Global Journal of Management and Business Research, A: Administration and Management, Volume 22 Issue 4

V. R ecommendation Education is disrupted after the disaster. Some remedies are needed to taken to overcome this circumstance.  Parents should have been aware to support their children’s education.  Transportation facility should be improved immediately after disaster prone area for improving regular attendance of both teachers and students.  Institutions should be aware disaster risk management to minimize the losses.  Institutions should have been given guideline to maintain evaluation report in a structured way sending to the specific authority. VI. C onclusion Though for the last few decades, Bangladesh has substantial progress in disaster preparedness and taken significant steps to disaster risk reduction, every year education is disrupted after the disaster. This research intends to highlight the ongoing effect of disaster on education. The loss of teaching materials is a common occurrence during disaster. Books, teaching materials, furniture are fully damaged or partially damaged. This study found that girl students are more likely to irregular than boys andfemale teachers are more likely to irregular than male teachers because of their family, environment, communications etc. For achieving sustainable development awareness should be taken in community levels and emphasis should be given to on the evaluation report done and sent by the institution for minimizing long term disaster threats. R eferences R éférences R eferencias 1. Huq, S., & Ayers, J. (2008). Climate change impacts and responses in Bangladesh. Policy Department Economy and Science, European Parliament, Brussels, Belgium . 2. Huq, S. (2001). Climate change and Bangladesh. Science , 294 (5547), 1617-1617. 3. Huq, S., Reid, H., Konate, M., Rahman, A., Sokona, Y., & Crick, F. (2004). Mainstreaming adaptation to climate change in least developed countries (LDCs). Climate Policy , 4 (1), 25-43. 4. Didar-Ul Islam, S. M., Bhuiyan, M. A., & Ramanathan, A. L. (2015). Climate change impacts and vulnerability assessment in coastal region of Bangladesh: a case study on Shyamnagar Upazila of Satkhira District. Journal of Climate Change , 1 (1- 2), 37-45. 5. Sachs-Israel, M. (2016). The SDG 4-education 2030 agenda and its framework for action–the process of its development and first steps in taking it forward. Bildung und Erziehung , 69 (3), 269-290. 6. Sayed, Y., & Moriarty, K. (2020). SDG 4 and the ‘education quality turn’: Prospects, possibilities, and problems. In Grading Goal Four (pp. 194-213). Brill Sense. 7. Ayers, J., & Forsyth, T. (2009). Community-based adaptation to climate change. Environment: science and policy for sustainable development , 51 (4), 22-31. 8. Ayers, J., Huq, S., Wright, H., Faisal, A. M., & Hussain, S. T. (2014). Mainstreaming climate change adaptation into development in Bangladesh. Climate and Development , 6 (4), 293- 305. 9. Ferguson, T., &Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education . 28.52 12.96 10.06 7.97 7.51 33.01 7.41 13.3 14.24 28.84 6.25 29.96 Yes report sent in structured way report sdone not structured way informed over the phone Report done for the institution Never thought about this No guideline for preapering repot % Status of evalution reporting disaster after 2018 disaster after 2020 Climate Change and Disaster Impact on Education Institution: Evidence Based on Bangladesh Bureau of Education Information and Statistics (Banbeis) 84 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) A © 2022 Global Journals