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Report on effects on schools, students and teachers:

Education Needs

The cluster reports there has been no change in official government figures: 1,078 schools have been reported damaged by the earthquake; a total of 3,149 school classrooms are severely damaged; 1,265 moderately damaged and 1,298 slightly damaged. Another 73 Madrasahs (441 classrooms) have also been reported damaged by the Ministry of Religious Affairs. Capacity building of teachers to support the psycho-social needs of school children also remains a priority response area for the education cluster and the Department of Education.

Response

The cluster reports that schools in affected districts have resumed learning though with decreased capacity, some operating double shifts or with two grades to one class. GoI has disbursed funding to the affected districts for the construction of 1,425 temporary classrooms and construction is on-going. The Education Cluster has also completed the construction of 108 temporary classrooms and provided 366 school tents. It has also provided basic teaching and learning materials for 12,060 children and 376 teachers and sport and recreation materials for 11,360 children. Partners are distributing additional supplies and construction of temporary classrooms is ongoing adhering to agreed standard designs. Private sector organizations have also provided 47 school tents in Pariaman. Seventy-five school tents have been provided to support the damaged Madrasah infrastructure. Approximately 15,900 teachers have received training in providing psycho-social and emotional support to all school children in the affected areas of Agam, Padang Pariaman, Pariaman City and Padang City. The initiative targeted elementary schools as well as junior and senior high schools (including special schools).

Gaps & Constraints

The cluster has identified a number of concerns: (1) Supplement the initial rapid assessment of schools, with a more detailed and in-depth assessment of affected schools. This is required to analyze the current needs in the teaching and learning process in schools operating with decreased capacity as well as to verify the extent of the damage to school facilities; (2) Further focus is required to ensure schools for children with disabilities have a safe and protective environment with adequate shelter and accessible toilet facilities adapted to the needs of the children, as identified by an assessment of special schools; (3) Quality of education will be affected with many schools operating in double shifts or through two grades using one classroom ; (4) Need to ensure that appropriate technical support in rehabilitating and rebuilding school buildings to ensure that seismic building codes and other safety and child-friendly measures are followed.