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Well-managed ecosystems – such as wetlands, forests, coastal systems and many others – often act as natural infrastructure, reducing physical exposure to various natural hazards and increasing socio-economic resilience of people and communities. Healthy ecosystems also provide many more services and goods, playing a role in water quality and availability, air quality, fodd security, and much more. Together with its partners, UNESCO advances the disaster risk reduction and climate change adaptation agenda through the application of ecosystem services and nature based solutions.

Leading environmental international organizations, including the UN Environment Programme (UNEP), the International Union for Conservation of Nature (IUCN), and the Organisation for Economic Co-operation and Development and European Commission (OECD), gathered at UNESCo Headquarters to discuss this important topic on 27 February. Here, the advancement on the disaster risk reduction and climate change adaptation agenda, in particular the implementation of ecosystem services and nature-based solutions, was shared with UNESCO’s Member States.

During the information session, panelists highlighted that every year disasters caused by natural hazards affect millions of people around the world. The resulting human losses are tragic and highlight the vulnerabilities shared by our societies. If no preventive and risk reduction measures are taken, these losses will continue to grow as a result of climate change-induced pressures, overpopulation and mass urbanization.

There is a common understanding between scientists and practitioners about benefits from green solutions for disaster risk reduction, fully taking advantage of nature-based solutions for disaster risk reduction can be challenging. International experts agreed that it is most important to both push the current boundary of science and technology and establish local actions for the acceptance and maintenance of nature-based solutions.

UNESCO collaborates with UNEP, IUCN, OECD, European Commission and the international expert community so that science and technology can serve to mitigate natural and human induced threats and reduce our vulnerability.
For example, together with major environmental international organizations – including UN Environment and IUCN– UNESCO is a member of the Partnership for Environment and Disaster Risk Reduction (PEDRR). PEDRR is a global alliance of UN agencies, NGOs and specialist institutes aiming to promote and upscale the implementation of ecosystem-based disaster risk reduction and to ensure it is mainstreamed in development planning at global, national and local levels, while being in line with the Sendai Framework for Disaster Risk Reduction.

With this common goal in mind, UNESCO also joins forces with the European Commission. For instance, UNESCO is a leading partner of the work package on international cooperation and capacity building within an ongoing H2020 EU funded project “OPEn-air laboRAtories for Nature baseD solUtions to Manage environmental risks” (OPERANDUM). This project will deliver the tools and methodologies as well as validate NBS to enhance resilience in rural and natural territories through the reduction of hydro-meteorological risks while providing innovation and strategic plan for their up-scaling and replication.

Together with its partners, UNESCO will continue to advance on the disaster risk reduction and climate change adaptation agenda thought activities of many UNESCO programmes and projects, ensuring that nature based solutions and ecosystem services for disaster risk reduction becomes a major pillar among overall disaster risk reduction actions.
Here below you may find presentations presented by speakers during the information session.

List of presentations

• UNESCO Climate Change Strategy, by Peter Dogsé
• UN Environment, Ecosystem based disaster risk reduction UN Environment perspective by Karen Sudmeier
• OECD: Nature based solutions for climate change adaptation, the OECD perspective by Lisa Danielson
• IUCN: Nature-based solutions and ecosystem-based disaster risk reduction by Kate Reilly
• European Commission: EU policy initiatives and actions to support nature-based solutions for Disaster Risk Reduction and Climate Change Adaptation by Nicolas Faivre

Participants of the session: Soichiro Yasukawa (UNESCO), Bjørn Kalsnes (NGI), Nicolas Faivre (EU), Giulio Zuccaro (University of Naples), Karen Sudmeier-Rieux (UN Environment), Irina Pavlova (UNESCO), Peter Dogsé (UNESCO), Kate Reilly (IUCN), Lisa Danielson (OECD), Federico Porcù (UniBo), Roxane Marchal (CCR group), Ainara Casajus (DRMKC, JRC)

New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers.

Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education.

What are the new data looking at?

The UIS data reveal serious disparities in primary school conditions that, in turn, shed light on the global learning crisis that affects 617 million – or six out of ten – children and adolescents. The data cited below are for primary schools in 2017 (unless otherwise stated).  The areas covered are:

1. Electricity
2. Internet
3. Computers
4. Adapted infrastructure and materials for students with disabilities
5. Clean drinking water
6. Single-sex toilets
7. Basic handwashing facilities

How many primary schools have electricity?

Electricity is one of the most basic essentials for any school. Worldwide, an average of 69% of primary schools have power, falling to an average of around 34% for least developed countries. At the regional level, sub-Saharan Africa has the most limited access, at around 35%. Within the region, the lowest levels of access are found in Niger and Sierra Leone, where about 5% and 4% respectively of schools have electricity.

What is the status of internet access in primary schools?

Internet access in primary schools stands at just over 46% (2016) worldwide, falling to about 16% for LDCs, in stark contrast to the average for Northern America of more than 99%. The lowest percentages are found in Myanmar (0.2%) and Sierra Leone (0.3%). The data also reveal disparities between neighbouring countries, with access in Kyrgyzstan at around 42%, compared to more than 90% in Uzbekistan.

How many students have access to computers at school?

The global average is around 48% but hide an ever-widening and global digital divide, with entire populations of children missing out on tools that are not only vital but also seen as commonplace elsewhere. In the least developed countries, it falls to just over 23% while the averages for Northern America and Europe is well over 98%. Again, schools in Myanmar have little or no access to computers (about 1%) and Niger also faces serious challenges (just over 2%).

How many primary schools have adaptations for children with disabilities?

In general, such adaptations are limited. The rates vary considerably among some 40 countries with available data. Less than 5% of schools are equipped with adapted facilities for children with disabilities in some countries, including Burkina Faso, Cook Islands, Dominica, Liberia, Sierra Leone and Zambia. The rates range from about 17% to 30% in El Salvador, Latvia, Marshall Islands, Morocco, Peru and Rwanda, while countries with strong policies in place, such as Finland, have rates of 100%.   

How many students have access to clean drinking water?

While many of the countries that provide data report rates of 100%, the global average stands at 79%, constrained by the far lower averages for least developed countries (59%) and countries in sub-Saharan Africa (44% in 2016).

What is the situation of single-sex basic sanitation facilities?

Single-sex basic sanitation facilities can play a vital role in the creation of a safe and supportive school environment, particularly for girls. The global average of primary schools with single-sex toilets stands at around 82%, falling to 57% for least developed countries. A closer look at the national figures reveals a number of champions in developing regions, such as Azerbaijan, Cabo Verde, Djibouti, Gambia, Ghana, India, Jamaica, Malaysia, Mauritius, Morocco, Mozambique, Rwanda, Samoa and Sri Lanka – all with 80% or more of schools equipped with single-sex toilets. But there are concerns elsewhere, such as in Eritrea (27%) and Senegal (just 9%).

How many students can wash their hands at school?

Handwashing facilities are essential for the health of students and teachers alike. The data reveal significant disparities: globally, 66% of primary schools have handwashing facilities, but the average in LDCs is 43% and rates are very low in some countries, such as Afghanistan (4%) and Eritrea (3%).

About the UIS global education database

The UIS global education database provides the most comprehensive data set on education in the world. And it continues to expand. Most recently, country-level information has been added to provide a more complete and timely picture of the education situation facing children, youth and adults the world over. The data update spans all of our indicators – from pre-primary to tertiary education – and of course, the global and thematic indicators used to monitor progress towards Sustainable Development Goal 4 (SDG 4)

With the new data release, the UIS aims to ensure that all of UNESCO’s partners – including countries, donors, UN agencies, civil society groups and engaged citizens – have the latest available data to better direct policies and resources to reach every child. This is particularly timely in a year when progress towards SDG 4 will be under close scrutiny at the next High-Level Political Forum on Sustainable Development in July 2019.