the Emergency Preparedness and Response Plan needs to be implemented in three important phases as below:

Preparedness Phase

This is the initial phase before the occurence of natural hazard. It usually happens during the season which natural hazard occurs but its impact is not yet deemed severe enough hence does not cause any major concerns. For example, slow onset of floods occurs between August and November, but potencial threat and severity of flood often remain unrecognized. Therefore, this phase is considered as “Non-Emergency   Phase”. Activities and measures proposed during this stage are to prepare to respond to possible emergency. For detailed activities, please refer to the preparedness plan by each hazard in the table below.

Main Activities Calendar of Scenario 1, 2, 3

Drought Storm Flood - Review and update the preparedness plan;

- Conduct emergency simulation with teachers, students, parents, members of relevant committees;

- Review assessment tools and contact list.

Apr, May, July, Aug

June, July June, July

- Identify safe areas for setting up temporary learning spaces; - Prepare and assign a learning facilitator (teacher) for a

temporary learning clases - Set up learning places and provide materials for the

temporary classes; - Prepare learning plan (teaching and learning methodology)

and schedule and select contents for the temporary learning classes.

June, July

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Assess the vulnerability of the schools at risk to natural hazard: - School infrastructure (building, furniture, latrine, library,

wells and water sanitation facilities, etc.) - Learning materials and textbooks (school documentation,

textbooks, teaching aids and other educational materials) - Loss of teaching hours (numbers of absentees and dropout

students)

June, Sep June, July June, July

- Review and strengthen information system, means of communication, early warning procedures in schools;

- Review and strengthen reporting system and rapid reporting formate, detail contact number.

June, July June, July

Emergency Response Phase

Activities to be undertaken during this phase are to respond to emergencies which have occured and address the official forecasting of early warning information provided by the government institutions and international specialized agencies mandated to monitor the possible emergency which would be threatening the lives and livelihood of people, infrastructure, services and function of institutions. During this particular phase, the government institutions and international specialized agencies forecast early warning information, and officially declare public instruction through the government, private and international media including TV, radio, newspaper and websites. The objectives and advantage of early warning information is to raise awareness of local community people, authorities, government agencies and civil society organizations in the areas vulnerable to the emergency to take preparedness measures and response to the emergency situations which may happen or already happened in specific locations. On the other hand, the early warning is aimed at enabling better preparedness as well as effective and timely responses by the government agencies at the national level, humanitarian organizations, non-governmental organizations and UN agencies mandated to provide humanitarina response. For detailed activities, please refer to the emergency response plan by respectivehazard scenarios in the table below.

Main Activities Calendar of Scenario 1, 2, 3

Drought Storm Flood Share roles and responsibilities of working group to mobilize resources to implement in target areas.

July, Aug July, Sep July, Oct

Regularly monitor the early warning information and deploy assessment team to assess the needs of students and teachers in affected schools caused by disasters.

July, Aug July, Sep July, Oct

Mobilize resources or prepare a request for learning materials and other necessary resources for the setting up of temporary learning spaces. Provide health education and nutrition to students, and preventive measures to any accidents

July, Aug July, Sep July, Oct

Continue to provide health education hygiene and sanitation, safe water promotion and environment protection. Provide learning materials to students and teachers if necessary, through the cooperation with relevant NGO partnerss.

July, Aug July, Sep July, Nov

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Consolidate the assessment reports on the impacts and damages on school infrastructure such as damages of school buildings and learning materials, furniture and send the initial assessment report to the higher authorities.

Sep, Oct

Recovery and Rehabilitation Phase

Key activities in this phase are aimed for the immediate recovery after the emergency has finished to ensure the normality of   students’   learning  activities.  Recovery  will  be  done   in   two   important phases including the recovery in the short term and in the longer-term. Short-term recovery is a phase in which restoration is done only for minor damages and impacts such as cleaning of classroom, yard, school ground and materials. The long-term recovery refers to restoration and rehabilitation which would be done for infrastructure and materials which are severely affected and no longer safe for use . For detailed activities, please refer to the recovery and rehabilitation plan for the respective hazards in the table below.

Main Activities Calendar of Scenario 1, 2, 3

Drought Storm Flood - Disaster Management Committee of the Ministry of

Education, Youth and Sport cooperates with all relevant partners to prepare the plan for the assessment on damages causd by the disaster;

- Develop assessment tools and provide training to technical officials to conduct assessment in affected areas;

- Technical officials conduct assessments on the impacts and damages within education sector and produce reports.

Oct, Dec Oct, Dec

- Prepare a plan for post-disater recovery and reconstruction;

- Prepare project proposal including budget proposal for disaster recovery and rehabilitation of damaged schools and other needs in education sector;

- Carry out the recovery and rehabilitation response activities to the impacts and damages in education sectorin three phases, namely, short, medium and long term according to the project plan.

Nov, Dec Nov, Dec

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ANNEXES

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Annex 1: Roles and responsibilities of the working groups 1.1. Working Group at Ministry level

Preparedness Phase Response Phase   Recovery and Reconstruction � Cooperate with NCDM to provide trainings to

strengthen capacity of education staff and students;

� Provide technical and leadership support on the formulation of prepareness plans at provincial, district and school levels;

� Assign groups of engineers and experts to check and improve school buildings/classrooms, education file and material storage areas and water and sanitation facilities;

� Provide guidance and guidelines on information management and communication procedures;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Regularly follow forecast news and emergency announcement through the media including webpages   of   MOWRAM’s   Department   of  Hydrology and Department of Meterology and Mekong River Commission;

� Subsequently when the emergency situation is increasingly alarming, the Ministry will issue guidelines or announcement to POEs so that they can further notify schools at risk;

� Communicate with provincial working groups to monitor emergency situation;

� Share information with government agencies, NCDM,  HRF’s  members  and  other  stakeholders;

� Liaise and coordinate with government agencies and partner organizations to provide assistance to affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Lead and cooperate with partner organizations to assess the impacts and damages on education sector as a result of the emergency events in order to develop recovery and reconstruction plan;

� Coordinate with government agencies and partner organizations to mobilize support for the recover and reconstruction of affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

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1.2. Roles and Responsibilities of Provincial Working Group Preparedness Phase Response Phase   Recovery and Reconstruction

� Cooperate with Ministerial Working Group to strengthen capacity of education staff and students;

� Provide support to schools to strengthen capacity of students in emergency response;

� Develop provincial emergency preparedness plan and contribute to the provision of technical support to schools in developing emergency preparedness plan;

� Support and take part with schools to identify appropriate locations for temporary learning during the emergency by discussing with authorities, premise owners and other stakeholders;

� Coordinate with schools and ministerial working groups as well as NGOs at provincial level;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Regularly follow forecast news and emergency announcement through the media including webpages   of   MOWRAM’s   Department   of  Hydrology and Department of Meterology and Mekong River Commission;

� Provide information received to areas at risk;

� Monitor emergency situation at schools at risks and advise the schools to take appropriate actions based on the situation on the ground and with reference to the announcement from the Ministerial Working Goup;

� Submit report on emergency situation and its impacts to Ministerial Working Group, PCDM and relevant organizations to obtain supports for affected schools in a timely manner;

� Coordinate with government agencies and partner organizations to provide humanitarian assistance to affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Lead and cooperate with ministerial working group and partner organizations to assess the impacts and damages on education sector as a result of the emergency events in order to develop recovery and reconstruction plan;

� Coordinate with government agencies and partner organizations to seek support for the recovery and reconstruction of affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

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1.3. Roles and Responsibilities of District Working Group Preparedness Phase Response Phase   Recovery and Reconstruction

� Cooperate and coordinate with Provincial Working Group to strengthen capacity of education staff at schools;

� Provide support to schools to strengthen preparedness capacity of students;

� Develop preparedness plan at district level and take part to provide technical support schools in the development of the preparedness plan;

� Support and join the schools to identify appropriate locations for temporary learning during the emergency by discussing with authorities, premise owners and other stakeholders;

� Liaise with schools and Provincial Working Group and NGOs;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Follow forecast news and emergency announcement through the media including TV and radio;

� Provide information received on the situation to schools in areas at risks and monitor emergency situation at schools in areas at risk;

� Take part with the schools to organize makeshift learning areas and provide support to schools as needed;

� Report on emergency situation and its impacts to Provincial Working Group and relevant organizations to obtain supports for affected schools in a timely manner;

� Coordinate with government agencies and partner organizations to provide humanitarian assistance to affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

� Cooperate with Provincial Working Group and partner organizations to assess impacts and damages on education sector from emergency events to feed into the development of recovery and reconstruction plan;

� Coordinate with government agencies and partner organizations to seek support for the recovery and reconstruction in affected schools;

� Other roles will be executed based on activities included in the emergency preparedness plan.

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Annex 2: Scenario matrix of scale and impact of disasters Kind/type of Disasters

Likelihood Education Scale and nature of potential impact Potential affected provinces

Mekong Flood Late wet season (September to November) HIGH

Late wet season (September to November) HIGH

x Restricted access to service centres x Children affected by floods cannot go to

school, children are exposed to high risk of drowning and lack of food, less care from caregivers

x Loss of life and injuries x Loss of crops, harvests or food reserves x Loss of teaching and learning hours x Damage of school building, furniture,

teaching and learning materials including textbooks

x High absenteeism x High dropout x Increased food prices x High migration x Long Term: Displacement due to loss of

shelters and livelihood x Disease from lack of clean water and

sanitation x Damage infrastructure

Stung Treng, Kratie, Kampong Cham, Prey Veng, Svay Rieng, Kandal and Takeo

Flash Flood Late wet season (August to November) MEDIUM

Late wet season (August to November) MEDIUM

x Possible loss of life and injuries x Collapse and destruction of houses and

infrastructure x Restricted access to service centres x Children affected by floods cannot go to

school, children are exposed to high risk of drowning and lack of food, less care from caregivers

x Loss of teaching and learning hours x Damage of school building, furniture,

teaching and learning materials including textbooks

x High absenteeism and dropout x Loss of crops, harvests or food reserves x Disease from lack of clean water and

sanitation x Create high migration x Damage infrastructure

Banteay Meanchey, Siem Reap, Kampong Thom, Kandal, Kampong Speu, Kampot, Pursat, Battambang, Kampong Chhnang, Kampong Cham, Ratanakiri, Preah Vihear and Otdor Meanchay

Drought Dry season, especially with the failure of late wet season rains, from August to October MEDIUM

Dry season, especially with the failure of late wet season rains, from August to October LOW

x Loss of teaching and learning hours x High absenteeism x High dropout x Severe harvest failure x Hunger, famine and malnutrition x Increased food prices x Child labour increase x Disease from lack of clean water x Cause high migration x Increased risk of fire hazard

Banteay Meanchey, Siem Reap, Kampong Chhnang, Kampong Cham, Kampong Speu, Prey Veng, Svay Rieng and Kandal, Kratie

Tropical Storms

Unpredictable MEDIUM

Unpredictable LOW

x Possible loss of life and injuries x Collapse and destruction of houses and

infrastructure x Schools are damaged and education

Banteay Meanchey, Siem Reap, Kampong Thom, Kandal, Kampong Speu,

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Kind/type of Disasters

Likelihood Education Scale and nature of potential impact Potential affected provinces

disrupted (loss of teaching hours, high absenteeism, dropout and loss of materials and textbooks)

x Loss of crops, harvests or food reserves x Disease from lack of clean water

Kampot, Pursat, Battambang, Kampong Chhnang, Ratanankiri, Preah Vihear and Otdor Meanchay, Kampot and Kg Som

Fire (Houses and bush Fire)

More frequent during dry season (November to April) MEDIUM

N/A

x Loss of life and injuries x Loss  of  children’s  school  materials   x Education activities disrupted x Collapse and destruction of houses and

infrastructure

Country wide in forested areas, and any urban area, specifically Phnom Penh, Sihanoukville, Kampong Cham, Siem Reap and Battambang town

Epidemic Unpredictable LOW

Unpredictable LOW

x Loss of life x More children severely ill and die x Education disrupted x Travel restrictions to reduced mobility x High absenteeism x Education: teaching and learning disrupted x Dropout of school

Unpredictable – various locations in the country

Annex 3: Contact list

Agency/ Org. Focal Point Title Cell phone number/email MoEYS H.E. Hang Chounaron Minister of Education hangnaron@yahoo.com

MoEYS H.e. Im Koch Secretariat of State 012569154 imkoch_pp@yahoo.com

MoEYS L.C Ton Sa Im Under Secretariat of State

MoEYS H.E. Thorng Boran General Director

MoEYS H.E. Sam Sereyrath Director General of General Department of Education

MoEYS Mr Eng Kimly Director of Curriculum Development Department

016 222201 eng.kimly@moeys.gov.kh

MoEYS Mr Lim Sothea Director of Planning Department

MoEYS Mr Sourn Yen Director of Construction Department

MoEYS Mr Up Kheang Director of ទសរ

MoEYS Mr Oeng Ngorhok Director of មចទ

MoEYS Mr Chan Sophea Director of Primary Education Department

MoEYS Mr Prak Kosal Director of Early Childhood Development

MoEYS Mr Sun Bunna Deputy of Curriculum Development Department

MoEYS Mr Lim Sovanna Deputy of Construction Department

MoEYS Mr Leng Sarie Officer of Curriculum 012805927

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Development Department lengsarie@gmail.com

Save the Children Mr Keo Sarath Education Program Manager 012 965697 sarath.keo@savethechildren.org

Finn Church Aid Mr Khin Phearum Education Program Coordinator 017 554 336 khim.phearum@kua.fi

UNICEF Mr Chum Channra Education Specialist 012 440170 cchum@unicef.org

UNICEF Mr Masahiro Kato Education Specialist 016 768 362 makato@unicef.org

PLAN Mr Pel Piseth Senior Project Coordinator 017 951 456 Piseth.Pel@plan-international.org

USAID Mr Heng Sieng Programme Management Specialist

012 920700 sheng@usaid.gov

Aide et Action International (AEAI)

Vorn Samphors Country Program Coordinator 077 77 78 47 samphors.vorn@aide-et-action.org

Child Rights Foundation

Tonn Sythim Project manager 023 211 223, 012 525279 crf2002@online.com.kh safeschools@online.com.kh

World Vision So Socheatj Humanitarian and Emergency Affairs Manager

012565145 socheath_so@wvi.org

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Annex 4: Rapid assessments tool

ទ មងៃ់ន រ ៉ ន់ ណ មៗអំពីផលប៉ះ លៃ់នេ ះមហន យេលវិសយ័អប់រ ំ FORM OF RAPID ASSESSMENT ON DISASTER IMPACT FOR EDUCATION SECTOR

ក មងសំណួរស ប់ស សន័ ល់ ក់ៗ QUESTIONNAIRES FOR KEY INFORMANT

1.1. សូមប ក់ចំនួន Please specify numbers

េ យេ ះមហន យ/បចុប ន After disaster/now

i. ដំេណីរ រ Functioning ii. បិទ Closed

a. ចំននួ មេតយ  Pre-school*?

b. ចំននួ បឋមសិក  Primary school*?

c. ចំននួ មធ មសិក  Secondary school*?

1.2. សូមប ក់ចំននួសំណងែ់ដល

ខូច ត  (Please specify numbers of school facilities affected)

ក មិតខូច តៃនរូបវន័របស់ េរ ន  School physical damage rating

1. 0-30% ចេ បី ន  តវជសួជុលតិចតចួ

Useable/need minor repairs

2. 30-60% ចេ បី ន តវជសួជុលេ ចីន Useable/need

major repairs

3. 60-100% មិន ចេ បី ន   ន រខូច

តេ ចីន Unusable with major damage

Comments

a. ចំននួអណូង  # well

b. ចំននួបងន ់ # latrine

c. ចំននួបនបេ់រ ន  # classrooms

1.3.ចំននួសិស ចូលេរ ន   Numbers of children* enrolled/attending school

មុនេ ះមហន យ  Before disaster េ យេ ះមហន យ After disaster/now

បស   Male

សី   Female

សរុប   Total

បស

Male សី

Female សរុប   Total

a. ចំននួសិស េ មេតយ Pre-school?

b. ចំននួសិស េ បឋមសិក Primary school?

c. ចំននួសិស មធ មសិក Secondary school?

1.4. ក សំ ន់ៗ អីខះែដល ងំកុ រកុង រេ េរ ន (េរ ប មលំ បៃ់ន ទិ ព,   ទិ ពខស់បំផុត=1)   Main barriers preventing school access (list in order of priority, 1=highest)

a. េរ នបិទ  េ យ រែតេ ះមហន យ  ឬខូច ត  School closed due to disaster or damage

b. ឳពុក យ រមពីប សុវតិ ព Parents concerned about safety

c. ទុកកូនេ ផះេដីម ជីយួ រ រេដីម េីឆីយតបេ ះមហន យ  ឬេធី រ រេផ ងេទ ត Children kept home to help respond to disaster/work

d. មិន នមេធ យេធីដំេណីរ  No/limited transport

e. ផូវមិន ចេធីដំេណីរ ន  Roads inaccessible

f. មិន ន គ គប់ ន់ No/insufficient teachers

g. មិន នសំ រៈសិក /េស វេ No education materials/books

h. េផ ងៗ  (សូមប ក)់ Other (Specify)

1.5. ចំននួ ែដល តវ រស រៈបេ ង ន  និងសិក  េដីម ជំីនសួស រៈែដលខូច ត   Number of schools requiring teaching or learning materials* to replace those damaged

1.6. េតី ន រ តបង់ រសិក េ ចីនបំផុតប៉ុ នៃថ េ យ រ េរ នេ កុងតំបន?់  What is the maximum number of school days lost by schools in the area (note # of days from school that has lost the most days)?

1.7. េតីចំននួ គមិន នលទ ពេ បេ ង នេ យ រែតេ ះមហន យប៉ុ ន ក?់                Number of teachers unable to teach because of disaster?

1.8. េតី នកែនងេរ នសូ តបេ ះ សនចំននួប៉ុ ន? How many Temporary Learning Spaces (TLS)* available?

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a. ចំននួ Number b. សូមប ក់ទីកែនង Please specify locations c. េតី នកុ រែដលមិន នចុះេ ះចូលេរ នេ េរ នប៉ុ ន គរយ នចុះេ ះចូលេរ នេ កែនងេរ នសូ តបេ ះ    

សន?    % out-of-school children* enrolled in TLS

1.9. សូមេរ ប បប់ កពី់ត មវ រ របស់  និងស ប់ រអបរ់?ំ                    Specify any other support to schools or educational needs required?

ក មងសំណួរស ប់ កមពិ ក  QUESTIONNAIRES FOR FOCUS GROUP DISCUSSION 2.1. េតី ន ព េរ នែដលអក ងំអស់ គេ ចីន នប ូ នកូនេ េរ ន   នស ពែបប ?

What is the situation of the schools where most of you send your children?

2.2. េតីកុ រ នេ េរ នែដរឬេទ?  0= ន, 1=  មយួចំននួ, 2= បែហល កក់ ល, 3= គេ ចីន   Are children going to school? 0= None, 1= Some, 2=Half, 3= Most

2.3. ក សំ ន់ៗ អីខះែដល ងំកុ រកុង រេ េរ ន  (េរ ប ប់ មលំ បលំ់េ យ ទិ ព,  ១   ទិ ពខសបំ់ផុត)

Main factors preventing access to school (list in order of priority, 1=highest) a. េរ នបិទេ យ រែតេ ះមហន យ School closed due to disaster

b. ឳពុក យ រមពីសុវតិ ព Parents concerned about safety

c. ឳពុក យទុកកូនេ ផះេដីម ជីួយ រ រេដីម េីឆីយតបេ នឹងេ ះមហន យ  Children kept home to help respond to disaster

d. មិន នមេធ យេធីដំេណីរ/មេធ យេធីដំេណីរ នកំណត ់No/limited transport

e. ផូវមិន ចេធីដំេណីរ ន Roads inaccessible

f. មិន ន គ/ ន គមិន គប់ ន់ No/insufficient teachers

g. មិន នេស វេ /ស រៈសិក No education materials/books

h. េផ ងៗ  (សូមប ក)់ Other (Specify)

2.4. េតី នទី ងំ ខះ  ែដល ចេរ បចំកែនងេរ នបេ ះ សន ន? What locations could be used for Temporary Learning Spaces?

a. េរ ន School d. ដីទលួ High ground

b. វត  Pagoda e. ផះ ប ជន  Private house

c. មណលសុខ ព  ឬ   ឃុ ំ Health Center/Commune Hall b. េផ ងៗ  (សូមប ក)់ Other(Specify)

2.5.a. េតី ន គ  ឬអកស គចិ័ត   ចជយួបេ ង នេ កែនងេរ នបេ ះ សនែដរឬេទ? Are there any teachers or volunteers

who could teach in Temporary Learning Spaces (TLS)? ន  Yes  =1, មិន ន  No =2

b. បសិន ន  សូមប កល់មិត If yes, please provide their details.

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Annex 5: Maps of target areas of humanitarian organization and relevant NGO partners (need to be updated) Province Plan WV UNICEF FCA UNDP CRC DCA AAC Oxfam Caritas SC CARE ZOA CWS ADPC LWD PADEK PIN TOTAL

Siem Reap X X X X X X X X X 7

Kampong Cham X X X X X X X 7

Tbong Khmom X X X X X X X 7

Kampong Chhnang - X X X X X X X X X 6

Kampong Thom - X X X X X X 5

Kandal - X X X X X 5

Takeo X X X 3

Pursat X X X X X X X 7

Battambang X X X X X X X 6

Pailin X X 3

Banteay Meanchey X X X X X 3

Oddor Meanchey X X X X 2

Preah Vihear X X X X X 4

Strung Treng X X X X 4

Kratie X X X X 2

Prey Veng X X X X X X X X X 7

Svay Rieng X X X X 3

Kampot X X X 2

Kep X X 2

Koh Kong X X X X 1

Preah Sihanouk X X 2

Kampong Speu X X X X X X 6

Mondulriki X X X 2

Ratanakiri X X X X 2

Phnom Penh X X 2

X NGO’s  target  provinces where considered Education in Emergency (EiE) X Target province of humanitarian organizations

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Annex 6: Standard of learning materials for setting up temporary learning spaces

Material & equipment to set up TLS – provide to teachers Item Cost per unit Quantity/Spec Total Plastic sheet US$ 12 2 (4M x 6M) US$ 12 Water filter US$ 16 1 (Ceramic) US$ 16 White board US$ 5 1 (0,8M x 1.2M) US$ 5 Marker US$ 5 1 (10 units/box) US$ 5 Soap US$ 0.3 4 US$ 1.2 Towel US$ 1 10 US$ 10 Drawing materials US$ 15 Package US$ 15 Sport materials US$ 15 Set US$ 15 Total US$ 79.2

Education materials provided to vulnerable children (approx. 30 per TLS) Item Cost per unit Quantity/Spec Total Floating backpack US$ 12 30 US$ 360 Notebook US$ 0.4 60 (160 pages) US$ 24 Pen US$ 0.2 30 US$ 6 Pencil US$ 0.1 30 US$ 3 Eraser US$ 0.1 30 US$ 3 Pen sharpener US$ 0.03 30 US$ 0.9 Pen’s  box US$ 1 30 US$ 30 Plastic bottle for drinking water

US$ 1 30 US$ 30

Total USD 456.9

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Annex 7: MoEYS EiE Guideline

KINGDOM OF CAMBODIA NATION RELIGION KING

MINISTRY OF EDUCATION, YOUTH AND SPORT No. 27 MoEYS, Guideline

GUIDELINE ON

EDUCATION IN EMERGENCY FOCUSING ON “The  Establishment  of  Safe  Learning  Places-Classes  during  Flooding  Period”

Climate changes obstacle the development of all sectors including education, in which the unavoidable natural disasters are also severely threatening the globe, especially in Cambodia flood has hampered the learning of students in some areas almost every year. To ensure the sustainability and safety of the operation of school year 2012-2013 and the following school years, Ministry of Education, Youth and Sport (MoEYS) introduces below principles to Municipal and Provincial Offices of Education, Youth and Sport for practical implementation as follows. A. Preparation before flooding (at school) 1. Establishing committee and sub-committee for flood management Every school has to establish committee and sub-committee for managing and dealing with the impacts caused by flood with involvement from all relevant stakeholders by mobilizing and utilizing members of the existing District Training and Monitoring Team (DTMT), School Support Committee, Networking Groups, and local authority to establish temporary learning places with specified structure, roles and responsibilities as the following. - Sub-committee in-charge-of information, education and dissemination - Sub-committee in-charge of technique - Sub-committee in-charge of intervention and emergency response - Sub-committee in-charge of finance and fund raising - Sub-committee in-charge of rehabilitation Simultaneously, the school also needs to develop tools for critically evaluating and assessing the damage of school building and facilities, and contact with humanitarians and development partners to seek their support on materials, fund, nutrition and other materials for supporting the process of temporary learning places and for renovating the school after the flood. 2. Establishing safe learning places Municipal-Provincial Offices of Education, Youth and Sport, District Office of Education, Youth and Sport, and schools need  to  identify  the  safe  places/areas  for  learning  temporarily  such  as:  in  pagoda,  villagers’  houses,  commune  offices, and other gathering areas that are safe for children learning. 3. Preparing materials and budget for implementing

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School principal needs to mobilize and liaise with all relevant stakeholders to prepare materials/facilities for supplying to the temporary learning places-classes such as tents, mats, water filters, life jackets, first-aid kits, hygienic facilities, medicines, etc. for good health and sanitation. S/he needs to do fund raising for the purchase of other supplies such as chalkboards or whiteboards, slates, A4 paper and flip chart, school bags, chalk, markers, pens, pencils, notebooks, textbooks, tables, chairs, teaching aids, and other available materials to distribute to pupils learning in those safe places. 4. Identifying facilitators and teachers Committee and sub-committee need to appeal to the villagers, monks, health workers, teachers or facilitators for their competence and commitment to manage, facilitate and teach the pupils/children during the flooding period. Learning schedule, teaching subjects, teaching methodologies, and pupil management methodologies need to be well identified and developed to avoid pupils suffering from other dangers. B. In the flooding period 1. Municipal - Provincial Offices of Education, Youth and Sport Has to issue an immediate guideline to field staff to be ready for providing information to MoEYS and Municipal - Provincial Governor Offices on time by collecting information immediately and daily from local networking groups and updating regularly about: - Number of schools and villages affected - Number of children and families affected - Number of textbooks, other books and documents damaged - Other facilities and equipment damaged. 2. Intervention after the completion of assessment 2.1 Establish temporary learning places - Establish temporary learning places based on the identified maps/places or be flexible basing on real situations - Ensure the availability of teachers, facilitators and other volunteers - Make good communication with the development partners and humanitarian to seek their support for the provision of learning and teaching materials (whiteboard, book, chalk, etc.) - Ensure children attend the temporary learning places with safety, protection, motivation, and mainstreaming health and sanitation issues (clean eating, clean drinking, and clean living). After the establishment of the temporary learning places mentioned above, Directors of Municipal - Provincial Offices of Education, Youth and Sport, and Directors of District Offices of Education, Youth and Sport need to widely disseminate information related to flood and other disasters to children, parents, guardians and community ensuring that all children are:

O Safe O Protected O Healthy and hygienic O Disseminated with quality and effectiveness of information.

2.2 Nominate taskforces to implement urgently based on the guideline (carry out reporting methods, monitor the results, improve the implementation, and intervene on time). 2.3 Cooperate and exchange information with Committees for Disaster Management at all levels.

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C. Interventions after the flood 1. Municipal - Provincial Office of Education, Youth and Sport instructs District Offices of Education, Youth and Sport, and schools to immediately collect data and information of the damages caused by the flood focusing mainly on: 1.1 Infrastructure - School buildings: school columns, concrete pavement, walls, roof, stairs, doors, and windows - Furniture (tables, cupboards, chairs, chalkboards or whiteboards, and other decorating materials) - Latrines, wells,  fences,  gates,  and  children’s  playground  (swings,  slides,  etc.)  and  flag  pole,  benches,  sculptures,  school compound, garden and sport site 1.2 Learning materials - Textbooks and other documents - Teaching aids used for the 4 subjects - Class administrative  documents  (other  lists,  student’s  produced  materials,  9-displayed tables) 1.3 The loss of learning hours and lessons that affect MoEYS learning outcome standards - Learning hours and schedule - Weekly, monthly, quarterly and semester Lessons 2. Development of response plan based on the assessment results - Conduct meeting with community and relevant stakeholders to mobilize local resources to closely and collaboratively support, rehabilitate and rebuild:

O Infrastructure O Learning materials and other school facilities O The  loss  of  learning  hours  and  lessons  which  affect  children’s  learning  outcome  standards   O Liaise with health center to cooperate, support, monitor, and prevention the expansion of other communicable diseases O Develop proposal to raise fund from humanitarians, and write letters to thank those who contributed to the renovation of the damaged infrastructure, learning materials and other facilities

- Conduct  meeting  with  community  and  children’s  parents  to  encourage  them  to  send their children to schools substituting the time loss during the flood. All Municipal – Provincial Offices of Education, Youth and Sport have to disseminate this guideline widely to all the District Offices of Education, Youth and Sport, cluster schools, and schools, and nominate for effective implementation.

Phnom Penh, 18 September 2012

H.E Im Sethy Minister Ministry of Education, Youth and Sport

Delivered to: - All Municipal - Provincial Halls - Related institutions under MoEYS - Related development partners “For  information”   - All Municipal - Provincial  Offices  of  Education,  Youth  and  Sport  “For  implementation”   - Archives – Department of Primary Education

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Annex 8: School EPRP format

ទ មង់ែផន រេ ត មប មង  និងេឆយតបេ ះ សនរបស់វស័ិយអប់រ ំEducation Preparedness and Response Plan Format

1. េសចកីេផម

Introduction

2. បរបិទទូេ   ន ពភូមិ ស  និង ប ស General context, Geography and Population

3. ផលប៉ះ ល់ៃនេ ះមហន យ  េ េលវស័ិយអប់រ ំ េហ រច សម័ន េរ ន  និងកមវធីិសិក

Disaster Impact on education, school infrastructure, teaching and learning activities

4. េ លបំណង

Objective

5. កបខណ រ រសីពីសុវត ព េរ ន

School Safety Framework

6. េស រយូ៉ីៃនមុខស េ ះមហន យ  (េ ះទឹកជំនន់  ខ ល់ព ុះ   ងំសួត  ជំងឺ ត ត)

Scenario – disaster risks (flood, storm, drought, and outbreak

7. បព័នផល់ព័ត៌ ន មុន

Early Warning System

8. យន រ  រច សម័ន  មុខ រ  និង រទទួលខុស តវ   Mechanism, Structure, Roles and Responsibilities

9. ប បឈមេ េពល នេ ះមហន យ

Challenges when disaster occurs

10. រស មបស មលេ ក់ តិ  និងេ ម តិ

Coordination at national and sub national level

11. ែផន រេ ត មប មងស ប់េឆយតប

Preparedness and Response Plan

12. ធន នស រៈ  និងថវ ិ

Materials and financial resources

13. ឧបសម័ន

Annexes

ឧបករណ៍ស ប់ រ ៉ ន់ ប ណ

Assessment tool   ប ីស ស ពៃន ប័ន ក់ព័ន  និងអង រៃដគូ  និងធន នប មង

Contact list of stakeholders/NGO and preposition of stock

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Annex 9: Committed resource for response and NGO partners’  contributions

Organizationa Number of staff to be involved

Prepositioned of TLS Kits

Contingency budget

Ministry of Education Youth and Sport 30 TBC TBC UNICEF 3 TBC USD 10,000 Save the Children 40 100 kits USD 10,000 Finn Church Aid 1 TBC TBC Plan International 3 TBC TBC World Vision 2 TBC TBC Child Rights Foundation 2 TBC TBC

Reference:

MoE. (2006). National Adaptaton Programme of Action to Climate Change (NAPA), (October). NCDM, C. (2008). Strategic National Action Plan for Disaster Risk Reduction 2008-2013. UNISDR. (2012). Assessing School Safety from Disasters - A Baseline Report 2011 UNISDR Thematic Platform for

Knowledge and Education , 2012. WB. (2010). Cambodia post-flood relief and recovery survey. INEE. (2010). Minimum Standards For Education: Preparedness, Response and Recovery NCDM. (2013). EPRP Guideline Republic Of Maldives. (2009). Guide for School Emergency Operation Plan HRF.(2014). Humanitarian Response Forum (HRF) Contingency Plan NCDM.(2013). Technical Guideline For Development of Contingency Plan at Provincial, Municipality, District. MoEYs.(2012).  Guideline  on  Education  in  Emergency  Focusing  on  “Establishment  of  Safe  Learning  Place-Class

during Flood Period. MoEYS. (2013). Post Flood Educatoin Assessment Report MoEYS. (2007). Education Law MoEYS. (2009). Education Strategic Plan 2009-2013. MoEYS. (2013). Climate Change Strategic Plan For Education. NCDM. (2013). National Action Plan for Disaster Risk Reduction 2014-2018 RGC. (2013). National Strategic Development Plan 2014-2018 UNISDR. (2005). Hyogo Framework of Actoin 2005-2015 (HFA). MoEYS. (2013). Child Friendly Programme and Component 3: Safety School Programme

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