1.3. Education Impact After the Earthquake

And this whole house has been damaged but then if you look at the sociological and psychological aspects why these houses are located here, on the top of the ridge or the top of a in a slightly higher area, it’s not a mountain area but slightly but if you ever looked from the rich houses villages, you will see the whole entire village. So, this is where the traditional, the landlords or the rich people who used to settle down on the top. So, it shows the significance of the status of that particular community and who try to look at the whole village and including in some villages even the entry point of a different community also from the external side, it depends on the untouchable. So, this is the condition, social systems which has been prevalent in these areas and now what happened to these houses.

The first chunk discusses how earthquake damage has not only affected the physical infrastructure (houses) but has also brought to light the deeper social and psychological dimensions of the community. Historically, wealthier families built their homes on elevated areas for both status and safety, providing them visibility over the village. After the earthquake, many people were displaced, leading to concerns about their living conditions, especially since unsafe houses that had survived could not guarantee safety during aftershocks.

Imagine living in a tall building that suddenly shakes during an earthquake. After the quake, many people might move into the surrounding less stable buildings, feeling they have no better options. Like these families, they may have once enjoyed a view from the top but now face uncertainty and fear for their safety.

But at least some of them they sponsored it, some of them they worked independently, some of them they collaborated with partnerships. So, these are some of the examples you can see that the weave of the classrooms. This is a school, a temporary school, which has been constructed to provide some education facilities for the people who does not have school, I mean at least from the neighborhood areas and you can see that the kind of linear pattern has been organized to organize the school and this is the interior of a bamboo classroom but now the question is, yes they are good at least bamboo has been supplied.

Following the earthquake, many schools experienced damage, which interrupted educational services for nearly a year. To address this issue, temporary schools were established using bamboo, a quick and cost-effective building material. Volunteers from the local community stepped in to provide education in these makeshift classrooms, ensuring that children's learning could continue despite the challenging circumstances.

Think of a time when a school was closed for renovations. To keep learning, students might hold classes in a gym or a temporary tent. Just like these students, young learners in earthquake-affected areas had to adapt quickly to continue their education in whatever facilities were available.

And similarly, some the school office, some of the office buildings and they have also developed in the laminated paper pipes, you know you will also see that from the Tadao Ando's work and the temporary shelters which will actually provide with the laminated paper pipes and this was about in those days I am talking about 2002 which has costed about 27,000 rupees per unit. So, which was very reasonable amount of cost.

Various NGOs and development agencies played a crucial role in establishing temporary educational facilities post-earthquake. They not only provided financial assistance but also implemented innovative construction techniques using economical materials such as laminated paper pipes. These efforts aimed at rebuilding the school's infrastructure to enable children to access education again.

Imagine a community coming together after a storm to rebuild a playground. They identify a need, gather resources, and find cost-effective materials to create a safe and inviting space for children. Similarly, NGOs mobilized resources to establish schools, showing the power of collective action in times of crisis.

And many NGOs came forward how we can actually generate some alternative livelihood items, you know like the woman how they can be educated the unemployed youth, how they could be provided with some kind of alternative skills because like tailoring, sewing, embroidery or any craft making.

As the community grappled with the aftermath of the quake, NGOs focused on not only educational needs but also the economic empowerment of the population. They sought to provide vocational training for women and unemployed youths, emphasizing skills like sewing and craft-making, which would help them regain a sense of normalcy and financial stability in their lives.

Consider how someone might learn to cook or sew after losing their job, turning to skills that not only fill their days but also generate income. In the same vein, NGOs were helping individuals acquire practical skills that could sustain them during tough economic times while they rebuilt their lives.

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