Education & School Safety

This policy brief aims to inform national-level policy decisions in the ASEAN around safe school reopening and operations, learning recovery, and continuity in the context of the COVID-19 pandemic as well as any future emergencies/disruptions.

These documents present the background, context, effects, impact, recovery needs and recovery strategy of the devastation of the La Soufrière Volcanic Eruption on St. Vincent and the Grenadines (SVG) within the context of a Post Disaster Needs Assessment (PDNA).

This document introduces the case study about reconstruction from Great Hanshin-Awaji Earthquake in Kobe city, Hyogo prefecture. (Disaster Mitigation Education)

This report explains in detail the rationale for launching the multi-year effort to study how critical buildings performed during the 2017 Hurricane Maria, as well as how emergency communications systems worked beside the summary of progress to date.

This report describes the challenges that many of Australia’s children and young people face as a result of where they live, calling for more support for them before, during and after disasters, and an urgent review of government policies.

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.

On 6th December, the Government of Albania requested support from the European Union, the United Nations, and the World Bank to undertake a full and comprehensive PDNA to identify the damage, losses, and recovery needs arising from the earthquake.

This case study explores how Japan developed guidelines to plan and implement assessment and retrofitting projects, and established a national subsidy programme, in order to strengthen all high school buildings to resist earthquakes.

This report presents a consolidated view of damage, loss and recovery needs estimates from the 2019 floods in Iran, based on data received from various line departments and the expertise of a multi institutional and interdisciplinary assessment team.

This report, conducted by the University of Lancaster in collaboration with other institutions, details the findings from a participatory research project that set out to identify key issues in children and young people’s experience in relation to