Appeals & Response Plans
- Bangladesh: Floods and Landslides - Apr 2018
- Bangladesh: Diphtheria Outbreak - Dec 2017
- Bangladesh: Measles Outbreak - Sep 2017
- Bangladesh: Floods and Landslides - Jun 2017
- Tropical Cyclone Mora - May 2017
- Bangladesh: Floods and Landslides - Jul 2016
- Tropical Cyclone Roanu - May 2016
- Tropical Cyclone Komen - Jul 2015
- Bangladesh: Floods and Landslides - Jun 2015
- Nepal: Earthquakes - Apr 2015
Most read reports
- Japanese Grant Aid for the Fourth Primary Education Development Programme
- European Union contributes over US$ 690,000 for three years to support UNICEF's work for protecting children affected by migration in Bangladesh
- “It shouldn’t hurt to be a child.” Human Rights Day: Rohingya refugee children campaign for protection from violence
- Rohingya Refugee Crisis - WHO Bangladesh Weekly Situation Report #54, 09 December 2018
- QRCS to launch four medical convoys during Qatar National Day celebrations [EN/AR]
Since 25 August 2017, extreme violence in Rakhine State, Myanmar, has driven over 727,000 Rohingya refugees across the border into Cox’s Bazar, Bangladesh.
1.1 Executive Summary
This year torrential rains, flooding, and landslides in Cox's Bazar could create a disaster within a disaster. Within 24 hours of a deluge, roads in the Rohingya camps can turn to mud, while hills are highly susceptible to landslides. This weather is guaranteed to wreak havoc, destroying makeshift shelters, flooding roads and low-lying settlements, and smashing bridges. The most likely scenario of a normal to heavy monsoon season, along with a number of cyclonic/high winds, may result in the following:
During the monsoon season, all students should be told, and regularly reminded of, the key messages in this document. Teachers should reinforce these messages regularly through role play, games and poems. All TLCs should have an Evacuation Plan in place, and practice it regularly with the students, likely in the form of a School Safety Drill.
The influx of over 600,000 Rohingya Refugees into Cox’s Bazar, Bangladesh, caused by targeted violence and human rights violations in Rhakine State of Myanmar, has unfolded rapidly and is defined by the complexity of needs. This requires not only immediate solution for a safe and protective learning environment, but also a guarantee for better and diverse solutions to address the learning needs of children, adolescents and young adults.
Since August 25 2017, Bangladesh has seen an unprecedented arrival of Rohingya refugees fleeing targeted violence and serious human rights abuses in Myanmar’s Rakhine State. Among the estimated total of 866,000 refugees that have crossed the border (living in 194,603 households), 55% of this population are children.
SDR Executive Summary
An outbreak of violence in Myanmar’s Rakhine State on 25 August 2017 triggered a large-scale influx of the Rohyinga population into Cox’s Bazar, Bangladesh. They join other members of the Rohingya population who crossed into Bangladesh previously and reside in formal camps and makeshift settlements. The new influx has resulted in the expansion of these sites, as well as new spontaneous settlements; some of the new arrivals have also settled within the host community.
This Framework for Disaster Risk Reduction and Education in Emergencies is prepared for mainstreaming Comprehensive School Safety in the Education Sector of the country. The Framework is inclusive and based on the three pillars of Comprehensive School Safety with the objective of protecting children and education providers from death and injury in schools, planning for educational continuity in the face of expected and unexpected hazards, strengthening a disaster resilient citizenry through education and safeguarding education sector investments.
This Framework for Disaster Risk Reduction in Education and Education in Emergencies is prepared for mainstreaming Comprehensive School Safety in the Education Sector of the country. The Framework is inclusive and based on the three pillars of Comprehensive School Safety with the objective of protecting children and education providers from death and injury in schools, planning for educational continuity in the face of expected and unexpected hazards, strengthening a disaster resilient citizenry through education and safeguarding education sector investments.
Tool 1: Secondary Data Collection
1.1. Purpose of Secondary Data Collection:
Purpose of this form is to collect or compile information from secondary sources during phase 3 education needs assessment which is conducted after the second week of a sudden-onset emergency.
Secondary information alongside the primary data is collected to:
Provide information needed to complete a snapshot of the education situation, including issues requiring urgent attention from other clusters that are relevant to education
1. INTRODUCTORY DEMOGRAPHICS
Bangladesh is categorised as one of the world’s most disaster prone and climate vulnerable countries, and is particularly susceptible to recurring floods, cyclones and earthquakes. With a population of more than 158 million, it is the world’s eighth most populous country and is also one of the most densely populated (World Population Review, 2013); of which about 36 million are of school age (5-14 years) (CIA Fact Book, 2013).