Funding

Ownership

Regulation

Provision

State relies on donor funding to carry out major education governance action including DRR education activities.

Short term funding by Development Partners is not enough to address the education issues in a sustainable manner. It also reproduces rather than interrupts patterns of marginalisation and inequality.

Financial constraints affect overall management of educational institution and therefore, raise social vulnerability and disaster risks.

Contribution from the community and other local actors in cash and kind help to improve physical facilities and the learning environment of school.

Centralised state initiations in governance limit public ownership towards education.

Because of the funding dynamics, national level ownership for DRR is lacking.

The state’s ownership towards education governance seems weak because of political instability, a decade-long armed conflict, and bureaucratic governance, poor documentation, poor monitoring, and fewer monitoring participatory and centralised decision-making processes.

Participation is successful where the activities consider the local context and is inclusive, collaborative and purposeful.

The state has agreed to various global conventions and shown its commitment to incorporate these in national legal documents, plans and policies, however the implementation aspect of these was found to be weak.

Lack of proper communication and coordination among various actors hinders establishing proper education governance.

Governance is multi-layered at local, national and global levels and the layers are inter-linked and interact with each other in the development of relevant policies and plans ensuring funding to carry out education related interventions locally.

Influence of donor organisations in initiating DRR interventions at various levels neglected the local need and choice.

The state has developed structures and legal provisions to ensure good education governance, however poor implementation of policies and plans were noted as significant concerns.

Teachers and parents give less priority to DRR education.