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Tengo el agrado de dirigirme a usted, para informarle sobre el impacto de los desastres y emergencias
sobre los locales educativos.
I. ANTECEDENTES
1.1 De acuerdo con el Reglamento de la Ley N°29664 Sistema Nacional de Gestión del Riesgo
de Desastres (SINAGERD), Capitulo IV, Centro de Operaciones de Emergencia (COE),
artículo 50°, numeral 50.1, se indica que “Los Centros de Operaciones de Emergencia -
COE, son órganos que funcionan de manera continua en el monitoreo de peligros,
emergencias y desastres, así como en la administración e intercambio de la información,
para la oportuna toma de decisiones de las autoridades del Sistema, en sus respectivos
ámbitos jurisdiccionales” y en el numeral 52.1. se indica que los Sectores Nacionales a
través de sus Ministerios activarán sus Centro de Operaciones de Emergencia, en
concordancia con sus competencias y lineamientos que dicta el Ente Rector a propuesta del
Instituto Nacional de Defensa Civil (INDECI).
1.3 De acuerdo con el Reglamento de Organización y Funciones del MINEDU, aprobado con
D.S N° 001-2015-MINEDU, la Oficina de Defensa Nacional y de Gestión del Riesgo de
Desastres (ODENAGED), es el órgano de asesoramiento responsable de conducir las
acciones en materia de Gestión del Riesgo de Desastres, Seguridad y Defensa Nacional, el
cual tiene como función, en el ítem f) Conducir El Centro De Operaciones de Emergencia
Sectorial del Ministerio de Educación.
1.4 Mediante el oficio de referencia, de fecha 3 de mayo de 2023, el Sr. Guiomar Alonso Cano,
Representantes de la UNESCO en Perú, solicita información sobre el impacto de los
desastres en la educación
1.5 con la finalidad de recopilación de datos que será utilizado para preparar un informe que
será compartido antes de la Conferencia de las Naciones Unidas sobre el Cambio Climático
COP28.
“Decenio de la Igualdad de Oportunidades para Mujeres y Hombres”
“Año de la unidad, la paz y el desarrollo”
II. ANÁLISIS
2.1 Como parte de sus funciones el COES Educación monitorea y da seguimiento a eventos
adversos que afectan al sector educación, de tal manera lleva un registro de la información
obtenida a nivel nacional de los daños ocasionados a los locales educativos, servicio
educativo y comunidad educativa. Información que proviene de los Espacios Físicos de
Monitoreo y Seguimiento Sectoriales (EMSS) a nivel de Direcciones y Gerencias Regionales
de Educación (DRE/GRE), así como en las Unidades de Gestión Educativa Local (UGEL).
2.2 Durante los años el COES Educación ha variado la estructura y el cómo registra los daños
a consecuencia de impacto de emergencias y desastres al sector educación; por lo tanto,
se hace necesario explicar lo siguiente sobre la información remitida en este informe:
2.2.1 Entre los años 2017 a 2019: El detalle de los daños se ha registrado a nivel del local
educativos, es decir no se identifica los niveles educativos (ejemplo, inicial, primaria,
secundaria entre otros) sino es una cuantificación de daños a aulas pedagógicas sin
diferenciar que nivel sufrió el impacto.
2.2.2 En el año 2020: Se incorporó el detalle a nivel educativo, diferenciando los daños a
la infraestructura no solamente por aulas pedagógicas sino incorporando los daños a
servicios higiénicos, losas deportivas y otros ambientes. Manteniendo aún como
principal foco de atención la infraestructura educativa.
2.2.3 Desde el año 2021 a la actualidad: Se incorpora la sistematización de los daños no
solamente a nivel de infraestructura educativa, sino también daños a mobiliario
educativos, material educativo y los días de suspensión del servicio educativo.
Es en base a estos detalles que la información entregada en el Anexo 1, está dividida en 3
hojas conteniendo el detalle de la información y una hoja resumen.
Asimismo, cabe precisar que solo se cuenta con información sistematizada desde el año
2018. La información del 2017 responde a un trabajo de intento de reconstrucción de la data
de esas fechas no obstante no es el 100% de eventos que sucedieron en aquel año; sin
embargo, se ha tomado necesario compartir esta información pues contiene los locales
educativos afectados en el mes de marzo del año 2017, momento en que se dio el fenómeno
del niño.
2.3 Como resultado del procesamiento de la información con la que contamos podemos resumir
lo siguiente:
Tabla 1. Recurrencia de eventos por año y tipo de evento.
Heladas 0 0 0 2 0 0 0 2
Huaico 2 1 8 5 4 1 2 23
Incendio Forestal 0 2 0 4 1 2 0 9
Incendio urbano 8 17 13 8 8 9 1 64
Incidente 0 0 0 0 5 8 0 13
Inundación fluvial 0 0 0 0 28 19 9 56
Inundación pluvial 12 15 24 11 4 14 7 87
Lluvias intensas 8 59 78 59 75 80 46 405
Lluvias moderadas 0 0 0 0 2 0 0 2
Nevadas 0 0 0 0 0 1 0 1
Otros eventos 1 42 37 5 1 7 4 97
Precipitaciones pluviales 0 0 0 0 0 0 4 4
Reptación 0 0 0 1 3 1 0 5
Sismo 1 8 12 11 7 9 1 49
Tormenta eléctrica (rayos) 1 0 3 0 1 0 0 5
Vientos fuertes 2 38 44 68 66 67 14 299
Total 38 198 238 184 232 262 106 1,258
Fecha de elaboración: Actualizado al 26 de abril del 2023.
Elaborado por: COES Educación.
Si bien los sismos (intensidad que produzca impacto de daños) no están entre los
peligros más recurrentes, si es uno de los peligros que causa mayor impacto en el
sector educación (nro. de locales educativos) precedido por las lluvias intensas u sus
eventos asociados.
III. CONCLUSIONES
IV. RECOMENDACIONES
4.1 Se recomienda remitir el presente informe al Sr. Guiomar Alonso Cano, Representantes
de la UNESCO en Perú, para los fines pertinentes.
V. ANEXO
5.1 Consolidado de daños al sector educación producto del impacto de emergencias y
desastres a nivel nacional.
Atentamente,
MELGAREJO RODRIGUEZ
Victor Elias FAU
20131370998 soft
2023/05/15 11:06:21
“Decenio de la Igualdad de Oportunidades para Mujeres y Hombres”
“Año de la unidad, la paz y el desarrollo”
ANEXO 1
https://mineduperu-
my.sharepoint.com/:x:/g/personal/odenaged_informa_minedu_gob_pe/EdUYvRyix1hJvYG6OB
WGTNUBnxh-1vWzWwQ5pEjrPcC3KQ?e=LcfjXz
MINISTERIO DE EDUCACIÓN
ME5A DE PARTES
UNESLIM N® 004454/2023
MtNiSTERiO DE EDUCACIÓN
Excma. Señora Magnet Carmen Márquez Ramírez
Expediente: MPT2023-EXT-0115390
Ministra de Educación y Feche: 04 05/2023
Con este propósito, requerimos el gentil apoyo de su Despacho para facilitar el acceso a
información detallada, en el formato que tengan disponible, de informes de evaluación, listas
de escuelas dañadas o destruidas por desastres, datos sobre el uso de la escuela como refugio,
datos provenientes de las Autoridades Nacionales de Gestión de Catástrofes, etc., para la
compilación de un conjunto inicial de datos sobre desastres que será utilizado para preparar
dicho informe.
Atentamente,
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1
Contents
I. Background 1
II. Purpose 2
III. Scope and limitations 2
IV. Initial dataset 2
V. Introductory report structure 4
I. Background
Slncethe beginning ofthe 2r'century, disasters have had a majortoll on the education sector across
the worid. The most direct Impacts are in terms of damage to (destruction of) schools, and population
displacements disrupting educatlonal services.
In 2015, the Senda! Framework for Disaster Risk Reduction set a specific target to reverse this trend,
i.e., Target D: Substantially reduce disaster damage to critica! infrastructure and disruption of basic
services, among them health and educatlonalfacllltles, inciuding through developing their resiiience
by 2030. Target D is spiit into 2 indicators and 6 sub-indicators, inciuding D3: # of destroyed or
damaged educatlonal facllltles attributed to disasters; and D6: it of disruptions to educatlonal
sen/Ices attributed to disasters.
In spite of efforts to account for disaster impacts on education, and initiatives contributing to building
the resiiience of the sector-through planning, financing, evidence generation, policy-level or school-
based interventions, etc. - it is evident that education systems woridwide remain vulnerable to
disasters. The 2022 floods in Pakistán, which damaged or destroyed cióse to 27,000 schools, brought
light to a reality that affects the majority of countries having faced major disasters over the past two
decades. Geophysical disasters,from the December 2004 Indian Ocean Tsunami to the February 2023
Earthquake in Türkiye/Syria, which put at risk "the education of neariy 4 million chiidren, inciuding
over 350,000 refugees and migrants, due to the overwhelming number of damaged or destroyed
schools"(UNICEF), have long served as a stark reminder of what is at stake.
Failure to make significant progress to "reduce disaster damage to critica! infrastructure" was
indicated by several Member States in their September 2022 submissions to the Mid-Term Review of
the Senda! Framework (MTR SF), some of which detailing the scale of damage or destruction. A key
factor explaining this failure, which is outlined in some submissions, is the lack of data. This is despite
efforts by some Member States, through their Ministries of Education with support from other
government entities, to strengthen Educatlonal Management Information Systems(EMIS)to intégrate
disaster-related data into them.
At a global level, a rapid review of existing datasets and informal discussions held with experts
highiighted a similar challenge; the absence of global/systematic/consolidated data on disaster
impacts of education, which inhibits efforts by global stakeholders (UN agencies, donors, etc.) to: 1)
support Member States and education stakeholders in their endeavours to intégrate disaster risk
reduction (DRR) as a sectoral priority; and 2) position education in global DRR/dimate strategic
frameworks (International agreements/commitments, institutional arrangements, multilateral
financing mechanisms, etc.).
II. Purpose
As per its mándate to lead, coordínate and monitor implementatlon of the SDG4-Education 2030
agenda, UNESCO has an important role to piay in working with Member States and partners to
strengthen the resilience of education systems and to Improve the delivery of quality educatlon,
particularly in crisis-affected and post-disaster contexts.
Reliefweb.int includes Information on major disasters and is the oniv online source, which aliows for
a systematic review of the availability (or not) of data on disaster impacts on education. However, it
does not cover "iesser" disasters, which couid have had impacts on education. Resides, Reliefweb.int
includes no disaster reports from 53 countries (mostiy European countries), where no major disaster
- based on OCHA's humanitarian definition - would have occurred (or, possibly, where stakeholders
do not use Reliefweb.int). The initiai dataset aims at providing solid and official data required to
write the introductory report, not at serving as the preliminary versión of a Global Database on
Disaster Impacts on Educatlon.
The initiai dataset was prepared in February/March 2023 using Reliefweb.int. It covers direct impacts
of disasters on schools and educational continuity. It does not cover indirect impacts, such as when
drought compeis students to stay at home to support family liveiihoods. Resides, it covers ^disasters,
with a focus on geophysical (earthquakes, volcanoes, tsunamis) and weather-related hazards
(cyclones/storms, floods, landsiides, and other hazards if their impact is quantifiable and direct:
drought, heatwaves, coid waves, etc).
However, for many disasters recorded on Reliefweb.int, education-related data is not available, so
data will have to be searched for from other sources (ex: Ministries of Education).
A section entitled "FOR RESEARCH" points at the direct impacts that are not frequentiy/systematically
recorded in publications released on Reliefweb.int, but about which partners may identify further
evidence. Ex: water shortage at school-level in a drought context; school feeding programme
interrupted (leading to school closure) due to procurement challenges in the context of drought-
induced food insecurity or another disaster.
Dataset structure
Al! disasters (from 01/01/2015 onwards) Usted on Reliefweb.int were integrated in the database - a
handful of disasters were aiso added from outside Reliefweb.int. Thefollowingtypes of disasters were
searched 'manually' one by one, using the key word EDUCATION,which is searchable on Reliefweb.int:
FLOODS (7,969 publications), TROPICAL CYCLONES (3,718), EARTHQUAKES (2,147), SEVERE LOCAL
STORMS (566), VOLCANOES (547) and COLD WAVES (317). The following disasters were searched on
a sample basis (25% of publications) in order to verify whether they include Information on disaster
impacts on education: DROUGHT (8,251)= oniy limited/rare Information (most publications focus on
the link between drought and conflict); and LANDSLIDE (3,696)= duplicated Information with FLOODS.
The dataset is structured as follows:
• Country(ies) and year: Country, Disaster #, Year, Multi-country (yes/no), Other countries
• Type of disaster and humanitarian context: Type of disaster (using Reliefweb.int typology —
see below). Ñame (if applicable), Date/period, Education under Attack (yes/no)\ Concurrent
conflict (yes/no, based on the RULAC project), On-going humanitarian/refugee crisis (yes/no)
• General impact:# of deaths,# of affected persons (or destroyed houses, etc.),# of displaced
persons (sources: publications on Reliefweb.int, unless otherwise specified)
• Impact on education: # of student deaths (note: rarely available), # of affected/displaced
students (note: rarely available), # of schools destroyed, # of schools damaged (note:
sometimes not separated from # of schools destroyed), Impacts on educational continuity (ex:
# of schools used as temporary shelters), Cost for education sector (note: rarely available
based on the initial review)
• Sources and complementary narrativa: Official source of Information (+ Reliefweb.int
webiink), Other source of Information (+ Reliefweb.int weblink), Complementary narrative
(note: explanatory/background notes, such as details on the disaster and its impacts on
education)
A total of 940 country-level disasters were entered in the initial dataset (corresponding to fewer
disastrous events, given that some were multi-country). These disasters occurred in 190 out of 243
countries and territories.
1 Based on GCPEA reports, the 2022 edition of which profiled 28 countries for the reporting period 2020-21.
KEY ANALYTICS FROM THE INITIAL DATASET(AS OF MARCH 20^ 2023)
*figures presentad in this table will evolve as more data is enterad in the dataset
# ofdisasters occurring in countries where education is under attack: 260(based on GCPEA 2022 report, listing
28 countriesfor the reporting period 2020-2021. Verv heavHv affected: Afghanistan, Democratic Republic ofthe
Congo, India, Malí, Myanmar, Nigeria, Pakistán, Palestine, Turkey. HeavHv affected: Burkina Faso, Cameroon,
Colombia. Affected: Azerbaijan, Central African Republic, Ethiopia, Iraq, Kenya, Libya, Mozambique, Niger,
Phillppines, Somalia, South Sudan,Sudan, Syria, Thailand, Ukraine, Yemen).
tí of disasters occurring concurrentiy with a confiict: 288(based on the categorization ofcountries affected by
conflict by the RULAC oroiect)
The report will be 10-15 pages long and include the following;
e Background and rationale: why we need a global oven/lew of disaster impacts on education /
why it is challenging to produce and maintain a global database on disaster impacts on
education
• Summary analytics / infographics (+ photos)
9 Selected case studies
e Recommendations on way forward/next steps
• Cali to action at COP28/following the MTR SF