A Guide to Conflict and Disaster Risk Management in Educational Institutions in Uganda

Abstract

Uganda is prone to several natural and human induced hazards that often cause disasters. These include: drought, floods, human and epizootic epidemic disease outbreaks, landslides, fires, hailstorms, lightening, episodic hunger across many communities, terrorism acts and events of civil strife, ethnic/ tribal tensions, and land wrangles that result into violent conflict. When they occur Disasters affect societies across sectors and socio-economic groups, although some groups may be more vulnerable, including children. Disasters result from a combination of hazard risk conditions, societal vulnerability, and limited capacities to reduce potential negative impacts. For educational institutions, disasters lead to extensive destruction of infrastructure, loss of life, and disruption of education activities. For example, in 2006 school dormitory fires claimed the lives of 37 learners, while in 2011 lightening claimed the lives of 73 learners and caused 229 injuries to learners in 28 districts across the country. Land disputes and inter-community conflicts across Uganda continue to affect access to and enjoyment of education by children and adolescents. In addition, armed conflict has notably had widespread impact on the educational sector in Uganda. For example, The Lord's Resistance Army (LRA) in Northern and Allied Democratic Forces (ADF) in South Western Uganda saw many school children and students abducted and forcefully recruited into rebel forces, others killed, maimed and some staying away from school for fear of abduction. For example, up to 50,000 children were abducted during the LRA conflict (Knutzen and Smith. 2012). Such conflicts further lead to burning and destruction of school infrastructure, and discourage teachers from working in conflict affected areas, hence affecting the access, provision and quality of education. Years of displacement have also negatively impacted upon access to and enjoyment of education and such disruption of learning leads to high school drop-outs. Quality of education is further affected during refugee influxes from neighbouring countries, which puts extra pressure on an educational system that is often ill-prepared for such pressure. These are but a few examples. These guidelines are a deliberate effort to integrate conflict with other natural and human induced disasters in the context of the education sector, including in policy formulation and development. This was after realization that conflict is not only a disaster risk in itself, but also follows the same cycle as many other disasters. It manifests with triggers and indicators which if not prevented or well monitored escalate to death, injury, destruction and destabilization of the socio-economic fabric, just like naturally induced disasters. And whereas effects of most disasters might be short term in nature, effects of conflict related emergencies have both short term and longer term impact on the education system as well as learners. This impact manifests both in terms of complex response and recovery needs and trauma and psycho-social effects on learners. And in the absence of a conflict sensitive education policy and curriculum, conflicts could have long-term implications for the country where a culture of violence can be perpetuated. It is therefore important to create a conflict sensitive and disaster free environment in school communities and educational institutions for safety of students, teachers and other supporting staff as well as a safe learning environment. Additionally, there is need to promote and encourage community participation and inclusiveness to foster broader resilience and social cohesion by promoting collaborative partnerships amongst and between educational institutions and different community stakeholders and other key government and non-government institutions. The purpose of these guidelines is thus to prevent, prepare for and minimise adverse impact of conflict and disasters on educational system, students, staff, and school communities. With the National Policy for Disaster Preparedness and Management in place, the education sector needs to: > Formulate policies and programmes that are conflict sensitive and contribute to disaster risk reduction; Embed Conflict and Disaster Risk Management in the formal and informal education curricula at all levels; ➤ Ensure that buildings of educational institutions do not pose a risk to occupants; > Build capacity and Train human resources in aspects of Conflict and Disaster Risk Management (CDRM), including children, teachers, and school community members; ➤ Prepare and implement emergency preparedness plans including mock drills and prepositioning of emergency supplies in educational institutions to enable first response: ▸ Allocate appropriate resources and costed budgets that include CDRM components for prevention, preparedness, response and recovery at all levels. Create conflict and disaster awareness among children, students, educators and communities. > Ensure gender equity in design and implementation of CDRM strategies bearing in mind that women and girls specifically are at a greater risk of suffering from conflicts and disasters. The above objectives have also been informed by the UNICEF Peacebuilding, Education and Advocacy Programme: Uganda Conflict Analysis (2012) document, which highlights the key conflict drivers at national, regional and sub-regional level, and proposes opportunities and recommendations for peacebuilding through education. A revised Conflict analysis of 28 districts in Uganda is in final stages and should be utilised as a guiding document in the operationalization of the CDRM Guidelines.