Children affected by the earthquake need teachers

Under the theme 'Every child needs a teacher' the Global Week of Action on Education for All was celebrated around the world from 24-30 April, 2006.

Nowhere is this message more salient than in the earthquake affected areas of Pakistan. As families are returning to their places of origin, and communities are reconstructing their homes and livelihoods, education is critical. Teachers are particularly important.

Since the earthquake struck on October 8th, 2005, many children have been attending makeshift schools and non-formal children's centres (often known as 'child friendly spaces'). These have been offering important opportunities for children to play, and to gain the psychosocial support that comes from being part of a regular activity, from interaction with peers and with a trusted adult. Regular schools have also started back and there are concerted efforts to ensure that all government schools are reopened. Education is a right, even in situations of emergencies and reconstruction. Particularly at difficult times, education protects the well being of children and youth. It offers stability and structure during a time of crisis and helps to heal bad experiences. Through education we can disseminate key survival messages and build skills. Most importantly, education provides hope for the future and lays the building blocks for economic growth and social stability.

Not only should every child who was in school before the earthquake return to school but efforts should also be made to ensure that children who were not in school before the earthquake can enroll for the first time.

Almost 1000 teachers died in the earthquake, and the education authorities in the earthquake affected areas of North West Frontier Province (NWFP) and Azad Jammu Kashmir (AJK) are taking steps to ensure those teachers are replaced, and that new teachers are hired to meet the increased demand. With support from the international community, the authorities are also providing teachers with a special training to ensure that they have accurate information on earthquakes to convey to their students, can communicate openly and reassure them, and that they develop disaster management plans for their schools and communities.

The education response in this natural disaster is a notable success for both the government authorities and for the education partners who have joined with them in the Education Cluster. The education systems in NWFP and AJK are back on track - and even, we might hope, being built 'back better' than before. Coordination has been facilitated through common use of the Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. Funding too, has been good; a far higher percentage of money has been allocated to education than usually happens in emergency situations.

Yet we cannot afford to relax. Education in emergencies is usually under-prioritized and under-funded, and we need to ensure that efforts are sustained for the long term work that lies ahead in the reconstruction phases. We cannot isolate any one part of the system and should take the whole education system into account. The physical reconstruction of school buildings must be accompanied by community mobilization for education, taking advantage of this window of opportunity to focus especially on girls education, teacher training, and curriculum. Policy development is needed across the system to support and promote this work, and to ensure that increased disaster preparedness is incorporated into the planning and management of the education system. This requires concerted, sustained and coordinated efforts from government, donors, UN agencies, national and international NGOs, and of course communities.

More than half of the world's 103.5 million out-of school children live in countries affected by, or recovering from, emergencies. Achieving Education for All therefore requires especially attention to these children, and to recognizing their special need for a teacher.