This paper proposes a methodology to support stakeholders in quantifying the impact of disaster management policies on education continuity in low- and lower-middle-income countries. The methodology is applied to a hypothetical earthquake scenario in Central Sulawesi, Indonesia, using a case study that incorporates local practices and stakeholder interviews. Key findings include: 1. **Early Response Financing Mechanisms**: These can significantly speed up education recovery by a factor of three. 2. **Community-Managed School Reconstruction**: Projects are likely to be completed up to three to five times faster than agency-managed projects. 3. **Reconstruction Prioritization**: The framework can prioritize school reconstruction projects to ensure inclusive education continuity at the community level. 4. **Sociocultural, Technical, Economic, Environmental, and Political Factors**: These factors influence the recovery process and can be accounted for in the framework to enhance the resilience of education systems. The study highlights the importance of early response financing and community involvement in post-disaster recovery, emphasizing the need for policies that prioritize education continuity in disaster-prone regions. The proposed framework can be used to simulate various scenarios and inform decision-making processes to improve disaster resilience.This paper proposes a methodology to support stakeholders in quantifying the impact of disaster management policies on education continuity in low- and lower-middle-income countries. The methodology is applied to a hypothetical earthquake scenario in Central Sulawesi, Indonesia, using a case study that incorporates local practices and stakeholder interviews. Key findings include: 1. **Early Response Financing Mechanisms**: These can significantly speed up education recovery by a factor of three. 2. **Community-Managed School Reconstruction**: Projects are likely to be completed up to three to five times faster than agency-managed projects. 3. **Reconstruction Prioritization**: The framework can prioritize school reconstruction projects to ensure inclusive education continuity at the community level. 4. **Sociocultural, Technical, Economic, Environmental, and Political Factors**: These factors influence the recovery process and can be accounted for in the framework to enhance the resilience of education systems. The study highlights the importance of early response financing and community involvement in post-disaster recovery, emphasizing the need for policies that prioritize education continuity in disaster-prone regions. The proposed framework can be used to simulate various scenarios and inform decision-making processes to improve disaster resilience.