Mainstreaming disaster risk reduction (DRR) into … · Mainstreaming disaster risk reduction (DRR)...

Asian Disaster Preparedness Center

1

Mainstreaming disaster risk reduction (DRR) into education sector

A priority under Regional Consultative Committee (RCC) program onmainstreaming DRR into development policy, planning and implementation in Asia

Loy Rego, Sanjaya Bhatia, Khin Ma Magyi, Anisur R. and Arghya Sinha Roy

[email protected]

Why mainstream disaster risk reduction in Educationsector?The Education sector consists of the structural,functional and pedagogical aspects of an educationsystem and each of the components has a vital role toplay in order to reduce risk from natural disasters. Ifthe death of over 400 children in the 2001 Gujaratearthquake in the old town of Anjar could be blamedon the improper town planning which led to thecollapse of the buildings and burying the childrenalive, the recent construction of the Tambis NationalHigh school in Southern Leyte, Philippines in 2006, onfloodplain less than 500m from the edge of theFebruary 2006 Guinsaugon landslide, which killedover 1000 people1, certainly has no excuse. So too,numerous examples from Bangladesh, where 25-30%students were dropped out in the eastern part ofcapital Dhaka when schools were closed for more thanthree months during 1998 floods. This kind of situationcertainly sets progress back from achieving theMillennium Development Goal (MDG) 2; UniversalEducation For All. Similarly, the past years expenditureby the Department of Education of the Philippinesshows the annual expenditure of US$ 8.6 millionduring FY 2006 for repair and reconstruction of theschools damaged by typhoons; and at the same timethe impact of one single event like the 2004 IndianOcean tsunami on the Education sector of the affectedcountries was as high as US$ 230 million2, the questionremains; is it not imperative to add ‘safety’ to theoverall education sector envelope?

Recognizing this, the Regional ConsultativeCommittee (RCC) on Disaster Management bringstogether National Disaster Management Offices(NDMO) from 26 Asian countries, which ADPC actsas the secretariat, has been implementing the programsince 2004 on Mainstreaming Disaster Risk Reduction

Box 1: Hanoi RCC 5 Statement on “MainstreamingDisaster Risk Reduction in Development (MDRD) and

Enhancing Regional Cooperation” (2005)

Adopted by 26 RCC member countries, thestatement “calls upon every RCC member countryto Mainstream Disaster Risk Reduction intoDevelopment over the coming decade”, andidentifies Agriculture, Urban planning andinfrastructure, Housing, Health, Education andFinancial services as priority sectors to initiatemainstreaming.

Within each sector, it calls upon the RCC membercountries “to undertake Priority ImplementationPartnerships (PIPs) in specific thematic areas”.

The statement “requests ADPC in its capacity assecretariat of the RCC mechanism to continue to bethe support agency of the RCC MDRD programthrough following actions:

into Development (MDRD). RCC member countries hasrightly identified Education as a priority sector toinitiate mainstreaming of DRR at its fifth meeting inHanoi, Vietnam 2005. The Hanoi RCC 5 Statement onMainstreaming DRR into development and enhancing regionalcooperation laid down the path for initiatingmainstreaming DRR in all priority sectors (Box 1).

1 IDS, Plan International and RMIT University2 ADPC, 2005

Developing a set of guideline documents formainstreaming DRM, andSupporting implementation of PIPs in membercountries and developing a set of milestones totrack the progress of the program.


MAINSTREAMING DRR INTO EDUCATION SECTOR

It also “calls on other agencies and donors andcountries to partner with the RCC and its membercountries in the implementation of its MDRDprogram.”

Asian Disaster Management News September-December 2007

2 MAINSTREAMING DRR INTO EDUCATION SECTOR

How to mainstream disaster risk reduction in theEducation sector?In the Education sector, the RCC recognizes that it isessential to mainstream DRR into both the soft andhardware component of the system and accordingly,the MDRD program has identified the followingspecific themes to initiate mainstreaming:

For each of the above mentioned themes, the RCC hasinitiated or has plans to initiate mainstreaming of DRRby working closely with partners in developingGuidelines and undertaking Priority ImplementationPartnerships to demonstrate the process ofmainstreaming.

RCC guidelines on integrating disaster risk reductioninto school curriculumThe RCC Guideline on the said theme aims to guidethe Ministry of Education and NDMO’s in the RCCmember countries to initiate mainstreaming of DRRinto school curriculum. The Guideline which is

The RCC Guideline on safe school construction iscurrently under development.

Priority Implementation Partnerships formainstreaming disaster risk reduction into EducationsectorThe program realizes that the objective ofmainstreaming of DRR into the education sectorcannot be achieved simply by engaging the concernedsector alone, or by implementing occasional projects.While developing school curriculum is the mandateof the Department of Pedagogy within the Ministry ofEducation, its approval often depends on the overallpriorities of the Education Sector Plan which is largelydeveloped by the Department of Planning and Financeand its content more effective if linked with othersectors, for example health for nutrition and hygieneand environment for life sciences. Similarly thoughbudget for constructing new schools is allocated fromthe budget of the Ministry of Education, theimplementation of the school construction is oftencarried out by the Department of Public Works. Hence,to attain this long standing outcome ofmainstreaming, the core of the RCC MDRD programstands on the base of demonstrating partnership, byundertaking Priority Implementation Partnerships(PIPs) in member countries.

Currently the RCC, in partnership with UNDP andECHO is implementing three PIPs on the said themein Cambodia, Lao PDR and Philippines. The PIPs arebeing implemented by a partnership of the Ministryof Education and NDMOs of each of the projectcountries along with active involvement of otherstakeholders, namely government departments, UNagencies, NGOs etc. As part of the PIPs, countryspecific DRM modules have been developed by theproject partners, teachers trained and currently being

Integrating DRR modules into the school curriculumin RCC member countries;Constructing all new schools located in hazard-prone areas in the RCC member countries to higherstandards of hazard resilience;Adding features, such as facilities for water,sanitation and cooking in schools in hazard proneareas for use as emergency shelters.

essentially a process document, lays out the keyapproaches to initiate the process and which includes;planning in advance of the national curriculumdevelopment cycle, establishing partnerships betweenMinistry of Education and NDMOs, adopting aconsultative process and linking the process ofmainstreaming of DRR with the Education sectorprograms funded by the multilateral and bilateralagencies. The Guideline provides examples from theRCC member countries which have successfullymainstreamed DRR into school curriculum andsuggests steps on initiating the process. Thedocument also highlights the long term activitiesessential for institutionalizing this process whichincludes among others, building capacity,collaborating and developing partnerships betweenvarious stakeholders, monitoring and evaluation andultimately linking the initiative to the NationalEducation Sector Development Plan.


3

To take forward the experiences of the work in thissector, the RCC MDRD program is currentlydeveloping its Phase II; Partnerships for safe developmentand good governance. One of the priorities of the Phase IIwould remain promoting safer development in theEducation sector in RCC member countries, thuscontributing to realizing the MDG 2. To create amaximum impact, the program would continue topartner with various stakeholders involved inEducation sector development and jointly implementthe program component on Safer Schools.

Experiences from Cambodia,Lao PDR & the Philippines

Sanjaya Bhatia

[email protected]


Draft curriculum

Disasters have a huge impact on children, especiallythose attending schools in times of disaster. TheMekong floods of 2000, where hundreds of children inCambodia died and over 75 schools were seriouslydamaged, the 2006 mudslide on Leyte Island in thePhilippines where more than 200 school children wereburied alive, only reinforces the need to increaseawareness of children and teachers of disaster andrisk reduction. Thus, teaching about disaster riskthrough school curriculum would help increaseawareness and have better understanding of theirimmediate environment. At the same time, investingin strengthening school building structures beforedisaster occurs, would reduce long term costs, protectthe children and ensure educational continuity afterthe event.


Way forward for mainstreaming disaster riskreduction into Education sectorImplementation of the program has gained impetusfrom the ongoing global campaign on School Educationand DRR led by the UN/ISDR and the regional roadmaps laid down by the Ahmedabad action plan for schoolsafety, January 2007 and the Bangkok action agenda,October 2007.

The Education sector has been recognized andprioritized by the Mainstreaming Disaster RiskReduction into Development Planning, Policy andImplementation Program (MDRD) of the ADPC’sRegional Consultative Committee of DisasterManagement (RCC) members as one of the prioritysectors to initiate implementation of mainstreamingof disaster risk reduction. The three countries ofCambodia, Lao PDR and Philippines have prioritizedto take up priority implementation partnerships (PIPs)to mainstream disaster risk reduction in Educationsector by integrating relevant modules intoeducational curriculum.

piloted in schools situated in hazard prone areas. Basedon the feedback of the pilots, the modules would berevised and put forward to the curriculum revisionboard of the countries for integration in the nextrevision cycle.

Though the main focus of these PIPs is mainstreamingDRR into school curriculum, it also looks at thephysical impacts of disasters on school constructionto provide an evidence based argument forincorporating hazard resilient components in schoolconstruction.

developed in Lao PDRThis collaborative projecthas been designed as a majorcontribution to theimplementation of theHyogo Framework forAction (HFA) in South EastAsia. It will help advance themainstreaming of disasterrisk reduction, strengthennetworking among disasterrisk reduction practitionersand enhance Governmentcommitment in makingcommunities safer and


4

Focusing on primary implementationThe primary focus to assist the Ministry of Educationin three countries working with the National DisasterManagement Organization (NDMO), to undertake aPriority Implementation Project on integrating DRRinto the secondary school curriculum and promotingresilient construction of new schools using researchon the past impact of disasters on Education sector.Results from these initiatives would be used to buildconsensus and commitment to mainstream disasterrisk reduction in education sector in these threecountries, and identify further activities formainstreaming. Results from the project will include:

Consensus for Mainstreaming of disaster riskreduction in the Education sector;Identification of additional mainstreamingopportunities in education sector and relatedministries;DRR module developed, tested and taken up bythe Ministry of Education for integration into theSecondary School Curriculum.

The experience of the project would also serve as agood example for drawing lessons on how tomainstream disaster risk reduction into developmentpolicy and planning which can also be used in othercountries and in other sectors. The project has fourprimary activities.

Activity 1: Initiating Mainstreaming of Disaster RiskReduction into Secondary School CurriculumA project working group has been established in eachcountry to implement the project activities. Projectworking group members are from the NDMO,Ministry of Education, Pedagogical ResearchDepartment, ADPC, UNDP and other Government andnon- government agencies with a stake in the educationsector. All three countries have already drafted acurriculum, a manual for training of teachers has alsobeen developed.

Activity 2: Study on Impacts of Disasters on EducationSectorThis activity would include a study on the physicaland socio-economic impacts of disasters on educationsector.

Physical impacts of disaster on education sector:Damages to the structure and access to the schoolbuildings in past disasters and the current practicesof design, planning and construction of schoolbuildings, in relation to their vulnerability to hazardand resilience will be studied.

The end product of this activity would be countrypapers with analysis on the impact of disasters, withspecific recommendations for safer construction ofschool buildings and integration of DRR in theeducation sector.

Activity 3: Advocacy for mainstreaming disaster riskreduction into education sectorThis activity involves awareness raising and buildingconsensus and commitment of the Ministry ofEducation and other related Ministries inMainstreaming Disaster Risk Reduction into theEducation Sector. The national advocacy workshopwould raise awareness on how investment in riskreduction education as well as in Disaster resilientconstruction can help in minimizing financial lossesincurred by Ministry of Education in the aftermath ofa disaster. This activity would culminate with aNational Advocacy Workshop in each country. Thisworkshop would pave the way for future DRRactivities in the education sector.

Activity 4: Stakeholder consultation as follow-up tothe advocacy workshopThe study papers would help set the agenda for thedevelopment of the education sector in the threecountries in the next 5-10 years. Follow up actionwould be taken to coordinate country and donorinteractions. The implementation of theMainstreaming DRR in the Education Sector projectwill be completed in Cambodia, Lao PDR and thePhilippines in March 2008. While the project hasaddressed gaps in the implementation of the HFA inthe three countries, it has also exposed some criticaldeficiencies. The country governments have expressedthe need for expansion and continuation of theactivities under the MDRD Education project.

The gaps that need to be addressed include both non-structural and structural methods of mitigation forthe education sector. The non-structural measures

that need to be covered include:


upholding Government responsibility to ensurepublic safety.


51. Integration of DRR in the primary school

curriculum.2. Integration of DRR in the senior secondary school

curriculum. (2008-09)3. Integration of DRR in the university curriculum,

especially in the curriculum for courses inarchitecture and engineering. (2009-10)

4. Development of curriculum for students andteachers with disabilities, especially for thosewho are visually, hearing impaired and mentallychallenged. This is a major gap. Some work hasbeen done in Indonesia, but there are glaringdeficiencies in other countries. (2008-09)

5. Development of extra curricular activities forstudents which complement the DRR curriculume.g. games (board and CD), quizzes, etc. (2008-09)

6. Development of training modules: This will alsoinvolve capacity building of the teachers traininginstitutes and development of master trainersand resource persons. (2009-10)

7. Development of guidelines for emergency

planning in the schools. (2009-10)

The structural measures that need to be addressed

by new programs include:

1. Development of guidelines for the constructionof safe school buildings. (2008-09)

2. Development of training modules and capacitydevelopment of training institutes for training insafe construction practices which integrate DRR.(2009-10)

3. Development of guidelines for assessment ofvulnerability of school buildings and retro-fittingof the buildings based on the results of theassessment. (2010-11)

4. Guidelines for design of schools so the buildings

can be used as emergency shelters. (2010-11)

These activities will help in the mainstreaming of DRRin the education sector in the region. These activitieswill build upon the achievements of the RegionalConsultative Committee of ADPC on mainstreaming.The phasing of the activities will facilitate theimplementation of the HFA requirements for the

education sector by the year 2011.


AHMEDABAD ACTION AGENDA FORSCHOOL SAFETY

The Ahmedabad International Conference on SchoolSafety held in January 2007 adopted the AhmedabadAction Agenda for School Safety with the goal ofachieving, “Zero Mortality of School Children frompreventable disasters by the year 2015”. To achieve thisgoal, the following action plan is outlined:

DISASTER RISK REDUCTION EDUCATION INSCHOOLS

Top Priority• Include disaster risk reduction in the formal curriculum

at both primary as well as secondary levels.• Promote disaster risk reduction through co-curricular

activities in schools acknowledging that schoolchildren need to develop “survival skills” first, alongwith “life skills” as well as “academic inputs.”

By 2015• Promote special projects among school children that

make them leaders in risk reduction in the community.• Promote healthy competition among schools so that

schools make special effort to achieve higher levels ofsafety.

• Develop customized material to cater to the needs ofspecial schools in both curricular as well as co-curricular streams.

DISASTER RESILIENCE OF SCHOOL FACILITIES

Top Priority• All new school buildings being sited safely, and

designed and built to a minimum standard equivalent tothe Uniform Building Code standard of 1.5 x normalperformance.

• Carry out safety audit of all existing school buildings withrespect to their location, design and quality of constructionand prioritizing them for demolition, retrofit or repair.

By 2015• Develop, implement and enforce codes with the perfor-

mance objective of making all new school buildings readyfor immediate occupancy following disasters to serve asshelters or safe havens for the community as well as torestore educational functions in the shortest possible time.

• Demolish unsafe school buildings and replace them.• *Implement a systematic plan to retrofit and/or repair

existing schools to meet minimum standards for life safetyin the event of known or expected hazards.

• Implement non-structural risk mitigation (for example,fastening down building contents and non-structuralbuilding elements so that they cannot injure and killoccupants during earthquake shaking) in schools wherenecessary.

• Implement routine maintenance of school facilities so thatsafety measures are not undermined.

SAFE SCHOOL AND COMMUNITY ENVIRONMENTS

Top PriorityMobilize parent, student, and staff champions of schoolsafety.

By 2015• Schools to prepare and implement school safety plans

including measures to be taken both within schoolpremises and in the immediate neighborhood. This shallinclude regular safety drills.

• Promote active dialogue and exchange between schoolsand local leaders including police, civil defence, fire safety,search and rescue, medical and other emergency serviceproviders.

• School children shall practice safety measures in allaspects and places of their lives.


6

Sri Lanka’s approach todisaster risk education

and school safety

Lalith Chandrapala

[email protected]

Department of Meteorology

Bauddhaloka Mawatha, Colombo 7

The tsunami of December 2004, as well as the flood andlandslides in 2003 and 2006 have had a dramatic impacton the education sector of Sri Lanka. In response it wasrecognized that there was an urgent need for a systematicapproach to disaster risk education and school safety.This approach integrated aspects such as the need fordisaster resistant school buildings and emergencyequipment; how to prepare students and teachers foremergencies; cooperation between schools, communitiesand other stakeholders.

School children are a very vulnerable group andtherefore, should learn to protect themselves againstdisasters and to act in the proper manner duringemergencies. The teachers are also very effective in theircapacity to raise awareness and encourage changes inthe families and communities. Together they can help toeducate their families and the community about naturaldisasters, ways to reduce risks and to be prepared foremergencies.

Sri Lanka faces various natural disasters which affectlife and economy. The country is prone to natural hazardssuch as floods (bi-annually in some regions), droughts,landslides and cyclones. Sri Lanka Disaster ManagementAct No. 13 of 2005, which was enacted in May 2005,requires the Ministry of Disaster Management andHuman Rights to implement disaster managementrelated activities in collaboration with all relevantministries and agencies covering relevant sectors. TheEducation sector has been identified as a very importantsector in mainstreaming disaster risk reduction underthe current policy of the ministry.

Disaster risk management was not a part of school orteacher education in Sri Lanka. Therefore, the Ministryof Education in Sri Lanka together with NationalInstitute of Education, the National Science Foundationand the GTZ embarked on a project to integratedisaster risk management into teacher training andschool curricula. In this endeavour, new syllabi andTeacher Information Guides were prepared by the

Social Sciences Faculty of the National Institute ofEducation. The GTZ supported the training on the newDRM topics for Train-the-Trainers and In-ServiceAdvisors and the development and production ofinput kits containing all the material andsupplementary aids to be used by the teachers.

At present, educational staff, teachers and sizeableportion of teacher trainers have undergone disastersafety education. The integration of disaster riskmanagement in junior and senior secondary educationhas already started and expected to be completed by2010. Regarding the Science syllabi, a spiral curricularreform has been started and already integrated intothe grade 6 and grade 7 syllabi.

The major objective of the syllabus under integrationis to provide basic competencies to ensure safety andwell-being of children in a disaster emergency. Toachieve the above objective, the syllabus is dividedinto five modules: basic concepts of disaster safetyeducation, school based disaster safety management,disaster safety practices, disaster psycho-social careservices, and post-disaster health care practices. Themodule on disaster safety practices which includestopics such as village hazard mapping, identificationof evacuation routes, school vulnerability assessment,mitigation processes, and traditional disaster safetypractices is conducted as a co-curricular activity.

In Sri Lanka, the mainstreaming of disaster riskreduction into the education sector has already begun.The commitment and enthusiasm of all the partnersis overwhelming. The results achieved so far, gaugedin terms of disaster awareness of school children, showthat this program will go a long way in building aculture of prevention and disaster resilience in SriLanka.

DISASTER RISK REDUCTION INTO SCHOOL CURRICULA

ADPC’s Mine Risk Education (MRE) Program

The manual on “Getting to Know the Danger ofLandmines and How to ProtectYourselves” was published in August2004. The manuals, in Thai and Englishare guidelines for teachers indisseminating knowledge on dangersof mines to students andcommunities living in minecontaminated areas. With thesupport from UNICEF, ADPCprovided MRE training to schoolteachers and administrators, anddistributed mine awarenessmaterials and manuals to schoolsand communities along the Thai-Myanmar border.

Visit www.adpc.net for the online versions of the publications.


7disasters. While many are partially prepared, toomany are familiar with the advice but have not takenaction. Involving students in an educationalprogramme that focuses on disaster preparedness hasa good flow-on effect–to educate their parents andfamilies, prompting them to be better prepared.

The Ministry contracted Educating NZ, an educationalconsultancy with experience developing resources inNew Zealand, Vietnam and Cambodia, to develop theresource. From the outset, the project involved bothteachers and Civil Defence Officers (CDOs) in planningand development. This ensured that the resultingresource, What’s the Plan Stan, was both teacher-friendly and conveyed the appropriate emergencymanagement messages.

What’s the Plan Stan features Stan the dog and fivechildren who model what to do before, during andafter six types of emergency events: earthquakes,tsunami, volcanoes, storms, floods and non-naturaldisasters. It can be used to incorporate civil defenceemergency contexts and activity-based learningacross all areas of the New Zealand nationalcurriculum for students aged 8–12 years.

The resource consists of several different components,each of which can be used independently or inconjunction with each other:

teacher ’s handbook, containing unit plans,activities, simulations and information for schoolemergency planningCD–ROM for teachers and students, includingstories, interactive games, map of regionaldisasters, research material, tips for teachers, andelectronic versions of the handbook resourcesstorybook and accompanying audio-CDposter promoting What’s the Plan Stan

website with information, interactive activities and templates: ww.whatstheplanstan.govt.nz

Chandrika Kumaran

[email protected]

Ministry of Civil Defence & Emergency

Management, New Zealand

What’s the plan, Stan?

New Zealand has a reputation for beauty that haslong impressed visitors to this country–volcanicpeaks and snow-tipped mountain ranges, rollingbush-clad hills, river plains, sandy bays and long surfbeaches. However, this stunning landscape is asrugged and dangerous as it is beautiful.

The monumental forces that created it are an ever-present reminder to New Zealanders of the capabilityof nature. The constant movement of the Australianand Pacific tectonic plates, responsible for theelevation of mountain ranges, cause earthquakes andpotential tsunami. New Zealand’s high density ofactive volcanoes also pose the threat of volcaniceruptions and lahars. And, as New Zealand lies in the‘Roaring Forties’, temperate latitudes between 40 Sand 50 S, the country is prone to severe storms andflooding.

While disasters cannot be prevented, it is importantfor New Zealanders to understand the causes andrisks, and know the steps to take to ensure theyremain safe. Worldwide experience has shown thatwhere people are aware of the risks around them andplan their response, injuries, damage and subsequenttrauma are significantly reduced.

Since its establishment in 1999, the fundamentaldriver of the New Zealand Ministry of Civil Defenceand Emergency Management has been to work withits stakeholders to increase the capability ofcommunities and individuals to prepare for, respondto and recover from disasters.

In 2005, the Ministry set out to develop an emergencymanagement resource to be supplied free-of-chargeto all primary schools in New Zealand. This resource,along with other public education programmes,helped fulfil the Ministry’s strategy to create“increased individual and community awareness andacknowledgment of all hazards, and improvedpreparedness to cope in an emergency.”

Surveys show that New Zealanders needencouragement to get ready for emergencies or


What’s the Plan Stan teachers’ guides and CD-Roms, are sent to all primary and intermediate schools in New

Zealand by the Ministry of

Civil Defence & Emergency Management


8

Presentation at a workshop for teachers and principalsto familiarise themselves with the

What’s the Plan Stan resource

Further recognition of the quality of the resource wasevident in its nomination as a finalist in theTelecommunications Users’ Association of NewZealand (TUANZ) Innovation Awards 2007.

In 2008, the Ministry will launch a version for schoolsthat teach in the language of New Zealand’s indigenousMaori people.

For further information on the New Zealand civil defenceemergency management schools programme, please [email protected] or visitwww.civildefence.govt.nz

To further encourage use of the resource, the Ministryran a series of workshops with schools around NewZealand. Teachers and principals were given theopportunity to familiarise themselves with What’s thePlan Stan, identify ways it could be implemented intoteaching programmes and to meet members of theircommunity who could assist with emergencypreparedness. These workshops were so popular thata second series was held during 2007.

What’s the Plan Stan CD-Rom includesinformation and activities for both

teachers and students

The UNISDR, at the regional level led the developmentof an EducationTask Force (ETF) comprising ofUNESCO, UNICEF, UNCRD, IFRC, ADPC and UNISDRto develop a regional strategy on Disaster RiskReduction (DRR) education advancement along thelines of the Hyogo Framework for Action (HFA) and inthe context of the Decade on Education for SustainableDevelopment (DESD) led by UNESCO. To mark theInternational Day for Disaster Reduction (IDDR) andthe conclusion of the above two-year campaign oneducation, a three-days workshop on Asia-PacificRegional Workshop on School Education and DisasterRisk Reduction, was jointly organized by UNESCO,UNICEF, UNESCAP, UNCRD, UNOCHA, IFRC, ASEAN,ADRC, ADPC, ASB and UN/ISDR Asia and Pacific on 8-10 October 2007 in Bangkok, Thailand.

The overall goal of the workshop was towards reducingvulnerability of school children to disasters and toimprove the resilience of school communities struckby disasters, or in hazard-prone areas through anincreased knowledge, awareness and formal educationon DRR at all levels. The main axes of reflection weretwofold: 1) to review the progress made in the Asiaand Pacific region in advancing the Disaster riskReduction education component of HFA and 2) topromote political commitment to facilitate effectiveintegration of disaster risk reduction and safer schoolconstruction programmes into school curricula.

The regional workshop welcomed approximately 300participants, including Ministers of Education,Government representatives, UN Agencies,representatives from technical institutions, universities,schools and the media. The discussions werearticulated around the following key thematic areas:integrating DRR into school curricula, mainstreamingDRR into education sector, DRR educational materials,making school building safe from disasters, non-formaleducation and DRR, addressing the special needs ofdeaf school children, education as an essentialcomponent in reducing the socio-economic impact ofdisasters and Children’s voices-Let Our Children TeachUs.

Following a rich debate, and building on the wealth ofvaluable initiatives and key networks already existingat the regional level, the participants adopted theBangkok Action Agenda.

Asia-Pacific Regional Workshop on SchoolEducation and Disaster Risk Reduction

8-10 October 2007Bangkok, Thailand

Bangkok Action Agenda, available at http://www.adpc.net/ v2007/Download-ADPC/Bangkok%20Action%20Agenda-Final.pdf

IN B

RIE

F


9

Earthquake education from the early ages can be anappropriate mean for increasing children’s knowledgeon earthquakes. In addition, the transfer of thisknowledge to the family and the wider communityseems feasible and promising in the development of afuture seismic safety culture. Various methods andactivities have been designed and used in differentparts of the world for educating the preschool childrenfor disasters. This article shares experiences when 257Iranian children (118 girls and 139 boys) of ages 5 and6 were taught about earthquakes through variousmethods shown below (sources such as learningthrough drawings by working in groups, dialoguesbetween children and teachers, role-playing andgames) in two weeks and were tested to evaluate theirdegree of knowledge and retention of the earthquakeinformation and safety measures after two weeks.Observations revealed the high interest of the childrentowards learning about disasters as shown in Figure1 (a-c), that is songs, board games, and maquettes,respectively.

Forms were developed and distributed to children’sparents to ensure that the taught messages reachedthe parents as well. In addition, interviews wereconducted with the instructors in the kindergartens.

1 For full version of this article, please refer to “Applicable Methods in Teaching Earthquakes to Preschool Children”, Izadkhah, Y.O. and

Heshmati, V. SEE-5 Conference, May 2007.

Observations made from the study are highlighted,as follows:

Teaching about earthquakes in the kindergartensplayed an important role in providing a baseknowledge of disasters in children.Teaching by glove puppets proved to be the mosteffective method in this study, since the childrenexplained the narrated story in detail to theirpeers and families with puppets. They learned thesimple definition of earthquake and retained it intheir mind too.Role-playing was also very popular. In thismethod, children thought of tangible situationsand felt it naturally. This method stimulated theirinterest and made them feel involved in theallocated roles and responsibilities and helped toprovide correct reactions and made them reach acertain level of self-confidence in confrontingearthquakes.In general, performance activities received moreattraction from the children. Children were askedto demonstrate correct sheltering at the time ofan earthquake as shown in Figure 2. They were allinterested to imitate the teacher or their peers anddemonstrate their learning.

(a) (b) (c)

There were no sign of fear in children onearthquake issues when taught using amusingmethods.Due to the rhythmic nature of the earthquake song,it remained in the minds of the children for a longtime and with the main message being repetitive(safety against earthquakes), it is expected to betransferred to their families.A majority of children transferred their learningabout earthquakes to their families.The number of children in a session made adifference on their performances in their classes,however teaching in small groups was found tobe more effective than individual learning.The degree of retention on taught earthquakeissues was high among most of the children. It

Good practices on disaster educationand preparedness1

Testing appropriate methods and tools inteaching earthquakes to preschoolers

Dr. Yasamin O. Izadkhah, [email protected] Vida Heshmati, [email protected]

International Inst. of Earthquake Engr. andSeismology (IIEES), Iran


Figure 1. Examples of testing children with appropriate methods and tools


10Figure 2. Children performed the safety measures based

on their knowledge and what they have learnt

Based on the observations made, following are therecommendations:

To conclude, children can play key role in thepromotion of a safety culture, leading to disasterprevention and risk reduction. In this regard,educating the children, as the future assets of anycommunity at risk, can be regarded as an effectivestrategy to communicate safety messages to the entirecommunity. This also helps in disseminating the vitalinformation to most of the population via theknowledge, skills and enthusiastic motivation ofchildren. They convey messages throughout society,starting with their parents. Therefore, using effectivemethods and tools in teaching about disasters canfacilitate the process of learning and sharing theinformation and experiences widely.

Teachings about earthquake need to be includedin the preschool children formal and informalcurriculum. There is a section called “Earth” inthe preschooler ’s teaching syllabus thatearthquake issues can be inserted.Holding educational workshops for kindergartenteachers and administrators is essential. This helpsin creating a positive perception on earthquakesas well as to familiarize children with variouseducational methods effectively.Earthquake drills that are held annually for thekindergarten children in Tehran can be expandedacross the country. This is a good opportunity forchildren to perform what they have learned onearthquakes in the form of various activities suchas practical performance, songs, drawings, etc.Additionally, as noted earlier, this helps in thetransfer of the acquired knowledge to a widergroup of the society.Using a combination of various elective methodsand tools prevents children from getting bored.For example, the basic teaching can be done witha specific method such as using puppet gloves.Then at the repetitive and practice stage, othereducational activities such as role-play can beintroduced to stimulate the interest of the children.

was interesting to see that a majority of thechildren still deeply remembered what they hadlearned about earthquakes after two weeks.The interest of teachers in using elective methodswould make a difference in the way childrenlearned about disasters.The role of parents to motivate children inlearning about earthquake measures wasimportant. Therefore, there is a need to strengthenthe perception of the parents toward earthquakesand to learn about them.There were no sign of fear in children onearthquake issues when taught using amusingmethods.Due to the rhythmic nature of the earthquakesong, it remained in the minds of the children fora long time and with the main message beingrepetitive (safety against earthquakes), it isexpected to be transferred to their families.A majority of children transferred their learningabout earthquakes to their families.The number of children in a session made adifference on their performances in their classes,however teaching in small groups was found tobe more effective than individual learning.The degree of retention on taught earthquakeissues was high among most of the children. Itwas interesting to see that a majority of thechildren still deeply remembered what they hadlearned about earthquakes after two weeks.The interest of teachers in using elective methodswould make a difference in the way childrenlearned about disasters.The role of parents to motivate children inlearning about earthquake measures wasimportant. Therefore, there is a need to strengthenthe perception of the parents toward earthquakesand to learn about them.The degree of motivation of the kindergarten’sadministrators had a great effect on the wayteachers became interested in teaching thesematerials. It is important for a teacher to create aclear picture of earthquakes for the children toconsider earthquakes as a natural and anunpredictable phenomenon.

A simulated earthquake with prior permissionfrom parents should be conducted for childrento evaluate their reactions when in a realsituation.Teachings about earthquakes need to be initiatedfrom early ages. This helps in shaping theknowledge of children on the issue as they grow.It is worth noting that learning at a young agehas a very deep and sustainable impact. Childrencan also easily transfer what they learn to theirfamilies.



11communities’ capacities and vulnerabilities it isperhaps all the more surprising that some of society’smost vulnerable individuals are commonly excluded.While within the education sector there have been arange of initiatives directed towards school baseddisaster preparedness for non-disabled children, howbest to assist and prepare disabled children forpotential emergencies has drawn very little attention.

Within Indonesia, assisting in preparing deaf childrenfor emergencies is further complicated as signlanguage is not widely taught in schools. Many able-hearing teachers and educational experts believe thatit is better to train children in oral methods from anearly age. This emphasis on teaching deaf childrenhow to lip read and practice the pronunciation ofsound-based vocabularies is also common in otherAsian countries. However, the training of deafchildren using oral methods is an extremely timeconsuming and labour intensive process. Manyteachers report that they feel they have not receivedthe degree of training necessary to communicateeffectively with their deaf pupils. A large number ofteachers continue to speak normally to deaf pupils asif the pupils can hear and while some teachers willslow and more clearly pronounce their sentences manyothers do not. In short, the onus often ends up beingplaced on the children to ensure they understandrather than the teacher ensuring they are understood.As a consequence it is often the reality that many deafchildren do not acquire the skills they require tounderstand and benefit from their formal education;

let alone to achieve their personal potential.

ASB’s first priority was to design an effective deliverysystem for our existing disaster preparedness content.Our remit was materials need to be delivered visuallyand dynamically and, as with other ASB materials,ease of use was paramount. The approach also had tobe action rather than knowledge oriented. While ASBdoes not distribute any materials without relatedtrainings, it was important that the materials could‘stand alone’ and be able to be used and understooddirectly by deaf children if required. During theprocess of developing the materials ASB teamed upwith deaf colleagues at Matahariku, a Yogyakarta basedlocal NGO. This facilitated the development of a filmbased teacher’s pack including, and supported by,game cards, visual prompts using simple signlanguage, and clear teachers’ guidelines. The materialsare centred around a 30 minute educational drama.This was filmed using local deaf students as the mainactors. A local production company wascommissioned to film the drama and also to assistwith providing intensive acting training to thestudents prior to filming. Involving deaf studentsdirectly in the production of materials was essential

Communicating disasterrisk reduction education

for children withdisabilities

Sae Kani [email protected]

Alex Robinson

[email protected]

Arbeiter-Samariter-Bund Deutschland e.V.

Arbeiter-Samariter-Bund (ASB), the Workers’Samaritan Federation, is one of Germany’s largest, andlongest established, social welfare organizations. Withsupport from the German Ministry of Foreign Affairs,ASB is implementing a School EarthquakePreparedness project in the province of Yogyakarta,Indonesia. The project formed part of ASB’s responseto the May 2006 Yogyakarta and Central Javaearthquake. Following the earthquake ASB adopted aDisaster Risk Reduction (DRR) framework as its keyimplementation strategy for Indonesia. As part of thisresponse ASB has recently completed DRR trainingfor teachers in all of Yogyakarta’s 2,047 primaryschools (Sekolah Dasar, SD).

During the school trainings it rapidly became apparentthat there was a strong, and unfulfilled, need for DRRactivities and materials targeted to the specific needsof disabled children and their teachers. ASB has since,with ongoing support from the German FederalGovernment, developed tailored trainings andtargeted materials for all 60 of Yogyakarta province’sspecial needs schools (Sekolah Luar Biasa, SLB). Theproject is being coordinated closely with theYogyakarta Provincial Department of Education toensure all disabled schoolchildren, and their teachers,in the province are equipped to respond in the eventof an earthquake. This article, however, focuses on ourexperience of creating and delivering innovative DRRmaterials and trainings for teachers specifically ofdeaf children.

The number of disabled people in the world isestimated to be 10% of the world’s population or 600million people.1 Current DRR efforts seem to havelargely neglected this fact. Within a DRR context thatactively seeks to engage with individuals’ and

1 UN Millennium Project, 2005. Investing in Development: A


Practical Plan to Achieve the Millennium Development Goals, p.120. Report to the UN Secretary-General. Earthscan, London andSterling, Virginia.


12in assuring the materials were relevant and effective.Working with local deaf students also ensured the filmreflected local variations and ‘accents’ in signlanguage.

In practice, the film is shown to students by theirteachers. This helps gain pupils initial interest andprovides a general understanding of what to do andwhat not to do in the event of an earthquake. Whilethe film is an important medium, it is at times notenough alone. There is a great variation in how, andhow well, deaf students in the SLB can communicateeither orally or through using sign language. Smallchildren in particular often require extra clarificationon an individual basis. In order to maximize effectivecommunication, teachers are encouraged and trainedby ASB to use a combination of gestures, simple signsand mime to further check students’ understandings.This Total Communication Mime (TCM) approach hasproven very effective and efficient when used withthe supporting materials and visual prompts.Allowing students to have an opportunity to raisequeries and engage with the materials beyond thepassive medium of film is central to the project.

Teachers are trained to use mime and gestures toexplore key points introduced in the film. This issupported by visual prompts and ‘true or false’ gamecards and also the use some simple signing. Oncestudents are comfortable with the content the studentsthen act out scenarios to their peers who decide if thescenario they are acting is correct or incorrect in termsof what they should do in the event of an earthquake.Involving pupils in miming out the scenarios furtherchecks their understandings in an interactive andmemorable way. The children themselves are oftenbetter equipped to more clearly communicateinformation about earthquake preparedness to theirpeers. During trainings children’s, and also teachers,understandings and level of interactions have beenseen to increase dramatically in a short space of time.

Trainings are completed with teachers conductingevacuation drills with their students. Whole schoolevacuation drills are also completed followingparticipatory planning with teachers to ensure theschool has an effective strategy to ensure all students,particularly physically disabled students, can beevacuated safely. These evacuations complete thetraining with a tangible and relevant action and ensurethat teachers and children are better prepared in a farmore effective way than classroom based activitiesalone. ASB’s trainings do not deal in-depth with thecauses of earthquakes, although all trainers areprepared to deal with all eventualities and queries,but are rather targeted towards ensuring an effective

A teacher showing concept check cards fordeaf students to choose the right action for

earthquake. Skolah Luar Biasa (SLB) are

Special Needs School, Mardi Mulyo Kretek,

Bantul, Yogyakarta

response in the event of an emergency by communitiesand individuals.

ASB is not promoting the TCM method to teachers toreplace more established sign language and oralmethods in deaf education. However, based on thereality of deaf education in many developing countries,this method is proving to be a very efficient way oftraining trainers, teachers and children. The approachis direct, cost effective and high impact, particularlywhen combined with other visual media, and enablesactivities to be rapidly scaled up and to be potentiallymore sustainable. This is clearly important in a highlydisaster prone area like Indonesia that also facesobvious resource limitations. It should also be notedthat the project as a whole lends support to the BiwakoMillennium Framework on Disability for the AsiaPacific and the Hyogo Framework on Disaster RiskReduction. Most importantly, it is also clear that wecannot wait until sign language is widelystandardized and accepted, or teachers receive fullertraining in oral methods, before we in the DRRcommunity act.

The ASB project is still on-going in Indonesia.However, upon completion we would like to sharemore of our experiences of DRR education for disabledchildren with ADPC and its readers. We hope that ourexperience inspires colleagues working in the field ofDRR to more fully involve people with disabilities inDRR activities and programmes.

The above article is based on an ASB presentation to theUNISDR Asia-Pacific Regional Workshop on SchoolEducation and Disaster Risk Reduction 8-10 October 2007,Bangkok, Thailand.



13

Integrating disaster risk reduction in schoolcurriculum or school emergency-

experiences & lessons learnt

Claudia Kreussler and Dr. Patrizia Bitter

[email protected], [email protected]

GTZ Education for Social Cohesion, Disaster Risk Management and Psycho-social

Care Programme, National Institute of Education (NIE), Maharagama, Sri Lanka

Tsunami and it’s impact on educationThe 2004 Tsunami had a dramatic impact oneducation. According to the UN, basic education hadto be secured for 200,000 students. 182 schools weredestroyed or damaged. 287 schools were used astemporary camps for Internally Displaced People.Some 4.000 children lost one or both parents and manywere traumatized by their experiences. Sri Lankafaces various other natural events such as floods,landslides, cyclones and drought which affect life andeconomy. Thus, an urgent need for a systematicapproach to disaster risk education and school safetywas recognized. This had not been part of educationin Sri Lanka. Therefore, the Ministry of Education (MoE)requested assistance from the German Governmentin the field of disaster preparedness in schools.

The Disaster Risk Management & Psycho-social CareProgramme (DRM&PC) was designed to specificallyaddress the needs of teachers and school children. Theproject is part of the Education Sector DevelopmentFramework and Programme (ESDFP) of the Ministryof Education (MoE). It is integrated into Sri Lanka’sstrategy for the peace and reconciliation process andcrisis-preventive reconstruction after the tsunami.The overall objective of the programme is the planningand implementation capacities of the educationauthorities are improved in respect to disasterprevention in schools and to psycho-social counsellingof children and young people affected by the tsunami.The programme supports the educational authoritiesin improving and expanding their range of servicesby intensive sector policy advising and training ofmanagement and specialist staff. Guidance is givenon how to prevent, mitigate and cope with naturaldisasters in the country. At macro level theinterventions are policy and strategy development,curriculum and didactic material development andquality assurance. At meso level they are training oftrainers, capacity development and research. At micro

level, concepts and material are piloted andinterventions are, in-service training of teachers andawareness campaigns in schools.

Project partners are the MoE, the National Institute ofEducation and the Basic Education Sector Unit of theProvincial Education Departments of the Northern andEastern Provinces. The strategic plan is implementedby the teacher educators and teacher trainees of the17 National Colleges of Education, 100 Teacher Centersas well as the teaching staff of the primary andsecondary schools. The Ministry of DisasterManagement and Human Rights is the leadinginstitution of the national DM policy and strategy(‘Road Map’) and has appointed GTZ as the lead agencyfor integrating DRM in education. DRM&PC project isaware of leading the coordination and collaborationwith partners in the country as well as at regionaland international level. The project also cooperatesclosely with expert institutions such as ADPC andNIDM1. This cooperation supports the transfer ofknowledge and skills within the South Asian region(South-South cooperation). The target groups are thestudents and teachers of the primary and secondaryschools. The programme covers the whole countryand is scheduled from 10/2005 to end of 2008.

Results achievedThe programme has achieved the base line and impactsurveys on disaster safety education and school safetyin National Colleges of Education and schools wereconducted to clarify the current situation on thecolleges’ and schools’ capacity for disaster safetymeasures. The results of the surveys are also used tomodify and fine-tune interventions and to evaluatethe impact of activities. Educational staff, teachers andabout 6,000 student teachers have acquired relevantsurvival skills and knowledge on natural disaster inSri Lanka. They are practicing emergency exercises


1 National Institute for Disaster Management, Delhi, India


14such as mock drills, evacuation, fire fighting and firstaid. Previously, teacher educators and curriculumdevelopers had been trained in DRM and School Safetyduring the “First International Training Course DRMand Schools” in New Delhi/India, organized by NIDM.Disaster Safety Education has been integrated in thecurricula and co-curricular programmes of theNational Colleges of Education. DRM and School Safetyis also being integrated in school curricula (Geography,Life Competencies, Civic Education, Science subjects)and respective Teacher Guides. Furthermore,guidelines for school projects on DRM are beingdeveloped and pilot projects implemented.Supplementary teaching and learning material ondisaster safety for schools and teacher training hasbeen collected, adapted and produced to support theteaching of the new curricula. In close cooperationwith the national Disaster Management Centre (DMC),school children from all over Sri Lanka have been madeaware of natural hazards, participating in an “AllIsland Essay and Art Competition for DisasterPreparedness” in 2006. The event was publicized viachildren’s radio educational programmes, as part ofthe National Disaster Safety Day 2006.

The programme contributes significantly to theintroduction and consolidation of disaster safetyeducation into the formal education system in SriLanka, using its broad know how and lessons learnedfrom other countries in the area to develop capacitiesin Sri Lanka. The national DM strategy is beingimplemented in the education sector and results fedback to the DM Ministry. The holistic approach of theproject ensures that disaster safety education is beingintegrated at all levels and sub-sectors of the system.

A large number of people has already benefited fromthe project: 25 master trainers from MoE, NIE andNational Colleges of Education have benefited fromthe above mentioned DRM and Schools TrainingCourse with NIDM/India. These trainers haveimplemented DRM and School Safety Workshops atthe Colleges for academic and non-academic staff andfor teacher students. 45 education managers haveparticipated in a School Safety and EmergencyManagement workshop and are involved in thisprogramme during their 1 year post-graduatetraining course in education management. Allsecondary schools will receive didactic and awarenessmaterial in the form of tool kits for their libraries in2007-about 10.000 schools. School children from allover Sri Lanka have been made aware of naturalhazards through participation in an All Island Essayand Art Competition for Disaster Preparedness in2006, organized by the DMC.

Challenges and lessons learntCommitment and enthusiasm of project partners isprevailing, but the set up of task forces for continuousfollow-up, documentation and monitoring of theimplemented programmes and activities is stillinsufficient, facing challenges in terms of availabilityof human resources and time. Coordination withinthe education system and with external partners is achallenge, because different sub-systems aretraditionally separated and work isolated from theothers as well as operational connections with otherministries or organizations are not sought for. Due tothe prevailing tense security situation and the de-merger of the North and the East as separateprovinces, access to and communication with partnersin the North and East is limited, causing delays andlimitations for project activities. To overcome thesechallenges, a local DRM expert has been contracted tosupport the activities. It became clear that moreresources should be allocated for the process ofcoordination with internal and external partners.Local education staff has been trained and preparedto support the implementation, monitoring andevaluation of DSE programmes in the North and East.Mechanisms of sharing information, feed back andmonitoring still have to be tested and improved.

To introduce a new concept and project successfullyin the education sector, it is necessary to inspire keypersons who will then spread the spark and facilitatethe change process. In Sri Lanka the exposure ofeducation staff to Indian resource persons and theirrich experience in disaster safety in schools has donethe trick and started the integration process, which isnow carried out from within the system. The activesupport and participation of the relevant stakeholdersfrom the MoE and other authorities is also a mainsuccess factor for the new project. The legal frameworkhas to be consolidated to accommodate new educationstrategies and programmes (i.e. curriculum review).

The overall strategy could be adapted to othercountries and contexts, some tools (i.e. curriculamatrix) could also be useful, but the locally adaptedand developed didactic material can hardly betransferred. As the process of contents, methods etc.development is successful as long as it is participatoryand determined by the local players, these cannoteasily be transferred either. The survey tools whichhave been developed and tried out can be easilytransferred to other countries. This would also helpto compare the status of disaster safety in schools andeducation in different countries of the region.Translating the tools into the local languages wouldhelp increase the use and usefulness of it. Localresource persons can be valuable for creatingawareness and train the trainers in the region.



15SAFE SCHOOL CONSTRUCTION

Asia is annually impacted by several disasters.Powerful typhoons causing flood and landslideshit the region, earthquakes strike almost with thesame frequency, volcanic eruptions threaten life andproperty, and droughts severely impact livelihoods.These natural calamities strike the region frequentlyand bring indescribable devastation and suffering.People, communities and even governments arebadly affected. Children are one of the mostvulnerable groups. Disasters constitute not only athreat to the life of the children but also to theeducation of millions of children across the region.

Impact on school buildings in AsiaAs a result of the earthquake that hit Pakistan andIndia in 2005, as children attended morning classes,at least 17,000 school children died when 6,700school buildings in North-West Frontier Provinceand 1,300 school buildings in Pakistan-administered Kashmir were destroyed. DuringBhuj-India earthquake in 2001, 971 students and31 teachers died, about 1884 school buildingscollapsed, there was a loss of 5950 class rooms,11761 school buildings suffered major damages and36,584 rooms became unfit for teaching activities.In Bangladesh, during the 1998 floods, 1718 schoolbuildings were damaged. Similarly, during the 2004floods, 1259 buildings were lost. In addition, about12,000 and 24,236 school buildings were partiallydamaged during the 1998 and 2004 floods,respectively,. The devastating cyclone that hitBangladesh on 15 November 2007 has totallydestroyed 496 and partially damaged 2110 schoolbuildings.

Damage of school buildings in Cambodia andPhilippinesCambodia is a disaster prone country in South EastAsia. The country has been prone to naturaldisasters, especially floods and droughts over the

Ministry of Education Youth and Sports (MoEYS)of Cambodia estimated that between 0.3-0.4 millionprimary school students were directly affectedduring the severe flood in 2000. If the figure 1. ofsecondary school students are included, theestimate would be around 0.5 million in about 1000schools. The United Nations (UN) estimated theschool population affected was as high as 0.9 to1.0 million students. The most affected provinceswere Kandal, Kompong Cham, KompongChnnang, Kratie, Poussat and Banteay Meanchey.Based on UN statistics, the number could doubleto around 2000 schools which constitute roughlyhalf of the school system. In other words, the

Source: “Rehabilitation of Flooded Primary and SecondarySchools: Cambodia” http://www.moeys.gov.kh/details-directions01-02/Flood/main.htm

past decades. In some cases, both the disasters haveoccurred in the same year. According to ADRC(2003), many Cambodian communities situatedalong the two major watersheds; Tonle Sap andMekong Rivers, have proven to be extremelyvulnerable to the effects of natural hazards. Therewere severe floods in 1996, and in 2000, when thecountry saw the worst flooding in 70 years.

The need to ensure safety of childrenin unsafe school buildings


Anisur [email protected]


16

overall disruption to the education sector wassignificant.

Super Typhoon Reming (international codenameDurian) hit the Philippines on 30 November 2006.According to the National Disaster CoordinatingCouncil, the death toll in the aftermath of thetyphoon was 543, with over 2,000 people reportedinjured or missing in Albay province. About US$22 million value of school buildings and facilitiesin Southern Luzon and Bicol were damaged.According to the Department of Education, Bicolregistered the highest cost of damages to schoolsand facilities valued at US$ 20.07million. Thebreak down of damage in Bicol was CamarinesSur at US$ 10.36 million, Albay at US$ 9.74million, Iriga City at US$ 5.72 million andSorsogon at US$ 1.6 million. All 49 schools inIriga City were damaged. About 90 percent of theschool buildings in Albay and Catanduanes werealso damaged. Schools in Sorsogon andCamarines Sur were damaged at the rate of 60percent and 50 percent, respectively. The typhoonhad also affected 497,035 students in Bicol, 173,169in Calabarzon and 34,482 in Mimaropa.

Why are the school buildings vulnerable?School buildings are vulnerable to disastersbecause of ignorance of safe building constructionpractices and lack of integration of Disaster RiskReduction in the education sector. Initiatives havebeen taken in each of the countries regarding re-building and repair of the school buildings afterdisasters. In the Philippines, the government hasallocated 8.63 million USD in 2006 for repair andreconstruction of school buildings. In Cambodia,487 school buildings will be constructed by 2009under Second Education Sector DevelopmentProject (ESDP II) funded by Asian DevelopmentBank. Moreover, 300 new school buildings willbe constructed from funds from the World Bank.

The Ministry of Education Youth and Sports ofthe Government of Cambodia provides guidelinesfor school building construction in differentprovinces of Cambodia. The school constructionguidelines followed by the Provinces of SvayRieng, Prey Veng, Kratie, Mondulkiri, Ratanakiriand Kandal under the World Bank funded projectsin 2004 had some shortcomings. These

shortcomings include lack of proper specificationon the elevation (height) of the earth filling toensure protection from flood waters, elevationof school sites are not specified etc. Similarly,Disaster Risk Reduction issues have not beenconsidered for the ADB funded ESDP projectwhere 487 new school buildings would beconstructed. In the Philippines, the NationalBuilding Code does not provide properguidelines for disaster risk free school buildingconstruction.

Initiatives should be taken to develop properguidelines for safe school building constructionto save the lives of children as well as to protectthe investment in the education sector. ADPChas taken initiatives in this connection to studythe impact of disasters on school buildings inCambodia, Lao PDR and the Philippines underthe MDRD-Education project.

The recommendations of the study will help todevelop guidelines which can be followed fordisaster proofing school building construction.These guidelines are being developed for theRegional Consultative Committee and will beshowcased at the next meeting of the RCC atColombo in 2008. The RCC member countrieswould benefit from these guidelines as they canbe applied for the better construction of schoolsin the region.

References1. Building Research Institute and National

Graduate Institute for Policy Studies, “DisasterEducation”, Paris, 2007.

2. Ministry of Education Youth and Sport of theGovernment of Cambodia, “NationalCompetitive Bidding Procurement of Works”,Phnom Penh, 2004.

3. ActionAid International, “Disaster RiskReduction through School Projects”, Dhaka,2006.

4. “Rehabilitation of Flooded Primary andSecondary Schools: Cambodia” http://www.moeys.gov.kh/details-directions01-02/Flood/main.htm

SAFE SCHOOL CONSTRUCTION


17Institutionalization of school

earthquake safety intogovernment program

Bishnu Hari Pandey

[email protected]

United Nations Centre for Regional Development(UNCRD)

IntroductionUnder its School Earthquake Safety Initiative, the UnitedNations Centre for Regional Development (UNCRD)is implementing a program “Reducing Vulnerabilityof School Children to Earthquakes” in Asia-Pacificregion since 2005. It aims to ensure that schoolchildren living in seismic regions have earthquake safeschools and that local communities build capacitiesto cope with earthquake disasters. The programentails a holistic approach of school safety makingschool buildings safe against earthquakes to impartknowledge and skill of earthquake resistantconstruction to the local institutions and earthquakepreparedness education to the pupils. Currently, theprogram activities of school building retrofitting,development of safe school construction guideline,training on earthquake technology and disastereducation and awareness are being carried out in theFiji islands, Indonesia, India and Uzbekistan. It isobserved that the process of making safer schools canbe used as an entry points to the at risk communitiesto facilitate implementation of a training and capacity-building programme for earthquake disastermitigation technology besides its prime objective ofensuring the safety of school children against futureearthquakes. It is achieved by demonstrating howschools can be used as community centres forearthquake disaster prevention and mitigation.

Program componentsSeismic retrofitting of school buildingsIt includes seismic vulnerability analysis of someselected schools incorporating the prominentconstruction typologies in each country and theretrofitting of them. This led to the development ofcountry-specific guidelines on earthquake safe schoolconstruction which incorporates solutions to thepractical problems experienced during schoolretrofitting. Following are the schematic diagram ofthe process of assessment of school and interventionto upgrade for seismic resistance.

(1) Criteria development for school selection,guideline development for preliminaryassessment/evaluation

(2) Preliminary evaluation of school buildings(3) Detail seismic analysis and retrofit design of

selected Schools(4) Retrofitting of School Buildings and retrofitting

Guideline Development

Emphasis is made on use locally applicable andaffordable earthquake-safer construction technology. Thenational and local government institutions areinvolved in program formulation and implementationensuring the ownership of the concept and activitieslies with those institutions.

Retrofitting of schools in local communities can act asa demonstration of proper earthquake technology toresidents. Masons in these communities get on-thejob training during the retrofitting of schools. Inaddition, technicians in each project city get trainingon earthquake design and construction of houses.Consideration is given to local practices, materialavailability, indigenous knowledge, and affordabilityof earthquake technology during trainings.

Disaster education and awarenessThe program includes the development and widedistribution of educational booklets, posters andguidebooks on teachers’ training and students’ drillsfor earthquake disaster preparedness and response.The guidebooks gain verification and are updatedthrough training and mock drills. In order to integratedisaster risk reduction (DRR) education into school


Figure. Seismic retrofitting of SD Ciratoun school in Bandung, Indonesia


18

Knowledge and experience disseminationNational, regional and international workshops onschool seismic safety are being held to disseminatelessons from the project areas. The distribution ofguidelines on safe school construction, trainingmanuals for technicians, and education and awarenessbooklets help generate a sustainable demand for theseismic safety of schools and buildings.

LessonsIn Fiji, the program constitutes a national steeringcommittee coordinated by the National DisasterManagement Office, a central government agency withseveral sub-committees in theme like educationcurriculum, engineering, and training. This resultedinto the ownership of the program by nationalgovernment. Though the initial provision of theresource from UNCRD was modest to cover 5-6schools for retrofitting the government is now puttingefforts to cover all schools nationwide in the FijiIslands with support from major donor agencies. InIndonesia, the local government in Bandung adoptedstrategies to turn its program of school maintenanceinto retrofitting program. In Uzbekistan, the projectactivities are synergized with national program oneducation improvement so that school earthquakesafety is being mainstreamed in national plan andprogram. A lesson could be derived that the smallresource from outside can lead to sustainable impactwith up scaling and institutionalization if conceptsand programs are internalized in governmentsystems.

curricula, the existing national school curriculums areassessed in Indonesia and Fiji together withDepartment of Curriculum in both countries. Therevised curriculum incorporating DRR componentsis planned to pilot in grade III and grade IV of schoolsin Fiji beginning the academic year of 2008.

Correcting weaknesses in

a building without

dismantling the whole

building is cost effective.



19

Earthquake resistantschool buildings in

Uttar Pradesh, India

Sanjaya [email protected]


Safe schools in Uttar Pradesh (UP)A large portion of Uttar Pradesh is located in seismiczones III & IV where there is moderate to severe riskof earthquakes. There are in all 125,000 governmentprimary & upper primary schools catering to about23.5 million children. In the last two years 21,000school buildings have been constructed, averagingabout 30 new buildings per day. In such a large civilworks program no earthquake resistant measureswere so far incorporated in the design of schoolbuildings. The configuration, construction materialand technology did not provide for protection fromeven shaking during moderate earthquakes and thus,buildings are likely to collapse endangering lives ofchildren. The UNDP Disaster Risk ManagementProgram and the Government of UP decided to placeparamount importance on the safety of children inschools. However, the challenges are three-fold: to ensure new school & classroom buildings are safe to improve safety of existing buildings by retrofitting to put in place safety measures and drills to be used

in emergencies

Planning and developing new designsUP Disaster Management Authority in 2005 tookthe initiative to integrate earthquake resistantmeasures in government buildings. Variousdepartments were requested to consider takingup this activity on a pilot scale during 2006-07.The Elementary Education Department ofGovernment of Uttar Pradesh put forward aproposal to integrate earthquake resistant designfor all new buildings to be constructed under SarvaShiksha Abhiyan (SSA) in 2006-07. This involvedthe mammoth task of constructing 6,850 schoolbuildings and 82,000 additional classroombuildings with earthquake resistant measures.The Annual Work Plan of each of 70 districts underSSA was under preparation. Consequently, toincorporate earthquake resistant measures, theexisting designs of school buildings andadditional classrooms had to be changed. Newdesigns were prepared in consultation with stateand UNDP experts.

Earthquake resistantschool buildings inttar Pradesh, India

Sanjaya [email protected]


Financial provisionsThe estimates were revised accordingly aftervetting by the state Public Works Department andExpenditure Finance Committee (EFC) of the stategovernment. Approval of the new drawings andestimates were also obtained from the NationalSeismic Advisor, Ministry of Home Affairs,Government of India through the ReliefCommissioner, Government of UP. Revising theunit cost of construction of school buildings andadditional classrooms making provision forearthquake resistant inputs increased the unit costof buildings by about 8 %.The modified earthquake resistant designs werethen incorporated in the district plans under SSAand approval obtained. As a result, the AnnualWork Plan for 2006-07 for civil works increased.Construction of about 7000 school buildings and82000 additional classrooms with earthquakeresistant designs were taken up in 2006-07.Dissemination of new designs, orientation ofofficers of the Education Department involved inconstruction activities and training of engineersand masons involved in construction are some ofthe key activities along with quality assuranceefforts including technical assistance andmonitoring.

These designs incorporated modifications in theconfiguration, construction material and use ofreinforcing measures including: :

One design of primary school building, twodesigns of upper primary school building andthree designs of additional classrooms wereprepared. Based on each design, a detailedconstruction manual was prepared. Designs,estimates and construction manuals were madeavailable to District Magistrates and Basic ShikshaAdhikaris of all 70 districts.

doors and windows were shifted at least 60 cmsfrom vertical joints.a steel rod was provided from the foundation tothe slab at each vertical joint.three horizontal bands with steel rods were madeto run across the building walls at the plinth, silland lintel levels to bind the structure.

jambs were provided at each door & windowfromsill band to lintel band.ratio of cement in the RCC foundation and slabwas increased. A mixture of cement, sand & stoneblast in the proportion of 1:4:8 was providedinstead of 1:5:10 used earlier in the foundation. Inthe slab the proportion was changed to 1:1.5:3 inplace of 1:2:4 used earlier.



20Capacity building of personnel

Two departmental engineers of the EducationDepartment, involved in revising drawings andestimates, were trained by UNDP.Basic Shiksha Adhikaris (BSAs) of all 70 districts weresensitized on special provisions for constructionof earthquake resistant school buildings.Considering the vast scale of construction activityinvolved, a cascade approach to capacity buildingwas adopted. Six training workshops wereorganized at UP Academy of Administration &Management, Lucknow to prepare master trainersfor each district. These workshops were organizedand funded by the UNDP.4 persons for each district- 2 Junior Engineers ofRural Engineering Service and 2 Assitant BasicShiksha Adhikari (Primary Education Officers) ofEducation Department (Block Education Officers)-were imparted training in theoretical as well aspractical aspects of designing and constructingearthquake resistant school buildings. Thesetraining workshops were facilitated by expertsfrom Orissa Development Technocrat’s Forum.These 280 master trainers formed the coreresource team in the 70 districts.The master trainers were assigned the role ofconducting similar training programmes for otherfunctionaries in districts. 20 divisional trainingworkshops were organised in which 1100 JuniorEngineers and Assitant Basic Shiksha Adhikaris weretrained to carry out actual construction work.Technical assistance for this training was alsoprovided by Orissa Development Technocrat’sForum.Buildings under SSA in UP are constructed by theVillage Education Committee (VEC) and the headmasters were in charge of the constructionactivity. Headmasters and masons were trainedat the district level for school buildings and atblock level for construction of additionalclassrooms.Funds for construction work were released to alldistricts. The readiness of various districts to takeup this activity was one of the items reviewed bythe Chief Secretary and Secretary, ElementaryEducation in a video conference with all DivisionalCommissioners and District Magistrates.Having built capacity in all districts, theconstruction work of 6,800 school buildings and82000 additional classrooms started in September2006.Training of 10,000 masons was conducted indistricts with technical assistance of UNDP. TheState Government provided funds for the trainingprograms.

Monitoring and quality assuranceDesigns of new school buildings/classrooms underconstruction were made available at constructionsites. Each building was constructed by trainedmasons and trained junior engineers supervisedthe laying of foundation, casting of bands andplacing of the roof and also monitor the quality ofconstruction.A construction monitoring cell was set up toimplement the quality assurance program duringthe construction. This cell is supported by a juniorengineer in each district office of SSA.A system of third party monitoring of constructionactivity involving NGOs and other independentinstitutions is also in place.

Retrofitting existing buildingsWhile provisions have been made forincorporating earthquake resistant measures inthe design of new school buildings and classroomsand the funding for the same tied up under SSA,there is a stock of about 125,000 existing schoolbuildings which need retrofitting to make themsafe. No line of funding is available for this activityunder SSA. The Disaster Management Unit ofGovernment of India and UNDP are requested tofund this activity in phases.One school was retrofitted as a pilot with technicalinputs and funds from UNDP.

School safety committeesWith technical input from the ElementaryEducation Department of the Government of UPset up District Safety Committees and SchoolSafety Committees and oriented about 500,000teachers and shiksha mitras (para teachers) toessential safety measures and drills foremergencies.

The activities described above helped the Governmentof UP mainstream DRR for safer schools.


Disaster Proofing theMillennium DevelopmentGoals (MDGs)-Minimizing Disasters:Maximizing Development

Asia Regional Office of theUN Millennium Campaignand ADPC developed thebrochure as the firststep under the jointadvocacy on “DisasterProofing theMillenniumDevelopment Goals”.

Visit www.adpc.net to readmore. R

EA

DIN

G R

ES

OU

RC

E


21

School development agencies do not always take intoconsideration the natural hazards prevalent in therecipient state and the schools, therefore, may not bebuilt with specific hazard vulnerability criteria inmind. In addition, schools are often built on marginalpieces of land owned by the government that areunsuitable for commercial or agricultural use. All toooften, school buildings are situated in vulnerable areasbecause proper site-selection criteria were notapplied. Disaster threatened communities needdisaster-resistant schools for the following reasons:

Children are the most vulnerable sections of the

Gujarat State Disaster Management Authority

School management are approached andpresentations are made about why and how theconcerned school can work on school safetySchool administration were approached to formschool safety committeeSchool Safety programs (3 days)-Orientation ofthe school disaster management committee onschool disaster management planningOrientation about basic disaster awareness tocoordinators and members of the school taskforcesDetail training of the task force members on taskforce skills such as activities to be done for searchand rescue, first aid etcImparting lessons on emergency response in eachclassroomConducting mock drill and a debriefing meetingheld to evaluate the mock drill and the schoolprogram

For dissemination of disaster awareness, GSDMA inassociation with M/s SEEDS have formulated threebasic modules namely,

Module 1: Introduction about the program anddiscussion about the need of initiating schoolsafety activities in the schools. Inculcating theobjectives of the program to each and everystudent of the school.

Module 2: Training the members of the schooldisaster management committee about elements/

societySafety of school children is an emotive issueoften having political implicationsSchools in urban areas are often located incongested areas, vulnerable to various hazardslike fire, flash floods etcLack of repair & regular maintenance of schoolshoused in old buildings causing deaths due tobuilding collapseImproper sitting of schools without consideringthe hazard profile of the areaLack of budget provision for meeting operationand maintenance costs in schoolsLack of awareness of school safety issues &dimensions

[email protected]

Sustainable Environment and EcologicalDevelopment Society (SEEDS), which have beenselected to implement the programs in the state isconducting the following detailed tasks in each of theproject schools.

(GSDMA) with the assistance of the World Bankinitiated the pilot program for promoting a culture ofdisaster safety in schools and reduce risk throughstructural and non-structural corrections in theschools of the state. The initiative was launched inJanuary 2005 for a period of two years under GujaratSchool Safety Initiative-I.

Progress made

Gujarat School Safety Initiative-I, school basedactivities have been completed in 152 schools inAhmedabad, Vadodhara and Jamnagar cities and 152school based disaster management plans have beenprepared in the process. 86,000 students and 1,500have been trained.

The three-day detailed program comprised oforientation sessions, formations and mobilization oftask forces and conduction of mock drills. Earthquakedrills have been conducted in 80 schools attended byaround 40,000 students and 640 teachers. As part ofthe long-term sustainability of the program, schoolsafety clubs have been opened in all the projectschools. A short play on disaster awareness has beenorganized in 68 schools.

components of a school disaster management teamand method of preparing a plan for the respectiveschool. All doubts and queries are cleared in thetraining program.Module 3: Training the members of the task forcesand the coordinators of the task forces aboutinformation about disaster management, safetytips, mapping,techniques ofevacuation, first aidand other aspects ofschool disasterplanning.

Rajesh Kishore

SCHOOL EMERGENCY PLANNING & MANAGEMENT

Gujarat school safety initiatives

Gujarat State Disaster Management Authority


22

Under the Gujarat School Safety Initiative-II program,district level trainings (in 25 districts) and trainingsin the models schools selected in all the districts werecompleted. 25,543 students and 861 teachers havebeen trained in the 25 model schools apart from 593teachers trained at the district level by the 86 mastertrainers created by GSDMA earlier. In total 679teachers have been trained throughout the program.The program has also prepared the draft schoolsyllabus for comprehensive inclusion of basics ofdisaster.

The program shall cover two broad components,a) Structural Component-Undertaking a detailedsafety audit of all private and government schools inthe state over the next three years and b) NonStructural Component-Undertaking school specificdisaster preparedness, capacity building andmitigation measures in schools across the state. Statehas already provided a budgetary allocation from itsown funds for implementation of the program in thestate.

Long-term Gujarat perspective on school safetyWith a view to up-scale school safety initiatives acrossthe state the following actions have been planned byState of Gujarat:

The third phase of the program, Gujarat School SafetyInitiative - III intends to upscale the first and 2nd phasesto the taluka or sub-district level and reach out to allschools in Gujarat. The program is underimplementation and proposes to attain the followingobjectives:

Coinciding with the closure of the two school safetyinitiatives and the UN/ISDR’s campaign for 2006-07”Disaster Reduction Begins at School”, anInternational Conference on School Safety took placeat Ahmedabad, India from the 18-20 January, 2007.The Conference was organized by the Gujarat StateDisaster Management Authority (GSDMA) and SEEDSIndia with active support from the UN/ISDR, Coalitionof Global School Safety, The World Bank, the NationalDisaster Management Authority (NDMA), UnitedNations Development Program (UNDP), UnitedNations Educational Scientific and CulturalOrganization (UNESCO), Christian Aid and Save theChildren. Over 150 national and internationaldelegates, and over 1500 children, school teachers andparents took part in the event. The variouspresentations and deliberations in the course of theconference have led the way to the drafting of theAhmedabad Action Agenda for School Safety that setsthe goal of achieving “Zero Mortality of Children inSchools from Preventable Disasters by the year 2015”.

The programs have been largely attended by schoolchildren of age less than 16 years both in private andmunicipal schools.

Formulation of a comprehensive policy on schoolsafety. The implementation of which will besupported by a strong programme of action.Setting up a Center for promoting and monitoringSchool safety in the Gujarat Institute of DisasterManagement. This Center will take up researchand training programmes in this area also.Undertaking a detailed safety audit of all privateand government schools in the State. The resultsof which will enable taking effective steps toincrease school safety in Gujarat. This will be donethrough the public private partnership approach.This will also help schools to prepare school leveldisaster management plans.Setting up a mechanism of reward system forthose schools who perform the best in the area ofschool safety.

To strengthen districts institutions with resourcesand materials on school safety.To take school safety initiative to taluka level (sub-district level).To promote “school safety club” in schools inGujarat.

Besides the training sessions, posters and games,other IEC materials have been prepared fordistribution. In each school, task forces have beenconstituted in a) Disaster Awareness b) Search andRescue, c) Warning, Evacuation d) First aid treatment& e) Fire Safety. Task force badges were distributed.

To provide continued awareness to schools thatparticipated in GSSI-I & II projects and sustaintheir interest in school safetyTo ensure structural safety and non-structuralsafety in schoolsTo develop disaster response skills in teachersTo promote disaster planning in schools

ADPC poster competition tohelp raise awareness amongyouth

Devastating effects of the 2004Tsunami was re-lived. Tocommemorate, a PosterCompetition, an event forschool & graduate studentcommunities in Bangkok was heldon 16 December 2005 at ChulalongkornUniversity, Bangkok.

The aim of the event was to help raise awarenessamong the youth to enhance disaster risk reductionknowledge.

SCHOOL EMERGENCY PLANNING & MANAGEMENT


23Building capacities of

educators and children onschool flood safety in the

Mekong Delta

Aslam Perwaiz [email protected]


Introduction

Enhancing knowledge and awareness

Teachers at training on SchoolFlood Safety Programme

The SFSP orientation sessions in Cai Be, Cai Lay andChau Thanh districts in Tien Giang province inVietnam enhance knowledge on flood hazards, meansof protection and necessary actions before, during andafter floods. In these sessions, the schools develop a basicflood risk assessment based on a questionnaire. Schoolsare provided with assistance to complete the initial floodrisk assessment and the results are analyzed andconsolidated in a reportfor each school. At theend of the sessions, theteachers develop publicawareness action planto educate childrenabout instructions onflood safety such as foods e c u r i t y , d i s e a s eprevention and safeshelters for childrenduring floods. Thus,after being trained,teachers facilitate training for children and discuss andplan activities in the school. The program has involved180 primary and secondary schools with nine 1-daysessions in the three project districts. During thesesessions, so far, 170 schools have been helped to complete

The tool used in the orientation session is the“Information Kit for Teachers” or “School Flood SafetyProgram (SFSP) Kit”. It was developed as the keyreference material. The kit contains a flood booklet,handouts, teaching aids on flood safety and a set ofaudio-visual CDs and DVDs on “Living with Flood”and the “Puppet show on Flood Hazard”. They arevivid materials providing simple and easy tounderstand information on flood hazards, theirimpacts and basic preparedness, response andrecovery measures. The user-friendly handouts giveout information on should-do things before, duringand after floods for both family and schools, on healthand hygiene for schools, and the how to disseminateflood early warning to the local community. Theteaching aids on flood safety are pictorial activitycards on flood hazard and means of protection to beused by teachers.

This initiative helped the teachers to conduct simpleflood risk assessments of their school. It has utilizedthe existing knowledge and capacities of teachers ontheir immediate environments to find solutions byformulating activities in educational settings.Knowledge is provided through orientation sessions,but the practical outcomes are through school reportsand toolkits.

The wide dissemination of knowledge and the increasein understanding of various issues for disasterpreparedness, response and recovery is a direct impactof this programme. Children, their parents and thecommunity have a reliable channel of information andguidance through the school system. Lessons, trainingcourses and IEC materials convey the messages forboth a safe school and a safe community.

In addition, the programme promotes a new role ondisaster preparedness for the education systemand increases its social responsibility.

The lead implementer of this program is the ProvincialDepartment of Education and Training, with

340 school principals and teachers.

The SFSP focuses on the school community andstrengthens its role in connection with family andthe community, at large. Teachers and childrenmake a direct contribution to their ownenvironment. Learning from orientation sessionsfacilitated by the local (Mekong Delta) DisasterManagement Practitioners and trainers fromDepartment of Education and Training and thendisseminating to their own students graduallybuilt a sense of ownership for the school. Both

teachers and students are interactive participantswhen they practice the knowledge acquired in andoutside of the school.

the initial flood risk assessment and the flood riskassessment report. The program has so far oriented about

EDUCATION & AWARENESS RAISING ON DISASTER

The School Flood Safety Program (SFSP) is under theDIPECHO 5th Action Plan being supported under theMRC-ADPC ECHO III “Support to Implementation ofFlood Preparedness Programs at Provincial, Districtand Commune Levels in the Lower Mekong Basin” inTien Giang province in Vietnam. This is an innovativeflood safety public awareness program involvingprimary and secondary school teachers and thestudents. The activities include orientation sessionsfor school teachers and school children on floodhazard, means of protection and what to do before,during and after floods, learning to conduct the floodrisk of the schools by themselves and awarenesscampaigns by the schools.


24Department of Education and Training, withinvolvement of the Committee for Population, Familyand Children, Department of Labor, Invalid and SocialAffairs (DOLISA), and the Women’s Union. The agenciesengaged in this activity are also members of the Floodand Storm Control Committee at the province, districtand commune levels. This consolidates the crucial rolesof each agency and highlights the compounded impactof coordinated efforts of various stakeholders. The multi-stakeholder involvement approach also encouragesreplication of such activity through pooling of internalresources from various agencies.

Teachers and students play the role of informationagents. Thus, after several initial orientation andtraining sessions, the information of disasterpreparedness spreads to the community with littleproject interference, such as training for the wholecommunity. School children are one of the key playersin raising public awareness in this programme. Thecampaign contains activities at school level such aspainting competitions on related themes of flood andreduction of its risk, quiz programs and performancesby students for the community. This draws parents’attention and mobilizes support for flood safety intheir communes.

The activity involves local experts from memberagencies of the District Committee for Flood and StormControl during the orientation sessions for educators.These experts, together with the already orientedteachers and students work together to conductsimilar sessions at the schools in other districts oreven the schools in the neighboring provinces. In thedesign, each district forms groups of 4 to 5 schools.One school is equipped with a master trainer and theythen become trainers for other schools in the group.

Currently, similar activities are being implementedin An Giang (Chau Thanh and Tan Chau districts) andDong Thap (Tan Hong and Thanh Binh districts)provinces under the “Flood Emergency ManagementStrengthening (FEMS)” project of ADPC with fundingsupport from GTZ- German agency for TechnicalCooperation.

ADPC has planned to expand the project in the next phase2008-2012. On 30 August 2007, in a workshop, the TienGiang People’s Committee, Vietnam Mekong Committee(NMC), ADPC, Mekong River Commission Secretariat(MRCS), Tien Giang Provincial Committees for Flood andStorm Control (PCFSC), DOET and teachers from theproject districts and other stakeholders gathered to sharelessons learnt, experiences and discussed the outlineprogram and Action plan for Child Safety from Floodsand Storm programme in 2008-2012.

Basic disaster awarenesseducation reaches five

million children in 50 high-risk provinces of Turkey

Marla Petal

[email protected]

Risk Red

Bitter experience is the catalyst for community impactprogram

The 1999 Kocaeli earthquake hit the densely populatedindustrialized Marmara region in Turkey, killing morethan 18,000 people and seriously injuring at least100,000. Homes, schools, businesses and communitieswere destroyed. Nearby Istanbul, with a populationof at least 10 million, were jolted into realizing thatthey would be next. Still it was not clear what was tobe done. There had been no significant publiceducation programs to help citizens to recognize thehazards they faced, their vulnerabilities to risk, orthe many small steps that could be taken to reducefuture hazard impacts.

In 2000, Bogazici University, Kandilli Observatory andEarthquake Research Institute with support from theUSAID, Office of Foreign Disaster Assistance launchedthe Istanbul Community Impact Project. The three-year project successfully developed curriculum andoutreach materials and trained trainers in basicdisaster awareness (BDA), community disastervolunteers (CDV), non-structural mitigation (NSM)and structural awareness for seismic safety (SASS).

Urban disaster risk reduction education through schoolsCurriculum materials developed for BDA include anInstructor’s Handbook and CD, an audio-visual slidepresentation (3 versions for different age levels andattention spans) with instructor notes, instructor-skills guide, and guidance materials for monitoringand evaluation. Classroom activities and fun sheetsare included. Public outreach materials are based ona two-sided Family Disaster Plan Worksheet. A smallfold-up “Information Card” and 32-page “ABC BasicDisaster Awareness Handbook” cover the material inmore depth and for all hazards.



25In partnership with the provincial directorate ofeducation and with support from local andinternational organizations and volunteers in 2002and 2003, BDA reached more than 1.2 million schoolchildren and 66,000 school teachers in and aroundIstanbul. A women’s outreach campaign reachedthousands of families door-to-door in one district. Sixthousand were trained in two-day CDV training inpartnership with local businesses, and NSM and SASSwas piloted on a small scale.

Evaluations indicated very positive impacts in bothstudent and teacher knowledge gains, and dramaticincreases in family household hazard adjustments,and school hazard adjustments in the curriculumareas: assessment and planning, physical protection andresponse capacity development. Students and teachers withtraining had taken 33-38% more mitigation andpreparedness measures and have many moremeasures that they intend to take compared to thosewithout training. Similarly, schools with trainedinstructors took 30% more mitigation andpreparedness measures. These promising resultsprovided justification for massive scaling-up. Unlikemany similar programs, this one did not jump fromhazard awareness to response capacity development,but tried to empower the general public in takingphysical risk reduction measures and in beingresponsible consumers of housing.

Scaling-upNationwide, some eight million school children in firstand second-degree seismic risk zones remained at riskin 34,000 schools. A scaling-up project called “BDA inTurkish Schools” was undertaken in 2004 and 2005 toreach teachers and school children in the most seismicrisk-prone of Turkey’s 80 provinces. A “cascading”model of instruction featured a distance-learningprogram to reach out to potential instructor trainers.This rich multi-media program has text, illustrations,animations, videos, games, and activities embedded.

Basic disaster awareness knowledge changes

Strengths & opportunitiesThe Basic Disaster Awareness in Turkish SchoolsProject is the first project to attempt to disseminate

With minor assistance from newspapers, and theMinistry of Education’s own outreach, more than 700teachers in 50 provinces found the program online andsuccessfully completed the self-study curriculum,passed the post-test with a score of 80% or better,earned access to a certificate of completion andcompleted an online application letter to compete tobecome a master-trainer for their province.

Master instructor training began with selection of 118applicants (2 each from 41 provinces and 4 each fromthe 9 most populous provinces. Divided into 4 groups,each completed a 5-day Basic Disaster AwarenessInstructor-Trainer program in Istanbul. Returninghome, and facilitated by provincial directorates ofeducation, these committed instructor-trainerssubsequently reported more than 1,000 days oftraining yielding 24,000 school-based basic disasterawareness instructors.

Monitoring was to be achieved through a sophisticatedmanagement information system (MIS) portal thatallows web-site visitors and instructors to register,affiliate with one of several dissemination partners,track delivery of and participation in various trainingprograms, complete a family disaster plan, take tests,use distance learning curriculum, and seedissemination reports for affiliated groups.

More than 5,500 school-based trainers became activeusers of the portal and reported 13,500 school-basedBDA seminars to 2.4 million children, 91,000 teachers,25,000 school personnel, and 444,000 parents in 2005.When the unreported trainings are extrapolated froma random sample of non-reporting teachers, we havea more accurate estimate of real impact: BDA educationreached more than 5 millions students and 1 millionadults in three years. By 2006 more than 7,000individuals had registered for the distance-learningtraining and 2,000 had completed the five-hour self-study program, more than 25,000 people wereregistered users of the site.

Structural and Non-Structural Awareness curriculawere further developed and seeded in Istanbul’s tradehigh schools. Twenty-three SASS instructors trainedmore than 2,500 students and staff, and eighteen NSMinstructors trained more than 3,200 students and staffin non-structural mitigation. Post-tests showedsignificant growth in knowledge of structural and non-structural safety and overwhelmingly, students andstaff believed that “everyone” should receive thistraining.


7.9

6.6

8.2

4.3

8.0

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

# C

orre

ct A

nsw

ers

BDA Instructors Teachers withoutTraining

Teachers withTraining

Students withoutTraining

Students withTraining

10 ITEM KNOWLEDGE TEST


26

The strengths were in the high level of commitmentfrom the Turkish Ministry of Education, the strongspirit of voluntarism and dedication shown by theInstructor-Trainers, and the vision and dedication ofthe thousands of teachers who have begun to conveyBDA education to their school communities. Eighty-five percent of these teachers are committed tocontinuing the program annually. High qualitycurriculum materials and instructor training, and asophisticated MIS are foundations for the program’ssustainability.

The Ministry of Education has recently taken steps tointegrate earthquake hazard awareness and riskreduction education into the compulsory curriculum.

Weaknesses and threatsIn order for basic disaster awareness to become thefoundation for a culture of safety, in a country as largeand populous as Turkey, both scale andinstitutionalization must be fully addressed.Recommendations included maintaining capacity byusing the MInistry’s ongoing in-service educationsystem, however, it is not yet clear whether there willbe follow-through to use the capacity developed tomake this an annual program for all children. Thereremains a danger that the BDA training will turn outto be a one-time event. Important groups have notbeen reached at all: preschools, high schools andprivate schools.

In order to become a dynamic part of the fabric ofevery child’s education into future generations it willneed to be conveyed to teachers during their teacher-training education, and woven formally into bothformal curriculum and co-curricular activities.

These results can be replicated wherever there is alarge educational authority, professional teachers, andthe funds to leverage the expertise needed to jump-start the project, Future projects can use existingeducational materials now available from a varietyof sources worldwide, as a starting point, shorteningthe development time. Long-term success depends

basic disaster awareness nationwide in Turkey. It isbased on a cooperative model developed between awell-respected university-based center for scientificresearch and training, and a leading governmentdepartment, with support from international,national and local non-governmental organizations.

Disaster Risk Reduction Education

Network (ENDRR-L)

To subscribe, send mail to

[email protected]

The Coalition for Global School Safety (COGSS)is dedicated to fostering, supporting andencouraging disaster risk reduction in theeducation sector. COGSS supports global, regional,national, and sub-national, local and grassrootsefforts to bring together expert and localknowledge in order to:

a) reduce the vulnerability of schoolinfrastructure

b) integrate risk knowledge concepts into formaleducation curriculum at all levels

c) educate the public at large and promote publicparticipation in disaster risk reduction

http://www.interragate.info/cogss

The Disaster Risk Reduction Education Networklistserv informs of key research, meetings,publications, discussions, initiatives andachievements in this important emerging fieldwith the goal to increase the qualityand effectiveness of disaster risk reductioneducation leading to fewer disaster losses of allkinds.

Resources

International Network forEducationin Emergencies

http://www.ineesite.org/

Association & Networks

Coalition for Global School Safety (COGSS)

The Inter-Agency Network for Education inEmergencies (INEE) is a global, open networkof non-governmental organizations, UNagencies, donors, practitioners, researchers andindividuals from affected populations workingtogether within a humanitarian anddevelopment framework to ensure the right toeducation in emergencies and post-crisisreconstruction.

upon vision and sustained leadership from theeducation community.


27

INEE Minimum Standards: A tool for bridgingthe risk reduction, relief and development gaps

Allison [email protected]

Inter-Agency Network on Education in Emergencies (INEE)International Rescue Committee, NY

The Inter-Agency Network for Education inEmergencies (INEE) is a global, open network of UNagencies, NGOs, donors, practitioners, researchersand individuals from affected populations workingtogether within a humanitarian and developmentframework to ensure the right to quality education inemergencies and post-crisis reconstruction. As of2007, INEE has over 2,200 individual andorganizational members.

INEE facilitated a global consultative process in 2003and 2004, involving over 2,250 individuals from morethan 50 countries to develop global educationstandards. The INEE Minimum Standards, launchedin December 2004, are the first global tool to define aminimum level of educational quality in order toprovide assistance that reflects and reinforces theright to life with dignity. In addition to reflecting rightsand commitments, the standards reflect consensus ongood practices and lessons learned across the field ofeducation and protection in emergencies and earlyreconstruction situations.

The INEE Minimum Standards cover five categories:Minimum standards common to all categories:focuses on the essential areas of communityparticipation, the use of local resources, initialassessment, appropriate response and continuedmonitoring and evaluation, which are requiredwhen applying any other standard within thehandbookAccess and learning environment: focuses onpartnerships to promote access to learningopportunities and essential inter-sectoral linkageswith protection, health, water and sanitation,nutrition and shelter to enhance security andphysical, cognitive and psychological well-beingTeaching and learning: focuses on critical elementsthat promote effective teaching and learning:curriculum, training, instruction and assessment

Teachers and other education personnel: focuses onthe administration and management of human

TOOLS FOR RISK REDUCTION

resources, including recruitment and selection,conditions of service, and supervision and supportEducation policy and coordination: focuses onpolicy formulation and enactment, planning andimplementation, and coordination

The standards were designed to be an immediate andeffective tool to promote protection and coordinationat the start of an emergency while laying a solidfoundation for holistic, quality education and disasterpreparedness during reconstruction.

Since the launch, INEE Minimum handbook has beentranslated into twelve languages (Spanish, French,Arabic, Dari, Japanese, Bahasa Indonesian, Portuguese,Bangla, Thai, Urdu, Khmer) and they are being usedin over 80 countries around the world for programmeand policy planning, assessment, design,implementation, monitoring and evaluation as wellas advocacy and preparedness. They are being usedas a training and capacity-building tool. Over 200educational, protection and emergency trainers havebeen trained on the standards, and they in turn aretraining others through a cascade training model. Thestandards are also being used to promote holisticthinking and response and to frame and foster interand intra-agency policy dialogue, coordination,advocacy and action for the provision of qualityeducation in emergencies, chronic crises and earlyreconstruction.

In a global evaluation in 2006-2007, almost a third ofthe 200 respondents reported that the use of the INEEMinimum Standards has led to achievements in projectoutcomes or improvements in the quality ofeducational services provided in their projects. Theyalso indicated that they were able to better motivatethe community, better advocate for needed facilitiesand more effectively train teachers.


28Disaster risk reductionWhile the INEE Minimum Standards coverpreparedness, response and recovery programmingand policy, the holistic disaster risk reduction cycle iscurrently not strongly enough articulated in thestandards, especially mitigation. Nonetheless, thestandards can and are being used to enhance disasterpreparedness and contribute to risk reductionthrough areas such as providing essential survival,school safety and life skills information andestablishing a safe and secure environment.

In a future revision of the INEE Minimum Standards,risk reduction will be made explicit. In the meantime,INEE is focusing more on natural disasters and therisk reduction cycle in its materials and practicesthrough reaching out and linking with ISDR and therisk reduction community as well as through using anatural disaster lens to generate case studies and goodpractices. In particular, INEE is emphasizing the needto:

Teach about hazards and risk reduction in non-formal learning environments, include disaster riskreduction in the formal curriculum and promotedisaster risk reduction through co-curricularactivities in schools.

Table 1: Curriculum

INEE’s website www.ineesite.org

There are particular standards, including a range ofindicators and guidance notes for each, that directlyrelate to disaster risk reduction objectives,particularly the standards on communityparticipation, analysis (initial assessment,monitoring and evaluation), protection and well-being, safe learning environment and using a relevantcurriculum, as shown in Table 1.

Promote schools as centres for community disasterrisk reduction, mobilizing a culture of safety throughmobilization and organization and promotinginitiatives among children in and out of schools thatmake them leaders in risk reduction in the community.Protect schools: prepare and implement schoolsafety plans; taking steps to assess the hazards toschools and to address/strengthen and properlymaintain them with a multi-hazard approach; andensure that new schools are designed, sited, andconstructed with hazards in mind.

INEE is also developing a CD-Rom Toolkit for the INEEMinimum Standards, containing the standards,advocacy and training materials in all languages aswell as a toolkit of practical field-friendly tools,guidelines, checklists, case studies and good practicesto help educationists and Ministry of Educationofficials to contextualize and implement thestandards. INEE has been working with the disasterrisk reduction community to infuse DRR tools andresources into this toolkit in order to help users tomainstream risk reduction into their programmes andpolicies. These toolkits will be widely distributed andalso utilized in the UN education cluster as well asfour INEE Regional Capacity-Building workshops(2007-2008), which seek to strengthen regional andnational capacity of education and humanitarianworkers in order to ensure the effective application ofthe INEE Minimum Standards. Moreover, INEEcontinues to collect, develop and make availableadaptations of training materials (scenarios for casestudies and role plays) which emphasize and teachdisaster risk reduction concepts.

Access and Learning Environment Standard 2: Protection and Well-beingLearning environments are secure, and promote the protection and mental and emotional well-being of learners.

Access and Learning Environment Standard 3: FacilitiesEducation facilities are conducive to the physical well-being of learners

Teaching and Learning Standard 1: CurriculaCulturally, socially and linguistically relevant curricula are used to provide formal and nonformal education,appropriate to the particular emergency situation.

Community Participation Standard 1: ParticipationEmergency-affected community members actively participate in assessing, planning, implementing, monitoring andevaluating the education programme.

Analysis Standard 1: Initial assessmentA timely education assessment of the emergency situation is conducted in a holistic and participatory manner.

Analysis Standard 3: MonitoringAll relevant stakeholders regularly monitor the activities of the education response and the evolving educationneeds of the affected population.

Analysis Standard 4: EvaluationThere is a systematic and impartial evaluation of the education response in order to improve practice and enhanceaccountability.

TOOLS FOR RISK REDUCTION


29

Disaster risk reduction in theeducation sector

Lessons learned from 15 years ofexperience of ADPC in Asia

Over the past 15 years, ADPC has been working inAsia on various disciplines and sectors, and Educationand awareness raising has always remained one ofits key priority areas. Working with the partners,ADPC has been germinating the seeds of innovativeideas on disaster risk reduction in education andimplementing various programs related to theEducation sector, be it school curriculum or safe schoolconstruction. The accompanying box shows the broadrange of involvement of ADPC in various aspects ofthe education sector. The key learning from thevarious involvements are articulated below under thefollowing headings:

Build Safer Schools working with local capacity,material and technologyAs early as 1997, ADPC in partnership with NationalSociety for Earthquake Technology - Nepal (NSET) andwith support from USAID/OFDA beganimplementation of the School Earthquake SafetyProgram in Katmandu Valley. The programhighlighted the need to involve the community fromthe very beginning in building safer schools andtransferring the ownership of the program tobeneficiary community as early as possible in theproject cycle. This was recognized as an essentialcomponent towards sustainability of any program.Involvement of communities in school retrofittingcontributed resources, built up local capacity amongmasons, using local material and technology, thusschool safety programs being channels for improvedlivelihood options.

Education sector portfolio is largely handled by theGovernment and the private sector, hence it isessential to develop partnership between variousstakeholders involved in the education sector;Government, NGOs, private sectors and thecommunities. This is demonstrated by the formationof the provincial partnership on School Flood SafetyProgram in Tien Gieng, Vitenam under the ECHOsupported Mekong River Commission (MRC) andADPC implemented program on Planning andimplementation of flood preparedness programs atprovincial and district level. This partnership is ledby the Provincial Department of Education andTraining; a member of the Provincial committee ofStorm and Flood Control; and involves the VietnamRed Cross and other NGOs working in the provincenamely Save the Children and Oxfam and the Privatesector. Of course the partnerships should also expandand be linked with the education sector programsfunded by multi lateral and bi lateral agencies whichcould play a vital role in adding the ‘extra bit’ ofresilience in their programs.

Engage actively with national pedagogical and disastermanagement experts as well as community based NGOsto integrate disaster risk reduction concepts into schoolcurriculum

Loy Rego, Arghya Sinha Roy

[email protected], [email protected]

� The School earthquake safety program in Kathmandu Valley, Nepal� Promoting earthquake preparedness in schools in Indonesia� Educating children on technological hazard risk reduction in Ahmedabad, India� Mine risk education program in Thailand� School Curriculum development in Lao� Capacity building in Asia using Information Technology applications; University partnerships

for education on urban risk mitigation� Flood safety programs in lower Mekong basin countries as part of flood preparedness programs

at provincial and district levels� RCC program on mainstreaming disaster risk reduction into development policy, planning and

implementation in Asia; with focus on education sector

non formal school curriculum. Experiences of theongoing Priority Implementation Partnerships beingimplemented jointly by ADPC and UNDP withsupport from DIPECHO in Cambodia, Lao PDR andPhilippines, shows that the process of integration ofDRR modules into formal school curriculum is a longprocess and requires active involvement of thepedagogical departments of the Ministry of Educationand can only happen through the process ofcurriculum revision. Hence it is essential to be awareof the National Education Policy and the curriculumrevision cycle, and plan ahead, so that necessary stepscan be taken to introduce disaster risk reductionconcepts to the curriculum development board beforeor during the actual revision phase.

Another key issue is that any change in curriculumhas budgetary implications. Change in the curriculum

It is important to integrate DRR in both formal and


30

Work with teachers and community to raise awarenesson disaster risk reduction with a focus on locally specifichazards and locally relevant measuresWith the already burdened syllabi, the nationalcurriculum can only include the overall concepts ofdisaster risk reduction and not include knowledge onvery local disasters specific to particular communities.The local governments and the NGOs can play a vitalrole in this case in adapting the national curriculumto their local needs. They could also add to thesustainability by building capacity of local teachers,mobilizing support from local private sector andcommunities to demonstrate long term commitmenttowards disaster risk reduction. The Flood EmergencyManagement Strengthening program, component 4of the MRC Flood Management and MitigationProgram implemented by MRC and ADPC withsupport from GTZ is working with the provincial anddistrict departments of education to increaseawareness on flood risk reduction among the teachersand students.

Similarly the Indonesian Urban Disaster MitigationProject of the Asian urban disaster managementprogram implemented by Center for EarthquakeEngineering studies, Center for urban and regionaldevelopment studies at the Bandung Institute ofTechnology and ADPC with support from USAID/OFDA focused on training teachers on earthquakepreparedness by developing teacher ’s trainingmodule, training manuals, teacher’s resource book andstudent workbook.

Most important… work with the childrenLearning from many of the documented occasionswhen the safety of a family, or the protection of animportant element of the household, have been tracedback to a “safety lesson” learned at school; ADPCstrongly believes that teaching children in schoolraising their awareness on risk reduction, wouldfoster better understanding among the children andthe teachers about the immediate environment inwhich they and their families live and would thushelp to reduce the risk faced by the community.

IN B

RIE

FAnnouncements

7th Regional Consultative Committee (RCC) forDisaster Management

8-10 May 2008Colombo, Sri Lanka

The 7th meeting of the Regional ConsultativeCommittee (RCC) for Disaster Management is beingco-hosted by the Government of Sri Lanka andADPC with support from the Government ofAustralia.

The special theme of the 7th RCC meeting will beon rights based, community led disaster riskmanagement. The meeting will also have sessionson lessons learnt from recent disasters, progressmade on the implementation of the RCC Program onMainstreaming disaster risk reduction into development(RCC MDRD), the ongoing global campaign onHospitals Safe from Disasters and on progress onimplementation of the Hyogo Framework for Action(HFA) in Asia in light of the Delhi Declaration onDisaster Risk Reduction in Asia, adopted at theSecond Asian Ministerial Conference on Disaster

International conference onschool safety

14-16 May 2008

Islamabad, Pakistan

The Aga Khan Planning and Building Service,Pakistan-an Aga Khan Development Network(AKDN) Institution in collaboration with FOCUSHumanitarian Assistance is organizing anInternational Conference on School Safety.

Building upon various global and regionalinitiatives on safe schools, the conference willprovide an opportunity to policy makers,practitioners, and users of safe schools in theregions to meaningfully interact and commit toan Action Agenda on school safety, withrecommendations for immediate and practicalfollow-up at the national and the regional level.The conference is expected to be a catalyst ofchange, exhibiting ‘consolidation of awareness’,and expected to influence policy and broader levelunderstanding of how to effectively address

Risk Reduction, New Delhi, October 2007.

school safety risks in the country and in the region.

results in increase in teaching time and increase incorresponding costs of teaching and printing oftextbooks. An ideal plan would provide the curriculumrevision board with sufficient time to place therevisions in forthcoming education sector plan, so thatbudgetary arrangements are in place to cater for theincrease in teaching costs necessitated due to therevision of the curriculum.

The NGOs working with the communities can play avital role in integrating DRR in the non formal schoolcurriculum and their efforts need to be supported bythe government and other stakeholders.


31A

DP

C A

ctiv

itie

s NEWS & EVENTS

First meeting of ECO Heads of MeteorologicalOrganizations, 3-5 Sep, IranADPC participated in the first meeting of the heads ofmeteorological organizations in Economic CooperationOrganization (ECO) member states. The meeting wasconvened to discuss and agree on the details of thecooperative agreement among ECO member states onthe establishment of the ECO Regional Center for RiskManagement. Nine countries from Central and West Asiaand international organizations participated in themeeting, which was hosted by the Islamic Republic ofIran Meteorological Organization (IRIMO) in Mashhad,Iran. ADPC’s participation was supported by UNDP Iranunder the Strengthening Capacities for Disaster RiskManagement in Iran, a joint program between UNDP andthe Iranian Government from 2005 to 2009.

Study tour for senior health officials from the DemocraticPeople’s Republic of Korea (DPRK), 18 Sep-12 Oct, ThailandADPC together with the World Health Organization(WHO) conducted a 4-week study visit for four seniorhealth officials from the Democratic People’s Republic ofKorea (DPRK). The aim of the study tour was to supportthe efforts of the Ministry of Health in DPRK and WHOCountry Office in DPRK to strengthen health emergencypreparedness and response in DPRK.

7th IIASA-DPRI Forum on Integrated Disaster RiskManagement, 19-21 Sep, ItalyADPC participated in the 7th IIASA-DPRI Forum onIntegrated Disaster Risk Management at Stresa. Thetheme was, “Coping with disasters: Global Challengesfor the 21st Century and Beyond”. In a panel session,ADPC discussed disaster preparedness and mitigationin urban secondary cities and showcased good practicesin Disaster Risk Reduction (DRR) governance in Asia.

ASEAN Day for Disaster Management (ADDM), 24-25 Sep,ThailandDr. Bhichit Rattakul, ADPC’s Executive Director, a.i. was apanelist on challenges ahead and the way forward forASEAN in achieving a disaster resilient community by2015. The ASEAN Day for Disaster Management (ADDM)is one of the annual regional events of ASEAN.

Climate Field School Graduation ceremony, 3 Oct,PhilippinesThe Climate Field School in Dumangas, Iloilo Province-the first in the Philippines-graduated its first batch of 73farmers. The Climate Field School sessions werefacilitated by agricultural extension technicians from IloiloOffice of Provincial Agriculture (OPA) and DumangasOffice of Municipal Agriculture (OMA). The Climate FieldSchool is one of the flagship projects under the ClimateForecast Applications (CFA) for Disaster MitigationProgram in the Philippines and Indonesia. The CFAProgram is supported by the United States Agency forInternational Development Office of Foreign DisasterAssistance.

Regional meeting on revisiting community-based healthworkers and community health volunteers, 3-5 Oct, Thailand

ADPC participated in the Regional Meeting in Chiang Maion revisiting community-based health workers andcommunity health volunteers, organized by the WorldHealth Organization, Regional office for South-east Asia,together with the National Health Foundation of Thailandand the Ministry of Public Health, Royal Government ofThailand.

Designing Early Warning System, 9-16 Oct & 8-15 Dec,SeychellesADPC undertook a consultancy assignment for theDepartment of Risk and Disaster Management and UnitedNations Development Program (UNDP) Seychelles atMahe, Seychelles. The ADPC team presented initialdesigns of Seychelles’s early warning system (EWS) andcommand center, and participated in the ContingencyPlanning Simulation Exercise. EWS procedures fortsunami and other hazards would be developed and testedthrough simulation exercises over the coming months.

WHO fellowship from Department of Medical Research,Myanmar to ADPC, 29 Oct–21 Dec, ThailandTogether with WHO, ADPC conducted an 8-weekfellowship program for health officers from theDepartment of Medical Research, Myanmar, to ADPC.The fellowship program aimed to support the efforts ofthe Ministry of Health in Myanmar and WHO CountryOffice in Myanmar to strengthen health emergencypreparedness and response in Myanmar.

Updates from capacity building for planning andimplementation of flood preparedness program in theLower Mekong Basin (Phase III), Sep-Dec 07:Lao PDRTrans-boundary flood preparedness and cooperationmeeting was held between Khammouane province, LaoPDR and Nakorn Phanom province, Thailand.VietnamOrientation sessions of School Flood Safety Programme(SFSP) for school children was held in selected schools inCai Be, Cai Lay and Chau Thanh districts in Tien Giangprovince. Training of Trainers (ToT) was conducted in TienGiang Province, Vietnam. Emergency KindergartenManagement (EKM) training courses were held in Cai Beand Cai Lay districts, Tein Giang Province, Vietnam.CambodiaDistrict level Flood Preparedness Program (FPP)completion workshop was held in Sambour and Chullongdistrict in Cambodia. Some key activities includeddeveloping resource inventory, public awareness byCommune Committees for Disaster Management(CCDM), developing brochures on the impacts of floodon Women Headed Households (WHHs), improvementsfor facilities in the safe areas, among several otherinterventions.

Disaster proofing the Millennium Development Goals(MDGs), Nov, India, ThailandADPC and United Nations Millennium Campaign (UNMC)launched an advocacy campaign on “Disaster Proofingthe Millennium Development Goals”. They aimed topromote better understanding among policy makers ingovernance and disaster risk reduction (DRR) communityof the linkages of disasters with poverty reduction to better


32

Climate Risk Management: Monsoon Forum, 23 Nov,MyanmarADPC supported holding the second Monsoon Forum inNay Pyi Taw, Myanmar. The regular Monsoon Forum aimsto enhance the uptake of seasonal climate forecasts fordisaster mitigation activities by encouraging a constantdialogue between the Department of Meteorology andHydrology (DMH) and forecast users. ADPC’s support tothe Monsoon Forum in Myanmar dovetails with itsbroader goal of building the capacity of countries tomitigate disaster risks by linking national hydro-meteorological agencies to sectors that are vulnerableto climate risks, notably agriculture, water resources,health, and disaster management.

Climate Risk Management: Winter Forum, 28 Nov,MongoliaADPC supported the first Winter Forum in Ulaanbaatar,Mongolia. Mongolia’s Winter Forum in Ulaanbaatar wasorganized and hosted by the National Agency forMeteorology, Hydrology and Environment Monitoring ofMongolia (NAMHEM), in partnership with the NationalEmergency Management Agency of Mongolia (NEMA),Ministry of Food and Agriculture (MOFA), Ministry ofNature and Environment (MNE), and ADPC. The WinterForum ensured that forecast products, including theiruncertainties and limitations are understood by andcommunicated to users; encouraged climate forecastapplications for mitigating risks in various climate-sensitive sectors; and provided a platform for inter-agency coordination of policies and programs for dealingwith potential impacts of climate-related hazards duringthe winter season.

Updates from mainstreaming disaster risk reduction intoeducation sector in Cambodia, Lao PDR and Philippines-Priority Implementation Project under the RCC MDRDProgram, Sep-Dec 07:

CambodiaAbout 48 teachers from Kratie, Kandal and Prey Vengprovinces were trained to teach the disaster risk reduction(DRR) module. Lao PDRPilot testing of DRR module in two selected schools atPrey Veng and Kandal province, Cambodia wasundertaken. H.E Chae Se inaugurated the pilot test andADPC invited other international organizations to join the1st pilot test. Evaluation on the teaching methodology ofthe DRR module in schools in Sayaboury province wasconducted. Additional TOT will be conducted in Vientianeor Bolikhamsay province. Pilot testing will be administeredin other schools. About 52 teachers from Khammouneprovince and Vientiane will be trained to teach DRRmodule. The PhilippinesTOT and pilot testing of the DRR modules was conductedin schools at Southern Leyte, Visayas, Philippines.Teachers from private and public schools were trained.An evaluation on the teaching methodology of the DRRmodule in class rooms were facilitated at St. BernardNational High school, Southern Leyte.

4th National Health Emergency Management Convention,2-5 Dec, PhilippinesADPC participated in the 4th National Health EmergencyManagement Convention organized by the HealthEmergency Staff of the Department of Health in thePhilippines (HEMS-DOH) with funding support from theWorld Health Organization (WHO) in Manila, Philippines. Strengthening disaster preparedness in agriculture sector,7-21 Dec, ChinaADPC conducted site profiling and assessment of existinginstitutional system for disaster risk management inShandong Province, trained county, township, villagecommittee and farmers cooperatives’ representatives onCBDRM, facilitated CBDRM process in one pilot village;and discussed and initiated disaster risk managementplan preparation for 2008 in all pilot sites. These activitieswere undertaken under a Technical Cooperation Programof the Food and Agriculture Organization (FAO) of theUN and China.

Meeting on research policy and management of risks inLife Science Research for Global Health Security, 10-12 Dec,ThailandAt the request of the WHO, ADPC provided the localarrangements for the WHO meeting on Research Policyand Management of Risks in Life Science Research forGlobal Health Security. Representatives of Ministries ofHealth from Cambodia, China, India, Indonesia, Japan,Korea, Lao PDR, Malaysia, New Zealand, Philippines,Singapore, Thailand and Vietnam participated in themeeting. Objectives of the workshop were to present anddiscuss the public health risks posed by the advances oflife science research; exchange knowledge andexperience of policies and best practices related to therisks posed by life science research; to discuss thedifferent risk management options; to learn about theneeds and priorities of countries; and to draftrecommendations of research policy and riskmanagement for further action.

plan for actions required to see progress in the MDGindicators and help accelerate the MDG agenda and toraise public awareness and collaborative action throughpartnerships between decision makers in development,governance and DRR.

Partnership for Disaster Risk Reduction Southeast Asia-(PDRSEA Phase IV), Nov, Vietnam, Philippines, IndonesiaA series of workshops to enhance participation of keynational stakeholders were held to establish a communityrisk reduction fund, to set up a community-based EarlyWarning Systems, to set up a community levelinformation center with strong linkages to the local EarlyWarning Systems and to identify possible areas ofintegrating Community-based Disaster RiskManagement (CBDRM) into local development planningactivities. In Philippines, Bicol in Albay Province wasidentified as the pilot project Area in a similar activity.The local authorities in Bicol were trained on CBDRM andDRR in Land Use Planning. Activities in Indonesia includedCBDRR country mapping to identify the good practicesdone by several organizations in promoting Community-based Disaster Risk Reduction (CBDRR). For moreupdates on the PDRSEA program, pls visit: http://www.adpc.net/v2007/Programs/CBDRM/PROGRAMS/PDRSEA4/index.html

ADPC ACTIVITIES


33Strengthening community-based approaches to themanagement of Avian and Human Influenza, 11 Dec,CambodiaADPC’s mission to Phnom Penh, Cambodia were to raiseawareness of the above-named project amongstakeholders in Cambodia and to seek their guidance onidentifying case studies for inclusion in project outputs,such as a regional workshop and regional toolkit whichwill be implemented in 2008.

Launching of CBDRR Training and Learning Circle(TLC) in the Philippines, 14 Dec, PhilippinesAs part of the program, Capacity Development forTrainers and Learners on CBDRR in Asia, implementedby ADPC in collaboration with UNDP South-SouthCooperation, a workshop launched the CBDRR Trainingand Learning Circle (TLC) in the Philippines at the AsianInstitute of Management (AIM) Conference Center inMakati City. Representatives from Center for DisasterPreparedness (CDP), UNDP Bangkok, All India DisasterMitigation Institute (AIDMI), the Provention Consortiumand ADPC participated in the different workshopdialogues. Community leaders who are involved invarious CBDRR programs and training workshops alsogave meaningful inputs on learning and trainingmethodologies.

ADPC enters Laos-Australia NGO Cooperation Agreement(LANGOCA), 2007-2008, Laos PDRThe Laos-Australia NGO Cooperation Agreement(LANGOCA) Program builds on maximizing the uniquestrengths of NGOs; particularly in relation to their long-term experience, capacity and linkages with partnerorganizations and communities in Lao. The Program willinclude a range of activities that aim to directly addressLaos-Australia Development Cooperation Strategy 2004-2010 (LADCS) Strategic Objectives to reduce thevulnerability of the poor, with specific focus on reducingthe impact of natural disasters, and to reduce the impactof unexploded ordinance (UXOs). Under the LANGOCAProgram, AusAID is supporting the implementation ofthe three projects, namely the Sayaboury IntegratedHazard Mitigation Project (SIHMP), Disaster RiskEducation for Children (DREC), Tools for Disaster RiskAssessment (TDRA) by Save the Children Australia (SCA)and ADPC.

TRAINING

Regional training on GIS-Based Hazard Risk InformationSystems with NOAA and ESRI, 10-13 Sep, ThailandADPC organized a “Regional Training and CapacityBuilding Workshop on GIS-Based Hazard Risk InformationSystems” in Bangkok. This unique event was jointlycollaborated with ADPC, Environmental SystemsResearch Institute (ESRI), National Oceanic AtmosphericAdministration (NOAA) Pacific Services Center and USIOTWS program. The training aimed at developingcapacity of regional and national targeted professionalsin web-based GIS using the ESRI ArcIMS software andnewly developed the US IOTWS Hazard Analysis Toolsby NOAA centers. Professionals from Sri Lankan nationalagencies such Disaster Management Center Sri Lanka,National Building Research Organization (NBRO), EMSOand regional agencies such as ADPC and AIT were

trained on this technical training. The training wassponsored by NOAA Pacific Services Center and USIOTWS program.

Regional training on Governance and Disaster RiskReduction, 17-21 Sep, ThailandThe Program for Hydro-Meteorological DisasterMitigation in Secondary Cities in Asia (PROMISE)organized the second regional course on Governanceand Disaster Risk Reduction in Bangkok. The coursedeveloped local government’s understanding to issuesthrough recurrent hydro-meteorological hazardsincluding urban governance, risk management,vulnerability reduction, and mainstreaming risk reductionas a component of governance.

Asia-Pacific Regional workshop on School Education andDisaster Risk Reduction, 8-10 Oct, ThailandADPC was the co-organizer of the Asia-Pacific RegionalWorkshop on School Education and Disaster RiskReduction. Other partners were UNESCO, UNCRD,UNICEF, UN/ISDR Asia and Pacific with support from IFRC.ADPC organized a session on mainstreaming educationin disaster risk reduction and a joint session on safeschools. More details on the workshop on page 30.

Regional training on Flood Disaster Risk Management(FDRM), 8-19 Oct, ThailandThe 8th ADPC Regional Training Course on Flood DisasterRisk Management successfully concluded with 32participants from 14 countries in Asia, two from Sudanand one from Denmark. The participants successfullycompleted after meeting the essential requirements ofthe course. ADPC’s FDRM course is an integratedapproach to the development of flood risk reductionstrategies that involve engineering, settlement,development, public administration, community-basedstrategies and land use planning with environmentalconsideration. The course intends to impart theinformation and skills in flood problem analysis,understanding and appreciation of the various approachesto flood risk reduction, determination of appropriatenessof the strategies and/or measures to achieve the desiredgoal of flood risk/damage reduction.

Hospital Emergency Preparedness and Response Course(HEPR-5), 15-19 Oct, ThailandADPC through its Public Health in Emergencies teamconducted a five-day Hospital Emergency Preparednessand Response Course designed to assist healthpersonnel, both administrative and medical, to preparehealth care facilities and personnel to respond effectivelyto internal or community emergencies that involve largenumbers of casualties. The course enabled participantsto develop well designed facility-specific plans to respondto emergencies. Fifteen participants from Myanmar,Nepal, South Africa, Sudan and Thailand working ingovernment, hospitals and various internationalorganizations participated in the course.

Regional workshop on Innovative Approaches to FloodRisk Reduction in the Mekong Basin, 17-19 Oct, ThailandADPC and the Mekong River Commission (MRC) jointlyorganized the regional workshop on InnovativeApproaches to Flood Risk Reduction in the Mekong Basin,

ADPC ACTIVITIES


34as one of the key activities under Component 4 of theFlood Management and Mitigation Program (FMMP), withfunding support for Die Deutsche Gesellschaft f rTechnische Zusammenarbeit (GTZ) GmbH and theEuropean Commission Humanitarian Office. Theworkshop provided an opportunity for the disaster riskreduction practitioners in the Mekong countries and thewider region to share experiences and lessons learned,identify emerging trends, issues and strategies anddevelop partnerships to promote flood risk reduction.

National training on Landslide Risk Management, 17-19 Oct,PhilippinesThe program for the Regional Enhancement of Capacityfor Landslide Impact Mitigation (RECLAIM II) held anational training course on Landslide Risk Managementin Baguio City, Philippines. The course developedcapability and resilience of communities at risk fromlandslides by promoting local awareness, training, andthe introduction of effective alternatives, low-cost andindigenous measures for monitoring and mitigatinglandslides. The course was organized by the Universityof the Philippines in cooperation with ADPC, the NorwegianGeotechnical Institute (NGI), and St. Louis University.

The project is funded by the Asian Development Bank(ADB). The objectives of the project include developing aregional tool-kit for community-based management ofAHI from the experiences of countries in the Asian region,conducting regional training workshops and study toursto build capacity and share experience of community-based control and prevention of AHI in Asia, strengtheningcommunication with and coordination of community levelorganizations in the management of AHI in Asi andinstitutionalize community based strategies andinterventions in prevention and control of avian andhuman influenza.

ADPC’s 36th Regional training on Disaster Management(DMC 36), 5-23 Nov, Thailand31 participants from INGOs, Government organization,UN agencies and Red Cross Societies from 16 countriesnamely the People’s Republic of China, Lao PDR,Myanmar, Thailand, Malaysia, Indonesia, Papua NewGuinea, Timor-Leste, Solomon Islands, Sri Lanka, India,Pakistan, Tajikistan, Kenya, Germany, United Kingdomattended the DMC 36 course. The course providedcomprehensive disaster management knowledge andskills to enhance the capabilities of executive managerswho have key disaster management responsibilities.

National training on Disaster Management, 28-31 Oct, ChinaADPC facilitated a four-day Disaster ManagementCourse in Kunming, China. The course was funded andorganized by Oxfam Hong Kong to develop the capacitiesof their staff involved in disaster management activities.

Early Warning System (EWS): UN-SPIDER Workshop,Bonn, 29-31 Oct, GermanyADPC with support from the United Nations delivered apresentation on “Incident Command System (ICS) forfaster disaster responses in the Indian Ocean countries”at the UN International UN-SPIDER Workshop in Bonn,Germany.

Coastal Community Resilience training, 29 Oct-12 Nov,VietnamUnder the Enhancing Community Resilience to NaturalDisasters in Southeast Asia project (ECR-SEA), ADPCconduced a coastal community training in Quang Tri (29Oct-2 Nov) and Thanh Hoa Province (5-9 Nov). The activityaimed to build the capacity of local working groups inECR-SEA pilot communes in the two provinces tounderstand and assess their resilience to disasters. Itwas conducted in partnership with the NationalHydrometeorological Service of Vietnam. The ECR-SEAproject is funded by the Danish International DevelopmentAgency (DANIDA).

Strengthening community-based approaches to themanagement of Avian and Human Influenza (AHI) in Asia,Nov 2007–Aug 2008ADPC in partnership with CARE, the InternationalFederation of Red Cross and Red Crescent Societies(IFRC)and the International Rescue Committee (IRC)

ADPC ACTIVITIES

is implementing a project to strengthen community-basedprevention and control of Avian and Human Influenza(AHI) in Asia.

The participants with Dr. Bhichit Rattakul,Mrs. Tanti Widyastuti Hendratono

Workshop on advanced CBDRM, 11-13 Nov, BangladeshA workshop on advanced CBDRM for slum developmentcommittee members, volunteers, CARE staff and selectedpartner NGO staff was conducted in Cox’s Bazarporushawa. This was under the Strengthening HouseholdAbilities to Responding to Development Opportunities(SHOUHARDO) project of CARE Bangladesh.

Early Warning Systems: Training on Meteorological StationObservation, 12-14 Nov, CambodiaThe Department of Meteorology (DoM) of Cambodia andADPC conducted a training in Phnom Penh onmeteorological observation for DoM staff from 16meteorological stations from all over the country. Thiswas undertaken under the Enhancing CommunityResilience against Natural Disasters in Southeast Asiaproject (ECR-SEA), which is funded by the DanishInternational Development Agency (DANIDA).

First National Public Health and Emergency Managementin Asia and the Pacific (PHEMAP) course coordinatorsworkshop, 12-16 Nov, Thailand

u..


35

SAARC workshop on Community-Based DisasterPreparedness in South Asia, 19-20 Nov, BangladeshADPC participated in the South Asian Association forRegional Cooperation (SAARC) Workshop on Community-Based Disaster Preparedness (CBDP) in South Asia. Theworkshop shared interesting country experiences onMainstreaming gender issues and poverty reduction intoCBDP, the different roles of community basedorganizations in coordinating with government agencies,good practices in using local knowledge and up-scalingCBDP, and building community resilience and capacity.

Workshop on Concept of Operations and Tsunami AlertRapid Notification System (TARNS), 21-22 Nov,MyanmarADPC and the Myanmar Department of Meteorology andHydrology (DMH) in Nay Pyi Taw, Myanmar, held a back-to-back workshop on Concept of Operations (CONOPS)and Tsunami Alert Rapid Notification System (TARNS).Workshop participants discussed CONOPS, a tool thatassists national tsunami warning centers (NTWC) inmapping the operational flow of hazard and non-hazardinformation between organizations, defines the intra-department reporting relationships within the NTWC, anddevelops a robust decision making process for thegeneration of tsunami warnings and TARNS, a set ofprotocols and procedures for quick and accuratedissemination of tsunami advisories or warnings fromthe NTWC to all relevant national and local officials andthe public.

Regional experience sharing workshop on ExerciseManagement in ASEAN+3 countries, 27-28 Nov, ThailandADPC in collaboration with USAID, Ministry of PublicHealth of Thailand, and Kenan Institute Asia organized aRegional Experience Sharing Workshop on ExerciseManagement in ASEAN+3 countries. The primaryobjective of the workshop was to share experiences inconducting exercises for communicable diseaseemergencies in ASEAN+3 countries. Representatives ofthe Ministries of Health from Brunei, China, Indonesia,Japan, Malaysia, Philippines, Singapore, and Thailandparticipated in the workshop. The output of the workshopcontributed to the process of developing an exercisemanagement training package to enhance the knowledgeand skills of people who have responsibility for conducting

exercises at regional, sub-regional, national and sub-national levels.

United Nations/China Regional UN-SPIDER Workshop, 3-5 Dec, ChinaADPC participated in the United Nations/China RegionalUN-SPIDER Workshop: “Building Upon Regional Space-based Solutions for Disaster Management andEmergency Response” at Shenzhen. The workshop wasjointly organized by the UN Office of Outer Space Affairsand China National Space Administration to discuss thestatus of space technology for disaster management andemergency response within the region and to jointlydiscuss the implementation of specific UN-SPIDERactivities within the region.

ADPC conducts Community Based Disaster RiskManagement (CBDRM) course, 3-7 Dec, KrygyzstanADPC together with Centre for Comprehensive DisasterReduction (CCDR) Tajikistan and UN-ISDR-Central Asia,organized a course on “Community Based Disaster RiskManagement” at Bishkek, Krygyzstan. On the samesubject, ADPC together with RedR UK organized a coursein Colombo, Sri Lanka from 10-14 Dec.

National training on Landslide Risk Management, 4- 6 Dec,Sri LankaThe program for the Regional Enhancement of Capacityfor Landslide Impact Mitigation (RECLAIM II) held anational training course on Landslide Risk Managementin Kandy and Galle, Sri Lanka. The course developedcapability and resilience of communities at risk fromlandslides by promoting local awareness and training,effective alternatives, low–cost and indigenous measuresfor monitoring and mitigating landslides. It wasorganized by the National Building ResearchOrganization (NBRO) in cooperation with ADPC and theNorwegian Geotechnical Institute (NGI).

First National PHEMAP Adaptation Workshop 5-9 Dec,MongoliaADPC PHE team participated in the First National PHEMAPAdaptation Workshop. The objectives of the workshopwere to introduce the PHEMAP Program and the differentissues that a health emergency manager needs to addressto effectively manage emergencies and disasters; anddiscuss how the materials developed in the Inter RegionalPHEMAP Course can be adapted for a National PHEMAPProgram in Mongolia. Participants representing theNational Center for Health Development (NCHD),National Emergency Management Agency (NEMA),Ulaanbaatar Health Department, Emergency Department(103 Center), National Central Hospital, Trauma andOrthopedic Hospital, National Center for CommunicableDiseases, Dornogobi Medical College, Gobi-Altai MedicalCollege, and Darkhan–Uul Medical college attended thecourse.

For more on ADPC activities, please visit www.adpc.net.

ADPC ACTIVITIES

As one of the activities of PHEMAP program, the FirstNational Public Health and Emergency Management inAsia and the Pacific (PHEMAP) Course Coordinator’sworkshop was conducted to familiarize PHEMAP CourseCoordinators with concepts of the PHEMAP coursecurriculum and to provide guidance on conducting NationalPHEMAP Courses including administrative proceduresand teaching methodologies. Representatives of sevenmember states of WHO-SEARO and eight member statesof WHO-WPRO participated in the workshop. ThePHEMAP program is designed to strengthen nationalcapacities for managing health risks of emergencies inAsia and the Pacific regions. The Program is a partnershipbetween WHO Regional Offices for South East Asia(SEARO) and Western Pacific (WPRO) and ADPC, andsupported by the Royal Government of Norway.


36

ADPC Regional Training Schedule for 2008, Bangkok

2nd Asian Ministerial Conference on Disaster Risk Reduction (DRR)7-8 Nov 2007, IndiaADPC partnered the 2nd Asian Ministerial Conference on Disaster Risk organized by the Ministry of Home Affairsof the Government of India. The theme of the conference was ‘Development without Disasters’. Goals were toreview the implementation of the Hyogo Priorities of Action in Asia in the context of various initiatives taken bynational, regional and international bodies and governments. Specifically, the objectives were to review theactions taken by the national governments and other stakeholders for the implementation of the Hyogo Frameworkfor Action; take stock of initiatives taken in various sub-regions of Asia for promoting and enhancing cooperationamong the nations for disaster risk reduction; share and exchange best practices and lessons learned in DRR;discuss the new international initiatives such as Global Platform and Global Facility for DRR; and develop a visionand roadmap for DRR in Asia. ADPC, represented by a high-level delegation led the conference Event on”Meeting the Challenges of Disaster Risk Reduction in Communities and Cities: Building on Good Practices in the Asian Region”. Additionally, presentations were made on two sub themes: Lessons Learnt from DisasterRisk Reduction Programs and Strengthening Community Resilience in Asia and Promoting Urban Risk Reductionand Strengthening Resilience in Cities.

IN B

RIE

F

TBA – To be announced

For more details, visit www.adpc.net

Sl. No. Course Code Course Title Date1. EXMAN Cross-Border Exercise Management workshop 18–22 Feb2. ADB-AHI-NG0 Regional Practitioners’ Workshop on

Strengthening Community-based Approaches toAvian and Human Influenza (AHI) 11-13 Mar

3. DMC-37 Disaster Management Course 17 Mar-4 Apr4. EXMAN ASEAN +3 Exercise Management workshop 31 Mar-4 Apr5. CRM Climate Risk Management-Science, Institutions

and Society 21 Apr-2 May6. GRSDM-2 Use of GIS and Remote Sensing in Disaster

Risk Management 5-16 May7. PHEMAP-8 8th Inter-regional Course on Public Health in

Emergency Management in Asia and the Pacific 12-23 May8. EVRC-7 Earthquake Vulnerability Reduction for Cities 9-20 Jun9. PHCE-7 7th Training on Public Health in

Complex Emergencies 11-23 Aug10. GDRR-3 Regional Course on Governance and

Disaster Risk Reduction 1-5 Sep11. FDRM-9 Flood Disaster Risk Management 6-17 Oct12. PHEMAP-9 9th Inter-regional Course on Public Health in

Emergency Management in Asia and the Pacific 6-17 Oct13. HEPR-6 6th International Course on Hospital Emergency

Preparedness and Response 20-24 Oct14. DMC-38 Disaster Management Course 10-28 Nov15. CBDRR-17 Community Based Disaster Risk Reduction TBA


37

G ames & activities Publications

Riskland

InteractiveMaterials:

Pizote

Interactive Game

ABC Disasters

http://www.eird.org/eng/riesgolandia/riesgolandia-ing.htm

http://www.eird.org/herramientas/esp/NI%20DE%20RIESGOS%20Archivos/

NI%20DE%20RIESGOS.swf

http://www.eird.org/herramientas/esp/Juegos/cuento1/juego/Juego%20Inundacion-Deslizamiento.swf

http://www.eird.org/fulltext/ABCDesastres/index.htm

VideosThe Power of Knowledge

Riskland Video

Beating the hurricanehttp://www.eird.org/herramientas/eng/games.html

Pending Issues for the Vulnerability Reductionof the Education’s Physical Infrastructurehttp://www.eird.org/herramientas/eng/documents/schoolinfraestructure.pdf

Guides for Safe Schools

The school improvement programhttp://www.eird.org/herramientas/eng/documents/school/schoolimprovementprogr1.pdf

Guides for Emergency Planning

Crisis Counseling Guide to Children and Familiesin Disastershttp://www.eird.org/herramientas/eng/documents/emergency/education/crisisguide.pdfhttp://www.eird.org/herramientas/eng/documents/emergency/education/crisisguide.pdf

Protecting Children in Disaster http://www.eird.org/herramientas/eng/documents/emergency/

education/protectingchildren.pdf

Guidness for education in Situations of Emergencyhttp://www.eird.org/herramientas/eng/documents/emergency/education/emergencyguide.pdf

Technical Resource kithttp://www.eird.org/herramientas/eng/documents/emergency/education/technicalemergency.pdf

Reference paper of Emergency Conflicthttp://www.eird.org/herramientas/eng/documents/emergency/education/referencepaper.pdf

Minimun Standards for Educationhttp://www.eird.org/herramientas/eng/documents/emergency/education/minimunstandars.pdf

Materials for Lesson Planning/ Disaster Risk Reduction

Lessons for lifehttp://www.eird.org/herramientas/eng/documents/insercioncurricular/

lessonforlife.pdf

Lessons from tsunamihttp://www.eird.org/herramientas/eng/documentsinsercioncurricular/lessonpreparadness.pdf

Let our Children Teach Us!http://www.eird.org/herramientas/eng/documents/insercioncurricular/letourchildren.pdf

Towards a Culture of Prevention:Disaster Risk Reduction Begins at School: Good

Practices and Lessons Learnedhttp://www.unisdr.org/eng/public_aware/world_camp/2006-2007/wdrc-2006-2007.htm

http://www.eird.org/herramientas/eng/games/Booklet-english.pdf

Natural DisasterPreparednessand Educationfor Sustainable Development

RESOURCES

Let’s learn to prevent disasters!

http://www.adpc.net

Education & awareness videos from ADPC

Enlightening the Future Generation: A case studyof awareness creation focused on school children inSri Lanka, produced by Sri Lanka

Of Creating Awareness: The case of publicawareness creation on earthquake safety in

Kathmandu Valley, Nepal, and

Building for Safety: The case of retrofittingschools in Kathmandu Valley, Nepal, produced bythe Asian Urban Disaster Mitigation Program, 2002

Urban Multi-Hazard Disaster Mitigation Project, 2001


38

Websites

Visit www.adpc.net to download the publications and

other ADPC informationresources

ADPC Publications

An on-line game to teach children how to save lives andlivelihoods pdisastersgame.org/playgame.html

The Interagency Network for Education in Emergencieswww.ineesite.org/standards/default.asp

Plan-Internationalwww.plan-international.org/action/disasters/

‘Keeping children safe’: an NGO child protection toolkithttp://www.plan-international.org/resources/protection/

Children and Disastershttp://www.redcross.org/pubs/dspubs/childmatls.htm

US Federal Emergency Management Agencyhttp://www.fema.com/kids/

The Caribbean Disaster Emergency Response Agencywww.cdera.org/preparedness/index.php

The Caribbean Disaster Mitigation Projectwww.oas.org/CDMP/bulletin/school.htm

Links to community-based investment in school safety

Creating Earthquake Preparedness in Schools

Awareness raising on flood risk reduction ofschool children through orientation of teachers-

Community-based school maintenance and seismicprotection in Indonesia through the Asian UrbanDisaster Mitigation Program of the Asian Center forDisaster Preparedness and UNCRD www.adpc.net/audmp/projectoutputs/indo/report-june-04-00-tr.html

Application of techniques developed in Nepal forschool reconstruction in Gujarat, India (UNCRD– Kobe& SEEDS and other partners-Patanka New Life Plan)www.hyogo.uncrd.or.jp/publication/report.html

Design of earthquake and wind resistant primaryschool for Gujarat, Indiawww.onlinevolunteers.org/relief/earss0315-school.html

Disaster resistant design guidelines for Afghanistan(UNCRD) www.hyogo.uncrd.or.jp/publication/guide.html

School seismic and wind safety surveys and pilotprojects with USAID www.oas.org/CDMP/schools/schlrcsc.htm

Organization of American States (OAS) resource pagefor school natural hazard vulnerability reduction http://

oas.org/nhp/schools_introduction.html#education

Manual for improved adobe construction, Universityof Technology, Sydney, Australiawww.eng.uts.edu.au/~ddowling

UNESCO/ UNEP-APELL guidelines for safe schoolswww.uneptie.org/pc/apell/publications/

Disaster ReductionProgram, Lao PDR

Safer Cities 4: The School Earthquake Safety Program in Kathmandu Valley- building safer communities through schools

Case studies on mitigating disasters in Asiaand the Pacific

Safer Cities 10: Creating EarthquakePreparedness in Schools: A CaseStudy of Mitigation Efforts inIndonesia, August 2004

Safer Cities 11: Towards TechnologicalHazards Risk Reduction in Ahmedabad:School as effective institutions fordisaster awareness and preparedness,December 2004

RESOURCES

Bandung, Indonesia (1997-2001)

Cambodia (2004-2007)

(2001-2003)

Mainstreaming disaster risk reduction (DRR) into … · Mainstreaming disaster risk reduction (DRR)...

Documents

Transcript of Mainstreaming disaster risk reduction (DRR) into … · Mainstreaming disaster risk reduction (DRR)...