,´ xf » » countries – responses to natural disasters …...1960 valdivia earthquake (mw9.5)...

“Food for Thought” for Recovery with Creative Education in

Tohoku: Implications from Other Countries – responses to natural

disasters and general new approaches

Miho TagumaSenior Policy AnalystEducation and Training Policy DivisionDirectorate for Education, OECD

24 November 2011Symposium at the National Institute for Educational Research 1 1

Modified�by�the�presenter�for:�2003 China wènchu�n earthquake (Mw8.0); Copyright�:��

Examples of large-scale earthquakes of the world

1960 Valdivia earthquake (Mw9.5)

2010 Chile earthquake (Mw8.8)

1964 Alaska earthquake (Mw9.2)

1957 Andreanof earthquake (Mw9.1)

1952 Kamchatka earthquake (Mw9.0)

2011 Tohoku earthquake (Mw9.0)

2004 Sumatra earthquake (Mw9.0)

2003 China wènchu�n earthquake (Mw8.0)

2

Modified�by�the�presenter�for:�2003 China wènchu�n earthquake (Mw8.0); Copyright�:��

Examples of large-scale earthquakes of the world

1960 Valdivia earthquake (Mw9.5)

2010 Chile earthquake (Mw8.8)

1964 Alaska earthquake (Mw9.2)

1957 Andreanof earthquake (Mw9.1)

1952 Kamchatka earthquake (Mw9.0)

2011 Tohoku earthquake (Mw9.0)

2004 Sumatra earthquake (Mw9.0)

2003 China wènchu�n earthquake (Mw8.0)

2

��

Economic damages of natural disasters

including other types

3��

Economic damages of natural disasters

including other types

3

Today’s�Presentation:�Key�Success�Factors

Scope�of�Country�Examples

• Policy�responses�to�natural�disasters�

• Relevant�policy�initiatives�in�general

1. Well�designed�school�recovery�plan

2. Well�planned�policy�alignment

3. Innovations�in�public�services�delivery

+� Introduction�of�a�new�OECD�project�“OECD�Tohoku�School”

4

•

•

4






5 5

Common�Lessons�Learnt�on�School�Recovery�Plan�

� It�can�take�a�long�term�process.�It�requires�a�holistic�and�continual�approach�in�its�planning.

� A�successful�implementation�will�require�buy�in�and�initiatives�from�the�communities.�

� Plan�=�clear, feasible and�shared among�stakeholders.

� Capacity�building�of�the�school�=�practical�management�training,�experience�sharing�among�school�leaders�and�teachers.

� Its�goal�is�to�restore�a�safe,�healthy,�learning�environment.�

� Challenges�=�schools’�infrastructure�and�administrative needs;�students’�emotional/health�and�academic needs�

� Direct�link�between�emotional�stress�and�academic�achievement

Common Lessons Learnt on School Recovery Plan

� It can take a long�term process. It requires a holistic and continualapproach in its planning.

� Its goal is to restore a safe, healthy, learning environment.

� Challenges = schools’ infrastructure and administrative needs;students’ emotional/health and academic needs

� A successful implementation will require buy�in and initiatives from thecommunities.

� Plan = clear, feasible and shared among stakeholders.

� Capacity building of the school = practical management training,experience sharing among school leaders and teachers.

/

� Direct link between emotional stress and academic achievement

6

�

�

�

�

�

�

�

�

�

�

�

�

�

�

6

Example�from�the�USA

Issue

• Emergency�management�by�school

Response

• Support�for�principals�through�training�on�“Emergency�Management�for�Schools” supported�by�Department�of�Education

Issue

• Emergency management by school

Response

• Support for principals through training on “EmergencyManagement for Schools” supported by Department of Education

Natural Disaster

Chemical Spill

School Shooting

Medical Emergency

Fire / Facility Emergency

Student/Public Demonstration

Fight on Campus

Bullying and School Climate Issues

Sources: Graphs from the slides used at the Emergency Management for Schools training, February 23, 2007, Philadelphia, PA, Department of Education

4 Phases of Emergency Management

Recovery

Prevention-Mitigation Preparedness

Response

7

•

• �

•

• ��

Sources: Graphs from the slides used at the Emergency Management for Schools training, February 23, 2007, Philadelphia, PA, Department of Education 7

• Physical/Structural�Recovery

• Administrative�Recovery

• Academic�Recovery

• Psychological/Emotional�Recovery

4 Key Issues of Recovery

Sources: the Emergency Management for Schools training, February 23, 2007, Philadelphia, PA, Department of Education

� Buildings,�indoor/outdoor�space,�facilities

� Safety�at�educational�sites�

� Staff�availability�to�teach

� Transportation�and�food�services

� Equipment�and�supplies�(books,�ICTs,�laboratories,�etc.)

� Etc…

Training covers…..

8

�� ! ��"��#�!��

�

�

��

�

�

8






� Administrative�functions

� Staff�support�system

� Payroll�system

� Student�registration��out�of�districts�and�into�other�schools

� Decision�making�for�closing/opening�schools,�re�allocating�students/staff�,�etc.

� Etc…



9

�� ! ��"��#�!��

�

�

�

�

�

�

9






Short�term�

� Quick�recovery�of�school/academic�routines

� Briefing�administrators�and�staff�of�the�recovery�plan

� Communication�with�parents

Long�term� Link�between�academic�

success�and�recovery�plan� Link�between�academic�

success�and�emotional�stress

� Etc…



10

�� ! ��"��#�!��

�

�

�

�

�

�

10

Research�has�shown…

Traumatised�students�may:

• Engage�in�aggressive�behavior

• Experience�difficulty�concentrating�and�learning

Youth�exposed�to�violence�and�trauma�have�been�shown�to�have:• Lower�grade�point�averages��(Hurt�et�al.,�2001)• Decreased�reading�ability�(Delaney�Black�et�al.,�2003)• More�negative�remarks�in�their�academic�records/more�absences�(Hurt�et�al.,�2001)• Increased�expulsions�and�suspensions�(LAUSD�survey)

• Decreased�rates�of�high�school�graduation�(Grogger,1997)

Source cited in the Emergency Management for Schools training, February 23, 2007, Philadelphia, PA, Department of Education:Delaney-Black, V., Covington, C., Ondersma, S.J., Nordstrom-Klee, B., Templin, T., Ager, J., Janisse, J., & Sokol, R.J. (2002). Violence exposure, trauma, and IQ and/or reading deficits among urban children. Archives of Pediatrics and Adolescent Medicine, 156 (3), 280-285.

11

••

•••••

Source cited in the Emergency Management for Schools training, February 23, 2007, Philadelphia, PA, Department of Education:Delaney-Black, V., Covington, C., Ondersma, S.J., Nordstrom-Klee, B., Templin, T., Ager, J., Janisse, J., & Sokol, R.J. (2002).Violence exposure, trauma, and IQ and/or reading deficits among urban children. Archives of Pediatrics and Adolescent Medicine,156 (3), 280-285.

11






Short�term�� Available�services�� internal�

and�external�resources� Support�for�families,�staff�

and�children� Needs�assessment�and�

psychological�first�aidLong�term�considerations� Brining�in�

"outside“�expertise�– as�an�option

� Support�from�the�school�boards

� Familiarity�with�funding�sources

� Etc.�



12

�� ! ��"��#�!��

�

��

�

��

12

Example�from�Australia,�Floods�in�Eastern�Australia�in�December�2010

Issue

• Swift�action�by�the�people�concerned.�

Response

• Support�systems/materials�for�school�principals�and�teachers�by�government,�universities,�etc.

Issue

• Swift action by the people concerned.

Response

• Support systems/materials for school principals and teachers byyyyygovernment, universities, etc.

• A�brochure�for�school�principals�was�prepared,�funded�by�the�government.

• The�Australian�National�University�developed�“Resources�for�Teachers:�School�Recovery�Tools”.�

13

•

•

•

•

•

•

13






14 14

Common�Lessons�Learnt�on�Policy�Alignment

� Policy�alignment�can�help:

� consolidate�political�will�and�strategically�align�resources�with�prioritized�issues�

� anchor�discussions�between�ministries�for�more�effective�government�leadership�

� promote�more�consistent,�co�ordinated�and�child� and�family�centred�services�with�shared�social�and�pedagogical�objectives

� provide�opportunities�to�align�short�term�and�long�term�needs

� Local�stakeholders’�buy�in�and�initiatives�are�the�key�to�effective�policy�implementation.�

Common Lessons Learnt on Policy Alignment

� Policy alignment can help:

� consolidate political will and strategically align resources withprioritized issues

� anchor discussions between ministries for more effectivegovernment leadership

� promote more consistent, co�ordinated and child� and family�centred services with shared social and pedagogical objectives

� provide opportunities to align short�term and long�term needs

� Local stakeholders’ buy�in and initiatives are the key to effective policyimplementation.

15

�

�

�

�

�

�

�

�

�

�

�

�

15

Example�from�Sichuen,�China

Issue• Swift�and�efficient�recovery�of�the�affected�regionResponse• Pairing�and�bilateral�partnerships

• Leadership�from�the�centre,�issuing�a�national�reconstruction�and�recovery�plan.

• Assigned�various�provinces�and�cities�as�“pairs”�as�a�collaboration�system.

• Setting�numeric�targets.

• Re�thinking�on�the�“quality”�standards.

Issue• Swift and efficient recovery of the affected regionResponse• Pairing and bilateral partnerships

16

•

•

•

•

•

•

•

•

16

Example�from�Christchurch,�New�Zealand

Issue:�• Damage�to�land�has�left�some�areas�unfit�to�rebuild�upon.Response• Integrating�education�provision�plan�with�land�re�use�planning,�

urban�design�and�spatial�plan�for�the�rebuilt�city

Issue:• Damage to land has left some areas unfit to rebuild upon.Response• Integrating education provision plan with land re�use planning,

urban design and spatial plan for the rebuilt city

National�government’s�response�

• Offered�to�buy�the�houses�of�affected�people�who�will�then�move�to�other�parts�of�the�city�or�elsewhere�in�NZL.

Expected�consequences�of�the�land�use�decision�for�education:

• Significantly�reduce�enrolments�in�some�schools.• Possible�increase�in�enrolments�in�some�areas.

17

•

•

•

•

•

••

17

Education�Ministry’s�Response�(Still�planning�stage):

• Support�package�(up�to�18�months)�to�help�retain�principals�and�teachers�in�the�affected�area.

• Insurance�pay�out�is�unlikely�to�cover�the�full�costs�of�repairing�and�rebuilding�as�in�the�past.�Planning�the�re�organisation�of�schools�as�the�population�shifts�(e.g.�close,�merge,�expand�some�schools,�build�new�schools,�etc.)�

• Finding�cost�efficient�solutions�– e.g.�creating�senior�high�schools�campuses�for�a�more�efficient�use�of�expensive�technical�facilities,�along�with�tertiary�education�providers�–to�reduce�the�overall�cost.

18

•

•

•

•

•

18

Challenges�in�educational�response

• Determining�the�role�of�education�to�respond�to�social�concerns�as�well�as�economic�challenges.

Challenges in educational response

• Determining the role of education to respond to social concernsas well as economic challenges.

Economic�challenges�– e.g.�• re�building�formerly�existing�industries�and�ensuring�workforce�• creating�new�industries�and�developing�the�workforce�• matching�the�workforce�supply�and�demand�match�in�the�

rebuilt/new�industries

Social�and�academic�concerns�– e.g.• inequity�between�the�affected/unaffected�• Inequity�among�the�affected�themselves• child�poverty• student�falling�behind• students’�transfer• youth�unemployment• aggressive�behaviour• Crimes

Looking�ahead

19

••

••

••••••••

19

Issue• Aggressive�behavioural�problems�of�children�in�class�and�during�

breaksResponse• Planned�vertical�cooperation�and�long�term�perspectives

Issue• Aggressive behavioural problems of children in class and during

breaksResponse• Planned vertical cooperation and long�term perspectives

Example�from�Christchurch,�NZL�

• Planned�support�Chain

� Education�Ministry:�Allocated�extra�money�to�employ�more�teacher�aides�and�to�fund�more�teaching�time.�

� School: Hired�a�"floating�teacher"�who�could�take�over�a�class�if�the�teacher�needed�to�take�time�out�with�a�child.�

� Students:�Need�more�personalised�emotional�support�and�counselling

• Long�term�perspectives

20

•

•

•

•

$% &' () *+,-

•

�

�

�

•

20

Example�from�the�USPromise�Neighbourhoods�Programmes

Social�challenge.looking�ahead/• growing�child�poverty,�increasing�dysfunctional�communitiesResponse• Focus�on�anti�poverty�measures�for�children,�with�a�perspective�to�

re�build�functional�communities

Social challenge.looking ahead/• growing child poverty, increasing dysfunctional communitiesResponse• Focus on anti�poverty measures for children, with a perspective to

re�build functional communities

• Under�the�Obama�Administration,�the�Department�of�Education�allocated�$�10�million�for�developing�implementation�plans�in�the�2011�budget.

• The�budget�request�for�2012�includes�$150�million�for�the�actual�implementation.

• Modelled�after�“Harlem�Children’s�Zone”�

� HCZ�– aims�to�break�the�cycle�of�generational�poverty

� Free�in�kind�provision

� Private�financing�of�about�$3,500�per�child.�

21

0

•

•

•

•

•

•

•

�

�

�

21

Economic�challenge�• Poverty�and�regional�economic�developmentEducational�response• Reflect�local�needs�in�the�curriculum�and�align�it�with�an�aim�to�

human�resource�development�towards�the�vision�for�economic�development

EEconomic challenge• Poverty and regional economic developmentEducational response• Reflect local needs in the curriculum and align it with an aim to

human resource development towards the vision for economicdevelopment

Example�from�Ledu�County,�Haidong�Prefecture,�Qinghai�Province�

• Setting�out�a�clear�vision�for�its�regional�economic�development:�“Eco�tourism”�and�“Agri�tourism”

• Integrating�environmental�and�ecological�education�into�primary�to�secondary�education�curriculum

22

•

•

•

•

•

•

22

Economic�challenges

• Recovery�of�regional�industries�or�creation�of�new�industries,�which�should�respond�to�domestic�and�foreign�market�demands�and�strengthen�the�economic�competitiveness.�

� Comparative�advantages

� Sustainability�

� Potentiality�for�mid� and�long�term�development

� Other�criteria

EEconomic challenges

• Recovery of regional industries or creation of new industries,which should respond to domestic and foreign market demandsand strengthen the economic competitiveness.

� Comparative advantages

� Sustainability

� Potentiality for mid� and long�term development

� Other criteriaQ1How�can�education�be�linked�to�regional�economic�recovery�– in�

concrete�terms?�• Within existing frameworks (e.g. curriculum adaptation,

open hours, extra�curricular activities, volunteering,�internship,�etc.)�?�

• Creating�new�frameworks�(e.g.�Special�Recovery�Zone,�Special�Education�Zone,�etc.)?�

23

“Food�for�Thought”�for�the�potential�role�thateducational�policy�can�play�in�responding�to�economic�challenges.

•�

�

�

�

•�

�

�

�

•

•

23

Examples�for�questions�for�food�for�thought1

What�role�can�education�play�in�developing�human�resources�towards….

• Advanced�Tourism�Region

• Advanced�Area�for�Resilient�Architecture�and�Response�to�Natural�Disasters

• Advanced�Region�of�Responses�to�Ageing�Society

• Advanced�Region�for�Green�Growth�and�Alternative�Energy�Development�

• Advanced�Science�and�Technologies

• 2223

24 24






25 25

Common�Lessons�Learnt�on�Innovations�in�public��services�delivery

� Countries�often�use�a�region�to�pilot�new�ideas,�and�review�them�before�launching�a�national�large�scale�policy.�

� One�of�the�strategic�options�is�to�offer�a�cross�sectoral,�one�stop�service�point,�by�re�organising�government�compartmentalised�public�administration.

� There�are�opportunities�and�challenges�to�capitalise�on�resources�in�the�communities.e.g.)�When�Tsunami�hit�East�Asia,��there�were�competitions,�overlaps�

and�over�supply�of�goods�and�services�not�in�need.�

� To�provide�child� and�family�centred�public�services,�countries�are�facing�the�challenge�of�redefining�the�role�of�government,�communities,�schools,�industries,�families,�etc.�

26

�

�

�

�

26

Examples�from�NZL,�UK,�POR

Issues• Decreasing�number�of�children/siblings�– relationship�building• Continuous�child�development�from�ECEC�to�primary�education�• Cost�efficiency

Response• Co�location�of�Early�Childhood�Education�and�Care�(ECEC)�facilities�on/near�school�sites

Issues• Decreasing number of children/siblings – relationship�building• Continuous child development from ECEC to primary education• Cost efficiency

Response• Co�location of Early Childhood Education and Care (ECEC)facilities on/near school sites

27

Christchurch,�NZL

Smooth�transition�from�ECEC�to�schoolingSome�private�providers�may�not�have�the�insurance�cover�or�means�to�relocate.

England,�UK

Some�nursery�schools�are�often�attached�to�primary�schoolsOne�benefit�is�to�ensure�children’s�school�readiness�(e.g.�Grade�1�Problem�in�Japan).

•••

•

•••

•

••

••

27

Source:�OECD,�CELE;�Day,�C.�(2007),�Environment�and�Children,�Elesevier.�Ltd,�Oxford� 28

Portugal

Multi�age�groups�bring�valuable�social�integration�challenges.�

Source:�OECD,�CELE;�Day,�C.�(2007),�Environment�and�Children,�Elesevier.�Ltd,�Oxford�

•

28

Example�from�England,�the�UK�

Issue• Integration�of�childcare�and�early�education�for�better�child�development• Women�needing�childcare�places�to�work,�look�for�a�job,�retrain�for�a�new�job,�networking�with�other�parents�to�share�information,�de�stress,�etc.

Response• Integration�of�various�services�in�one�centre�(e.g.�childcare,�early�education,�lifelong�education,�employment�services,�etc.)

Issue• Integration of childcare and early education for better childdevelopment• Women needing childcare places to work, look for a job,retrain for a new job, networking with other parents to shareinformation, de�stress, etc.

Response• Integration of various services in one centre (e.g. childcare,early education, lifelong education, employment services, etc.)

Fawood�Children’s�Centre,�UK

29

••

•

••

•

29

• One�stop�service.�• State�of�the�art�nursery.�• Integration�of�office�space�and�vocational�training�facilities• Integration�of�early�education�and�childcare• Creative�use�of�open�space• Innovative�use�of�mesh�walls

30

••••••

30

!"

Example�from�Stuttgart,�Germany

Issue• Fighting�isolation�and�disinterestedness�– different�generations,�

cultural�backgrounds• New�forms�of�community�work�and�livingResponse• Integrate�services�offered�in�one�building�for�children,�mothers�and�the�elderly,�the�immigrants

Issue• Fighting isolation and disinterestedness – different generations,

cultural backgrounds• New forms of community work and livingResponse• Integrate services offered in one building for children, mothersand the elderly, the immigrants

“Multi�generation�House�West”

Aim• Promote�encounters�between�all�generations�from�various�cultures• Trying�out�new�approaches�for�generation�spanning�social�work

Multi�functional�building�� District�cafe�� Day�care�centre�with�crèche�for�� toddlers�� Apartments�for�the�elderly�� Event,�hobby�and�fitness�rooms� Source: photo copy right of http://www.schmid-

stiftung.de/generationenhaus-west/index.php 31!#

•

•

•

•

•

•

••

��

Source: photo copy right of http://www.schmid-stiftung.de/generationenhaus-west/index.php 31

Example�from�New�Orleans,�the�US

Issue• Schools�– in�isolation�� cannot�tackle�challenges�alone.• Parental�needs,�values�and�responsibility• Use�of�resources�from�communitiesResponse• Adaption�of�“Charter�Schools”�after�Hurricane�Katrina�

Issue• Schools – in isolation � cannot tackle challenges alone.• Parental needs, values and responsibility• Use of resources from communitiesResponse• Adaption of “Charter Schools” after Hurricane Katrina

Recent�survey�findings�(RAND,�2011)��on�comparison�between�charter�(CS)�and�traditional�schools�(TS).�

• More�school�autonomy, more�extended�day�programmes,�and�higher�levels�of�satisfaction�and�a�perception�of�more�choices�in�CS

• Greater�challenges�on�parental�involvement,�student�disciplines,�and�student�transfers�reported�by�TS

• But�little�difference�on�school�leadership�and�decision�making�practices�• Question�rises�– whether�school�choice�is�equally�accessible�and�parents�make�an�

informed�decision

NOTE:�the�number�is�growing;�however,�overall�reviews�of�outcomes�of�charter�schools�show�mixed�results.�

Source: Rand (2011) Research Brief: Perceptions of Charter and Traditional Schools in New Orleans 32

•••

•

•••

•

•

•

•

•

Source: Rand (2011) Research Brief: Perceptions of Charter and Traditional Schools in New Orleans 32

OECD�Trends

Issue• Changing�role�of�teachersResponse

Parents and widercommunities

• Providing professional advice to parents• Building community partnerships for learning

School level • Working and planning in teams• Evaluation and systematic improvement planning• ICT use in teaching and administration.• Projects between schools, and international co�

operation• Management and shared leadership

Classroom level • Teaching in multicultural classrooms• New cross�curricular emphases• Integrating students with special needs.

Individual level • Initiating and managing learning processes• Responding effectively to the learning needs of

individual learners• Integrating formative and summative assessment

45:�OECD�(2005)�Teachers�Matter 33

•

33

Opportunities�and�constraints�in�transferring�other�country�examples.

Opportunities

– Confirmation�that�your�current�attempts�were�found�useful�by�others

– Learning�about�new�ideas�to�tackle�similar�challenges

– Lessons�learnt�from�their�experiences�– avoid�any�possible�policy�failures

Constraints

– Contexts�

– Political�climates�

– Technical�feasibility�

34 34






35 35

OECD�Tohoku�School“creating�new�future”�� not�“reconstruction”

Aim

• To�foster�children's�capacities�to�take�initiatives,�leadership,�actions,�international�perspectives�in�Tsunami�affected�areas

• To�raise�Tohoku’s�profile�among�international�audiences

• In�the�long�term,�expect�that�these�children�will�grow�to�lead�the�region’s�economic�activities�and�create�future�industries�and�innovations.�

Working�methods

• Children�will�organise�an�international�event�to�demonstrate�the�Tohoku’s��charm�and�industries�to�the�rest�of�the�world

• Project�based�learning/�Collaborative�learning.�The�project�aim�is�set�to�organise�the�Tohoku�Festival�in�Paris�in�2014.�

• To�facilitate�the�process,�the��OECD�Tohoku�School�will�be�organised.�

• The�first�school�will�be�launched�in�March�2012.

36

•

•

•

•

•

•

•36

,´ xf » » countries – responses to natural disasters …...1960 valdivia earthquake (mw9.5)...

Documents