System Information Management for Risk Reduction (GIRE System) in Schools of Costa Rica

Edward Ruiz

PREVENTEC – University of Costa Rica

eduard.ruiz@ucr.ac.cr

Agenda

• Research questions & Objective

• Methodology

• Results

• Conclusion & Future Work

What kind of information is required by the MEP as responsible entity and the CNE as governing body and adviser to school risk reduction?

What kind of information is required by the costa rican schools to vulnerabilities reduction and resilience strengthening?

How to advice, accompany and monitor the risk reduction school efforts in a sustainable way?

What type of tool allows covering the delivery and demanding information?

Research questions

• Comprehensive risk analysis• Schools risk reduction plans

Information

Objective

Literature review and definition of theoretical approach.

Review Identificacion

Consultation

Extraction and collection Integration

Methodology

PHASE I

PHASE II

Collection of relevant information and definition of information requirements

PHASE III

Design, development and prototype test

Results Theoretical approach

Risk Management

Prospective

Corrective

Comprehensive

RM at the community level

RM in school communities

Safe schools

ICTs

ICTDs

Information management to risk management

Situational Awarenes

Resilient Comunities

Key components for a resilient community

Institutional audit

Continuous auditing

Audit for trust

PHASE I

Product A

Product C: Table 1. Information requested by the platform to schools

PHASE II

Product B: Figure 1. Interaction scheme of the actors

Use Casesa- Admission to the modules of the system by the representative of the school with an ID

b- Fill in general information about the school.

c- Fill in the risk management committee information of the school

d- Fill in the comprehensive risk analysis information of the school

e- Fill in the risk management plan information of the school

f- Retakes the process by the responsible

g- Using Tooltips

h- Results

i- Printing results

j- Admission to the modules of the system by the auditor with an ID

k- Evaluation of the risk management plan

l- Retakes the process by the auditor

m- Changing responsible for entering information

Product D: Table 2. Use cases

∑𝑖=1

5 (∑𝑗=1

𝑛 ( ∑𝑘=1

𝑚

𝑋𝑗𝑘

∑𝑘=1

𝑚

𝑀𝑎𝑥 [𝑋𝑗𝑘 ])𝑆𝑗 )𝐶𝑖

Modules Components

1-General information about the school

General dataEducation offeredLocation dataAmount of personalExtra information

2- Risk management committee and work teams

Risk management committeeWork teams

3-Comprehensive risk analysis

Physical environmentSocial environmentStructural elementsNon-structural elementsFunctional elements

4-Plan for risk reduction

GeneralitiesResource identificationAction plan for risk reductionAnnual schedule of activitiesPlanes of the school

Component (i)Weight value

of i component

(Ci)

Subcomponent (j)

Weight value of

subcomponent (Sj)

Variables

Physical environment 10%

Threats of geological

origin25%

EarthquakesTsunamisVolcanic eruptionsLandslides

Table 3. Examples of weight values

Algorithm to the risk level calculation

PHASE III

PHASE III

Figure 2. User interface

Image 1. GIRE System Workhop

Figure 3. Result of analysis

Conclusion & Future Work• GIRE system to manage information related to risk levels and

preparedness was developed

• Have a situational awareness is required to incorporate the approach of reduction risk in the planning of the education sector

• Neither the MEP nor the CNE, have a department responsible for auditing such information or a clear idea of who could do it

• We are reviewing the process and adjusting the system according to recommendations

• Once the system settings will be submitted to the national government and some donors

Edward Ruizeduard.ruiz@ucr.ac.crpreventec@ucr.ac.cr

Thank you!