G L O B A L P R O G R A M F O R S A F E R S C H O O L S

Transcription

1 G L O B A L P R O G R A M F O R S A F E R S C H O O L S J a c k C a m p b e l l, D R M S p e c i a l i s t, T o k y o D R M H u b T o h o k u U n i v e r s i t y F o r u m f o r C r e a t i v i t y, N o v e m b e r

2 World Bank and Education One of largest external education financiers for developing countries $11 Bn portfolio and operations in 71 countries (June 2014) Average of $2.8 Bn new projects per year Support to achieve national education goals through: finance; analytic work; policy advice; technical assistance Particular focus on: promoting reforms of education systems and helping to build a robust evidence base to guide those reforms global knowledge platform to help countries assess actionable priorities Policy areas include early child development, student assessment, teachers and workforce development Rigorous impact evaluations to generate stronger evidence about what works in education service delivery under different conditions Collaboration with UN and development partners to support countries education goals, including progress toward the MDGs

3 Learning for All: Education Strategy 2020 Armed conflicts, natural disasters, and other catastrophic events threaten education outcomes because they damage school infrastructure, expose children and youth to severe physical and mental stress, and interfere directly or indirectly with school operations, teaching, and learning. A child of primary-school age is three times more likely to be out of school if she or he lives in a fragile or conflictaffected country than if she or he lives in another developing country. To achieve learning for all requires aligning the interests and priorities of stakeholders, policy makers, and development partners in support of this global education goal. As in any other sphere of public policy, the effectiveness of education policies is shaped by their political and economic environment. It is not enough simply to get the technical details right; reforms must also navigate the challenges of a nation s implementation capacity and political economy messages that came through strongly during consultations for the new strategy. Multiple actors in a country will have to act effectively to achieve desired education goals such as learning for all. Success will require sufficient knowledge, resources, political will, and leadership and even then, not everything will be under the control of these actors. History demonstrates that natural disasters, economic crises, and violent conflicts can derail even well-planned education reforms.

4 Knowledge, Experience & Japan World Bank Program for Mainstreaming DRM in Developing Countries The World Bank MoF Water Social Protection Environ ment Educa tion Health Energy Gender Poverty GFDRR DRM HUB Tokyo Technologies Govts agencies Univer sities Japan Research Institutes CSOs Private Sectors Govern ance Urban/ DRM Trans port Finance Trade Macro economics Developing Countries

5 Indicative Priority Mainstreaming Sectors Energy Transport Water Education Social Protection Hydropower and dam safety Landslide risk for roads Flood protection Coastal/SIDS Hydrometeorological services Seismic safety of schools and other public buildings Safety nets for community disaster resilience

6 Global Program for Safer s Rationale Improving Construction Practices

7 Global Program for Safer s Program Objective Making school facilities, and the communities they serve, more resilient to natural hazards Improving Construction Practices

8 Global Program for Safer s Program Components Creating an Enabling Environment for Risk Reduction Improving Construction Practices Maximizing synergies between structural and nonstructural safety measures Monitoring Global Progress on Safety

9 Impact Making schools, and the communities they serve, resilient to natural hazards Reduction in the number of students and teachers affected by disasters (loss of life) Reduction in destruction of school infrastructure due to disasters (loss of physical capital) Reduction in school days lost (loss of human capital) Outcomes Improving Construction Practices Avoided creation of new risks and reduced existing risks through risk informed construction and retrofitting of school infrastructure Number of school infrastructure built or retrofitted guided by a risk-informed planning, design, and construction process Number of students and teachers benefitting from safer school construction Investments made in risk reduction measures in the education sector leveraged by the Program Outputs Provision of technical assistance related (1) the enabling institutional, policy, and regulatory environment for risk reduction; (2) school construction practices from planning to construction, (3) synergies between structural and non-structural safety measures

10 Global Program for Safer s Rationale Improving Construction Practices

11 Action on the Ground Peru Challenge Most of the country s building stock had been built before 1997 (prior to the seismic updating of the building code. Only 8 percent of schools in Lima and Callao comply with seismic resistant design standard. All rural schools have to be replaced. Project description Supporting the design and implementation of a capital investment operation for the seismic risk reduction of public schools in the Metropolitan Area of Lima and Callao. Activities include conducting a diagnosis of existing school infrastructure, supporting the design of a national plan for school infrastructure and a retrofitting program, and capacity building. Partners The Ministry of Education (MINEDU): Office for Infrastructure (OINFE) the Secretariat for Strategic Planning Earthquakes Floods Landslides Volcanos $ 1.6 M financed by Japan

12 Action on the Ground Mozambique Challenge Between 2004 and 2012, the number of schools increased from 8,886 to 11,544 as a result of an accelerated construction program It is projected that 40,000 classrooms are needed by 2025 to meet the current shortfall accommodate population growth Project Description Enhancing the policy and regulatory environment to increase the resilience of schools Increasing the understanding of disaster and climate risks related to school infrastructure Improving the implementation of resilient construction at local level Partners Ministry of Education (MINED) Ministry of Public Works and Housing (MOPH) National Institute for Disaster Management (INGC) UN-Habitat and Save the Children Cyclones Floods Earthquakes Drought $ 1.2 M financed by MDTF

13 Building the Global Baseline Improving Construction Practices

14 Building the Global Baseline Improving Construction Practices

15 Partnerships Improving Construction Practices

16 Partnerships Arup Partnership established in 2013 First area of collaboration: Analytical Work Defining safety Improving Construction Practices Guidance note for development practitioners Second area of collaboration: Technical Assistance to World Bank Task Teams in the following areas: Engineering Capacity assessment of contractors and builders Procurement and contract management Quality assurance

17 Consultations and focus group discussions with key stakeholders Technical report to inform Task Team s engagement Partnerships Arup Example of Arup Technical Assistance Questions by Mongolia World Bank Task Team What are the drivers of risk and range of hazards that may compromise the delivery of school infrastructure projects? Improving Construction Practices What is the number and the construction typology of existing and planned schools in Ulaanbaatar (UB)? What is the institutional environment and regulatory framework for school construction in UB and what are the discrepancies between the legislation and practice? Field mission planned for November 11-22, 2014 Vulnerability Assessment of education building stock and training of local engineers Vulnerability report

18 Japan s Experience MEXT, 2014

19 The Team Niels Holm-Nielsen, Lead DRM Specialist Improving Construction Practices Fernando Ramirez Cortes, Senior DRM Specialist Vica Bogaerts, DRM Specialist and Program Coordinator

20 Join us December 9 Public Seminar on Safer s: Japan and World Bank experience and plans World Bank Tokyo DRM Hub Contacts: jcampbell2@worldbank.org kkaneda@worldbank.org See you there!

21 Thank You!