Theme 10: Lessons on How Countries Manage Schooling During and After Disasters

Post-Disaster Schooling - A study of how countries managed their education system during a disaster and the steps they took to re-establish normality
Lead researcher: Dr Deva Govender, National Education Collaboration Trust  (NECT)
Co-leads: Duncan Hindle, National Education Collaboration Trust; Dr Lorraine Marneweck, Class Act, Dr Daisy Reddy and Godfrey Nkondo 
Peer reviewer: Prof Yusuf Sayed, Centre for International Teacher Education (CITE), Cape Peninsula University of Technology; Dr Amina Osman, Education Adviser, Economic, Youth and Sustainable Development Directorate, Commonwealth Secretariat  Godwin Khosa, Chief Executive officer of NECT
Researcher: Arina Sibanda, Emmanuel Mangalibi, Buhle Moholi, Lwandile Ndaleni, Simthembile Sibhayi and Lebogang Maphelela

Download the final report and infographic



  •  What event/s led to an interruption in schooling and in the education system?
  •  What impact did the event have on schooling and on the system? 
  • During the actual event, what possibilities (if any) existed for some form of schooling or education to take place?
  • What strategies did the country come up with to resume schooling and to restart the education system after the event? 
  • What can South Africa learn from this to re-start education after the COVID-19 disaster: (a) at a system level and (b) at the school and district levels?


Case Studies

The objectives of the case studies are to:

  • Contribute to the process of developing knowledge in the discipline of education in emergencies and reconstruction;
  • Provide  focused input  for UNESCO International Institute for Educational Planning (IIEP) training  programmes targeting government officials and others in education in emergencies and reconstruction;
  • Identify and collect documentation on the management of education in various countries;
  • Capture some of the undocumented memories of practitioners;
  • Analyse the responses in very different situations to educational provision in times of crisis;
  • Increase the dissemination of information and analysis on education in emergencies and reconstruction.