UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION

U N E S C O

EDUCATIONAL ARCHITECTURE UNIT

CARIBBEAN SUB-REGION

Antigua & BarbudaBarbadosJamaica

St Christopher/NevisSt Vincent & The Grenadines

The development of school design and hazard resistance,construction training and curriculum infusion

Caribbean Sea

GUYANA

MISSION REPORT

James Lewis Architect RIBAUNESCO ConsultantDatum International

UNESCO / Educational Architecture Unit: Paris

Caribbean Mission: 13 October - 8 December 1991.

Jamaica; St Kitts & Nevis; Antigua & Barbuda; St Vincent & TheGrenadines; Barbados.

MISSION REPORT

Mission Reports were handwritten in full at the end of eachcountry sector. They appear here with some modifications of stylebut with none of fact or of opinion as expressed at the time.

(References in brackets appear as ANNEX MR2 at the end of theMission Report).

1. JAMAICA

Purpose

Briefing with UNESCO Representative and discussions withJamaican Government officers for education, disasterpreparedness, school desian and construction, co-ordinated by theMinistry of Education.

Activities

A meeting of 15 architects, engineers and Ministry ofEducation officers had been arranged for the first day (Monday 14October); a visit to six schools on the second day; a meeting atthe Jamaica Institution of Engineers on the third day; and withthe Office of Disaster Preparedness and the Earthguake Unit ofthe University of the West Indies on the fourth day. Additionallyreguested and implemented discussions with the Ministry ofEducation Planning Unit, the Caribbean School of Architecture andthe Construction Resource and Development Centre. Arrangementsfor a meeting reguested with the Jamaica Builders' Associationdid not materialise (see ANNEX Jl for discussions held andANNEX J2 for schools visited)

Findings

a/ Of approximately 1000 public educationalinstitutions (pre-primary, primary, secondary and tertiary), 98were totally destroyed and 828 received extensive damage duringHurricane "Gilbert" in 1988. The total estimated cost of damageto school buildings was J$ 50 million (US$ 2.83 million) (seeANNEX MR 3 for disaster incidence) .

b/ There is a very high technical awareness, concernand commitment amongst engineers and architects who would be wellable to provide resource personnel for a sub-regional trainingproiect. The greatest concern and need is for the integration ofexisting technical information at and for various sectors andlevels of application (technicians, draughtspersons, builders,self-builders, etc).

c/ For perhaps twenty years, there has beenconsiderable awareness, activity, and application of constructiontechnigues resistant to hurricane and earthguake. A CaribbeanUniform Building Code (CUBIC: Jamaica Institution of Engineers1989) has been established but continues to reguire legislativeadoption by the Government.

d/ Proposals exist for the infusion of hurricane andearthquake information and disaster preparedness material inschools curicula (Office of Disaster Preparedness/Ministry ofEducation/PCDPPP 1987; Office of Disaster Preparedness 1983;Media Research Associates 1991). Some information is currentlyincluded in some subjects eg geography and social studies.

e/ Schools have beenas shelters during hurricanes (JamaANNEX J 3) and from some officersthere is outright rejection of thethe future. Problems of vacatinghurricane shelters exacerbates thisschool design could be modified tonot acceptable to these officers.

"vandalised" during their useica Record September 21 1988;of the Ministry of Educationuse of schools as shelters inschools after their use as

issue. The suggestion thatameliorate these issues was

f/ Many schools, perhaps most schools, do not havesufficient space and are therefore overcrowded. Actual rolenumbers are significantly higher (some near double) the designoccupancy. Siting for a prototype (see Mission Report 5: Barbados(ANNEX B 3) recommendation for the discontinuation of the word"prototype") primary school building on an existing school campuswould be an acceptable proposition.

g/ It should be accepted that school construction isa part of the construction industry generally and that therefore,construction for one building type could inform construction foranother. Construction of prototype schools will demonstrateresistant technigues to the construction industry/activity atlarge.

Lessons experienced

The implication of the terms of reference that buildinaconstruction information and technigues are of insufficientstandard is not appreciated by engineers and architects. It isaccepted however by professionals in private as well as in

Government employment, that training is required to be directedtowards technicians and drauahtspersons and the constructiontrades and aeneral builders. Government has insufficientinspectors to ensure conformity of construction with drawings andcontract documents.

It is difficult to separate demands for schoolconstruction from issues surrounding construction generally; butin attempting to do so, the view of the Chief Architect of theMinistry of Education was that hurricane resistant techniguesfor school buildings would not be the cause of higherconstruction cost - because those costs are already included.What is necessary is improved construction inspection to ensurethe implementation of good building practice. This would increasecosts per building by only a small percentage.

Although school construction and large scalereconstruction is undertaken by the Government, small scalereconstruction and repairs are let to local builders. SugarIndustry Housing Ltd and National Housing Corporation were givenpost-"Gilbert" school repair contracts in those cases where eachwas less than J$ 25,000 (US$ 1,415).

Recommendations

a/ Manuals and guidelines in resistant buildingconstruction should be prepared for use by technicians,draughtspersons, clerks-of-works, building inspectors,construction trades, general builders, self builders, materialssuppliers, community groups, training institutions, etc. Contentsshould be arranged according to construction materials used andconnections between them.

b/ More effort is reguired to achieve thelegislative adoption in Jamaica of the Caribbean Uniform BuildingCode (CUBIC).

c/ Further work is reguired for the practicalinfusion into school curicula of hurricane and earthguakeinformation, preparedness measures, and (at vocational levels)resistant construction principles and techniques. This is thecommencement stage of a necessarily lonq term process ofpervasive cultural acceptance of the importance of goodconstruction, preparedness and other measures for disasterreduction. This could be arranged in association with the JamaicaFoundation for the Advancement of Literacy, the CaribbeanExaminations Council, and the Jamaica Office of DisasterPreparedness.

d/ Adjustments are reguired in school management, aswell as in design and construction, for the inevitable butsuccessful community use of schools hurricane shelters.

Suggestions for this purpose are:

- regular use of schools for community activities- presence of the school principal at the school durina

its use as a hurricane shelter- storaae provision for school documents, records, books,equipment and for some furniture secure aqainsthurricane and vandalism

e/ Traininq should be qiven a broad interpretation,not only as traininq proqrammes in themselves but as alsopublications, posters. quidelines, and video material in easilyunderstood qraphic and popular imaqes: "Strapless today - toplesstomorrow".

f/ Prototype school construction should be a mediumfor training in the proposed project; and selected trainedpersonnel from completed prototypes sent forward as trainers forsubsequent similar buildinqs.

g/ A video should be prepared of the prototypeschool building to show desiqn, manaqement. constructionoperations and techniques.

h/ Resource personnel for traininq should bereqionally selected and are available and willing amongst membersof the engineering and architectural professions, theConstruction Resource and Development Centre and the CaribbeanSchool of Architecture and College of Arts, Science andTechnology who are will ing to participate as individuals and/oras training institutions and venues. Traininq should be arranqedin conjunction with the National Traininq Aqency.

Difficulties encountered

Given that Jamaica was the first stop of the Mission, thelargest country, and the location of the office of the UNESCORepresentative, more time at the commencement of the Missionwould have been appropriate:

to familiarise with the requirements of the Missionoverall

- to spend more time with UNESCO staff with expertise inthe reqion

- to experience more of the variety of school types andlocations

- to take advantaqe of sources of Caribbean-wide sourcesof information and expertise located in Jamaica(Kingston) eg college of Arts, Science and Technology(CAST) and University of the West Indies.

- to take greater advantaae of the variety of expertiseand activities within the Ministry of Education eavideo production, Caribbean Examinations Council.

- to allow "Caribbean time" for follow up of promisedinformation, co-ordination of arrangements andactivities.

- to allow for the contingencies of travel and shortageof sleep

- to make possible in Jamaica the writing of this JamaicaMission Report.

b/ Co-ordination by the Ministry of Educationamounted to the organisation of meetings, but not follow-up ofreguirements generated by those meetings (in which the Ministryparticipated). Suggestions from within the Ministry for a meetingwith the Permanent Secretary were not implemented.

Support received

The enthusiastic, knowledgeable, efficient and courteousassistance of the UNESCO Representative, Associate Expert inEducation, driver and administrative staff is acknowledged withgratitude.

The attention of the Chief Architect, Ministry ofEducation, as guide on the visit to schools during his vacationtime is similarly and gratefully acknowledged.

Publication

"Cyclone resistant rural primary school construction - adesign guide" was given to the Chief Architect, Ministry ofEducation

Arrival (at hotel): Monday 14 October at 00.30 hoursafter 22 hours door to door travel.

Departure (from hotel): 11.30 hours Friday 18 October

Working days: Four and a half.

ANNEX Jl

Discussions held:

Mr Alfred D Adams, Smada Consultants Ltd, Engineers.Mr Brian Ager, Architect.Mr Earl Barrington Beckford, President, Jamaica Instituteof Engineers.

(continued)

Mrs Caroline Beecher, Co-ordinatorMinistry of Education.

Been, Assistant Chief EducationPlanning, Planning

World Bank Proiect,

Unit,Officer in

Ministry of

Carby, P.esearch Officer, Office of Disaster

Representative and Education Adviser,

Chief Architect, Ministry of

& Dixon Ltd, Consulting

St

Mrs ValerieCharge ofEducation.Dr BarbaraPreparedness.Dr Simon Clarke,UNESCO KingstonMr Lucius Craigie,Education.Mr E B Dixon. BeckfordEngineers.Mr Kirkland Douglas, Sugar Industry Housing Ltd.Mr Astley Dove, Engineer, Estate Development Co Ltd.Mrs E Ferguson, Principal, Port Morant All-Age,Thomas.Mr Errol Golding, Ministry of Education.Miss Margaret Grandison, Earthquake Unit, University ofthe West Indies, Mona.Mr David Harrison, Deputy Director (Acting Director),Caribbean School of Architecture, College of Arts,Science ad Technology.Mr Desmond Hayle, Desmond Hayle & Associates, Architects.Mr W W Higgins, Principal, Morant Bay All-Age, St Thomas.Mr Stephen Hodges, Executive Director, ConstructionResource & Development Centre Ltd.Mr Stephen Jameson, Repole Architects & Planners.Mrs S Knight, Principal, White Horses All-Age, St Thomas.Mr Beverley Lawrence, Ministry of Education.Mr Oswald C Mattis, Mattis Demain Beckford Ltd,Consulting Engineers.Mr Franklin McDonald, Director,Preparedness.Mr R M McDonald, Principal, Yallahs Primary, St Thomas.Mr Brian Mclntyre, Apec Consultants, Architects, Planners& Engineers.Ms Annelies Merkx, Associate Expert in Education, UNESCO,Kingston.Mrs Patricia Patterson, Director of Pro-jects,Construction and Maintenance, Ministry of Education.Mrs Delrose Roberts, Principal, Bath Primary & VocationalTraining, St Thomas.Mr Hugh Scott, National Housing Corporation.Mrs Thomas, Bursar, Morant Bav High, St Thomas.Mr Clarence D Wallace, Professional EngineeringConsultants Ltd.Mr Lloyd Williams, National Housing Corporation.Mr Lauriston Wilson, Ministry of Education.

Office of Disaster

ANNEX J2

Schools visited

Bath Primary & Vocational Training,Morant Bay All-Acre, St Thomas.Morant Bay Hiah, St Thomas.Port Morant All-Acre, St Thomas.White Horses All-Age, St Thomas.Yallahs Primary, St Thomas.

ANNEX J3

St Thomas

THE JAMAICA RECORD, WEDNESDAY SEPTEMBER 21, 1988

Hurricane victims wreckschool

By Pete Sankey.

Jonie 4,500 residents of Oldlarbour Bay in St. Catherine,vho sought refuge at the Oldiarbour High School , have'andalized the school, leavingiamages runn ing to an esti-nated cost of $1/4M.

This estimate was given bythe p r i n c i p a l of the school,Mr. Guy Jobson, who told theJ A M A I C A RECORD t h a tamong the items stolen weren i n e sewing machines , n inemicroscopes from the sciencelabora to ry , and 30 c h a i r s .Desks and benches were alsobroken and used to make fire

for c o o k i n g in the s ta f f andclass rooms.

B l a c k b o a r d s t h a t w e r enailed to the wa l l s of class-rooms were also torn off andused to make beds. Studentsrecords were scat tered. It isalso unders tood tha t the ar tand craft , storage, and readingrooms were also broken into.Faeces could also be seen onthe floor and w a l l s of s e v e r n lclassrooms which now st ink.

' N o t even beas ts w o u l dbehave like this," said the dis-tressed p r i n c i p a l .

Mr . J o b s o n sa id i f theM i n i s t r y o f E d u c a t i o n c o u l dgrant the funds to effect imme-diate repairs , the school couldre-open w i t h i n two weeks.

T h e O l d H a r b o u r H i g hSchool w a s o n l y r e c e n t l yupgraded to high school statusand was one of the best kep tschools in J ama ica , accord ingto Mr. Jobson.

2. ST KITTS & NEVIS

Purpose

a/ To execute UNESCO Participation Programme RequestNo 5168.

b/ To undertake fact finding meetings and site visitsso as to ascertain and/or confirm:

i/ the need for hurricane and resistant constructiontraining and the form it could and should take for variousconstruction sectors;

ii/ to further consider the functions of andfacilities to be provided by a prototype building for the use ofschools (especially primary schools) as community emergencyshelters during and after hurricanes;

iii/ to discuss the need for and status of schoolcuricula material on disaster preparedness and environmentalhazards education.

Activities

Individual discussions were held on St Kitts with theMinister of Education, Youth and Community Affairs,Communications. Works and Public Utilities (on day of departure);Permanent Secretary to the Minister; the Chief Education Officer;the Director of Public Works; the Director of Youth and CommunityAffairs; the Chief Secretary to the Prime Minister's Office andPermanent Secretary, Ministry of Home Affairs, and DisasterPreparedness Co-ordinator; Deputy Disaster Preparedness Officer?Housing and Planning Officers; architects, teachers; trainers;builders; and building materials suppliers (see ANNEX STKN 1 fordiscussions held).

Visits, accompanied by a Public Works DepartmentAssistant Engineer, were made to two recently completed primaryschools, one multi-purpose centre under construction and(unaccompanied) to several and various rural school buildings andto numerous older buildings in conditions of destruction,collapse or disrepair (see ANNEX STKN 2 for schools visited).

Also on St Kitts, examinations were made of architecturaltechnician's and engineer's drawings for the two completedschools, indicated as being the model of drawings to be used fora third primary school yet to be built at Dieppe Bay (see Reportof Participation Programme Reguest No 5168).

On Nevis, visits were made accompanied by the AssistantEngineer. Nevis Public Works Department, to a recently completedsecondary technical block, a recently completed day-care centre,a primary school, and another primary school under construction(commenced January 1991; due for completion December 1991: seeANNEX STKN 2).

Findings

Hurricane "Hugo" (September 1989) affected parts of StKitts and especially Nevis. 14 schools were damaged including one130 year old building totally demolished (see ANNEX STKN7 &MR3) .

Findings relate to:i/ recent new school construction;ii/ school reconstruction and repair;iii/ construction training;iv/ school building maintenance;v/ engineers and architects;vi/ proposed prototype buildingvii/ schools auriculaviii/ Nevis and St Kitts

i/ Recent new school construction: Findingsregarding earthguake and hurricane resistant school constructionare contained in the Report addressed to the Hon Minister forEducation and Works (etc) "Hurricane and Earthguake ResistantConstruction of New School Buildings on St Kitts" Report ofParticipation Programme Request No 5168; November 1991.

It appears that some siqnificant chanqes were made toschool desiqn and construction on St Kitts, between thepreparation of drawings (as examined) and as built (as visited)and that these changes were the result of requests made by thefunding agency (European Development Fund). It is understood thatmeetings were held between the Ministry of Education, PublicWorks Department, their architectural technoloqist and enqineers,together with a reputed consultant enqineer in hurricaneresistant building construction.

Changes made involved increased roof "itch, decreasedroof overhang, and hipped in place of gable roofs (on Nevis, theroofs of the technical block and primary school have not beenhipped).

The discussions and chanqes took place after Hurricane"Hugo" of September 1989; construction of the two schoolscommenced (under commercial contracts let by the Public WorksDepartment on behalf of the Ministry of Education) in aboutSeptember 1990 and were completed in September 1991. Drawings ofthe two schools had been prepared between April and October1988.

Either as a result of these discussions, or in any casefas details appear on the drawings dated 1988) , drawings andconstruction details conform closely with "Draft Guidelines forBuilding Regulations" (PCDPPP 1985) and the Structural EnaineersAssociation of California (SEAC) Code is widely referred to.

Care has beer. ^:-:ercised durinc this mission so far(particularly in relation to the Participation Proiect P.ecuest No5168) in respect of the following:

- in view of professional involvement by engineers inrecent new school building and the adoption and application ofexisting design and construction Guidelines, there has appearedlittle need to prepare earthauake and hurricane resistantconstruction guidelines from first principles. There was littlepoint in preparing guidelines for what is already beina done innew school building construction.

- to offer recommendations for further consideration ofadopted practice, or where additional modifications could improveresistance and/or comfort.

to bring to the attention of the appropriateauthorities on St Kitts and on Nevis, the UNESCO EducationalArchitecture Unit publications (and other sources whererelevant).

ii/ School reconstruction and repair: reconstructionand repair of school buildings (and small new buildings) isusually undertaken under contract by commercial builders, notdirectly by Government departments who act as managers only.Whereas professionally managed new school building includes somelimited on site construction inspection, there are no Governmentconstruction inspectors.

iii/ Construction training: standards of constructioneducation, trainina and practice are variable and achieved, if atall, in an ad hoc manner. There is no Government policy toimprove building construction, although it is generally aareedthat it would be advantaaeous to do so. There is confirmed andwidespread agreement to the need for certified training in aoodconstruction practice and in particular, for earthauake andhurricane resistant construction. There is therefore also theneed for construction manuals and Guidelines but, theconstruction industry caters for all building types and schoolbuildina cannot realistically be separated. Manuals, Guidelinesand training should be addressed to and taraeted at the industryat large.

The span of school buildina may be laraer thansome other building types, but their form is basic and simple.Materials used in school building construction are usually-reinforced concrete and blockwork, timber and roof sheetina:construction trades and techniaues of reinforcement, fixinas andconnections are therefore also basic and common 'Postscript: someaarlv steel framed school ouildinas hsve been discredited inAntiaua due to severe corrosion] .

Building construction for schools is therefore,both oracticallv and institutionally. an integral part andproduct of the construction industry at larqe. Therefore, what isaood for aeneral construction is aood for schools - and viceversa .

Training in the construction industry is requirednot only on account of hurricanes and earthquakes. Althouqh thiseconomic and social need is siqnificant in itself, there areadditional reasons of economics in the construction industry.Because construction skills and construction quality are sovariable, and therefore unreliable, a larqer "factor of safety"has to be applied than would otherwise be the case. Componentand material sizes are sometimes increased (consciously orunconsciously) "to be on the safe side"; whereas with a closerand more accurate understandinq of desiqn and constructionprinciples {and preferably with inspection of construction as itproceeds) , construction can be more precisely desiqned andspecified, and construction overall thus made to be more costeffective .

For specificity, quidelines and manuals must benot qeneral . School buildinq construction requirements,

known before traininq materials canthe case that what is relevant forrelevant for Antiqua , St Vincent andregard to the building materials

common to all, but design standards

relevant,norms and materials must bybe prepared. It may not beJamaica and St Kitts will beBarbados (Postscript: withlisted above. relevance isfor new schools are most advanced in Barbados) .

Details, notes and diaqrams have been prepared inSt Kitts, for reinforced concrete foundations and rinqbeam,timber roof construction, connections and fixings, sheet roofinqand nailinq, and for roof desiqn and earthquake resistant desiqnprinciples (see Mission Report: Antiqua ANNEX AB5) .

iv/crucial aspectearthquakes andmaintenance .

School building maintenance: maintenance is ao earthquake

hurricanes areand hurricane resistance:a cause of the need for

School buildinqs (and most other Governmentbuildinqs) are in severe need of maintenance. This is notmatter if disregard bv Government butannual allocations only partially covermaintenance requirements. Consequently andmassive "backlog maintenance", exacerbatedHurricane "Hugo", for which assistancebuildinqs in ^articular.

s

lack of resources:annual recurrent

additionally, is abut not caused by

required for school

A Caribbean Development 2ank/USAID funded BasicNeeds Trust Fund 'BNTF! P.eoort 'January 1990! has made detailed

buildinq surveys cf schools (and health centres) in St Kitts andNevis. Undertaken by Consultina Engineers Partnership, the Reportconcludes that althouch hurricane ("Huco") darr.aae to some schoolsmay have contributed to the aeneral condition of disrepair, rr.ostmaintenance requirements vere due to an almost complete lack or

e to a lack of adecuate fundine? "or proper allocation ofrepair crfundina available" . School buildinas T-Terecondition than health buildinas.

found be in a worse

Cost estimates or recommended buildinmaintenance for the 16 selected schools (exclusive of secondaryschools) were:

ECS USS equiv

St KittsNevis

Totals

•J. ,050 ,

925,550360

4 0 4 ,3 5 5 .

058907

I ,975,910 759,965

For comparison, the estimated costs of darr.aa-3caused by Hurricane "Huao" to all 21 schools on St Kitts wasEC$ 986,260 (US$ 379,330) and on Nevis EC$ 400,000 (USS 153,846),a total of ECS 1,386.250 (USS 533.127). These fiaures are from adifferent source.

Seme work has been undertaken in response to theBNTF Report, the cost of materials (only) being reimbursed fromBNTF sources (see ANNEX STKN 3). The 1991 maintenance allocationfor all aovernment buildinas (* below) was ECS 750,000 (USS288,462) plus ECS 250,000 (US$ 96,154) reimbursed from the BNTFProject (via Treasury: see ANNEX STKN 5). This allocation wasless than the maintenance request, the amount reauested forschools alone beinc ECS 465.655 (USS 172,469) (see ANNEX STKN 5).These amounts 'except for the BNTF Proiect, itself exclusive ofsecondary schools) St Kitts onl' and inclusive crNevis schools. (* Government buildinqs include medical facilities[hospitals, health centres. an old persons' home]; policestations: Government offices: post offices; sports facilities:community centres: official residences; as well as schools).

v/ Enaineers and architects: For the oast twentyyears in the Caribbean Reaion, enqineers have been the mostarticulate and influential profession concerninq earthquake andhurricane resistance. By comparison, architects may recoqnizetheir need to depend upon enqineers for expertise in resistantstructure:;. E.the Reaion at.j >. „!, -,• f. . ,_ *. ,-

Reaion , of te:

r-pportunity for traininq withinthe University of the West Indies ^Trinidad); but

inevitarlv r.aveto curicula exclusive of

trained outside of thehurricane a r* d c a r t h or u a k -

Meanwhile, serious has prevail eel araonastarchitects (and architectural technicians and draughtsmen) in th«

constructionresistance.

to take account iarthcruake

conventionally retainposition as "leadspecialist expertiby the architect.overhancr . for exapersonal aestheticunderstandina ofresr>ect. There arhave been rejectelack of understand

rsrof ession" . engineers are able to aptDly theirdesians . and

the limits of conceptualMatters such as roof Ditch, hies or aablmple. may be reqarded simr>lv as mattpreference, unless architects come to 3.

their crucial role and responsibilitye cases where recommendations bv an ed bv an architect for secondary reasonina of principles for resistant desicn.

bettern thisaineer

This situation should beain to slowly chanae withthe formation of the Caribbean School of Architecture at theCollege of Arts. Science and Technology (CAST) at Kingston,Jamaica, but in the meantime there continues to be a need for thetraining of architects already in practice. The best way toachieve this would be for the preparation of (video) modulesunder a headinu of Continued Professional Development (CPD).

vi Proposed prototype buildina: (seerecommendation under Mission Report 5 [Barbados] ANNEX B3 fordiscontinuation of the word "prototype"). Annex STKM 4 describesin detail the approach and recommendations regarding the functionof the prototype building, conclusions are that:

a/ the ore vis ion of more shelter spaceitself in schools is not -justified;

b/ for the buildings that exist , improvedservices and utilities are reguired for larger numbers of adults,

cf time. Theseas wel as c l d r e n . erespecially in primary schools where toilet accommodation is ofsmaller phvsical size and where home economics cooking facilitiesare often not available. (Primary schools are more commonly in ornear most communities, whereas secondary schools are more oftenconsiderable distancestance awav shared by several communities) .

Services and facilities reguired are:- secure DO table water supply and storage- additional toilet facilities- secure school storage

emerge:— h u r r "* ~* s s h 1 1 1 u- r s

u •'~ ;-_ r*" • ] ' " TI tz f1 •*-

~ owe r

All of these facilities should be provided in anadditional separate school buildina (or community centre etc)desianed for the purpose 'see ANNEX STKN 5 & 6).

It would be an opportunity lost not to use theconstruction of the additional prototype buildina as a traininamedium and as the location for the production of a constructiontrainina video film (see ANNEX STKN 5 & 6).

vii/ Schools auricula: Until there arenational, sub-national, community and shelter plans forimplementation at the onset. durinq and in the aftermath ofhurricanes, the implementation of curicula materials in schoolsis either a/ premature or b/ a means to achievinq such plans inthe long term future. Education and qovernment policy inform eachother; currently, education appears to have the lead overother sectors of Government.

Some work has been commenced at the St KittsTeacher Traininq Colleqe, for the inclusion at various qrades of"disaster preparedness" material. It is included asANNEX STKN 3.

viii/ Nevis and St Kitts: Even some St Kittsand Nevis Government officers seem to find difficulty inunderstandinq the institutional distinctions between St Kitts andNevis. The St Kitts and Nevis Federal Government clearly attendsto all United Nations affairs; but Nevis Government has to workhard to keep itself informed of United Nations activities as theydo (or should) apply to Nevis, and to follow up on subsequentaction or share of benefits that there may be. It is suspectedfor example. that materials, equipment and/or informationintended for both, do not always qet sent on to Nevis fromS t I\ 11 s .

In Nevis. postace is separate: and Ministries of Education and cfCommunications. Works and Public Utilities. are separate fromthose on St Kitts. Nevis has it's own Premier. Some fundina fromsome sources qoes directly to Nevis. "In a sense, we 'Nevis) aremore independent than they 'St Kitts) are".

Achievements

The pre—prepared pro'4 set itinerarv provides half thetotal proiect time in Jamaica and St Kitts "; Nevis toqether (withthree ^uart^rs cf this total in St Kitts & Mevis:- This succeststhat, in addition to the execution cf PP 516S and bearir.c ir. mindthe forthcornir-c execution of PP 5000 ir. An.icrua, draft contentsfor the prototype buildir.cr development. trair.ir.c: troqramme,T r o "i e <~~ documen^" !' — r d ~ i s 3 i c n re — o r t ^ should be ~ 7 ~' P1 -1 d b e f o r. —;•departure from St Kitts. This h~;S be&r. achieved.

The Report tc the Minister <PP 515S) has also beenwritten, illustrated. typed and bound in St Kitts and t>&rsonallvpresented before departure (toaether with a copy of UNESCO's"Cyclone Resistant Rural Primary School Construction") and a COPYsent to the Premier of Ilevis (see ANNEX STKN 9 for accompanyingletters ) .

closer understandina of the constitutional and institutionaldifferences and distinctions that exist between the two islandsof the Federation.

R e c omm e ~ d a t i on s

UNESCO should assist the funding of "backloa maintenance"for school buildings, as identified in the Basic Needs Trust FundReport (Postscript: Similar conditions prevail and BNTF Reportshave been produced in other countries of this mission and thisrecommendation therefore repeats and accrues under othersections ) .

The need re complete draft project document contents forthe proposed additional prototype building and the trainingprogramme on the basis of findincs from Jamaica and in St Kittsand Nevis has made it necessary to make assumptions on behalf ofAntigua and Barbuda. St Vincent and the Grenadines and Barbados.

These assumptions have been entered into before accuratecosting has been possible.

Minister Morris (Education and Works etc) was in UNESCOParis until the end of r.v St Kitts mission.

The oricinals of the engineer's schools drawings "ere notavailable in St Kitts (haying been prepared in Dominica).

Small places have time ccr.sumina walking distances: 30minutes each way from hotel to PWD; aood for exercise but timeconsuming. Occasional transport 'Assistant Engineer's privatecar) was provided for some meetings.

Nevis should have been a separately specified item of theterms of reference and of the itinerary, with time and costallocated to it. Disrupted and locally chanced ferrv tires (dueto sub-reaional football matches as well as to engine trouble)caused mission time to be waited "here the ITevis visit had to befitted between St Kitts appointments.

Support received

Prcm.ot and efficient ac~cintment3 and information findinrbv Assistant Encineer PWD and courteous and interested attentionbv Chief and Assistant Znaineers, PWD. Nevis. Patient anddilicent but time oonsur.ina •-'ord-orocessina assistance fror. PUDsecretarial staff.

Arrival; !_.'ate everi^c ^^idav 13 Oc C'be"'" l^^l.Departure: Afternoon Tuesdav 12 December 1991Nevis visit : 09.20 hrs 3 November - 14.00 hrs9 November.Working davs : 16 (excludina arrival and departure -dav~

and four weekends durinc ^hich appointments for meetincrs anddiscussion are not D cs si b1e) .

ANNEX STKN 1

Discussions held

Mr Georcje Archibald. Clerk-of-Works . Department of PublicWorks. Ministrv of Communications. Works and PublicUtilities: and Buildinc? Board, Nevis.Mr G A Belle. Nanaainc Director. Vincent Morton £Associates Ltd. Buildinc S: Civil rjcrks Contractors- andPresident, St Kitts Nevis Contractors AssociationMr Lester Blacket. Chief Encineer. Department cf PublicWOT-VS _ '''i i~ rv ^^ Cc'Tm.u""' -""^tions Wor1-"- .--nd "-""b1 i"Utilities , ^TevisMr Fitzaerald Bon Camper, Assistant Encineer. Decartm.entof Public Uorks , Ministrv of. Communications . T'7crks andPublic Utilities. C*- "itts.Mr Alphonso E Bridaewater. Director, Department ;f Uouthand Ccnmunitv Affairs, Ministrv ~f Education. Youth anc

Mrs Vapel Burt. Zduca

Mr Rudolph Bvron. Hsad of CTechnical Collece.Mr Calvin Farier, The Chief Secretary, Prime Minister andPermanent S ecret ary , More Affairs, St Kitts.Mr Douglas L Gillanders. Cocker Kauffman Ltd. Cuanrit"Surveyors. St F.itts.Mr Joseph J Hallidav, Chief Education Cfficer. St KittsNevis.Mr Philip Kanny. Assistant Snaineer . De-artment of PublicWorks. Works andUtilities, St Kitts.Mrs Daphne Hobson. Daphne Hobson and Associates.Architects, Nevis (Extended telephone conversation).

Mrs Patricia Hobson. Permanent Secretary, Ministry :fEducation. Youth and Community Affairs, St Kitts.Mr E Innies. Principal. St Kitts & Mevis TechnicalColleae.Mr Juan Isaac. Department of Youth and Communit-- Affairs,Ministry of Education. Youth and Community Affairs. StKitts.Mr Ray John. Department of Civil Aviation. Air TrafficController. Meteoroloaist. Deputy Disaster Co-ordinator,St Kitts.Mr James A E Kelly, Architectural Technoloaist. StKitts.Mr Joseph R Lancaster, Onions, Bouchard & McCulloch.Architects. Enaineers & Interior Desianers . St Kitts.Mr Steve Laplace. Manaaer/Buyer, St Kitts-Nevis-AnauillaTradina £ Development Co Ltd.Mr Ashton G Leader. Assistant Housina & Plannina Cfficer.Central Housina Authority, St Kitts.Mrs Patsy Matthews. Senior Physical Plannina Officer.Ministry cf Aariculture, Lands, Housina and Development.St Kitts.Mr Theodore Mills, Cenicr Health Inspector, Ministry cfHealth and Womens' Affairs, St Kitts.Mr Stephen Mitchell. Consultina Encineers PartnorohioLtd.. St Kitts.The Hon Sidney Morris. Minister of Education. Youth andCommunity Affairs, Communications, Works and PublicUtilities. St Kitts.Mrs Morton. Headmistress, Basseterre Primary. St Kitts.Mr Michael Perkins, Assistant Snaineer, Public WorksDepartment , Ministry of Communications , Works ;ind PublioUtilities. NevisMrs Christine A Sprinqette. Senior Educr.-ior. Officer.Ministry of Education. Youth and Community

ANNEX STKN 2

Schools visited

St Xitts 'accompanied by Assistant Sncineer, St Xitts

3 ? S S S t £• " _T 3 "£> V 2_

Basse te r re Kul t i - rurpose CentreBasseterre -Junior HiahDieppe 3av Frir.arvTr"^ n i t v pT-i"" 3v*Tr

Trinitv Primary Old Buildinc(demolished by Hurricane "Huco")

St Kitts (independently)

Conaree PrimaryC a v o n P r i IT. a r yCay on Secondary

Molinieux Prir.arv0 1 1 1 e y ' s ? r i rr a. r yTrinity Primary Cld Buildincj( deiTiO 1 i shed by Hurricane "Huoo")

Nevis (accompanied by Assistant Engineer, Nevis)

Charlestown Secondary (new technical block)Charles town Primary 'under construction)Lowlands ITay-care CentreLowlands Frir.ary

ANNEX STKN 3

- 1 -SUGGESTED PRIMARY GRADE CURRICULUM CJUIDE REVISIONS

Submitted by the Office of Disaster PrepnrednNovember 1983

Introduction

Jamaica is threatened annually by natural disasters, particularlyhurricanes. A prepared public is more likely to cope appropriately with these:problems, thus sav,inft lives and property. Therefore, disaster preparednessobjectives, materials, and activities fsuRpested by the Office of DisasterPreparedness have been included where they are nont appropriate in the el em'.1curriculum. Additional teacher aldsv such as slides, fllm»trips am! films nay bloaned teachers by ODP. A teacher's resource booklet of teachinp, naterlals, a?well as other pnviphlets for primary and secondary ape levels are in the planningstages.

• The goal of Disaster Preparedness Education is to ewe lives and propertyby helping students understand how natural forces work rrid teaching them toplan ahead so they can be confident in their ability to rnnpond to emergencysituations. In grades 1 - 3 emphasis la on the everyday observations andactivities of children which can help them understand hurricanes and whatthey can do to help themselves.

In grades 4-6, more scientific explanations are introduced withgreater attention to the social and physical consequences of natural disastersand methods of preventing injury and damage.

Grade 1 .

Topic/General Aim: Wo can do things to help ourselves In an i:ru»r;»ency.

Concepts/Generalisation: Preparedness tor Hurricanes and other naturaldisasters

Objectives: Pupils will be nble to

> • 1) describe what strong winds, a lot of water, or ground shaklnj?can do to the earth, people, and buildinp.3.

2) list at least three self-help actions they can perfornat school or at hone before, during or after hurricanesand earthquakes.

3) talk about their fearn and know they can receive re-issurancefrom parcntn, teachers, and friends.

Skills: listening, problem-solving, planning

Attitudes: Confidence in tbclr ability to help themr.jlvos, appreciationof the powers of nature, willingness to discunB f».:arH andovercome them.

Class Activities: (The supRestioiiB that follow are for interretalon ofpreparedness nateritil at relevant points in tlv^ existingcurricula.)

Grade 1 Social Studies Term I Week A, p. in

Objectives: Pupils can identify which foods are best to havo on hand for, ! times when there is no kerosene or coal, gas or electricity

for cooking, or water lor washing foods.

Activities:: When teacher is asking students to classify foods, includequestions about which foods can be used when it in notpossible to cook or wash foods -- e.g., canned foods, driedfoods, fruita nnd vegetables with peels we remove beforeeating, etc.

(It is not nec<!iis/*ry to discuss whnt misfit c.sium.: lack.of wateror power, unless pupils raise the question. Try to avoid

i frightening description of natural disasters with youngchildr&n.) ' •

Grade I Social Studies Term I VTaek 6, p. 16

Objective 6. Realize that they can use i map to know exit routes In case ofa fire alarm, or to use after the ground stops shaking in anearthquake, or in any school emergency when it is importantto leave the building quickly. ,

Activities l.When locating the school on the map of the district, alsolocate the safest way to homes and/or high ground.

7. and 0 nrr> /appropriate for preparedness educationinclude a discussion pr'f emergency exits, safest open areasaway from power lines and buildings.

13. Include a discussion of safe: areas in the clasnroom in ahurricane or earthquake. Ask vhich side of the house issafest in strong winds. Practice petting under desks ortables on n signal from the teacher, (earthquake)

Grade 1 Social Studies Terr T. Week », p. 22

Objective C. L;?nd can be level or hilly, on t h e saniaabove the sen.

ol ,-.s the f;ea or

Activity 2 Uiscur.sion while students work on the map could includ' questions about what happens to rivers when they have

too much w.ntcVi how high wrive:? cr.n be Jn a s!. oni, etc.Introduce cccepts of hiph, higher than.

Grada 1 Science Term I. Week 9, p. 27

Objective: Pupils will discover what happens to earth (nud) when T littlewater is added, when a lot of water is added.

Activity: llnve pupils; "ink,'! con:in, hills, or towers of ::.-.r(:h. Sprinklewith water^ obcurvr what happens. Pour a lot of v.-ati-r,,observe what happens. A;.;k vlvit hnpp'jns to hillr?; rocks, ro.ads,plants, etc. in heavy rains.

- 3 -•

Grnde 1 Social Studies Term II week 1, p, 1

Objective: a) Pupils will bo able to identify what they could do at hone If

.1 • . there v?s no adult to help their meet their prods.

<(Thi3 is alreadv a pr-enarcdm'.s«/sr 3 f conf idence oblectlvr).

Activity: Dificunsion with the teacher about vh-<t to do If thov arc honealone and the earthquakes, or th«»rc IT a ntorp-r o.p.wherq to take, rchelt^r, to stay indoors, etc.

Grade 1 Social Studios Tr.-rr IT, wok f> , n. 5

Objective: b) Pupils aKle to recopnize their run emotions and?.••;*•" i •. .;t •, ,.' netweefi the different kinds'.

Add: Pup!IP able to exnrenn and rope vfth th*>1r fo--ir«» o*"natural disasters such as hurricane, storn, flood and earthquake.

Activity: Tn the pretend^m" rctivltV'. pretend you are a t-ov or rlrlwakinp from a frichteninp drean about a hiirr'JcnTie, eartor flood. Another student pretends to be a parent or oldersister.

Oiscuns ''Mch responses wer eotrfort.inp, how the-" helped thefriphtenod nersori.

Grade 1 Social Studies Tern- TI week. fl. o. 2?

Objective: c) recognize the problep's/danpors of too i^uch vater, Includingfloods a>id rainfn]!. •

Activity: Itcn1 5: include questions such an* Can dlrf vfltor r^l:<- vnusick? Do you know 1:ov to purify (clean) vater so we can drinkand cook with it.

Item !• what should WP do vh«-r there tfi r.Discusf? safety reasurep, rnneri.-llv ]rovldinr a sunply ofclean water ror errcrp.rncies .

Grade 1 Social Studies Term II vonk 9, n. 25

Objective: d) Tdentlfv nafetv rules at hope nnd it nrhool , inrludlnr hurricaneand earthniiako nafet.v.

Activity 4. Safety at More review 1. how to roVo v-.^ter r>rfe to drink2. rulog for hurricanes - st.iv .tnnido. 1-rfri<» loose tMr"s Infrom outside rhut the storr shutters tr v^vi h.ivf ther, lintcn tothe radio for Information about vhat ':o do. 1. rules fnrearthquakes -- sfy Jnnlde, near n nt.ronr *•',•> 11 rr doorvny or undera table or bed, away frot? tMnyp «-hnt rlrht fall on "OM or Ireak,St.av near other family merberR. comfort vounfor brothers rnd

Grade 1 Social Studies Term III, Weok 3, p.7

Objectives: Add: pupils will rerlize that it is important to protect/provide for food, water, clothing, shelter in emergenciessuch as hurricanes, earthquakes, and floods.

Activity: Show pictures of people readying homes for a hurricane. Haveclass list what should be included in a home or classroomemergency kit. Students bring things from homo or the nchoolprovides items for n classroom kit:

1 flashlight and battbrics. i -\l battery operated radio, . !' , matcher}, candles

first aid suppliesother items suggested by the class

Grade 1 Relicious Education Term III, week 3

Objective: - People can all overcome their fears and show courage even in; times of emergency such ns hurricanes and earthquakes.

Activity: 3. Ask if students have experienced hurricanes or storms.Did they show courage or bravery? Did they comfort youngerfamily members? ,

Grade 1 Social Studies Tern IIIt week 4, p.10

Objective: C Pupils will realize that climate influences the kind of food,

Activity:

clothing, and shelter the family requires

Display pictures of tropical storms. Ask students what problemsweather (climate:) causes in Jamaica. What kinds of shelters arebest for this climate and these problems?

Grade 1 Science Term III, week 4, p. 12

Objective: Pupils will discover what happens to various objects when putin water.

Activity: Use sand, clny, common dirt and 3 bowls. Tut snnd in a bowland pour a little water in. What happens? Put clay in a bowland pour water in. What happens? Put dirt in a bowl and pourwater in. What happens? Which one soakn up most water?Taster? How do snnd, clay and dirt change? V'hat happens tothe ground around where you live when it rains?

Grade 1 Science Tern III, week 9

Objectives: Pupils will discover that large objects displace more waterthan small objects.

Activity: Blow gently on the water In a large container. Mow dnen the"wind" move the water? Blow harder. Does thi: wat*.r move.higher on the sides of the container? Do storms soemtirces

, , make the waves cone up higher on the land?

GRADE 2 TERM 1 WEEK 3

•••1.

SOCIAL STUDIES

TOPIC/GENERAL AIM

How the family satisfies needs - shelter

COMCEFT/GL:HERALISATIONS\

(e) Our homes should be nafe from hurricanes.

OBJECTIVES

(f) List the damage that can be done to a house by hurricanes.

(g) Identify building site? that are (i) unsafe (ii) fairly safe during ahurricane.

(h) List ways in which a house can be made safe-against hurricanes.

SKILL? DISCUSSINO, COLOURING

ACTIVITIES •

(3) Piscuss how to make '

(n) the foundations

(b) the walla(c) the roof

of a house safe from dnmape b# hurricanes.

('0 Discuss the safe location of windows.

(5) Discuss how the wind can bs prevented from blowing in. through windoxfs.

TERM II WEEK 2

TOPIC Investigate weather.

ACTIVITIES

1 cool, windy, etc.

2. Observe the effects of

(n) light bronze(b) stronger winds on loose objects, loaves and branch'.}!! of trees, flaps

smoke.

3. Piscuss the effect of hurricane winds on the trvv.G., frultn on Lrf;on, thingsthat are not bolted down like garbr.ge tins, roofs of houses.

TERM TI WEEK q

SOCIAL STUDIES

TOPIC/GENERAL AIM

People in our community who protect us.

CONCEPTS Safety protection

OBJECTIVES

(e) Describe the work of the Parish Disaster Committee relating this to thework of the National Disaster Committee before, during and after adisaster, like a hurricane.

(f) Describe the precautions we should take before, during and after a hurricane,

ACTIVITIES

(5) Discuss the meaning of "disaster" and why a hurricnua is referred to as adisaster. ,

(6) Discuss the composition of this Parish Ms.-iatsr Committee, briefly discuss (DCthe roles of some of the members of the committee.

' ' t

Grade 3

Topic: How natural disasters occur and how to be ready for then

Concept: Natural disasters- co'juuunity/individual responsibilities

Objectives: Pupilra will »

— be able to explain the cauac.:« of hurricrner nnd earthquakesbe able to list three self-help activities t.hny could

perform before^ during, or nfter a hurric.^n-j or earthquake

— express confidence il\r ability to; tnkc care of themselvesin emergencies, express their fears nnd overcome thr.ir,, seekappropriate r.as^Btonce from parents ?.nd othor ndu.lts, identifyemergency services in their community.

Grade 3 Science Term I week 2, p.(>

Tonic; How docs wator in motion bchavi.-?

Objective: be able to describe the novunetit of water in the sen, in storms,in rainfall.

Activities presently lir,t :d are nnuropriatu for disaster awareness.In discussions, the t>;acb«;r leads students to list wnyspeople protect themselves from hip.h fit.as and winds.

Grndc 3 Religious Education Tern 1 t»/:ek 7, p. 19

The story of Noah used here oCfcra nn opportunity to 'Jir;cui?s i»ow tlonli tookaction to protect his fnmily from the flood. A»U v/hnt nf.t.lorifi famMlrn inJ;w?.ica can take to protect themselves and their neighbours in tLmt offlood or hurricane.

Grnde 3 Science Ti:r..a 1 wuek 10, p. 30

Concept/Generalization- Water is useful nnd water is harmful

Objective: (ppropriatq as written)

Activity: 3 Discuss with pupils other effect of water:Hurricanes, t'lcodsv h».avy rainfall. How c'm wo preventsome of the dara^^a caused by hurricanes and floods? Havestudents draw pictures of measures we can take to protectourselves from hurricanes.

Grade 3 Science Tern II wok 5> p. 15

Topic; Strength of windsAru they helpful or harmful?-

Objectives: 3. Pupils will be able to define what wind strength isrequired to damnpe buildlnp.y, plants.

Activities: Study the weather reports and weather nvps published in theGLEANER hy tho Meteorological office. Hint inCornntlon do thesemaps give? Uhy is it Important? How can wo ujv. this information?(To prepare for the weather predicted)What in the windspcod of a hurricane? Mor-; thr.n 1?0 kilometerspnr hour. A tropical storm has vinds nnywh'.re from <;4 kph to 120 kph,

Activity: Write to or vinit a meteorological office for ininformation. Keep a booklet of vyathcrnnps cut from the newspr;r.trduring thu hurricnne season. When was the period of p.reateEit F.torms?

Grade 3 Science Tortn II week 6, p.

Ojbectives: Pupils will be able to perform the procedure for putting out a fire. on personal clothing qr hair.

Activities: Discuss with tha students how a person 'r. clotbinp, or h->irmight catch t'irp. (Standing too noar an open flnrnC; leaningover a stove, explosion of a '"'n r.tovc . >?tc.)Tell students how to atou, drop, and roll, to put out th.;fire on themo elver.. Have, ntudcittn discusn thir; procedure nndpractice it.

STOP: Why shoudn't you run if your clothc-s -ire on fire?

DROP: Why p,et down on the ground, or wtar- In a blanket ifone is handy?

ROLL: Why does rolling on the r.roun<l lu.lp r>'Jt o-it: the f5.re?

If you see someone runnia>', (i.f?., a utnalL:r child) What couldyou do?

Have clans netnberw pretend thoy'Ti- on fi.ru -'tid f?how how theywould Stop, Prop -ind Uo.11. (I'uf a aheet; r:l.oth ">t c'trdboardon the floor or ground to protect students oloth.'w;, whey theyroll.)

Activity 2, 1'avi students lint other things they coul'i no-' to put out flrec,in r.n emerpency. (Dirt, bnkinr soda, b.ipan.n IOTV."; utc.)Emphasize that they can stay coin in an cnerpency if they thinl:

about whnt to do.

Grade 3 Social Studios Tern T.I w.ek 7. p. 19

Objective: Students will be r.ble to realize that different climates hav*.different safety problems.

Activity: List the problems ^ach of the two communitijr; ni^ht face., because of the difference in location and cl.lTir.tci — e.g.,

greater danger of flood, hurricane, limlnlioe, dnn.ir.rwaves, etc.

Grade 4 Social Studies T'efn i week 1 p. 1.3

Topic:

Objectives

Where do we live?

(d) Interview members, 'inrl interpret••md record the relevant Information.Include information on natural Disintersor Emergencies that their fawilies haveexperienced.

Learning Activities:

Te'ftchcr

1. Disaster QuestionnaireUsing the sample questionnairefor Community Preparedness.Discuss with students whatquestions they would ask of iolder members of their com- 'munity or find out whatdinaaters affect their com-munity and how they vorp iff retedby it*

.2. Ask pupils to bring resultsto schools nnd di.so.u8B theresults with them.

Grade f\l Studies '

Pupils: Participate in Discussion

Develop rol.ev.irit li'ickpround question.1*;age, sex, dlotrict,. how lonf> lived there.Develop questions on past disasters; howthey affected the .iron, whey theyoccurred, how people reacted, how didit change the community. Interview asenior member of tho family. Reportresults of interviews to class.

Potern.inc and lint fecrgcncler, and disastersthat h.-wc struck your district.

Tcn.i I Uoek 2 & 3

Topic:

Objectives:

Where is our F-irinh?

Pe able to make nnd rf.-.?.d naps. ObserveIdentity and intsrpre': f;ynbols used onninp. Inplemont by uainr, naps of Jamaicrx'sflood prone are -'.a.

Learning Activities

Teacher:

1. After explaining the us^- of the"key" in reading inrps, uoin^th< nap of Jnnalca's flood prone•xreas discuss with students thoareas most likely to flood. Askstudents to postulate reasons forthis. Ask students to read themap and determine if t!>eir Parishis prone to flooding ?.nd where.*

Particlpato. in discussion. On readippmaps, usinf, flood prone are", man ofJamaica. Determine: If ." flood couldhappen.in thedr district.

_. 9 -Grade 4 Social Studies Terra I Weeks 8-10 p.19

Topic : VThat do farmers do in your parish

Objectives : Explain how types of crops proxm or animals reared influencenature of the fanners activities.

Learning Activities;i

Teacher t ; . . , > -—'—"———. :, • , , »

5. After discussion of what farmingactivities take place in yourdistrict, discuss how the naturalsurroundings aF^ect these activi-ties. Using types of weatherexperienced in different areas,discuss how living in an areawhere hurricanes threaten everyyear would affect farming hnbits.

Pupil-

A."tor n discussion on farmingactivities and hot? a hurricanecoul'1 affect t'len, will think ofr\t showing one aspect of howa hurricane would affect a farmer,ft toachpr or a truck driver andbanker.

Add to Learning Activity:

12. Pupils; Find out? (c) Novr these crops could b.-> affected by naturaldisasters

#4. Teacher: Ask students to relate storl.es of farmers nr^narinr? for n ahurricane, i.e. pen up anltpAls, pick coconuts, and ripefruits that could fly around dangerously in stronp, winds,clear area of loose objects (zinc nhcfits, limber, toys,vetandah furniture, bonrd UP houao etc.).

#5 Pupils: Ask farriers if thete is n certain wny in which they canknow hurricane is coming.

Grade 4 Music Tern I Uteks 1 & 2 p.33

Topic : Rhythm

Objectives: 2 skills n) respond to steady bentb) create rhyttm accompanyln° •

Learning activity

reach'jr: Pupjtl^

1. a) Ask children to think of a ter- a)rible storm, with lots of windsand rain. Ask them to think ofand imitate what predominant

b)

Crento thr> bent of •?. storm

Crente tho rhythm of n storm

beat they would horr, e.p.Crashing of ocean waves, windflopping a piace of loose zincor window shutter.

b) Ask punils to imnp,ing the rhythmpattern the rnin pn the roofs orwind at the walls might make.

c) Claos divided In two, h-iv.-srurients do rhythr and b^ain tnnc'em

Grade 4 Physical Education Terra 1 weeks 3 & 4 p. 41

Topic : Music and Movements

Objectives: . :, a) Move In £cod timing uslnft rhythmb) Change directions mere precisely.

Skills Practice;V l

3. a) Ask students to turn In a circle, with nrnis open, in .-m nnff-o.1.oc:l-.-7lf:«directions (fron ripht to left). Explain thnt n hurricanerotates In an anti-clockwise direction. Ask then fci. rotatelike a hurricane - slow at first, cncournp.e them to slowly

. pick up speed.. But stop then soon and frequently to preventdizziness. . . . , . • . , . !

b) • After pupils can, nake easy rotation nsk then to start at onepoint ami rotate anti-clock wise to p.at to another point.Tell them this is the .same; w,iy n hurricane never? rotatinn slowly

, fnst nt oth-^.r times mid noving forward.

Linbcrlnr, Down; Students xcill riovo in n forward Oiroction slowlyrotating ... slowing down to 1>;ircly m?'V:(n(', then tort im? withdeep brdntl}in,(;, -str-Jtchlnp,,, with hands over hend, then relnxln^.

Grade 4 Art end Craft Term 1 Waeks 3-10 p. 49

Topics : I,, ,Making Posterst boners nnd r>ost cards •. ,. :2. Creating ^esi^ns for transfer on lino or wood

, blocks. . • < •

Objectives: (a) - (e)> i ; '

Supplemental Learning Activity:

Teacher; , ' . . ' , • - . - • • r • • .

1. Ask studentn to design a vof't.n-with a slogan for prnnnrin;' f^ra Hurricane. Discuss whit sonicpreparations arc.*

Pupils

1. Think of furrlc-MiJi re/vHnr.ss

2. , Letter3. Illustrate the i<!cf. of the slopan

* Sou attached Resource Hnf.eri,nl1. Sample questionnaire2. Flood niap of Jamaica3. OOP Hurricane Tanphl^t.

Grade 4 Mathematics11 -

linn I 1'eeks I & 2 p. j_l__

Topic

Exanple

Teacher:

Measuring Tine

Mnt;h ^r->hii;Ti • Tho Mett-'pro.lo^tr-i.l ' ' f f . « ' o o has indueda hurricane warning. The path of « i i r«: Icnt'o 1 ' i r rv ' shoadfjd for tlu. south coast of ..TVmlc,-'., rur r icano Harryis now lofa t - i 'd 160 Ul lonc ' t r i . - r i ' .1 .-nth' n a t of Jnmalc.-i . Thhurrlc. 'urj in li-Kpcct^d to s<_-vur<. I y " ^ r F j c t the Islnnd in'16 hours, t-'hc-.n you look :it tho. cJ.ocK Ivou r.;.-o It reads

At whnt time will I lurricnnc I'.irrv . ' ' ' 'fact Jaruiic-i? fiowfast Is the hurr icane movinr-?

'Jrite the ?ibove problem -MI the board••>.s an evaluation or tv ' l l . l .n^ tirn.'rnunsurinf! thrm, ostin-it ion < > f ; t ; (menroblon solving, -addition of d ivis ion.

'I'LL'!?

'ill rc-.cl nroblcn

Note: Backr.round inf"rimtIon 01 llnrrtr. ' |rii 9Is not noccsn.>ty but very !if:.lp.P«s.l.

Grade l\u Tt;rn V'ueks 1 f. 2 (contd) p. 5

Learning Activities //6

Tcnchert

6. As an additional question :

(iii) !.'hnt could nrk-.- a larf.utro'j uproot? (sf;ron;» wln-J,

p, w.iti.-r)

Tii8cur;3- 1'ho.n could the win:!b low Tl'von" •_ riour'h to dara^'p i n n t . ' v . Could a flood uoroot

Len r P in r, Ac t i v it y (Cotitri)

T_eacher;

4. Ask pupils to refer tic Ijood nnpcf Janaica and .ask Aro co-ist-nlirean pnrticulirly su«cc:(<tiblc tofloods?'

to

t T h< :n rain r; cc-na th \uL -ind rivers f i l l uu ?n-l ruocean.

- 12 -

Grade A Science (Contd)

Learning Activity //2

Tercher:

2, Ask Pupils:vii. What happens to the soil of ahillside during heavy rains x^henu) The hillsides art' bara with-

out plantsb) the hillsides htivci pl'ijits and

Note-

.. T^rm I Uouk 10 p. 65

Students "D 1 discuss'a) '4hnt hardens when heavy rains

b)

c)

th?. iiff.;:Ct on thf:ir h.-r.ies ..schools, farnr? and businesses

nd.vayr l:osoil runoff.

cunt;orvatl(Mi 'iiul noil conntTva-tion po hand -in -h:ind. Piscvrs withstudents some- e.xaranles of sojl andwater conservation :

1) Terracing hi 11 Tide2) H.?.t'-:r catchments3) JCe in forced riverbankgA) VTntcr trenches5) Irri(?atif>n6 Tlulching

Ix What happens if soil and wnturrush down hillside without bar/riers? With barriers? What sortof barriers are boat? (Plants andnatural nulch) .

Suggestion for integrationResource MaterialThu maps used in "the changing sh-.ipn of Jamaica can -\1 B ' be comparer1 "1 fhmap of Jamaica,

Grade A Language Arts Term Vgek 1 f. 7 (contd) p. J^8_

Lanrning Activity // 6

6. Use a "criuir. and re l ie f ' n l tu i t ion for niivcs,, sh.l tB -.Tid d ia logue .. . Students can think of r^v. i r^i «1 J. F1\t ch/ir / ict^r-j . i-r-rjin; .-'nd

act out . Note pud dls?.uss wi th pupi ls the typo c-.r c nn^ iu jn l cr t Ionwhich occurs during a crisis. What can Impede 3oriroru: f r rn 'mder--stnndlnp. a l ife and i(<j;!th s i tua t ion? How do thev t h f n V th'.-a:s

characters would react to a p.ivcn criain?

- 13

Grade A Social Studies UeeV.s A: ft r> p. 91

Topic • Food for Jamaica: Distribution

Objective : Identify ... For '.'xnnnlf. 1'urricanes drntrovinp crons.

Learning Activities; #10

Teacher: ... ' Pupils

10. Natural Disaster can cause break dovnin transportation nnd comnunlention.A second pnrt of this siirulntion couJ dbe a community cut off by flooded roads.Discuss with students': (1) What thepeople of the area could do to survive?(ie local resources, boats, alternativeroutes, etc). (2) What could thepeople of the district do to preventthe flooding so they won't bo cut offnext time? (3) Have you. youror area ever been stranded? Relatewith personal discussion.

Recall pant natural and rrm-rade events whicb stopped orslowed down food productionand distribution. Discusshow these n*ipht have beenprevented.

Note: Related Ttory: Muntiny on the BountyCaptain Bliph was caryinR breadfruittrees for a stnrvinp Jnr'aicn In 1793.Jntrnicn had boon hit by n Severnhurricnne V7hich wiped out ?11 its foodcrops ,

"The? brnndfrult vwn introduced intothe VIest Indies in 17^T fror» Tahiti,Capt. Blir.h In the ship Frovldencebrought plants to St.. Vinvent andJnr>fica after an efrlio.r pttemptfailed aboard the rutiny ship Bountyin 1789*

*Ref. Tropicnl Trees:Harpreaves Co. Knil.ua, IV. 19C.5.

Grade A Music Week p. IK-

LearninR Activity //I

Teacher!

1. Encourapc students to imitate thevarious sounds of a storni usinp bodvsounds, llien several differentsounds have been explored, separatestudents into groups according tohow r»any different sounds v0u want.

Pupils

Uso sepnrite rhythn, beatand sounds (te blouinp, tappinrclnppinp, Tto^pinp fret, vhistllap etc.) t > create an orchestr."of a storn, Practice bodysounds of a stonr -in<1 nroducea steady rhythm or beat.

Teacher ; (contd)

Let ench proup practipe. t'<edifferent bent rnd rhythm of thesounds repeatlnp at piven Intervals.Tlinn lt>t them perform the ''Founds' ,-?nil topother. von can explainthat this Is how orchestra and bandswork.

Fxarple: One proup "n-, the novt bcrt.

rplrv' topethnr.Then they

Foci.il Studies Torn 2 reeks

Topic: Puildinp in Jamaica

Objectives: be able to assesshurricane.

LEARNING /CTTVTTIFS:

P. building is llke.lv to. to safe from

3. Provide pupils uith ^ check list which they can use to assess if•,t n.buildJnp is s?fe frotp hurricanes. Fach point should be discur: bpforehnrid. They should note if•

• ' t i : ' ' ' ' ' !

a. the buildinp, is on a flat firm site.

b. the wnllo are nt.ronp and nlralphr.

. c. , the windows are at least 3f inches from the nearest corner

d. ( the roofs are sealed.

^ '" ' ' , (zinc sheets are nailed on securely.

the verandah can break nwny from thr» n-.iln roof.

d to 'U'

e.,

f'.'

P. the buildinp is snuare or rectnnnulir TPshaped of TLf shaped.

h. . The house is sccvirrlv attached fro the foundation.

i. The overhn.np of the roof ir Insi than eighteen, () inches.

- I S

r-.PAW 3 'M-j.-rr 7, r , TTV'

TIT:' i

TEACHER

£ .ink wb« wo Pporifv rlein.the dnnnpe that cmi be caused to wit crnrrins rnd se^nrnne mains durinp *. Hlsn'nlike n hurricane or nn ea r thnvnUr . ' 'hvshonM v:e boil wnrer for dr lnUint? ,T<"tera hurricane?

^v ^ourcrR of po l lu t ionesro'c!"11 lv of '- 'TtC'r(Tee ^rndfi 'i ^octr-1 C!tur lins

7 Si P I f . n r r l np ncti"itl"s

RACIAL

UNIT 3 1 -

ACTIVITIES

3. Discuss the r^lru of the office r/fDisaster Prep.irpdness, the ITnt.ionnlDisaster ConiTittct3 and the ririshdisaster Comnittee. Discuss theimportance of Ivivlnp d^rsnfitf'rInvite the coordlmtor of thoDisaster rotnnittee to t?>l>. tr>pupils. Sbowin", n flJ.r on ndisaster would he effective.

3... .Describing the c'.-innr t' T'OIK; bvnt len.'-t two .nct.u.il "1is-?sterr! th;ithr:v<"! done mnior dnTi."»pe to theisl;'rd. Describing th« precautionsthe" rc'n t^.lcc bcforn, 'hiring -indni"ter n h«ir»> 'c.-mr . ^n-rnrj- queotlonRfor the resource rerson.

PUPIL5

f.(viii)the rrrotirc.i '-R thn t would

be. nt'i'dcd n f t c . r n l -urr icnnc , hov;ire : ' • r i JeH Mpon ,

in c.naurlnv th.it thevictims pet tlie p. id.

ANNEX STKN 4

MRINfENRNCE ESTIMRTES FQH GOVERNMENT SCHOOLS FOR 1992 ( <?T./cays

NflME OF BUILDING

Basseterre Junior Hiqh

Basseterre Primary

Basseterre Senior Hiqh

Cayon Hiqh

Cayori Primary

Dieppe Bay Pr imary

Dr. William Connor Primary

Estridqe Primary

Iristitouri Primary

Molineux Primary

Newton Ground Primary

Newtown Primary

Sandy Point. High

Sandy Point Primary

St. Paul Primary

c>t - 1 *et *?r E; Primary

Tabernacle Pr imary

Trinity Primary

Total

LOCflTION

Basset e-rre

Basset er r e

Basseterre

Hayon

Cayon

Dieppe Bay

W/Basseterr©

Mansion Project

Basseterre

Mo 1 i nuex V i 1 1 age

Newton Ground

Pond ' Hous l nq

Sandy Point

Sandy Point

St .Pauls

St. Peters

Taberriao 1 e

Trinity Main Po-ad

TOTHL FLOORHPER tsq.fti

38352. OO

22865.00

5O314.OO

34694. OO

8B98 . 58

2O31.75

15096.0O

697. OO

7488. OO

4989.25

3556. OO

9O4O.OO

19355.OO

11668.71

673 1 . 6O

64O3.59

754 4. OO

9418.50

259 1 4 1 . 98

REPLHCEMENTCOST, * EC

4055724.00

28441 33. 3O

5694531.75

3877326. OO

1 2O 1 308 . 30

274286.25

1596402.00

94O95.0O

1O1O88O.OO

673413.75

480O60.0O

122O4OO.OO

2449125.00

1575275.85

9O8766.OO

864484.65

1018440. OO

1205043.45

31O43695.3O

MRINTENHNCEVOTE REQUESTED

6O835.86

42662. OO

95417.98

58159.89

18O19.62

4114.29

23946.03

1411.43

15163. 2O

1O1O1.21

7200. 90

183O6.OO

36736. 88

23629. 14

13631.49

12967.27

15276.60

18075.65

465655.43

NOTE: MHINTENRNCE ESTIMRTE IS BHSED ON \ OF THE PEPLRCEMENT COST.

BASIC NEEDS TRUST FUND PROJECT

BUILDING MAINTENANCE

CEP/ENTF ESTIMATEBUILDING NAME EC $

CAYON PRIMARY

DIEPPE BAY

ESTRIDGE PRIMARY

IRISHTOWN

MOLINEUX

NEWTON GROU

PRIMARY

PRIMARY

ND PRIMARY

NEWTOWN PRIMARY *

ST PETERS

ST PAULS

SANDY PCITJ

TABERNACLE

PRIMARY

PRIMARY

T PRIMARY

PRIMARY

EC

120,725.00

132 ,650 .00

24, 150 .00

106, 60C

IS, 225.

32, 500.

138 ,10C

174, OOC

6C ,-50 .

70,100.

143, 75C

$ 1,021 ,

.00

00

00

.00

.00

00

CO

.00

550 .00

WORK DONE TO DATEEC $

0.00

Rebuilt in 1992

0.00

15,000 .00

0.00

23 ,000 .00

138 ,100 .00

14,000.00

0 . 0 C

0 . 00

0.00

EC $ 190,100.00

* FUNDED FROM OTHER SOURCES THAN BNTF.

ANNEX STKN 5

_n ^_ subsequent JOT.c.ra:-7i:.cs : see P? Report..

cor.pared to the apparenrr.ay oe T.ora tha." cr.i c

^ otten _.::cre£sive±v ..arge cu . j.-d.ir.j;se of the community tney serve; there;r ^chccl eg : primary and ^eccr.daryr

and there r.'.sy also h-e s community csr-tre and/or a church buildinc

sauare.ties, l_;or area oer person is an average of _j.4.5 sc ::.eters; (Mission P.eocrt analysis of

suggests that in r.ost ;.ases. floor area for shelter purposes isalready ad_cuat_, es'cu cla — ly oth^: Buildings available for thepurpose are additional to tnis assessment.

4. Certainly, school buildings are oftenovercrowded, but to such an extent (up to double roll numbers todesign zLz^'i tha_ "or -1; -:yp e" additional buildings would hav^

J c~ children '- -a • •>- =1 <— l' i i" -1 r- <-r

reinforced concrete id concrete• - -r •• i- -- f - - ,-r

b 1 o c \~ r,~~ o r M * ~ i IT b s r

} — s"8 .

volcanic ash dischar-rsd.)- locall"/ available materials and technicues

T T - N ^ l ^«-^--;«-,,- _ _ . O . -. ^-.^J^,-,^, ^>^ -,-^-P^v.^, J~ w c. „ j. o irmn'^i^ c-.i_'~ o r;,-, o r ti-1 on s _ c c_ii_or_.iresist ant recommandat ions.

An additional buildina containina these

chvsicallv separate, advanr aae-us for alternative uses (office.meetings room, s tor acre, communications traininr [Postscript : andsee observations or. .'nodifi options in Mission Revert 5: BarbadosANNEX BJ1 5 : and vould b3 ^.rcroDriate for use in traditionalc o n " *z * "u c t "L. c n 3. s r.r-1 e t ab 1 e ar_d

ANNEX STKN 6

§

-Si

Ii

.-*

5f• f f

2 . ' I S LQ aa ^r

iil

\3>

r

fitMO, 01 HO, 01

•zc1,0,01

t_

ro

§

>•

*I

va

j

s

I

epaup* rvwud Jc? •OJ •

.3'

i 9\F'

9-

1

lH f

i. t£ I

* T -^ o1

?£||

I

CHK J? SBv^ v5

tip sg^ ^ ^ f5s' ^^?8

Iy

LJI mil IuiwruD

ZINE GEZUNTALUMINUM STRIP HARDWARE

for 4 inch louvres

FEATURES

I hi1 i.ilm .'-.:<• -vn' i fcw givt1' ynu vpnIllation ovpr (he

K-vn-open

oiimtrviies draughts even when partially

p ol louvros when closed light

^I locks wmcow tight when pushed a I! tnp

r-.iriD between one-piece Clio and jamo

,-~non ihroughout gives years ol

'cuvres ot glass, aluminum, or tim-

Manufactured by

oranT 0 Box 65 I.BRIDGETOWN

TEL: 436-6863 FAX: 436-8807

MANUFACTURERS OF QUALITY ALUMINIUM PRODUCTS

ZALUTITEZINC/ALUMINIUM ALLOY COATED STEEL

The old type galvanize is now obsolete ano being replaced by a newgeneration ZINC/ALUMINUM COATED. NO WHITE RUST. 2/4 TIMESLONGER LIFE. Can be painted at once. Conforms to rigid building codes.In use worldwide over last 18 years.

TRAPEZOIDAL30" Coverage

I0'« * 3CORRUGATIONS29" COVERAGE

25 GUAGE24 GUAGE22 GUAGE

__*— i__f « __ i i _y \ >— * — yi

2 5 - 2 4 - 22 GUAGE

# The corrosion resistance of zinc andaluminium

Zalutite is steel that is Hot-dip coated wiinan alloy composed pnmanly ol zinc andaluminium (by weight 55% Al. 435'. 2n ! 'Si) lo combine then properties ol conov.''resistance Zinc and aluminium give Dunn:!protection while zinc also protects s.icrii icjaii,at cut edges or damaged areas

# From exhaustive tests carried out in Britain,Australia and Canada 25 gauge is considereda reasonably substantial gauge for generalbuildings. Thinner gauges such as 26G/27G andthinner gauges are not recommended and haveshort life.

Zaiutiie's surface pattern is especiallyattractive in unpainted applications; itsapparent semi-matt off-while appearance isespecially suitable for roofing The excellentquality of its surface is easily painted, eitherfor aesthetic reasons or for greater protectionand even longer life.

# Proven record of pTtnrrn.i'.'i.Zalutite was developed oy me beitiiui K.-M.

Steel Corporation in the USA and launchedthere in 19 72 under the registered trademarkGa/va/ume. Since then it has established arecord of proven performance worldwide.Zalutite has resistance to both oxidationand discolouration at temperatures up to315 C.

VERY IMPORTANT: Coating Grade: Wedo not supply with a ALUMINIUM/ZINCcoating of less than 185 G/M2 for externalroofing or cladding. Some companies aresupplying 150 G/M2, but this is unsatisfac-tory and should only be used for internaluse

TOTAL FOOTAGE PER TONNE 930'

Sheets per ton 10 1/2 x 3" x 25g (.5mm)

1 Tonne

UNESCO •' BD/ EAft

155 Galvanized Sleel Sheets @ 6'13311610393847771666258545148461 1i .4038373534333231

UNESCO lEP/EAX.

@ 7'

§ 8'9'

@ 10'<§> IV@ 12'<» 13'<g> 14'@ 15'@ 16'<S> 17'<o> 18<a 19r.i> 20

§ . J

24<o> 25'<§> 26'<g) 27'<3> 28'@ 29'@ 30

1

ANNEX STKN 7

Dam?.cra to educat io'Source: C^-ordir.a t :r, .ARNEID; 27 November 1939)

SI. CHRISTOPHER/NEVIS

DAMAGE TO EDUCATION FACILITIES

CULTUFvAL

'Jarner Part

NAME OF SCHOOL

Trinity F'rimary

Newton Primary

St. Peters PrimaryitVerchilds Primary

Newton Ground F'rimary

Irish Town Primary

Cayon F'rimary

Sandy Point Primary

Est ridge F'rimary

(Saddlers F'rimar/

Dr. W i l l i a m ConnorPrimary School

Keys Primary

SECONDARY

[ICayon Hiqh Schooli iBasseterre Hiqh

:jTERTIAN

| . •'

Cc'lleq? of Furthe-rEducation

TOTALLYDAMAGED!

!

BADLYDAMAGE

i

* IIII

1|i

i

»

1

11

I||

!1»

j

FAIRLYDAMAGE!!

;

*

*

*

*

1

* !i

5LIGH1L*-DAMAGED

I

J

*

*

*

1

!!j

*

*'i

EST I -REHABILITATION)]

ii

t

* ii iiI

1i ii

I

! II

il

!l

•• '•

1

M A I E R T A L S I

!l

_JL

ANNEX STKN 8

*• -i p - - a r- !-'--•-> t- c-

Q R Q

""Huco" left Nevis a much poorer country than it•iamaainc or destrovina some 65% of the houses there, destrovinacrops, and leavina some four thousand homeless. On the island ofSt Ki t t s , similar damace was The effect of "Huao" en someschools was so severe that they had to operate on shift systemwhereby some students attended in the mornina and some in theafternoon. Both the Technical Colleore and the Teachers' Trainir.rColleae had to ed elsewhere, temporarily".

"In the foredav mornina about 3.30am. I was in my bed andsome aravel stone from the roof started to drop on me. I aot ;:o .went in my front room, and while lookina out the window. I sae ahouse roof blow off and went towards my calf. At that time nvgirlfriend and the children were sleepina. I woke them ut> thatthey could see what was jcir.c on, but soon they aot friahtened -and not lona after, my house roof blew off. Mv airlfriend and thechildren ran out to the Community Centre for shelter and as I wasout my back door, a piece of aalvanise flew across my face"(Conaree Villaae. St Kitts).

wind started to blow de house roof. Me down tokeep it from blowina off and d& wind blow harder. And all of a

was frichtened and all of usstarted bawlina. He all run went over the Charles Town SecondarySchool for sheltsr..." 'Patricia Isaac, Stoney Grove. Mevis).

ANNEX STKN 9

Letters to the "-or. Minister of Education. St Kitts and to

co

The Hon Sidney MorrisMinister -^-if Edu >~"-:itir"-ri T>r(~uth and Community Affairs 'Com.municat i or_s , Uorks and Public UtilitiesMinistry of EducationBasseterreSt Kitts

Dear Minister

UNESCO Participation Proiect No 5168

It is my pleasure to submit to you, the Resort prepareddurincf mv mission to St Kitts and Nevis: "Hurricane P.-esistsntConstruction of New School Buildinas on St Kitts".

A copy of this Report has been sent to The Hon Dr SimeonDaniel, Premier, Nevis.

Yours sincerely

9 November 1991

The Hen Dr Simeon DanielPremierNevis

Dear Premier

UNESCO Participation Proiect No 5168

It is my pleasure to enclose a copy of my Report preparedurde1" <-'~3 -jbcve UNESCO ^ar^ic^ ration "'reject for St Kitts & Nevisduring my mission 'which is now concluded) and visits to St Kitts?.nd to Nevis; "Hurrican^ and Earthcua.ke ?=sist~,r.t Ccn^tructicn ofNew School ruildincs on St Kitts".

Yours sincerely

James LewisArchitect RIBjUNESCO Consul'

ANTIGUA £ BARBUDA

Purpose

JIISSCO Participation ?roaramma/ To execute5000.

b/ To undertake fact finding meetings and sitevisits so as to ascertain or confirm:

i/ the need for hurricane and earthquake resistantconstruction training and the form it could and should take forvarious construction sectors;

ii/ to ascertain and/or to confirm the function andfacilities to be provided by a prototype building for the use ofschools (especially primary schools) as community shelters duringand after hurricanes.

iii/ to discuss the need for and status of schoolcuricula material for disaster preparedness and environmentalhazards education.

Activities

Individual discussions were held in Antigua at theMinistry of Education & Culture with the Minister (de-brief onlast day); the Permanent Secretary; Chief Education Officer;Deputy Chief Education Officer; and the Education PlanningOfficer. At the Department of Public Works, discussions were heldwith the Director, Engineers, Chief Architect, and Superintendentof Works. Other discussions were with the National Office ofDisaster Services; the Chairman of the Antigua Contractors'Association; Antigua Broadcasting Services Television; and withschool principals.

On Barbuda, discussions were held with the ParliamentaryRepresentative for Barbuda; the Chairman of the Works and GeneralServices Committee; and the Headmistress of the All-age School(see Annex AB 1 for discussions held).

Visits to ten primary or secondary schools in Antigua,accompanied by a Department of Public Works Engineer or theSuperintendent; of Works; and to the one school on Barbuda (seeAnnex AB 2 for schools visited).

Findings

Hurricane "Hugo" (September 1989) damaged 16Antigua (see ANNEX AB 3 and also ANNEX AB 4 and ANNEX MR 3 fordisaster incidence).

1. The US$ 44,000 for the purchase of buildinc;materials, school equipment and teaching materi-ils (letter: DrZimon Clarke to Minister ~f Education; '-" September 1991) r.as notbeen received (Permanent Secretary; 13 November 1991).

iamace<.Pest-i-urricane ":iugo" rehabilitation cr ib

(see ANNEX AB 3) 13 virtually completa (worst

r ?? 2'-'_-U is tnerercrt net required and no rsquisf.3 ^eroreceived for this activity in response to attention being drawnto this tur~cse of the Mission.

3. There is nc Government policy to improve buildingconstruction, although it is generally agreed that it would beadvantageous co do -=c. The need for construction training for allsectors of the industry is widely endorsed.

4. Rehabilitation of damaged schools has been theopportunity to attend at the same time to the maintenancerequirements of those schools; in some cases, alterations andchanges of material (eg asbestos roof sheeting to corrugatedmetal and the installation of soffit or suspended ceilings).

5. Schools which were not damaged by Hurricane"Hugo" •the largar number; are therefore now in a far worsecondition than those that were damaged and which have beenrehabilitated. The backlog maintenance requirement in all schoolsnot now rehabilitated is massive. In some cases, there has beenvirtually no maintenance since schools were built in the 1950sand 1960s, for example. Those damaged by the hurricane were thelucky ones.

6. There is severe overcrowding of some schools (inone case visited, 312 pupils and five teachers in one undividedbuilding of approximately 240 square feet). Many schools haveinadequate number and condition of toilet facilities, windowswithout glass or panel infill, shutters and doors withoutfasteners (open or closed), and broken furniture and fittings.Many schools ar^ not fonoec and cannot be secured againstvandalism and illicit use. In the All-age school on Barcuda, 75infants ::avi no vrcitor and no ^axit^tion : facilities exist buthave not functioned "for years"). In other blocks, electricwiring requires replacement and rainwater discharge isuncontrolled; the low-lying site is quickly waterlogged.

11 e v _i m = n t s

•j. • A ts._i..i on cesic-i ana tecnnicaj. aspects ofhurricane and earthquake resistant buildings (and some Antiguanhistorical perspective: see ANNEX AB 4! given to twelvedr aughtsp-rsons and technicians of the Design and Controldivision (Chief Architect) of the r^oa

2. Completion of "UIFESCOinoludi timber o ;- j true tion (not relevantcut relevant in Antigua in a few oases; .

L'tsigr: Guidelines'

hurricane and earthquake resistant construction for scnoo_

Minister of Education ;.see ANNEX AB 5;.

4. Issue cf "Proposed UNESCO Caribbean PrototypeAdditional Building / .MZSCO Caribbean lubregional :onotruoti:nTraining Programme" to Minister cf Education, with a request tothe Minister for his governments request to UMZ3CC for tneTraining Programme (see ANNEX AB 6 for copy of i=tt^r to theMinister; 22 November 1991;.

5. Technical advice (verbal and as requested) toEngineer, Department of Public Works, on hurricane resistantconstruction of replacement roof to Public Market, L't John's.

6. Verbal proposal for prototype additional buildingenthusiastically received at Ministry of Education (PermanentSecretary, Chief Education Officer and Deputy Chief EducationOfficer) with suggestions fcr appropriate siting.

7. The condition of 75 infants at the All-age Schoolon Barbuda was brought to the attention of the Minister duringthe de-briefing discussion.

Unforeseen matters

1. There are distinct differences between islandstates of the Caribbean; assumptions of commonality may beinaccurate (eg regarding construction materials or techniques ancstandards of accommodation and facility. Mission inquiry isnecessary before relevance and applicability cf "UNESCO DesignGuidelines" can be ascertained. Therefore it could not be

wnoiiy or accurately applicable to Antigua and ^-sennere.

2. The 3as_c -leeds Trust 7und has ^reduced a Z^ooriin Antigua (see also under St Kitts & Nevis)renaoilifation needs cf primary schools (andDevelopment 3ank/USAID: C- = otech. 2t John's, 1991). As _n the caseof 3t Kitts 1 Mevis, the oreoaration of the P.ecort :"aecoincident ally post-Hurricane "Hugo", but most findings are to do•.vi-h cene.al pr--Hurricane ;cnditicns.

Funding for the maintenance rehsbil

Pos tsen c t." SQS uzic?c?jr /'/issi on P.^'^oz^'t- o .* B^j^^ci'^ios,

the Mir.istr" of

Lessons learnt

1. It does net require a hurricane ~c create theneed for school building rehabilitation - but it may require =.hurricane to bring about rehabilitation. The backlog ofmaintenance required in all but recently completed (orrehabilitated) schools is so great that a rehabilitationprogramme is urgently required for that reason alone.

2. "Backlog maintenance" rehabilitation is requiredin most schools before their safe use as community hurricaneshelters could be considered (though several are so designated).

3. It is impractical and therefore of little point,to attempt to otherwise distinguish between hurricane-causedrehabilitation and rehabilitation as a general and constantrequirement. In Antigua at the time of this mission, it is theschools that were not damaged by Hurricane "Hugo" that have thegreatest rehabilitation need.

4. In view of some school conditions, bothstructural and sanitary, focus on hurricane caused damage isacademic and at this stage, two years after "Hugo" hypotheticaland futile.

5. Future hurricanes could create massive damage toschools because of the requirement for "backlog maintenance"rehabilitation; but everyday conditions in schools causehurricane vulnerability to be perceived as low priority (prior toHurricane "Hugo" in 199C, there had not been a damaging hurricanein Antigua since 1950).

6. The issue of school building rehabilitationoverwhelms lesser issues to do with ether aspects of managementof school buildings as community hurricane shelters er.u curieuladevelopment (how could curicula on hurricane and earthquakepreparedness be included inside schools of such colossal everydayinadequacy that renders to fatuity the possibility of theiremergency use ?}.

Recommendations

1. UNESCO should participate in the funding of aschool building rehabilitation programme, as identified £y thismission and detailed by uhe Basic i;~eds Trust Fund OI-JTDProject. The amount required for Antigua Primary

Rehabilitation should be mace additionally inclusivehurricane resistant construction,and the provision c-f lockable hurricane shutters 'Affective alsoagainsr vandalism

recommended in the BNTF Report.

{Postscript): Estimated. approximate cost per school forhinged and lockable hurricane shutters (based on accurate costingper pair of shutters: St Vincent November 1991):

150 foot long classroom block; shutters both sides:EC$ 32,300 (US$ 12,148 equivalent)

For three classroom blocks (as above) per school:EC$ 93,400 (US$ 36,444)

2. UNESCO should proceed with a Caribbeansub-regional construction training programme. Efforts should bemade to include more countries than the five at present(Dominica, St Lucia, Grenada ?) and training should be directedtowards the construction industry at large, government andprivate. It is impractical to consider training in constructiononly for schools.

Difficulties encountered

1. At the time of my arrival, the purpose of theMission appeared not to be understood by Ministry of EducationOfficers (see ANNEX AB 7: itinerary; second page; penultimateparagraph).

2. Except for schools visits and for one itineraryvisit out of town (but not return), transport was not provided.

3. There were no drawings prepared (and thereforenone were available) for timber construction of additionalclassrooms.

4. A meeting scheduled with the Development ControlAuthority did not materialise.

5. Antic/ja has been a turning point. In a projectintended, and which would in any case inevitably, evolve as itproceeds, it has beer, difficult (and sometimes not possible) todiscuss ideas or seek information upon which to establish assuredconclusions. Government officers have .lot, in some cases, beenavailable, due to travel out of state, and deputies do not alwaysexist. Project time has not allowed for the circumvention ofthese difficulties.

.to undergoand concern

A consultant in the field should not be requiredthe additional anxieties and time consuming activityinvolved the local issue of DSA payment

subsequent security of overlarge (at the time) amounts of cash.US$ 223C in local curr ash du8856) in maximum denominations of EC$ 100. UNDP transferred

total payment cue, including that authorised for payment inBarbados {'Postscript: in St Vincent, transfers had to be madeback to Barbados dollars, requiring Treasury authorisation).

Support received

Ministry of Education interest and enthusiasm greatlyappreciated. Basic Ne&d Trust Fund assistance in securing a(part) copy of their Antigua Report (on final day) also greatlyappreciated.

Arrival: Late afternoon Tuesday 12 November 1991.Departure: Late afternoon Saturday 23 November 1991.Working days: 3

ANNEX AB 1

Discussions held

Mr Everton Cornelius, Engineer, Department of PublicWorks.Mr Charlesworth Davis, Chief Architect, Head: Design andControl Division, Department of Public Works.The Hon Hilborne Frank, Parliamentary Representative,Codrington, Barbuda.

l^1' ^ Mr Whitfield M Harris, Chief Education Officer, Ministryof Education, Youth Affairs and CultureMr Cedric Henry, Engineer, Department of Public Works.Miss Lenore Henry, Headmistress, Holy Trinity School,Codrington, Barbuda.Mr B Jones, Chairman, Works and General PurposesCommittee, Codrington, Barbuda.Mr Thomas Joseph, Managing Director,Quality Builders Ltd,Chairman: Antigua Contractors' Association.Mr James Knowles, Education Planning Officer, Ministry ztEducation and Culture.Mr Frank Liburd, Director, A35 Television, Ministry orInformation, Scotts Hill (Extended telephone conv'tion)Mrs Cornelia Michael, Educator, National Office ofDisaster Services, Ministry of Home Affairs.Mr D Michael, Permanent Secretary, Ministry of Education,Youth Affairs and Culture.Mr Curtis Nicholas, Superintendent of Works, Departmentof Public Works.Mr Trevor Parker, Production Manager, ABS Television,Ministry of Information, Scotts Hill.Senator Bernard Percival, Minister of Education, YouthAffairs and Culture.Mrs E Sheppard, Z^puty Chief Education Officer, Ministryof Educ-iiicr., Youth Affairs and Culture.Mrs Georgette Webson, Headmistress, Golden Grove Primary,St John's.

ANNEX AB 2

Schools visited

Ar.-ic.ua Girls' HichAntigua GrammarClare Hall SecondaryFive Islands PrimaryGolden Grove Prir.aryGreen Bay PrimaryHoly Trinity, Ccdrington, SarbudaMary Piggot Primary & Post-primaryPrincess Margaret: SecondaryT N Kirnon PrimaryVilla Primary

ANNEX AB 3

ANTIGUA/BARBUDA

DAMAGE TO EDUCATION FACILITIES

1

NAME OF SCHOOL

Golden Grove F'rimary

Antigua State College

Jennings Secondary

Valley High

Urlinqs Primary

Wi 1 1 H: ies F'D mary

Comfort Hall Primary

Bethesda Primary

Newfield Primary

Freetown Primaryi

Clare Hall Secondary

|0 Id Road Primary

Liber ta Primary

John Huqes Primary

Pares Secondary

1 Pa re s Primary

TO TALL 1DAMAGED

MAJORDAMAGE

r r~ 'i;ij

|

.*

*

*

H:i

ii1i

ii| I

*

ii

FAIRL,DAMAGE

SLIGHILVDAMAGED

I *ii1(Ilii

ii

*

i

iii

*

»

1

*

•1i! *

**

*

|

1

•

:

*

ESI IMAIE'EHM[ULIlAriD!IIIL'fjnt -• MAIF.Rlf^l rj

ii

* ii

1 0 1 ML t USt 5.». WO

ANNEX AB4 A MULTI-HAZARD HISTORY OF ANTIGUA

A multi-hazard history ofAntigua *

James Lewis

James Lewis architect ribadatum international101 High StreetMarshfield SN14 8LT, UKTeleph: 0225 (Bath) 891426Fax: 0225 891141

DATUM InternationalConsultancy Service for Disaster Mitigation

Visiting FellowCentre for Development StudiesUniversity of BathBath, U.K.

Antigua experiences earthquakes, droughts and hurricanes.To Isolate for study each of these as they occur, would be toover simplify the Inter-relationships between the after-effects of one and the occurrence and the effects of the next.Moreover, there will be conditions arising from factorsoutside the natural disaster spectrum which bear upon, andare themselves affected by, all of these phenomena.

This Interplay of events and conditions Is readilyIllustrated In the case of island countries, which have anatural and clearly defined containment. Such inter-relationships suggest a complex human-ecological systemwhich must be recognized if environmental balance andcompatahtlity are to be maintained — particularly inrespect of hazards. This documentary analysis of thecolonial era in Antigua, has to conclude for the time beingwith questions concerning the environmental effectivenessof imported systems of administration which, with noknowledge of comparable natural hazards, assumedsectoral separation.

Key words: Antigua; Multi-hazard history; Antigua:colonial administration; Island vulnerability; Droughts andhurricanes; Antigua: earthquake hazard.

INTRODUCTION

Islands are an anachronism. Seemingly insignificant inglobal terms of size or population, they have often been of

*The material upon which this article is based forms someof the Annexes to a Report to UNCTAD (at the request ofUNDRO) on the social and economic effects of naturaldisasters in island developing countries (Lewis, 1982). TheReport contains material on Antigua, Cape Verde,Comoros, the Cook Islands, the Maldive Islands andWestern Samoa (UNCTAD, 1983). Abbreviations used:WMMS — Wesleyan Methodist Missionary Society; DC —Department of the Colonies (Colonial Reports); CO —Colonial Office (Colonial Reports).

crucial strategic importance to world powers. Alwaysheavily dependant upon trade but vulnerable to worldeconomic and political fluctuations that they are unable tocontrol, islands were early victims of protectionism and thencolonialism. Able to contain their epidemics and sometimesto escape tropical cyclones that are caught by larger landmasses, islands nevertheless sustain highest proportionalsocial and economic damage when disasters are sustained.Whereas natural disasters were once an impediment tocolonial profit they now may be the vehicle of favours forpolitical advantage — a new disaster imperialism.

Disasters in history may be examined in a number ofways. First, disasters may have had implications forcontemporary events so that history itself may have beendirected by disasters (Stevenson, 1912); second, certaindisasters may be examined in isolation, from records whichexist of single catastrophic events (Hughes, 1983); third,disasters of similar kinds may be recorded from all sourcesas a global or regional review of for example, earthquakes orstorms (e.g. Eiby, 1957; Kerr, 1976); and fourth, disasters ofall kinds may be assessed from available records concerningone location selected for study (Hewitt and Burton, 1971).

There are certain academic satisfactions accruing fromthe isolation of disasters from other subject matter and fromthe specific or general collection of data concerning them.Study of disasters of all kinds in situ to one place however,more closely reflects the experience over time of na tura lhazards, the part they may have played in history and thepart each has played upon accumulated physical, social andinstitutional vulnerability to those which followed.

The degree and extent shown by random example towhich certain changes may have followed often disastrousfailure (Davis. 1983) has to be balanced by systematicobservation and analysis of how change may have been thecause or exacerbator of recurrent subsequent disaster of thesame or a different type. In the history of the h u m a necological context that is thus revealed, response to onedisaster may have exacerbated vulnerability to another.Form may have followed failure, but tha t did not necessarilystop the overall vulnerability process.

Certain global and general conclusions can be abstractedwith regard, for instance, to earthquakes and other disastersupon building construction, but such a global collectionwould implicit ly mean the abstraction of each earthquakefrom its local context into an amalgam of subject matterfrom which global conclusions concerning earthquakeeffects could be drawn, but which are then of only l imitedusefulness for their re-integration wi th a specific context.

The environmental reality of places where earthquakesare experienced is that one earthquake precedes the next.Where one earthquake or tremor may have causedperipheral settlement, cracking, or other instability, thenext may cause greater damage than if the first had notoccurred. More significantly, earthquakes occurring inmulti-hazard areas have a bearing upon, and theirconsequences will themselves be affected by, conditionscreated by disasters of all kinds.

The integration of disasters with other events in historywill also reveal more of the specific reality of each social andnatural environment. For example, one effect in March

Disasters/ 8/3/1984

MULTI-HAZARD HISTORY OF ANTIGUA 191

EnglisrTHarbour

Scale in miles

Fig. 1. A map of Antigua.

il889 of hurricane upon the ships of three navies assembledin Apia Harbour (Western Samoa) was the subsequentnegotiation of the Treaty for the Pacific instead of war(Stevenson, 1912); and the earthquake of 1843 in Antigua

a serious effect upon the emergent communities of thenonly recently emancipated slaves (Woodcock, 1843).

Abstraction of events from their historical contexts mayJiave the misleading consequence of attributing a serious-ness to earthquake or volcanic eruption that externalObservers might exaggerate. In their contexts however, someevents tha t would perhaps be serious elsewhere are notconsidered serious at all (e.g. eruption of Fogo, Cape VerdeIslands. UNCTAD. 1983). Indigenous interpretations and(icrccptions of hazard must be the basis for theirenvironmental evaluation and assessment. Drought in\ntigua would not have been considered drought in the."ape Verde Islands, used to and capable of resisting far

"greater extremes (UNCTAD. 1983).Drought in Ant igua meant loss of sugar production and

hther exports, of serious consequence to colonial admin-istrators. In this respect however, a distinction has to bemade between indigenous administrators and those in thecorresponding metropolis, who were often in conflict andnftcn about how "the natives" were to be treated after aDisaster (UNCTAD. 1983).

fHE EARTHQUAKE OF 1843

Earth tremors had been a common occurrence during thelightccnth (and early nineteenth?) century. On 16th May|778". . . the earth shook violently three or four times . . .

many of the whites as well as negroes were much alarmedand ran out into the street" (Luffman, 1789). But "At 20minutes before 11 o'clock on Wednesday morning the 8thFebruary (1843) Antigua was visited by a dreadfulearthquake . . . there arose clouds of dust from every partof the town, the crash of falling buildings was heard,blended with the piercing shrieks of the people andaccompanied with that horrid heaving and trembling of theearth beneath our feet. . . . Almost every piece of masonryin St John's is in ruins" (Cheeseborough, Rev. H: l()thFebruary, WMMS, 1843). The stone dwell ing houses andstores were crashed and crushed . . . the wooden buildingswaved to and fro. . . . The damage done is immense. In thecapital (St John's), some of the finest stores are a mess ofruins . . . and in many parts the earth is opened, formingdeep fissures" (Woodcock, 1843).

In St John's, the courthouse, police-office, arsenal, newjail, and barracks were "fearfully dilapidated. The RegisterOffice, treasurer's office, Governor's Secretary's Office (justerected) and the Colonial Bank were all much injured." Allthe stone buildings on Barbuda (except one schoolhousc)were destroyed. At the dock-yard of English Harbour the"wharves all rocked and rent; in some places they have sunkdown to the margin of the sea, in others they are literallyheaved up. . . ." (Woodcock, 1843).

Five stores built since the fire of 1841, and seven others,three taverns (one three-storey in brick); a brass and ironfoundry ("the only one of its kind in the West Indies"), abakery, private dwelling houses ("that is those built of stoneor brick"), "almost every kitchen and oven on the island"and cisterns were destroyed or very severely damaged. Allthe 172 sugar mills and estates received damage, 35 were

disasters/ 8/3/1984

192 A MULTI-HAZARD HISTORY OF ANTIGUA

entirely destroyed, 82 irreparably damaged; 52 partiallydamaged; and "works, dwelling houses, labourers' cottagesattached to those mills shared their fate in equalproportions." Numerous "free-villages" built by their ownlabour by ex-slaves were destroyed (slavery was abolished byGreat Britain by a Law passed in 1834). "Many of theestates that have fallen prey to the earthquake have beenestablished since emancipation, by men who have exertedthemselves to the utmost . . . and how they will be able torebuild them it is impossible to say. Indeed it will take manyyears to restore Antigua to its former position" (Woodcock,1843).

St. John's Cathedral was badly damaged and declared"unfit for public service" and several parish churches weredestroyed or badly damaged, as were eight chapels ormission houses, one "not much, being a wooden structure."The largest, the Ebernee/.er Chapel requiring £3,000 to berebuilt according to an estimate from HM Civil Engineerwho advised "To rebuild in stone would require less byabout £500, and though the building would be liable to bedamaged by earthquakes it would be less exposed to theravages of fires and hurricane which are of more frequentoccurrence" (Keightly, 18th February, WMMS: 1843). St.John's had been destroyed by fire in 1841, and it seems that

much re-building had been completed in "fire-proof"masonry. It is a source of contemporary comment t ha tmasonry buildings suffered most damage in the ear thquakeof 1843. Many houses were left with their outer masonrywal ls collapsed and with the inner wooden walls supportingthe roof; houses entirely of wood remained standing.

"Nearly all our (Methodist) members in both town andcountry, are sufferers . . . some of them to an almostruinous extent. Even the labourers, of whom a largeproportion had invested the savings of eight years (sinceemancipation) of toil in the dwellings they had buil t havebeen reduced to such a state of destitution by thedestruction of their tenements as to be literally homelessand penniless. . . ." (Keightly. WMMS: 1843).

There were various estimates of deaths, from 12—40, andtotal damage to the island including the loss of the sugarcrop, was placed at £2 million.

Setbacks to economic recovery

An Act was immediately passed requiring "inhabitants topull down all injured buildings, in order, if possible toguard against any further accidents. In case of neglect, acommittee is appointed to do so, and £100 sterling granted

Kig. 2. The Court House, St. John's, Ant igua: 1823. Source: Oliver V.L.. The History of the Island ofAntigua: One of the Leeward Caribces in the West Indies: from the First Settlement in 16.15 to the

Present Time. 3 Volumes, London (1894).

Disasters/ 8/3/1984

MULTI-HAZARD HISTORY OF ANTIGUA 193

Ito defray expenses, (o be refunded by each individual, eitherin money or by sale of a part of the broken fragments"(Woodcock, 184.1). A grant of £500 was placed at thelisposal of the committee to support the Cathedral roof, therestoration of some of the parish churches beingcommenced in 1845, the repair of those more seriouslydamaged having been completed with Government funds by

t time. A new Cathedral was finally completed in 1846 ati cost to Government expenditure of £35,000, "heavy drain

on the public resources; and the effects of this extravagance. I fear, be sensibly felt for some time to come" (DC,

^847). Methodists received nothing from public funds ". . .[ill is bustle and activity in the Establishment. TheLegislative grants large sums of money for repair andj-ebuild . . . church after church rises from its ruins. . ."JKeightly, WMMS, 1843).

In spite of increased expenditure for relief andreconstruction, the necessary increase in imported materials

roduced duty revenue for government funds. An excess ofJevenue over "a very liberal expenditure" and a balance inhand at the end of 1845 of £13,717, 11 shillings and 10

cnce* was recorded (DC, 1845). "The increase in the actualReceipts has arisen for the most part, from the augmented

snsiiniption of dutyable goods, and particularly theproductions of the United States; although the declaredlalue of imports generally was less in 1845 than thepreceding year." However, "the net excess of expenditureamounts to £8,232 sterling, which has been caused, in greatpleasures, by the unavoidable and heavy expense incurred

rebuilding the Cathedral and restoring other publickuildings. . ." There is no record of how the decision wastaken to rebuild the Cathedral from public funds; but the

nst of rebuilding was a source of irritation to HMiiovcrnor.

There was an accompanying decrease in the value ofexports for 1845 of £107,530 indicating "a considerableailure in the produce of island staples" (Table 1).

The year 1846 saw a diminution in both imports and"exports as compared with 1845. "Falling off of imports

ippcars to be chief ly a t t r ibutable to a diminished quant i tyII supplies being introduced in the past year from thellnited States; arising partly perhaps from the morecontracted demand for them than in previous years, when

unusual quan t i t y of supplies of various kinds was^quired for the restoration of damages occasioned by thear thquakc of 1843. and partly perhaps from the very short

crop of 1846 causing money to he less freely circulated")C. 1846).The Colonial Report for 1847 is unusual in its inclusion of

fdeta i lcd statement of accounts comparing 1847 with 1846.Significant increases in expenditure are shown for

ighways, purchase of land, and "cost of iron tanks forfourt-house" (rebuilding). There are decreases for 1847

shown, amongst other items, for forts and parishes,ndicating perhaps higher expenditure in 1845 more closelyWlowing the ear thquake. The largest item of decreasetl.940, 16 shil l ings and a h a l f p e n n y ) is in fact against the

[20 shillings = £1.00; 12 pence = 1 shilling.

Table 1. Ant igua: Exports 1844 and 1945 (Source: DC.1845)

Sugar

Molasses

Arrow-root

Hogsheads*TiercesBarrelsPuncheonsHogsheadsBoxesBarrels

1844

15,3571.5624.5129.020

127665104

1845

11.8091.0122.7458,780

—407—

Deficit

3.548550

1.767240127258104

*A hogshead was 15 hundredweight (average); threetierces =2 hogsheads, 1 hogshead = 8 barrels. A puncheonwas a large cask holding from 72 to 120 gallons.

item for "Expenses from earthquake" wi th an aggregateexpenditure (1846/1847) of £9,791. Revenue accountsshowed increases on almost all duties and licences, themarked decrease in tariff duties. "Expenses of Earthquake"for 1847/1848 were £2,060, and tha t year showed an evenmore marked falling off of post-earthquake reconstructionexpenditure.

Parliament in London sanctioned an advance to Ant iguain 1844 "towards remedying the destructive consequences ofthe earthquake in the preceding year." At the end of 1854,the consequent public debt was £65.000 and "the reductionswhich have been lately conceded by HM Government by theamount of the annual instalments of repayment of theprincipal, from one tenth, to one twentieth, and of theinterest from a rate of 5 to one of 3'/< per centum, haverendered this obligation a comparatively light and easilymanageable one" (Governor MacKintosh. DC. 1855). Theseconcessions had been hard fought for (reading betw-een thelines of Colonial Reports) and the obligation eased onlytemporarily. Governor Hamilton, in his report for 1856wrote "The heaviest l iabili ty under which the Colony suffersis the loan from Her Majesty's Government on the occasionof the calamitous earthquake of 1843. I do not now a l lude tothe bulk of the amount lent, which was appropriated to therelief of the necessities of the i n d i v i d u a l sufferers, but tothat portion of it wh ich was retained for the public service,and was expended in the repairs of public bu i ld ings . . . thestrain of this engagement is only now beginning to be felt."The advance was made available in the form of loans by theAntiguan administration to borrowers who were due torepay by instalments to coincide with Antigua 's ten yearlyrepayments to HM Treasury in London. "Had the pet i t ionto HM Government been for the remission of the portionwhich must be raised by taxat ion on a community only justrecovering from the struggle of competition betweenfree-labour and slave-grown sugar, their proceedings wouldat least have met with sympathy, even if they had not metwith concurrence. . . ."

In 1860 "the debt to the Government has been reduced to£14,857 yet, as no separate provision has been made for theliquidation of any part of it. and as the ordinary income ofthe Colony was inadequate for tha t purpose, the means bywhich it has been reduced have been obtained by local

Disasters/ 8/2/1984

194 A MULTI-HAZARD HISTORY OF ANTIGUA

lonns. indicated by the dcht due to the Savings Bank andissue of Treasury Notes. By the subsisting arrangement thedebt to (lie Government is to be reduced in 1865 to £10,000by the payment of annua l instalments; and such £10,000 arcbeing paid in moities in the years 1866 and 1867" (DC,I860.

The earthquake loan disappeared from Colonial Reportsonly in 1868. In 1867 construction commenced of awaterworks which continued for three years at a cost ofOO.(XH). and a capacity of 500,000 gallons. This measure ofa t t e n t i o n to recurrent drought had had to wait unt i l theburden of the earthquake loan had disappeared.

DROUGHT

Throughout the period of colonial administration inAnt igua the most important crop was sugar cane. Itssuccess or failure in any year was the indicator of success orfai lure of the Colony. Although Colonial Reports makereference in varying degrees to living conditions and othersocial factors, there is an over-riding concern for incomefrom sugar production and the success of a Governor's termof office was clearly dependent on revenue.

In ternat ional fluctuations in the price of sugar itself, hada much more serious impact than any other factor up toabout 1900. Low prices often confounded high production,but in I8()5 when very low prices accompanied very lowproduction it seemed that the sugar industry was doomed toextinction — saved only by a rise to average production in1896 (Watts, 1906).

Before 1898 cane disease was the prevailing factorinfluencing production. It took many years of experience todistinguish the effects of disease and drought but successfulexperiment wi th resistant cane brought disease undercontrol by 1898. Thereafter the relationship betweenrainfall and sugar production became clear, though stillmasked in small degree by changes in agricultural methods,variations in acreage, new varieties of cane, and factoryefficiency. The years immediately following 1900 were belowaverage, due entirely to deficient rainfall and the damagecaused by hurricane in 1899 (see below). Thereafter, theconstruction and equipping of centralized sugar factories

Table 2. Antigua: Rainfall and sugar production 1930—1954 (from Auchinleck: 1956)

Rainfal l ofpreceding year

Below 30 inches *30 — 40 inches40—50 inches50 — 60 inches60—70 inchesAbove 70 inches

Average 50.88 inches

No. of

147913

25

years Tons of sugaryearly average

4,44215,62619,04120,01027,71328,657

Average 19,761

*1 inch = 254 mm.

and the introduction of mechanized ploughing andtransportation, indicated a confidence in the fu ture of theindustry and as it turned out a period of increased annua laverage production.

The relationship between rainfall and sugar productionwas examined in a retrospective study of the 25 years 1930—1954, years of rainfall values being grouped and set againstannual sugar production of the same years (Table 2:Auchinleck. 1956).

The average rainfal l lor the longer period ot 76 years(1874—1949) was lower at 43.26 inches, than that in theTable. Years of rainfall significantly below this average were1874; 1875; 1882; 1890; 1905; 1910; 1912; 1920; 1921;1922; 1923; 1925; 1928; 1930; 1939; 1947. In addition tothese sixteen years of severely low rainfall , there were afurther seventeen years with rainfall below average. AsAntiguan rainfall was gathered from a number ofmeasurement stations, it is likely that some local conditionswere worse, and some better, than the national averages.Over the same 76 years (1874—1949) there are however,only fourteen years where drought has been a significantclaim in the Colonial Records. It can be accepted thereforethat drought conditions, when officially reported as such,were economically and socially serious in the na t iona lexperience.

Drought in 1863—1865 had an obvious impact on aninrt.'ilily of 47.8 per 1,000 population. A tolul of 5.???deaths were recorded for the period, H.4"/., ol thepopulation. The sugar crop of 1874 was the smallest since1864, and the total value of all exports fell accordingly from£170,977 in 1873 to £106,705 in 1874. Related years areshown in Table 3.

Table 3. Antigua: Exports and imports 1871 —1874 (source:DC, 1875)

1871 1872 1873 1874

Imports (£)Exports (£)

1 75,740247.630

200.577153.190

169.156170.977

146.758106,705

Subsequently, at the end of 1912. Ant igua had "sufferedfrom three successive years of drought, which causedconsiderable distress in country districts. . . . The droughtculminated in an almost complete failure of (water) supplyin St. John's, and for some days an acute water famineprevailed" (CO. 1913).

The beneficial effect of hurricane in bringing rainfal l andending a serious three years period of drought was apparentin 1924; "Hurricane brought damage of several thousandpounds but also brought relief in the form of welcomerains" (CO, 1925). Rainfall for the year was 41.57 inches,the heaviest on 27th August (preceding the hurricane of the28729th), and was almost ten inches above that of thepreceding year.

HURRICANESAs in the last case noted above, hurricanes on and near to

Antigua have frequently brought beneficial rain, and to

Disasters/ 8/3/1984

MULTI-HAZARD HISTORY OF ANTIGUA 195

sugar production the benefits of employment and income atlevels. Their immediate consequences have nevertheless

imctimcs been very serious, most significantly in 1681;1772; 1780; 1792 and 1804, although a total of 22 have been

'collated for the period of 183 years 1664—1846 (Garriott,1900).

The hurr icane of 1848, though of serious impact, receivesl-ant mention in the Colonial Report for the year, stillpreoccupied wi th the aftermath of the 1843 earthquake.

hc hurricane of 8th September 1899 caused damage tolouses, but no loss of life, though "much damage to the

"iits of the labouring classes, who consequently sufferedfrom exposure and distress" (CO, 1899). Its part in the run

poor years of sugar production after 1900 has alreadyecn mentioned above.The hurr icane of 28—29th August 1924, which ended

Jhrcc years of serious drought, caused "moderate" damage,relief fund established by the Lord Mayor of London

(rachcd £4.000 which was "devoted to the relief of peasantsand labourers and the reconstruction of their dwellings" injjevis. Montserrat. Tortula, St. Kitts Nevis, as well asInt igua. whose share was £1,356, 5 shillings and 9 pence.9f this amount, a sum of £500 ( ! ) was placed on deposit"as the nucleus of a fund to meet further similar disasters"TO, J925).Contributions of clothing and food were sent from other

i'est Indian Colonies and England, the French West IndianColonies, the Government of the Virgin Islands; and the~|.S.A. The cost of reconstructing and repairing Govern-

Jcnt property was met partly from a £10,000 grant fromParliament (London) and from Surplus Funds (the total costjj not given). Total aggregate revenue for the year 1924—

25 was £78,983, 8 shillings and 9 pence, and total nationalIcpendi turc was £85,244, 13 shillings and 9 pence — a rare

excess of expendi ture over revenue (CO. 1925).I Following the hurricane of 1928 a special Commissionsited Ant igua to assess and report upon hurricane damage

Pollens, 1928). Under "General Observations and Recom-mendations" their Report stated:

I "I. Peasant houses. We have in all cases taken into'consideration the age and condition of the houses at thetime of the hurricane, and the abil i ty or otherwise of the

|owner to meet the total or partial cost of repairs or1 rebuilding. The allocation of any hurricane funds forsuch desti tute owners can in our opinion be left in thehands of the local authorities."

"2. Damage to Government Buildings, Services, Tele-'phone System, Press etc. . . . (we) have differentiatedbetween actual damage caused by hurricane effects and

|damage which may be attributed to normal wear and tearor natural causes . . . have endeavoured . . . toapportion the estimated cost of rennovation or renewalsbetween Hurricane Relief Funds and the funds of the

[Presidency concerned. . . ."

this time (1928) Antigua was the principal seat ofGovernment in the Leeward Islands Colony, whichImprised the Presidencies of Montserrat, Dominica, Nevis,I. Kitts and Antigua).

"3. In view of the well-known periodicity of hurricanes inthese islands we would recommend that some generalform be drawn up for universal use in each Presidencyindicating the nature of damage, and its assessed valueand the quanti ty of nails, lumber, boards, and shingles, ifany, issued as relief or estimated as required for recon-struction."

Damage was assessed in categories: (a) for private houses(exclusive of estate property); (b) for private houses(requiring some possible assistance); (c) for private houses(poor and destitute persons) and (d) for Governmentproperty. Total damage assessments for Category (c) cameto £2.900; for Category (d) to £2,527, a sum £355 less thanthe local estimate. The Commission recommended specialconsideration for rebuilding the poor house at a cost of£2.500 (extra to come from Presidential Funds) "as the PoorHouse is 28 years old having been hastily bui l t to house BoerWar prisoners, but never used for the purpose."

In 1927 the principal author of the 1928 Report hadamended a (then existing?) hurricane code (Collens, 1927)which focused principally on domestic precautions concern-ing shuttering for the prevailing wind, and warningsymptoms of a falling barometer. "Mutual telegrams (wereto be) exchanged between islands of the Leeward IslandColony by the West Indian and Panama TelegraphCompany." A red flag with a square black centre would behoisted as storm warning signal at Rat Island signal station.If a hurricane was to be definitely expected (or at night),"two detonating rockets will be fired in rapid successionfrom the hill near the Botanic Station." The 1928 Reportdoes not comment on the efficacy of these measures ofhurricane preparedness.

In 1950 there were two serious hurricanes (in addition totwo serious fires) in St. John's (CO, 1950). The first, on 21stAugust brought winds of up to 100 miles/hr and severedestruction in rural areas, deaths of livestock, and extensivelocal damage. Altogether 488 houses were destroyed and636 houses were damaged — "many being rendereduninhabitable." The second hurricane, ten days later on31st August, brought 165 miles/hr winds and greaterdamage in the capital of St. John's than in rural areas.There was considerable damage to Government, private,and commercial dwellings and "leaving out an account oflarge houses, which were either insured by their owners orwhose owners could afford to repair them unaided, 1.348small houses were completely destroyed and 2,343 damagedin both hurricanes." In Antigua 6,477 people were madehomeless. In Barbuda, an additional 84 houses weredestroyed, 109 damaged, and 320 people made homeless.The total of 6,792 homeless were 15% of the to ta lpopulation of the Colony.

His Majesty's Government (London) made a grant of£50,000 for relief, and the British West Indian Governmentmade gifts of clothing, food and medical supplies. Jamaicagave £5,000. American and French territories also gaverelief supplies. The homeless sheltered for many weeks inchurches, schools and halls.

No further damaging hurricanes have been reported inthe period up to and beyond the end of the colonial

Disasters/ 8/3/1984

196 A MULTI-HAZARD HISTORY OF ANTIGUA

admin is t ra t ion in 19f>7, a l though droughts again recurreddur ing this interval.

observed tha t this quiescence was not ended by the 1974earthquake, which was perhaps two orders of magni tudeless than the 1843 event.

THE EARTHQUAKE OF 1974

There were no significant foreshocks for the earthquakeof Riclitcr magni tude 6.7 which occurred at 05.51 hrs on 8thOctober 1974. That there were no deaths was attr ibuted tothe early hour of the event, when few people would havebeen about and places of work, centres of congregation andcommerce, and public buildings would have beenunoccupied (Tomblin and Aspinall, 1975).

Severe damage was inflicted upon Government buildings,the port, and infrastructural services of roads, electricityand telephones, and water supply. Government buildingsseverely damaged and rendered uninhabitable wereParliament, Judiciary, Treasury, Central Registry, twoGovernment Ministries, the Secretariat of the EastCaribbean Common Market, the Public Health ServiceComplex, the Library, Printery and Prison. The AnglicanCathedral, rebuilt after the 1843, earthquake received somesignificant damage; the Prison was built in 1735 and hadbeen severely damaged in 1843. The list of Governmentbuildings damaged in 1974 is very similar to those damagedin 1843. and the reasons much the same, all being ofunrcinloreed masonry or inadequately constructed rein-forced concrete frame buildings. Half of the totalaccommodation being utilized for Government operationswere rendered unusable (ECLA, 1974).

The authorities of a country where drought is morefrequent than ear thquake were quick to make emergencyrepairs to damaged water mains and dams which reserveddr inking water. Principal industrial damage was to the oilrefinery, ruptur ing tanks and pipelines, causing a severepollution hazard (and fire risk) and as the island's largestemployer, the laying off of up to one third of the workforce.The private sector suffered severely and an immediatescarcity of bread resulted from the destruction and damagecaused to bakeries. Lobster reefs were damaged by theea r thquake wi th immediate commercial losses to thefisheries sector.

Three areas of concern were expressed for housing. Firstwas wi th the 40 homeless households; second, with 800habitable but damaged housing where there was noinsurance coverage and family earnings were too low toeffect repair without assistance; and third, concern withdamaged housing with insurance cover inadequate tocompensate the ful l cost of repairs. Housing losses weresustained main ly in the rural areas, and mostly to buildingsof t radi t ional construction inhabited by the lowest incomeearners (ECLA, 1974).

The 132 years that had elapsed since 1843 had made theAnglican and Catholic Cathedrals, parish churches andchapels eligible for reconstruction assistance as Places ofHistorical and Cultural Interest as essential elements in thehistory of the country. The same period represents asignificant interval of seismic quiescence and it should be

CONCLUSIONS

Colonial government was not a monoli thic overburden.Disagreement and dispute between the local governor inAnt igua and the Department of the Colonies in London overearthquake loan repayments continued for twenty-fiveyears. Here the metropolitan authority was the most heavy-handed, but in the Comoro Islands after severe hurricanesin 1904 and 1905 it was the visi t ing officers representingMetropolitan government in Paris who were less onerous intheir assessments of compensation on behalf of theindigenes and who more heavily reassessed the colons(UNCTAD, 1983).

Issues that continue to preoccupy administrators of postdisaster assistance were being debated in the same terms inAntigua in 1928, as was hurricane preparedness. Theimpossibility of cooking post-hurricane rice, unknown inthe Cook Islands, was a subject of polite but emphaticcorrespondence of the then incumbent missionary 143 yearsago (UNCTAD, 1983). The poorer resilience of masonrystructures in respect of earthquakes but their value againstwind and fire were well known and consequently wellobserved in Ant igua in 1843.

It is a simple matter to abstract these observations but itis the inter-relationships of issues which is of predominantimportance — and which a separation of studies wouldobscure. The effects of hurricane on a country still sufferingfrom ear thquake; the influence of fire upon bui ldingconstruction methods that increase vulnerabi l i ty to ear th-quakes; the beneficial effects of a hurricane endingprevalent drought; delay to water storage programmescaused by the imperatives of ear thquake loan repayment tothe metropolitan government; and the effects of ear thquakeon the settlements of recently emancipated slaves are allevident from these ou t l ine histories of hazards in An t igua .

These complex human-ecological inter-relationships inrespect of hazards cannot logically be separated from thestudy of disasters. All things come together in islands to adegree not often encountered at national levels in sub-continental or metropolitan countries. This characteristic isof crucial importance for management and developmentplanning — in islands or at local levels of larger countries.

Systems of government adopted or inherited from formercolonial powers assumed an adminis t ra t ive separationwholly inappropriate to both the place and the environmentof islands. They also assumed the pre-eminence of economicfactors on behalf of their colonies, which has been largelyredressed by nationally elected governments. Now wi thdifferent values therefore, are inherited systems ofadministrat ion the most appropriate to the management ofhazards and other environmental issues, of which after allthe former metropolitan powers had no direct experience oftheir own?

Disasters/ 8/371984

A MULTI-HAZARD HISTORY OF ANTIGUA 197

REFERENCES

Auchinlcck G.G., The Rainfall of Antigua and Barbuda.Compiled from Available Records. The Antigua SugarAssociation, Antigua (1956).

Collcns A.E., Leeward Islands Hurricane Warnings andAmended Hurricane Code. Antigua (1927).

Collens A.E., Leeward Islands; Report of the CornmitteeAppointed to Assess Hurricane Damage of September11—12, 1928. Antigua (1928).

Colonial Office (CO), Report on the Blue Book (LeewardIslands}. HMSO, London (1886—1938. 1947—1954).

Davis I., Disasters as agents of change? or: Form followsfailure. Habitat International!, (5/6). 277—310 (1983).

I Department of the Colonies (DC), Reports on the Past andPresent State of Her Majesty's Colonial Possessions: For theyears 1845—1848, 1849—1850, 1850—1851, 1852—1853,

] 1854—1855, 1856—1857, 1858—1859, 1860—1861, 1862—11863, 1864—1865, —1887.

Economic Commission for Latin America Office for the'Caribbean (ECLA), Report on the Damage Caused inAntigua and Barbuda bv the Earthquake of 8 October 1974

land its Repercussions (Prepared by S St. A Clark).74/15. 20th December (1974).

Hughes R., Historic disasters, Disasters 7(3). 161-(1983).

-163

lEiby G.A.. Earthquakes. Frederick Muller, London (1957).

Garriott E.B., West Indian Hurricanes. U.S. Department ofAgriculture, Washington (1900).

Hewitt K. and Burton I., The Hazardousness of a Place; ARegional Ecology of Damaging Events. Department of

(Geography. University of Toronto (1971).

Kerr F.S., Tropical Storms and Hurricanes in the SouthwestPacific: November 1939 — April 1969. New ZealandMeteorological Service. Wellington (1976).

Lewis J., The economic and social effects of na tu ra ldisasters on the least developed and developing islandcountries: With special reference to Antigua and Barbuda;Republic of Cape Verde; Comoros Federal Islamic Republic(and Mayotte); Republic of the Maldives; Western Samoa.A report for UNCTAD VI Belgrade 1983 (Commissioned byUNDRO) (October 1982).

Luffman J., Brief Account of the Island of Antigua. Lettersto a Friend; Written in the Years 1786, 1787. 1788. London(1789).

Stevenson R.L., A footnote to history: Eight years of troublein Samoa. The Works of Robert Louis Stevenson. Vol. 17.Chatto and Windus, London (1912).

Tomblin J.F. and Aspinall W.P.. Reconnaissance report ofthe Antigua, West Indies, Earthquake of 8th October 1974.Bull. Seismol. Soc. Am. 65 (6), 1553—1573 (December1975).

UNCTAD, The incidence of natural disasters in islanddeveloping countries. TD/B/961 (1983).

Watts F., Report on the Sugar Industry in Antigua and St.Kitts-Nevis. 1881 to 1905. Colonial Reports — Miscellan-eous. London (1906).

Wesleyan Methodist Missionary Society (WMMS): Archives.Ant igua (1833—1890).

Woodcock, A Narrative of the Late Awful and CalamitousEarthquake in the West India Islands of Antigua. Mont-serrat. Nevis, St. Christopher. Gtiadaloupe and etc. on <9February 1843; Written by an Eye-Witness. London (1843).

disasters/ 8/3/1984

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How To Use Tables

1. Oitsrrr i ine the types c f material to be fastened,magn'tude and k;,-vJs ct loads, exposure (inleroror exter ior ) , appearance requirements and thequanJty ol rails nec-'.ieri to c!j th j job.

2. Use the National 3uilding Codi G' Cnnsda as aguideline to 'le'errnine roc;uired Inr.gihs. numb'."jand spacing G' n;.i!r.. Where codei do not coverre<"|U'rernen'.s. caicul.it-? number nnd ~-.zc of nailsusing Oejiqn prcc:: .''jrijs in t;iis pu'Jica'ic i.

3. Select - nail I'/pe, r ::o. s ty lo, mater ia l ;:nc; lipi;,;-,that vvi l l do thu JGJ properly. If ih° job cannot budone with stan.liro types consult n rn.Tnula'.:ii:.'f>r.

Keep in mmj that special nnils may be avmlahl.;economically for lur~e rrclo 's. but for smallorders selection may be roclr icle' l to slock-.;C'irried by relnil lumber ano' h;,f(Jw,irij stoic"..

4. Sl.'HKlard dimuri'::ons of common -.vire nni!:;.soi-c:". and ccncnon c,pir.il nails ;i'<: ( j ivr.Ti 1.1Tj^lti - t . For o\\\<:i n nl'j ruler lo Cf.A S!an;Iar,;B : ; ! . ',\'iro i\';nl:;. ?..~:\-;s an;- S(.i/-'''-'-S. arid ;..)rr.<inLi(r.ctL.'(,'r'j p roc ; .c t ii! '.T/' jre.

5. Abbreviation u;:d in tab les are relevant !o tinsti..'. ifi lo only

UNESCO 'ED/EAR.

ANNEX AB 6

Jt oonn £, Antigua22 November 1991

Senator Bernard PercivalMinister of Education, Youth Affairs and :Ministry of Education, You;.. Affairs and CSt John'sAntigua & Barbuda

Dear Minister

UNESCO Participation Programme Request No 5000

It is my pleasure to enclose copiesdocuments z

1. UNESCO Caribbean Guidelines for Hurricane '^Earthquake resistant construction for school buildings: completedduring my mission in Antigua & Barbuda. A ropy has been left withMr Charlesworth Davis, Chief Architect, Department of PublicWorks.

2. A Proposed UMZSCC Sub-regional TrainingProgramme, utilising the construction of a Proposed PrototypeAdditional Building for Schools. Your comments to UNESCO on thisProposal would be welcomed as would your Government's request totaxs p'-irt "in the ccns~ruc'CJLon trai.nj.nc; progra..T.rr. .

4. "A multi-hazard history of

.lay I than.i you for :he kind issistance received fromyour Ministry during my Mission to Antigua.

. "1 j . ,- .-

ANNEX AB 7

Planr.inc

Education Planning OfficerMinistry of Education, Culture & Youth Affairs

Director of Public WorksMr. Charlesworth Davis, Chief ArchitectMr. Cedric Henry, EngineerMr. Tyrone Peters, Town and Country Planner (Ag.)Mr. Thomas Joseph, President, Contractors Association

6th November, 1991

E.C.Y.A. 28/34 - A

VISIT OF MR. JAMES LEWISUNESCO CONSULTANT

Kindly refer to minute of even number, dated 28th October,1991, dealing with the Consultant's visit. According to the res-ponses received, the following tentative itinerary is set out below.

Where persons have indicated that they will be out of theState during Mr. Lewis's visit, it is being suggested that othermembers of staff who in any way are concerned with building codes,architectural drawings, etc., could be detailed to meet withMr. Lewis alternatively. It may also be quite useful for Mr. Lewisto meet with groups of relevant persons, such as members of staffof development Control Authority, Design and Control Division ofthe Ministry of Public Works and Communications, and other membersof the Contractors' Association.

Mefi4a-y—t-tth November:

Tuersriay—tSth- November:

l - . 'v-^,.^ \JiWe dries-defy — l~3'th November:

November :

f u,'*Jr>.. is1"-"•-Exi.da.y- 3:-5-ti> November :

Arrival

(1) Courtesy call on theMinister of Education,Culture & Youth Affairs(Permanent Secretary,Chief Education Officerand Deputy Chief Educa-tion in attendance). 9:30a.m.

(2) Director of Public Works(Please consider a Con-venient time forMr. Curtis Nicholas tobe involved). lltOOa.m.

Mr. Cedric Henry, Engineer(Selected site visits duringthe p.m.)

Mr. Ever ton Cornelius, Engin-eer (Selected site visitsduring the p.m.) 9:30a.m.

Staff Members of Desiqn andControl Division of theMinistry of Public Works 9:30a.m.

-2-

november

-Tuesday- 19th November;

Thursday 21st November:

Friday 22nd November:

Staff of DevelopmentControl Authority(Selected site visitsto be arranged).

Mr. Thomas Joseph,President of Con-tractors Association(Follow-up meeting withother Members of theAssociation may bearranged) .

9:00a.m.

10:00a.m.

y 20%-h—Ne-vember• t—Free-

(1) Final meeting withDirector, Engineers,etc., at Ministryof Public Works.

(2) Final discussionswith Minister ofEducation andStaff. 2:30p.m.

Departure.

Kindly bear in mind that this itinerary is tentative.According to the purpose of Mr. Lewis's visit, it may be necessaryto modify these arrangments. Every effort will be made to notifyyou in time if this happens.

Since the undersigned will not be available during the weekof llth - 15th November, all communications on the matter shouldbe directed to the Deputy Chief Education Officer who may be reachedthrough the following numbers: 462-4656, or 462-0955.

Your co-operation will be greatly appreciated.

James KnowlesEducation Planning Officer

JK/do'b.

4. ST VINCENT & THE GRENADINES

Purpose of Mission

To acquaint the Government of St Vincent and theGrenadines with results of the Mission so far; to discuss theproposed prototype additional school building and the proposedtraining programme; to assess St Vincent needs in these and otherrespects; and to assess conditions of schools designated asdisaster relief centres.

Activities

DiscussionsEducation, CulturePermanent SecretarOfficer; EducationMinistry of Works aPlanning Division;Technical collegeVincent Red Crossheld).

on two occasions with the Hon Minister forYouth, Sports and Womens' Affairs; the

y for Education; Deputy Chief EducationPlanner (on two occasions); Chief Engineer,

nd Communications; Technical Adviser, CentralSchool and Technical College Principals;

Staff; and the Director General of the StSociety (see ANNEX STVG 1 for discussions

Visits were made to five rural primary schoolsaccompanied by the Education Officer; Primary (see ANNEX STVG 2for schools visited).

rains,STVG3)

The St Vincent Mission coincided with extremely heavy"the wettest November in living memory" (see ANNEX

Findings

1. Four of the five schools visited were selected bythe Ministry as having particular structural problems upon whichadvica would be welcomed (see Achievements below). Because timeavailable for site visits was very short (and access difficultdue to weather conditions). visits were restricted to the southand south-east sectors of St Vincent. Though not typicaltherefore, there is at least one other school with a comparableproblem.

2. There are some schools where vulnerability to thesea, to river erosion, to flooding, or to landslip andsettlement, render -chem entirely unsuitable for use as communitydisaster relief centres (St Vincent terminology taking account ofthe use of such centres for disasters other than hurricane. In1979, schools and other buildings were in use as shelter for 5000people for two and a half months during and after the eruptionsof Mt Soufriere). All schools are designated as "emergencyshelters". The last damaging hurricane in St Vincent was "Emily"in 1937, and previously "Allen" in 1930 (see ANNEX MR 3).

3. There is no Government policy to improve oui_dingconstruction, although it is generally agreed that it would beadvantageous to do so.

functions! and technical schoolare required by the Ministry of Educati

iu

;sign guidelines(Education Planning

Officer) from which to prepare terms of reference for theMinistry of Works design and construction of new schoolbuildings. As the post of Ministry of Works Architect is vacant,this request from the Ministry of Education is the moresignificant. It _s additional to and has greater priority thanguidelines for the use of schools as disaster relief centres orfor hurricane and earthquake resistant construction as such -although these aspects should be integrated into a widertechnical assistance package.

5. A programme is in progress to cater for schoolrefurbishment, expansion or replacement costing US$ 1.1 - 1.5million (equivalent) for which construction guidelines would beuseful (and a technical assistance package timely).

6. A 3asic Needs Trust Fund school maintenancesurvey has been undertaken and some funding received to augmentthe Government maintenance budget.

7. Architectural/environraental/civil engineeringservices are required for advice on protection or relocation ofsome schools which, because of their siting, are vulnerable tosea surge, sea level rise, river erosion of foundations, etc.

Achievements

Left with the Minister of Education are a copy ofUNESCO's "cyclone resistant rural primary school construction - a

earthquake resistant construction for school buildings" (seeANNEX AB 5) Proposed UNESCO Caribbean Prototype Buildingand a sub-regional construction training programme" (see ANNEXSTKN 6/ prepared during this mission. A request has been made tothe Minister for comments and consideration of ~. request from theGovernment of St Vincent and the Grenadines to take part in thetraining programme (the Sicretary-G^neral to UNESCO in St Vincentia aware of these recruests) .

Outline advice has been given where requested, separatelyto the Minister and to the Education Planner, regarding Byera

rise river ^rosion of foundations)' Grer*'r*s Primary ''severemaking -ue to water induced grcund movement.) ; South RiversMethodist (river bank erosion) ; and Svesham Methodist

_. ,_ ,_ „ •

Recommendations

school buildingsmaintenance is

Z IT C' b J_ e m O t O a C KlD O

;f greatest general priority. In addition, someschools require immediate special construction and structuralprotection from environmental hazards :-f a Different kind ',seeAchievements above). This should be arranged promptly by UNESCO;advice on the submission of a formal request has beenwhich the Secretary General for UNESCO is aware.

Assistance with general school design is also required.It has been suggested to the Education Planner and to theSecretary-General to UNESCO that general material on tropicalschool design is available from UNESCO and should be requested.This should be provided as a matter of urgency while Caribbeanspecific information is being prepared (or technical assistancebeing mobilised) .

Difficulties encountered

Very heavy rain which had commenced on Friday 23November, continued through the Saturday, Sunday and Monday andintermittently during the week (see ANNEX STVG 3). Landslips androad blockages were caused. Ministry of Works officers wereconsequently away from their desks or heavily preoccupied withweather contingencies during this St Vincent mission. Anappointment with the Director of Planning was cancelled forsimilar reasons. Road conditions limited accessibility to schoolsand the number of schools visited in the time available.

It would have been politically appropriate andadvantageous to the mission to have visited schools on Becuia,Union Island and Mustique of The Grenadines.

It has been judged that the interests :.nd needs ofVincent Government have priority over further preparation of theProject Document (PD) Some notes for the PD have been commenced,but it is further judged not possible to attend to the ?D as awhole until the Mission in five countries is completed.

Working conditions do not in any c.:se lend themselves tothe preparation ~£ a complex document; dampness, inadequatenatural c_ artificial light, inadequate space, inadequate timefor the application of long, uninterrupted eind concentrated workperiods. There are lBarbados (as fa;-: message to Hubert Charles; 25 November 11-yi;.

exhaustion. Since the Pane briefi.'.'. o n _ r~ i j~_ _ 'Z ', v -i 'z. ~ -i 3. v 'i -i ur -» n. _ 11 zr -

P o e: •*- r- ^ -' c: er fi r> - i ] H h p . 7 >-, p ii ^- ^ ~! 1 /-, c> p f r - - - — . — r^i - — •< -^ __ r~ ~- ~*~ ~ -* , v u v* ci. _y cs ,j * i L— . j_ \_A _ • ci v _ ~- c _ * * . _i. _^_ \_j L^ C-. '— — — _ - . — . _ _ .— _ _ - _ ^ - . — — . j .

DSA : Two a:id a half hours cu~ c : a vary shorthave had to bs spent (in addition to cor.r/.ission ,charges} in ortaininq permission fro::: Treasury andprocessing to change the over large transfer of DSA freer. Bback to Barbados dollars (3dr;:adcs _s outside *:he OrganisaEast Caribbean States).

Support received

r'ves c'.ndn Ban:-:

Excellent and patient guidance and assistance from -heSecretary-General to UNESCO, Ministry of Education. Transport(with an excellent driver on difficult and dangerous roads)provided for out of town appointments and duties.

Arrival: Evening cf Friday 23 November 1991.Departure: Midday Friday 29 I'ovemoer 1991.Wor^inc lays: Four and a naif.

ANNEX STVG 1

Discussions held

Mr Errol Belgrave, Lecturer in Building Construction,Technical College, Kingstown.Mrs E Boyie, Headmistress, Sou^h Rivers MethodistPrimary, South Rivers.Mrs W Butler, Headmistress, 3yera Anglican Primary,Byera.Mr Stanley Campbell, Deputy Jhief EducationMinistry of Education, "ings town.Mr Geoffrey Cato, Chief inainaer. Mini.Communication t- works, ",Mr Jerome Davis, iveadrraster , Iv^shamSvesham.Mr John Horne. Minister cf ZducSports and Worsens ' Affairs.Mrs Monica Huggins, Deputy Principal, Technical CollegeKingstown.Mr Jack, Meting C-rincipal, Technical Colloce, Kingstown.Mr Colin S Jones. Architect 1: ri .;.

Miss Marcia Kirby, oecretarof Education, Kingstown.Mr Lennox Lewis, ZduoationEducation, Kingstown.Mrs Yvonne Patterson, Dir.otcrCross, Aingstown.Mr Jonathan Peters, ?arli-::r.ent ?.:Central Mindwara Constituency.

Mrs Anselma Soso, Permanent Secrstary to the Ministry ;:Education, Kingstown.Mr Doyle Stephen, Construction Formar., Joche:Construction, Kingstown (Sits: Mew I'.inqstcwn fishmarke'Extension, St Vincent Marketing Corporation, Kingstown).Mr R Sutherland, Headmaster, Greggs Primary, Gregga.Mr Trevor Thompson, To-ilin 7css Associates, Chartera':Architects, Kingstov?n.Mrs M Trotman, Head~istress . Stubbs Government PrimaryStubbs.Mr Cools Vanloo, Sducatic;-.Education, Kingstown.

ANNEX STVG 2

Schools visited

Byera Anglican PrimaryGreggs PrimaryHvesharr, Methodist PrimarySouth Rivers Methodist PrimaryStubbs Government Primary

Schools in passing

North Union SecondaryBelmont Government Primary

Ministry

Damaged bridge at Argyle After the rains .... a ripped up road at Greggs The side of this mountain fell on to the Road a!Pictures by Rudolph McTalre. See Page 10 for more pictures Richland Park

DISASTROUSRAINS!

Weatherman forecasts more rainfallThe wettest November in living memory is

country.The damage to private and public property

expected to run into millions of dollars.Throughoul mainland St. Vincent there were numerous

landslides, roads were ripped up. crops destroyed, one bridgecollapsed and electricity and water supplies disrupted.

In the Grenadines, there was also some measure of damageto the infrastructure and the Union Island airport had 10 beshut down periodically over the past week.

CWSA crews worked night and day all week to restorethe water supply. Middle Street businessman ArthurCouncil, in a letter to the Vincentian. commended theCWSA on its performance (see Editorial).

Senior rep oner Anthony Williams, who toured affectedareas with photographer Rudy McTaire filed this report:

"On Sunday night the side of a mountain fell on IbeLeeward Highway at Spring, preventing vehicles fromleaving and entering Cbateaubclair and other areas in NorthLeeward-At Argyle a swollen river caused the oldest bridgethere to collapse At New Prospect, the river flooded thebridge and deposited tons of debris blocking its entrance.The greatest damage, however, appeared to have been done

at Greggs, where the entire road at Walter's ViJlagc *aslorn out. One villager, whose house was almost c;irriedaway, said when she beard ber bouse shaking sbe thought theplace was being bit by an earthquake. "1 was trulyfrightened- I couldn't even sleep Sunday nigtit" tne motherof two recouDted" Sbe added, "My outside toilet wasthrown down and I have to use another neighbour own. Novehicles at all could come in here: and I believe if the ramcome tike bow n come Sunday night, the village will haveto be evacuated".

The incident was said to have damaged pipelines in thearea, causing the villagers to be out of water for four days.

also expected 1o In- I he most expensive lor I his

by the heavy rains, particularly on Sui iduv, is

At Cedars, pan of a ridge on which a house is built slidaway leaving the house ID a precarious position Parts ofByrea Hill broke off but not enough to affect the flow oltraffic. During the intensity of the rain Kingstown, itselfremained a spectacle. Near The Vincentian and around SecureFoods and along Back Street water was up to knee height,that later pushed engineers back to the drawing board to

Coleen Wins CanadianCaribbean Queen TitleVincentian Colecn Pompey. was crowned the f i r s i

Canadian Caribbean Cultural quccti before a laree audienceat the annual Caribbean Bash sponsored by the C;uiaili;m m»lCaribbean Excelsior Fraternal Association in Toronto onSunday.

Miss Pompey won from a field of four contestant fromJamaica, Antigua and Barbuda and Barbados She p ' i r i ra \e t iaspects of VincenUaii culture in dunce and dress, Mie alsobad a perfect score in tier questions.

The guesl speaker --.t the event was Mr K i n j i s k > (" ALayne, St. Vincent and the Grenadines Ambassador n> (hi-ll nited Slates and permanent representative to tin.- 1 ' n i t n lNations. The crowd responded enihustasticatu 10 theambassador's stirring address.

At the end of this speech the ambassador presented a cop>of the Prime Minister's book. Caribbean CrusnuV to MrVincent Samuel, the Jamaican founder of the associationMr Samuel expressed hi-, deep appreciation o! ihf testureand pledged to continue 10 work for u .u t> and en operationin the Caribbean community in Canada.

adjust the width of the gutters \ as

flooding."The rainy spoil began on Nou-mber 2 a i v l i:- .1

pattern that hxs been experienced throughout irn- '. "jnOver 21 inches of ram was dumpev t I - D numi

Vincent up 10 Tuesday aotl \hc i<>recas t is lor ni

over the nent few days

The St. Vinctiit and (lit- drenadines Asson.itMontreal Inc. (his wttk put another $450 U an;i I:the kitty to help nu-t-i (lie rducat ional v\p*-m. •Vincenlian student.

Th* Association, t H I I I J M - I S H I J ; patriotic \•Canada, has prtitidrd such financial ussisi.nr. < ; .ttn student* and on \\>dnesdav Mr \Ri>b«rlM»n. »nr of its nu-nil>er>. handed <>M-I ( l»in the offices of Hit- \ incentian to Ms M e r i t - ' )Uison oiTicer.

5. BARBADOS

Purpose of Mission

To inform appropriate ministries and departments of theBarbados Government of the Mission so far; to acquaint them withthe outcome to date; to assess conditions and needs of schoolsregarding emergency community use of school buildings; to discusscurriculum development to take account of hurricanes and otherenvironmental phenomena; and to work with the UNESCO Consultanton curriculum development and training.

Activities

Inaugural and closing meetings were held with thePermanent Secretary, Projects Officers, and AdministrativeOfficers, and other meetings with the Building Officer and withArchitects and draughtsmen of the Ministry of Education; alsowith the Permanent Secretary, Ministry of Justice and PublicSafety and staff of the Central Emergency Relief Organisation;the Director of the Caribbean Disaster Emergency Response Agency;Town Planning Officer, and the Chief Technical Adviser, UnitedNations Centre for Human Settlements, Barbados (see ANNEX Bl fordiscussions held).

A description of the Mission was given to a joint meeting of 25members of the Barbados Association of Professional Engineers andBarbados Institute of Architects.

Visits were made to eight primary and secondary schoolsaccompanied by officers and Consultant Architect of theEducational Projects Implementation Unit of the Ministry ofEducation (see ANNEX B2 for schools visited).

Findings

1. Hurricane incidence in Barbados has beensignificant (see ANNEX MR 3) but so also have long periods ofhurricane inactivity. There has not been a seriously damaginghurricane since "Janet" in 1955. Nevertheless, Barbados has aconsiderable and long reputation for its high level of awarenessand organisation with regard to hurricanes and hurricanepreparedness generally. This is reflected within the Ministry cfEducation by the advanced integration in school design offacilities for emergency community use.

2. Two school building programmes, the firstcomment-d _n 1373 -and "he second not yet completed, havedeveloped and incorporated "shelter blocks" with hurricaneshutters, toilet accommodation, emergency water supply ?.ndadjacent outdoor covered areas.

with rccardvariety cf possible disaster events.

hurricanes generally is reflected in a professional approach to-

= -7 a v ."I <;

Of "he neea incorporate materic.— on -_atura_

5. There is a seated perception at Ministry level cfthe relationships that exist between housing constructionquality, the prcbable iemand for public shelter, and theconstruction quality of buildings designated as emergencyshelters. The higher the perceived constructional standard ofhousing, the less is likely to be the need for community shelter

canes, especially where the constructional qualityurrcanebuildings so designated is recognized as being lower than that ofhousina .

6. Tha Chief Project OfficerDevelopment Bank, Barbados, has stated that funding is notavailable for the works of maintenance identified in the BasicNeeds Trust Fund Project on Maintenance of Schools and HealthBuildings. The Reports were produced for the purposes of projectidentification and as part of a regional campaign of maintenanceawareness. Further, a recent evaluation of the Bank's activitiesin this respect has pointed to the lack of people qualified andable to guide education projects of this kind and that the Bankis likely therefore not to achieve all it set out to. A pledge ofUS$ 15 million is expected but that sura is required to be matchedby another donor: project termination date is 30 September 1992.

centre forwhich has prcduc_d 3uilding Gu_delinee for the Ircranica ti en ofEastern Caribbean States. The overall project includes assistancewitn buildina legislation, training for buildina ins'oe c tore , indthe production cf a video film r>ased upon the

the need to avoid overia"1, and therefore for cr.training or: artisans cor construction in general were ...-iC^j toidentify funds for a training programme".

UNESCO's "Cyclone resistant rural rrim?.rv

c^_ ANNEX A3 5;

"'J.'JESC

additional"

oui_oiing ar.c. asee ANNEX STKN 6:. A

Barbados Government

ed so far (out:

c omment

> f Barbados) .

constructionrequest has been madeon the proposed a

roramme as these

The high level of awareness and commitment ;o hurricanepreparedness and the high level of advanced school design ;in newbuildings) suggests that the "prototype" building may not be asapplicable in Barbados as elsewhere. This must be dependent uponthe Barbados Government interpretation of need inclusive ofschools not seen during this short Barbados mission.

There have been suggestions from, architects and engineersthat, in Barbados, construction standards are adequate and thattraining may not be necessary.

Lessons experienced

The Ministry of Education undertakes school construction,through its own Educational Project Implementation Unit andbuilding maintenance through its own Buildings and MaintenanceSection. The Ministry of Works and Communication is not involved.All construction work and 93 percent of all maintenance work islet by tender to the private sector of the constructionindustry.

Interaction of technical and training expertise isrequired in the production of construction manuals for trainersand learners, training vid-~o production, construction trainingworkshops and CPD modules, and for visual and audio-visualmaterials for a variety of subjects and grade levels for infusionby teachers and for other interest groups: eg technical andvocational training inscitutes, polytechnics and colleges.

Of particular relevance to this Mission is theintegrate elements of building construction and ofmaintenance into emergency shelter managers' expertise andduties.

1. Tha. :he proviaion c~ the prototype additionalbuilding for Barbados should be reconsidered (subject to ther e'~uir sment s of ~h-^ 3d"badcs Government /Minis trv of Educaticri;see ANNEX B3 .

: a c c s

3.interaction of technical anof all visual and audiocuricula development.

tr.cr opportunity be provided for thed training expertise in the productio:-visual trainina materials and fo:

1. The curriculum development aspect c~ the Missionhad not been appreciated by the otherwise well informed and wellorganised Ministry of Education.

2. Insufficient time in Barbados to do justice tothe involvement of UNESCO Consultant on curicula development andtraining. The contribution by the UNESCO Consultant in curiculadevelopment and training has been valuable, but it is unfortunatethat her participation was net reflected in the itinerary forthis contract. More time is necessary for continuation of thegenerative and creative integration of training and technicalexpertise now briefly commenced, as the crucial prerequisite forall construction training and curriculum development elements ofthe proposed project. What little has taken place has been inbrief interludes between appointments, not having had the benefitof joint time allocated and programmed for the purpose.

3. It is impossible to complete the Project Documentwithin the time allocated to the Barbados itinerary:

a/ because the few intervals have been allotted todiscussion with the UNESCO Consultant in curicula development andtraining;

b/ thinking and ideas that have been the outcome ofthose few discussions need now to be incorporated in the ProjectDocument;

c/ the state of project exhaustion (see St Vincentllission Report! and now of delayed shock for this Consultant (see

>, s n i-,w i -

4. More time out of a short itinerary has had to bespent in the Barbados Central Bank in obtaining permission andmaking arrangements to take ou of Barbados the remainderthat was transferred to Antigua. Had the payment been made inBarbados cheques as authorised, thesedifficulties would not have occurred.

Hubert to schools byHurricane "Hugo" in Antigua an St Kitts would have been useful inthcee locations and at the chere in Barbados at the end.

:steac of

Consultant

thwarted, injuries were sustained;

the evening of 2 _/ecember 1991,two men with the purpose of

sprains ana a £U3~-;.cc3C;he local police, descri

'.ie incident ~.~~.~ reDcrt_-icf the assailants, and hotior.s

delaved/ i~:peded recovery fror.: snock and exhaustion.. = S "C

Efficien:. detailed and informed attention by theMinistry of Education; attentive and helpful assistance byCARNEID Director and staff ( s. fax message from 3t Vincent to theDirector CARNEID requesting an early discussion and withadditional itinerary icems was cromptly accommodated).

Arrival: Afternoon Friday 29 November 1991.Departure: Evening Saturday 7 December 1991.Working davs: 5.

ANNEX Bl

is s i on s he 1 d

(With the exception of that with the Chief TechnicalAdviser to UNCHS Barbados, all discussions were with theparticipation of the UNESCO Consultant on curriculum developmentand training)

Mr Kenneth Agar, Senior Education Officer, CurriculumDevelopment, Ministry of Education.Mr James Armstrong, Chief Technical Adviser, UnitedNations Centre for Human Settlements Habicat:,Bridgetown.Mr Glyne A Barker, President, Barbados Association ofProfessional Engineers, Bridgetown.Mr Victor Bedford, Huildinc^ Cfficer. 2uillings andMaintenance Section, Ministry cf Education.Mrs Maureen Bell, Headmistress, TJest Terrace Primary.Mr George Bradshaw. Senior Teacher. West TerracePrimary.Mr Raphael Cave, Director of Training, 1'ational Train_ngBeard. Bridgetown :extended telephone conversation).Miss Mabel Chandler, Permanent Secretary 'Ag;. I'inistrvof Education.Mr Hubert Charles. "JITZ^:: H-orocent ativo- to 2ar.oado£ and

Mr Jeremy McA Collymore. l.ecicna_ 'Jc-or iinat or , Caribbean

Mrs Rosalind Corbin, V!""I3-r-- Consultant, l.i:ZS CC / CAF.HZII .

Mr Curtis Duene .

Mr Darwin Goociridge . Jr..:

Mr Carlson Gough , Ilii-f "_-.

Miss Ermine Holmes. PrincipalMemorial Secondary.Miss Barbara Howard, Headmistress, Cuthbert Moor;Primary.Mr Hyslock 3 Hunte, Consultant Architect. Educiticn

Miss Johana Jordan, Secretary/Treasurer,Deightcn GriffithSecondary.Mr R O Jordan, Permanent Secretary, Ministry of Justice £Public Safety.Mr Trevor Leach. Town Planner, Town £ Country PlanningOffice. Ministry ;f Housing & Lands.Miss G Lovell . li- 2 _mis tress , St Joseph Primary.Mr R Marvel. Science Officer, Ministry of EducationMr C McOnegal, Architect, British Development Division,Barbados {extended telephone conversation).Mr R E Miller. Supervisor of Emergency Services LVg).Central Emergency Relief Organisation, Mini-try ofJustice & Public Safety.Mr Greydon Nesfield, Administration Officer, EducationProject Implementation Unit, Ministry of Education.Mr John Nunn, Senior Teacher, Queen's College Secondary.Mr R V Phillips, Senior Administration Officer, Ministryof Education.Mr Joseph Riley.. Assistant Supervisor, EmergencyServices, Central Emergency Relief Crganiea .ion, Ministryof Justice £ Public Safety.Ms Barbara Taylor. SeniorMinistr17 cf Justice £ Public Saietv.Mr Leton Thomas, Principal, S_r ArOol_ege Lucia.Mr Hamilton Williams,

ANNEX B2

S c h o o

— ' r .. r- ~ — c i o r i a 1 S e c c n c. in

ANNEX B3

SoT.e ? r c t c t yT -3 J~ deli t1. o~ a 1Euildina:

the word "prototype" shoulddiscontinued, due to interpretation irr.plyina technicalinnc /atior. : recommenced alternative '' demonstration building".

2. The provision of a small additional building to aschool campus has advantages in it's appropriateness as -r cm-unityworkshop, seminar and meetings for adult education, where theschool itself could remain secured. Its use as a community adulteducation centre should be emphasised.

Greater participation by the community in "ever-day" school use will increase community participation and care incommunity uee of school facilities as emergency shelters.

Increased community use of schools will assistthe reduction of vandalism and illicit use.

3. A small adjoining building can readily beavailable fcr email numbers of evacuees from small, local (andtherefore potentially more frequent) disasters and emergencies -without disturbing the functioning of the school and its teachingfacilities .

4. During the use of school buildings as emergencycommunity shelters there is the need for spaces set aside for avariety of special uses appropriately accommodated in such anadditional building: eg

e space fcr evacuee registrationfor counselling and "personal

meditation and prayer groups- first aid and medical care

nursery care fcr childrennursery car- fcr mothers, babies and small children

seminar and study groups

5. riting must be as clos^ is possible tc e:-:is tine-buildings which must oe structurally sound and free

A CDver_i way may be reguirec tc lir..1'.demonstration Building with .xisting buildings.

r. Ir.rcer cocking r.rea with at least one large £iz-_ trcoane

lockablc food store rid~acer.t.

7 . Z« ?. d d i. ~ — ~ ~ ~ c s t c iir a g s — r c vuse, community emergency .=;!

V- - r V « c~ \ — ? • ' . _ • : ', - r-. '

ANNEX MR 1

UNESCO Headquarters, Paris

Mr Rudolpho Almeida, Chief, Educational Architecture Unit(EAR).Mr M Leslie Atherley, Acting Director, EducationalPolicies & Management (EPS).Mr John Beynon, Director, Education/Co-ordination,Evaluation S Operations IED/CEO).Mrs Anne Goodwin-Diaz. Educational Architecture Unit(EAR).Mr A Shankanga. Chief. Education/Operations S

ANNEX MR 2

Byron, ::"caes C1 Q fl Q (' ? 'I

_. *** -_/ cr j

Caribbean Development Bank/USAID development of BuildiMaintenance Plans Basic Needs Tru~t Fund Project JraReport: Sc Kitts/ICevis . Hepor-: Anticua -January 1990 .

Barbuda.

Lewis, James 2 6 ecG.ncjr;ie consequences or" naturaldisasters: with special Deference to small island 3ta~jjCommonwealth Secretariat/Commonwealth Fund, for TechnicalCo-oper• = tion. J_r.^ 1.9C. Datum International.

Media Research Associates Ltd Schools' DisasterPreparedness: Education Pilot Project Proposal submitted

iice c~ --sas.er Preparedness, Xin^ston 1991.

Munich Re .-1 natural hazards atlas Munich :

Office of Disaster Preparedness Suggested PrimaryCuriculu.Ti Guide Revisions Kingston November 1983.

PCDPP Infusicn c± disaster concepts in school curicuia inthe Caribbean PJLannin^g Meeting Pan Caribbean DisasterPreparedness an-d Prevention Project 1987.

Tomblin, John Natural Disasters in the Caribbean: .:-lreview of hazards and vulnerability Sei~mic Research-Unit, University cf the West Indies. 1979.

Vickery, 2 a v d . 2- cons cruet- -n oJ: Xitcs-Nevis

PP/1931-1983/1/5.1/02. Paris. 1933.

Wiggins-Grandison, ! Geona^ards n Ja~mca and zhe:^ritbea::: Earth-cuajies: islanac on otroso .zcuZj-y _ c rNatura l ___ Scienc_e_s _..".= w_sl=^t_er Univers i ty of .he :7estIndies lion a. "=. ' 4 l:av 1991.

ANNEX MR 3

Scu-c=~: ---vis -99C; .:^r.i~h R,Pr^pa-^1^^23 . ^:-na3~cn 1931

979:

Hurricane Earthquake

ANTIGUA

1950 (2)

1980 (David)1939 (Huco)

1778

1974

BARBADOS156716741 .C "7 C

1^02

17 SC17£6- o i "-,

-• O 'I Q

1870

JAMAICA

St KITTS/NEVIS

ST VINCENT

188019011903

1 q 1 9

1917

19441951

1973193019851983

(TS)(Allen;(Kate)(Gilbert)

1567

17721792182718 9 91924i q o p

1989 (Kucro!

155716331692 (Port P.oyai,

-L / / J.

181218241339

1907 (Kingston!

1914

1943

1957

1988

1680

1950 '.trerr.ors1969 Nevis)1974

1898

19801985198"7

Volcanic 1713eruption 1812 (1)

1902 (2)1971

— 197 S(Allan): T IT-an

(l) _-•:-; [MR] or 55 r JT;