school-based disaster preparedness

A Framework of

School-Based Disaster PreparednessDeveloped by

CONSORTIUM FOR DISASTER EDUCATIONINDONESIA

© Perkumpulan lingkar

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TABLE OF CONTENT

Page.Table of Content iPreface 1 CHAPTER I. Introduction 3CHAPTER II. The Concept of School-Based Disaster Preparedness 7 2.1.Definition 2.2. Basic Concept 2.3.ObjectivesCHAPTER III. Parameter, Indicator, and Verification 9 3.1.AttitudeandAction 3.2. School Policies 3.3. Preparedness Planning 3.4.ResourceMobilisationCHAPTER IV. Guidelines for School-Based Disaster Preparedness 17 Development 4.1. Values and Principles 4.2.RolesandResponsibilities 4.3.SupportingPrerequisites 4.4. Measures List of Terms 21

List of Abbreviation 24

Bibliography 25

List of Members of Consortium for Disaster Education (CDE) Task Force for School-Based Disaster Preparedness Concept 26

A Glimpse of Consortium for Disaster Education 28

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THE FRAMEWORK OF SCHOOL-BASED DISASTER PREPAREDNESS

Inrelationtotheeffortofmanagingdisasterin Indonesia, the school has a tangible role in building community resilience.1 The

school as an education institution has theresponsibility todelivereducation.Schools,havetoplanandcommitinmakingefforttocreate a conducive learning atmosphere and process to enable the students to develop their potentials actively, and to expressreligious and spirituality, self-control,personality, intelligence, good morals, and skills needed for themselves, theircommunities, and country. Pertaining tothis,theschoolstillgainstrustasaneffectiveinstitution to build the culture of disasterpreparedness in societies, particularlyamong students, teachers, educationpractitioners, other stakeholders aswell asto the public. Intheefforttoencourageschoolstodevelopdisaster preparedness, various institutionshave implemented various disaster risk

TheLawNo.23year2002onChildProtectionmandatedtheimportanceofeducationandprotection,particularlyforchildren.Therefore,itistheobligationofgovernmentandauthorizedparties

aswellascompetentinstitutionsthatcareforfulfillingtheneedsoneducationandspecialprotection.

PREFACE

reduction education programs/activities atschool levelwiththeirownmethodologies.Konsorsium Pendidikan Bencana (the Consortium for Disaster Education - CDE)recorded various programs and terms used such as Sekolah Siaga Bencana/SSB(School-basedDisasterPreparedness),Pengurangan Risiko Bencana Berbasiskan Sekolah(PRBBS)or Sekolah Ramah Anak*.

*Sekolah Siaga Bencana (SSB): School-BasedDisaster PreparednessPengurangan Risiko Bencana Berbasiskan Sekolah (PRBBS):School-BasedDisasterRiskReductionSekolah Ramah Anak(SRA):ChildFriendlySchool

Realizing that the various practices areenriching the implementation of DisasterRisk Reduction (DRR) in education sector,CDE, as the coordination platform amongDRR education practitioners in Indonesia,deem it necessary to have a document comprehensively explaining the concept of

1 Draft of Kerangka Kerja Pengurangan Risiko Bencana Berbasiskan Sekolah (School-Based Disaster Risk Reduction Framework), CDE,October2008.


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school-based disaster preparedness. It is expectedthatthedocumentcanbeagreedupon by stakeholders in DRR educationsectorandbeareferenceforimplementingactivities,mainlyformembersofCDE.

As an effort to build the school disasterpreparedness, SSB is developed to raise awareness on DRR for all stakeholders intheeducationsector,both individuallyandcollectively. Preparedness is a part of theeffort to anticipate and manage disasterin order to reduce its impacts/risks. DRRmainstreaming into national educationsystem becomes an approach in developing the SSB concept, which covers eightstandards in accordance to the NationalStandardforEducation. TheprocessofformulatingthisSSBconceptwascarriedoutbytheCDESSBTaskForce(Gugus Tugas SSB KPB), which consistof 15 members of CDE (Annex 1). Since17th of December, 2009, this task force

has conducted regular meetings in orderto discuss and finalize the conceptualdocument. The membership of this taskforce consists of various institutions/organizations such as government,community organizations, nationaland international non-governmentalorganizationsaswellasUNbodies. We hope that this SBB concept document would enable and facilitate parties,especially the members of CDE, inimplementing DRR education activities. Itis also expected that this document canfunction as a reference for schools as themeans of building community resilienceaswellas forstakeholderstoexpresstheirconcernsandperformtheiradvocacywork.

Jakarta, May 2011The Consortium for Disaster Education

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CHAPTER 1INTRODUCTION

Background2

In2005,theWorldConferenceonDisasterReductionwasheldinKobe,Japan.Inthisglobalconference,ajointframeworkforactionsfordisasterriskreductionby2015wasformulatedand agreed upon, which is the Hyogo Framework for Action 2005-2015: Building theResilienceofNationsandCommunitestoDisasters.

The Hyogo Framework for Actions outlines five priorities for actions to be implementedby aNation, namely: (1) Ensure that the disaster risk reduction is a national and a localprioritywith a strong institutional basis for implementation; (2) Identify, assess,monitordisasterrisksandenhanceearlywarning;(3)Useknowledge,innovationandeducationtobuildacultureofsafetyandresilienceatalllevel;(4)Reducetheunderlyingriskfactors;(5)Strengthendisasterpreparednessforeffectiveresponseatalllevels.Strengtheningcapacityofcommunities to reducedisaster risk in local level,where individualsandcommunitiesmobilizelocalresourcestoreducevulnerabilitiestohazards.

Since then, the Global Platform continues to promote implementation and cooperationinencouragingdisasterriskmanagement inthedevelopmentprocessofthecountries. InJune2009,forexample,thisplatformhighlightedtheimportanceofdisasterriskreductioninmanagingthe impactofclimatechangeandpreventionoffurtherdecline insocialandeconomicwelfare due todisaster. This Platformalsohighlighted thepoliticalwill,whichshould be increased for carrying out disaster risk reduction efforts. In particular, thegovernmentandcivilsocietyareencouragedtoimplementabottom-updevelopment,which

2 SummarizedfromNaskah Akademik Pengarusutamaan Pengurangan Risiko Bencana dalam Sistem Pendidikan Nasional (Academic Paper onMainstreamingofDisasterRiskReductioninNationalStandardforEducation),CDETaskForce,July2009.


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drawsthecommunitiesasthepartythataremostfamiliarandawareofthehazardsthattheyarefacinginthattheyhavetheabilitytomanageandimplementconcreteactions.

In linewith thegrowingglobalmovement, thegovernmentandcivil society in IndonesiahasactivelyestablishedtheNationalPlatformforDisasterRiskReduction(Planas PRB).Thisplatform is ameans tobuild coordination among variousDRR stakeholders in Indonesia.

Following up the establishment ofPlanas PRB, local platforms orDRRforawere launched in severalprovinces.Theestablishmentof suchplatformsindicatestheawarenessofsocietyontheimportanceofbuildingthenation’sresilienceinthelocalareasandcommunities.

Disaster in Indonesia Indonesian Archipelago is located at the meeting points of the

earth’stectonicplates.TheEurosianplateisdirectlycollidedwiththeIndo-Australianplateinthewestandsouthside.Anothermeetingpoint

ofthreeplatesareintheeast,namelyPhillipineSeaplate,PacificplateandIndo-Australianplate.Suchgeographical locationhasmadethiscountryproneofgeologicalhazardssuchasearthquake,tsunami,landslide,andvolcaniceruption.Inadditionduetotheimpactofglobalclimatechangeandrapidpopulationgrowthwiththecomplextionofpluralityinthesociety, Indonesia becomes more vulnerable. In short, the geographical and demographic characteristicsaswellasotheraspectshaveposedIndonesiaatahighlevelofrisks.

In2009,Badan Nasional Penanggulangan Bencana/BNPB(theNationalAgencyforDisasterManagement)recordedthattherewere1,306disasteroccurenceswiththetotalnumberof624peopledeadandmissing,5,570,928peoplesufferedandinternally-displacedduetodisasters, and 77,975 houses damaged.3

TheearthquakeinWestSumatraon30thSeptember,2009depictsthehugelossescausedbydisasterinIndonesia.Itcaused1,195fatalities,damaged249,833housingunits(114,797wereheavilydamaged),2,512educationfacilities(9,051local),1,010governmentfacilities,2,104worship facilities, 177 kms of road, 4,980m of bridge, 25 hotels, health facilities,irrigation systems,markets,water distribution networks, and disconnection of electricityandtelecommunication,aswellasotherinfrastructures.Nottomentionotherimpactsonpsychological,educational,economic,andsocialareas.4

Realizingtheimpactofdisaster, it is importanttobuildawarenessandcultureofdisasterrisk reduction. Therefore, the Government has initiated various efforts, among other: in2006,BappenasincooperationwiththeBadan Koordinasi Nasional Penanganan Bencana/BAKORNAS PB (National Coordinating Board for Disaster Management) supported byUnited Nations Development Programme (UNDP) formulated theRencana Aksi Nasional Pengurangan Risiko Bencana/RANPRB (National ActionPlan forDisaster Risk Reduction)2006-2009.ThisdocumentcontainscommitmentfortheeffortstoreducedisasterrisksinIndonesia.ThecommitmentofthestateisactualizedthroughtheissuanceoftheLawNo.3 http://www.bnpb.go.id4 PresentationofH.SudirmanGani,theHeadofNationalUnity,PoliticsandCommunityProtection/SecretaryofImplementingCoordinationUnitforDisasterManagement(Kesbangpol&Linmas/SekretarisSatkorlakPB),WestSumatraProvinceintheWorkshopforEvaluationofEarthquakeEmergencyManagementinWestSumatra,Padang22-24December2009.


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24year2007onDisasterManagement(DM).TheLawonDManditsderivationbecomeajudicialguidelinefordisastermanagementactivitiesinIndonesia,whichalsoaimstoachievethevisionofbuildingcommunityresiliencetodisaster.

Furthermore, the National Agency for Disaster Management and National Platform forDisasterRiskReductionwere thenestablished.TheNationalActionPlan forDisasterRiskReduction2010-2012wasformulatedasanationalpolicyfortheimplementationofnationaldevelopmentwithdisasterriskreductionasapriority.Ineducationsectorthegovernmenthasallocated1%oftheAnggaran Pendapatan dan Belanja Negara/APBN(NationalBudget)fordisaster risk reductionprograms,and20% foreducationas stipulatedby thenationalconstitution.

Disaster and School In 2006, Lembaga Ilmu Pengetahuan Indonesia/LIPI (Indonesian Institute of Science) andUNESCOconductedresearchinthreeareas,whichareAcehBesarDistrict,BengkuluCityandPadangCity.Theresearchaimedtoassessthelevelofdisasterpreparednessingovernmentinstitutions,schools,householdsandcommunities.Usingfiveparametersofpreparedness(knowledge on disaster, policy and guidelines, emergency response plan, disaster earlywarning system and resource mobilisation), it was identified that the level of schoolpreparednesswaslowercomparedtothatofcommunitiesandgovernmentapparatus.5 Fromthatfinding,itisidentifiedthatschoolsasa‘publicspace’aremostlyvulnerable,thiswas shownby the2009earthquake inWest Sumatra inwhich theextentof damagesofschools,particularlyclassroomsresultinginthedisruptionoftheteaching-learningprocess.School facilities and infrastructures have proven to be very vulnerable to disaster in themajority areas of Indonesia. Not to say that, the impactwould have been unimaginablemight the disaster occurs during school hours.

TheearthquakeinSichuan,China,on12thMay,2008,tookplaceduringschoolhours.Theearthquake of 7.9 ritcher scale killed 87,000 people,with at least 5,335 students, and itindicatesthataround6%ofthevictimsdeadwereschoolstudents.AccordingtothemediareportoftheChinesegovernment,morethan7,000schoolbuildingswerecollapsedandpiledupuponstudentsandteachers.Ironically,manybuildingssurroundingtheschoolswerestillstandingupright.Parentsofvictimsaccusedthattherewascorruptionintheprocurementprocessoftheconstructionofschoolbuildings,andthebadqualityofbuildingmaterialswasattributedtothecollapseofschoolbuildingsduringtheearthquake.

Fromtheabovefacts, it isclear that theefforts tobuilddisasterpreparedness inschoolshavetobeamutuallyimportantagendaandtheresponsibilityofschoolcommunitiesandstakeholders. School communities include people involved in teaching-learning activities:students, teachers, educationpractioners, andheadmasters. School stakeholders refer tocommunities that are interested in both school communities and community institutionssurrounding the school.

5 LIPI,UNESCO,ISDRKajianKesiapsiagaan Masyarakat dalam Mengantisipasi Bencana Gempa Bumi dan Tsunami di Indonesia, (Assessing andrecognizingcommunitypreparednessinnaturaldisasterinIndonesia),2006

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Schoolisthebasisofchildrencommunities.Theyoughttobeprotectedandsimultenously,theirknowledgeondisastersneedstobeincreased.SchoolisaveryreliableinstitutionbytheIndonesiansocietyto‘takecare’ofchildren.ThisisshownbythehighAngka Partisipasi Kasar/APK(grossenrollmentrate)andangka partisipasi murni/APM(netenrolmentrate)inElementaryandJuniorHighSchoollevel.

Furthermore,theschoolisaneffectiveplatformintransferinginformation,knowledgeandskills to the surrounding communities. Therefore, the activities of disaster education inschoolisaneffective,dynamicandsustainablestrategyinspreadingoutdisastereducation.Thesystemic,measurableandfeasibleeffortstoincreasethecapacityofschoolcommunitywilleffectivelyreducedisasterrisksinschools.

Disaster Risk Reduction in School Theglobalcampaigntobuildtheresilienceofnationand community has continued to proceed untilnow. In year 2010-2011, UNISDR (United NationsInternational Strategy for Disaster Reduction)launchedaglobalcampaignonDRRwiththefocusonthedevelopmentof urban areas. The themeof thecampaign“MakingCitiesResilient,TargetingRisks inUrbanAreas”,andactivitieswiththethemeof“OneMillionSaferSchoolsandHospitalsCampaign”havepromotedDRRpracticesinschoolsandhospitals.

In Indonesia, Planas PRB consistently cooperates withvariousstakeholdersfromtheeducationsectorthrough thenational campaign launched in2010astheCampaignYearforDisasterResilientSchoolsandHospitals. Since May 2010, the national campaign

hasbeenfollowedupbyseveralareassuchasWestJava,SpecialRegionofYogyakarta,andseveral other provinces.

Inlinewithit,realizingtheimportanceandurgencyofdisasterriskreductionineducation,TheMinistryofNationalEducationsupportedbyUNDPSC-DRRandCDE issuedaCircularLetter , No. 70a/MPN/SE/2010, targeting the head of regions, local office for education,Badan Penanggulangan Bencana Daerah/BPPD(Theregionalandlocalagencyfordisastermanagement)andotherrelevantlocaloffices(dinas)tomainstreamDRRineducation.

Todate,various initiativesandactivities toachievewhathasbeensetout in theCircularLetterhavebeenconductedbystakeholdersandschoolinstitutions.However,aframeworkis needed as a reference to build School Based-Disaster Preparedness. Therefore, thisFramework of School-Based Disaster Preparedness is developed to specify the points ofgoalsandimplementationofeffortstobuilddisasterpreparednessinschool.

©RianaNedyawati/OCHA

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CHAPTER 2SCHOOL-BASED DISASTER PREPAREDNESS

2.1. DEFINITIONThe Comprehensive Bahasa Indonesia Dictionarydefinespreparednessasa‘preparedcondition’.Itcamefromthebasicword‘prepared’,meaning‘readytobeusedortoact’.WhilethedefinitionprovidedbyLawNumber24Year2007forDisasterPreventionis‘aseriesofactivitiesconductedtoanticipatedisasterthroughorganisingaswellastakingthecorrectandusefulsteps’.

AccordingtotheUN-OCHA,preparednessispre-disaster activities conducted within the context of disaster risk management and is based on a good risk analysis. This covers development/improvement of the whole strategy of preparedness, policy, institutional structure, warning and predicting ability, as well as plans that will determine relevant steps to assist the community at risk in saving their lives and assets by being cautious to disasters and to take the correct steps in alleviating threats that would happen or the actual disaster itself. While UNISDR, in the Guidance Notes on Safer School Construction (Konstruksi Sekolah yang Lebih-Aman),statedthatpreparedness is the knowledge and capacity developed by the government, professional organizations conducting emergency response and post-disaster recovery, the community and individuals – to effectively anticipate, respond, and recover from the impact of hazard or condition that could and would happen. From thedefinitionandexplanationabove,wecandrawadefinitiveunderstandingthat the ‘school-based disaster preparedness’ is a capacity of school to manage


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disaster risks in its community. Such capacity is measured from the availability ofdisastermanagementplan(pre-,duringandpost-disaster), logisticavailability,safetyandcomfort in theeducationcommunity, infrastructure,andanemergencysystem,whicharesupportedbyknowledgeandcapacityonpreparedness,standardoperatingprocedure,andanearlywarningsystem.Suchcapacitiescanbealsoidentifiedthroughregularsimulationexercisesbycooperatingwithrelatedpartiesandinstitutionalizingin the policy of the educational institution to knowledge and practices of disasterprevention and risk-mitigation to all school communities as educational institutionconstituents.

2.2. BASIC CONCEPT Thefacilitationofschool’spreparednesstowarddisasterisarealizationoftheNationalAction Plan for Disaster Risk Reduction which is stated in Priority 5 of the HyogoFramework for Action (HFA) 2005-2015: Strengthening Disaster Preparedness for Effective Response at All Levels.Asidefromthat,intheeducationalcontextofdisasterriskreduction,thisbasicconceptreflectsPriority3:Using Knowledge, Innovation and Education to Build a Culture of Safety and Resilience at All Levels.

Conceptually the school-based disaster preparedness not only focuses on merepreparedness,butalsostrivestodevelopknowledgetoinstitutionalizethecultureofsafetyandresilienceofallschoolcommunitiestodisaster.Therefore,theconceptofSSBfocusesontwoagendas:1. AsafeLearningEnvironment2. PreparednessoftheSchoolCommunity

2.3. OBJECTIVETheobjectiveofSSBistodevelopacultureofpreparednessandsafetyinschoolaswellasresilienceofschoolcommunities.

ThedisasterpreparednesscultureisanabsoluterequirementinestablishingSSB.Itwillbewell-organizedifthereisasupportingsystem,goodplanningprocess,procurement,andmaintenanceoftheschoolmeansandinfrastructure.TheSSBconceptdevelopedbyCDEisexpectedtoprovideareferrenceforDRRinitiativesandcommunity-baseddisastermanagementingeneralandschool-baseddisastermanagementinparticular.

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CHAPTER 3PARAMETER, INDICATOR, AND VERIFICATION

TomeasuretheeffortsmadebyschoolsindevelopingSchool-basedDisasterPreparedness,parameters,indicatorsanditsverificationneedtobedetermined.Parameterisaminimumstandardthatisqualitativeinnatureanddeterminestheminimumlevelthatisneededtobeachieved.Indicatorisa‘marker’whichshowswhetherstandardshavebeenachieved.Itprovidesmeanstomeasureandcommunicateimpactoroutcomeofaprogram,aprocessaswellasthemethodused.Indicatorcanbequalitativeorquantitativeinnature.Verificationisa setofevidence to show indicator.Parameterof schoolpreparednessconsistsof fourfactors:1. AttitudeandAction2. School Policy3. Preparedness Planning 4. ResourceMobilisation

3.1. Attitude and Action The basis of one’s attitude and action is their perception, knowledge and skill. SSBexpectstobuildthecapacityofallelementsofschoolcommunities,bothindividuallyandcollectively,tofacedisasterspromptlyandefficiently.Therefore,studentsandallelementsofschoolcommunitiesarethetargetofSSB.

3.2. School PolicySchoolpolicy isa formallybindingdecisionmadebyschoolson themattersneededtosupporttheimplementationofDRRinschool,bothspecificallyandintegratedly.Inpractice, theschool’spolicy shallbe the foundation,guideline,anddirection for theimplementationofactivitiesrelevanttoDRRinschool.


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3.3. Preparedness Planning Preparednessplanningistoensurearapidandefficientactionwhendisasteroccurs,taking into consideration the local disaster management system and adjusting itaccordingtothelocalcondition.ItwillproduceseveraldocumentssuchaspreparednessStandard Operating Procedure/SOP, contingency plan, and other supporting-preparednessdocuments, includingestablishmentof accurate earlywarning systemthatconsiderslocalcontext.

3.4. Resource Mobilisation The school ought to prepare human resource, facility, infrastructure and financialsupport for disaster management to ensure the school’s disaster preparedness.Resourcemobilisationisbasedonthecapacityofschoolandschoolstakeholders.Themobilisationisopenforotherstakeholderstotakepart.

The four parameters stated above aremeans tomeasure disaster preparedness inschool, and each parameter is not a stand-alone one but linked to one another. The acquired measurement of the related schools will determine the level of schoolresiliency toward a specific hazard. In practice, school preparedness should also beintegratedwithsameeffortoflocalgovernment,communitiesaroundtheschoolandrelevant stakeholders.

Theoutlinesofparameter,indicatorandverificationinSSBconceptdevelopedbyCDEareasfollow:

Parameter Indicator Verification

Attitude and Action TheavailabilityofKnowledgeregarding the hazards (i.e. types, sources and magnitudes);vulnerability;capacity disaster risk and history surrounding the school.

Curriculum structure and content(statedinKTSPdocumentI/School-basedCurriculum)aswellassyllabus and lesson plan derivedfromSKKD(statedinKTSPdocumentII)containingknowledgeofhazards(types,sourcesandmagnitudes);vulnerability;capacity;disasterriskandhistory surrounding the school Studentactivitiestoobservehazards(types,sourcesandmagnitudes);vulnerability;capacity;disasterriskandhistoryoftheschoolandsurrounding area.

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Knowledgeavailabilityonpossibleeffortstoreducedisaster risk in school.

Curriculum structure and content(inKTSPdocumentI)aswellassyllabusandlessonplanfromSKKD(inKTSPdocumentII)containingknowledgeofeffortsthatcanbe done to reduce disaster riskinschool.Schoolactivitytoidentifyeffortstoreducedisaster risks in school, includingtheoptionofactionsineitherrelocatingorretrofittingschoolbuildingandinfrastructure.

The school to regularly examinetheintegrityofthe school structure and infrastructure.

Skillsofallschoolelementsinexecutingcontingencyplan.

Schoolelementstoexecutethecontingencyplanduringsimulationexercise.

SocializationonDRRandSSBto all school elements and stakeholders.

Numberofregularandsustainablesocializationactivitiesinschool.

TrainingsonintegratingDRRintoKTSP.

Numberoftrainingsconducted by school.

Simulationexerciseactivitiesconducted regularly in school, involving surrounding communities.

Frequencyofsimulationexerciseactivitiesconductedper a year.

School’s Policy Availabilityofpolicy,agreementand/orschoolregulationthatsupporttheefforttoreducedisasterriskin school.

KTSPdocumentI(includingtheschool’svision,missionandobjective)containingand/orsupportingeffortstoreducedisaster risk in school.

School policy document containingand/oradoptingschool building codes.

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Availabilityofaccessforall school elements to information,knowledgeand training to increase their capacity in DRR, i.e.referencematerials,participationintraining,teacher’smeeting,villagemeeting,studentjamboree,etc.

Informationmediainschool(i.e.bulletinboard,library,books,andmodules)containingknowledgeandinformationonDRRandaccessible to the school community.

Numberofparticipationofschoolcommunitiesintraining,teacher’smeeting,villagemeeting,studentjamboree, etc.

Preparedness Planning Availabilityofdisasterriskassessment documents formulatedthroughaparticipatoryapproachoftheschoolcommunitiesandstakeholders.

Documents on disaster risk assessment periodically reviewedinaccordancetoschool’svulnerability.

Documents on school building vulnerability assessment regularlyexamined/checkedby the government.

Note:Schoolvulnerabilityisassessed based on structural andnon-structuralfactors.

AvailabilityofSchoolActionPlanfordisastermanagement (pre-, during andpost-disaster).

DocumentofSchoolActionPlanregularlyformulated,reviewedandupdatedthroughaparticipatoryapproachandrecognisedbytheeducationoffice.

AvailabilityofEarlyWarningSystem understood by all school components, covering:

StandardOperatingProcedureofearlywarningsystemthathas been tested and updated throughregularsimulationexerciseactivitiesinschool.

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• Accesstoinformationonhazardseitherfromthenature’ssign,informationofsurrounding community, andtheauthorities(local government and BMKG).

• Warningtools(includingitsmaintenancecost)and alert signs have been agreed upon and understood by all school elements.

• StandardOperatingProceduresforwarningdisseminationinschool.

• Personinchargetooperate the early warningsystem.

Availabilityofschoolpreparedness SOP that has been agreed and implemented by all school elements.

School preparedness SOPregularlyreviewedand updated through a participatoryapproach.

Availabilityofschoolevacuationmap,withsigns and symbols, easily understood by all school elements.

Schoolevacuationmapalongwithsignsandsymbols installed and, easily understoodandidentifiedby all school elements in the surrounding school area.

Availabilityofagreednearestevacuationarea/shelter,sosializedtoallschoolelements (including parents ofstudents,surroundinglocal government and communities).

Nearestschoolevacuationarea/shelteravailable,socialized,andagreedbyallschool elements (including parentsofstudents,surrounding local government andcommunities).

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Availabilityofschoolpreparedness SOP agreed and implemented by the school elements, among others:

• Duplicationandstorageimportant school documentsinasafeplace.

• Recordsofimportantcontacts that can be easily accessed by all school elements (i.e. the nearest health center/hospital,firefighterdept,relevantapparatus).

PROTAP(SOP)onschoolpreparedness regularly reviewedandupdatedinaparticipatorymanner.

Resource Mobilisation Availabilityofschoolbuildingthat can stand to disaster.

Schoolbuildingwiththefollowingcharacteristics:

• Building structures that complywithbuildingcodestowithstanddisaster the placement ofstudenthealthfacilityisseparatedfromtheclassrooms and other learningfacilities.

• Asafeclassroomlayoutand design.

• Designandlayoutofclassroom,facilityandinfrastructurethatcomplywithstandardofsafety.

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Thenumberandtypeofpost-disasterequipment,supplies, and basic needs ownedbyschool.

Availabilityofpost-disasterbasicequipmentsandbasicneedssupplies(i.e.firstaidandevacuationtools,tarpaulin, tent and clean water)canbeimmediatelyfulfilledandeasilyaccessedbyschoolcommunities.

Availabilityofschool-disasterresponsetaskforceinvolvingthestudentrepresentatives.

Numberofstudentsinvolvedin school-disaster response taskforce.

Cooperationbetweentheschoolteachers’councilandotherprofessionalteachers’associationintheareasuchasMGMPforumforDRRinschool.

Numberandtypeofcooperationbetweenschoolteachers’councilandotherprofessionalteachers’associationforDRRinschool.

Cooperationoncity/districtdisastermanagementwithrelevant stakeholders in the area (i.e. village and sub-district apparatus, BPBD and other government institutions).

Numberofjointactivitiesimplementedtogetherwithdifferentparties.

Regularparticipatorymonitoringandevaluationon school preparedness and safety(i.e.try-outorexerciseonpreparednessofschoolperiodically).

Mechanism to monitor and evaluate school preparedness andsafetyregularlythroughparticipatoryapproach.

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CHAPTER 4GUIDELINE FOR DEVELOPMENT OF SCHOOL-BASED

DISASTER PREPAREDNESS

4.1. VALUES AND PRINCIPLESIn developing school-based disaster preparedness, members of CDE promote thevaluesandprinciplestoensurethequalityofDRReducationpractices.ValueswillserveasreferencestotheoutcomeofDRReducationpractice,whileprincipleswillbecomeindicatorsofhowDRREducationshouldbepracticed.Thesevaluesandprinciplesarealsoexpectedtobetheguidelineforpractitioners(communityofpractices)aswellasstakeholders in developing school-based disaster preparedness.

Values1. Change of Culture: DRR education is aimed to create a new culture of safety, and a

changefromsafetytoresilience.2. Empowerment-oriented:ToenableschoolandschoolelementtocollectivelyapplyDRR.3. Independence: To optimize the utilization of school and communities resources and

reducedependencyonexternalresources.4. Right-based approach: DRR education practice should always pay attention to basic

human rights issues.5. Sustainability:Toensuresustainabilityandinstitutionalization.6. Local Wisdom:ToexploreandempowerlocalwisdomfortheDRReducationpractices.7. Partnership:Involvingvariousstakeholdersfromdifferentcomponents,sectors,society

group, government institution as well as non-government organization to achievecommonobjectivesbasedoncollaborationprincipleandpropersynergy.

8. Inclusivity:Topayattentiontotheneedsofstudentincludingthosewhohavespecialneeds.


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Principles1. Interdisciplinary and comprehensive:LessonsforDRRcanbeincludedandintegratedin

existingcurricula,itisnotnecessarytobegivenasseparatelearningactivityorsubject.‘Comprehensive’meansthatthelearningprocessofallsubjectsshouldbeimplementedinanintegrationtoachievethestipulatedcompetencystandard.

2. Intercultural communication (Intercultural Approach): DRR approach should be based on interactionandcommunicationamonganumberofpeoplewithdifferentculturalbackgrounds(ethnicity,social-economy,etc.).

3. Value-oriented: DRR should be based on common values,that serve as norms to obey. However,thosevaluescouldbecriticized,debatedupon,examined,andimplementedwithnecessaryadaptation.

4. Action-oriented: DRR lessons learned to be applied by the participants in their dailylives,bothpersonallyaswellasprofessionally.

5. Critical thinking in Problem-Solving: Development of critical thinking and problemsolving by building self-confidence in addressing dilemma and challenges to build asafetycultureandresiliencetodisaster.

6. Multi-methodology:There isno(single)mostsuitablemethodology,approachshouldenabletheteachersandstudentstoworktogethertogainknowledgeandplayaroletocreatetheireducationenvironment,

7. Relevant to the local condition: To discuss global and local problems using common languageswithallparticipantsaswellasproperlydeliverconceptsinlocalcontext.

8. Participatory: Participatory decision-making, involving students on how they shouldlearn.

9. Prudence. To avoid the vulnerability and dependence on other party.10.Accountability. All activities and the outputs should be accountable to themembers

in accordance to the prevailing regulation. It also refers to the obligation to deliveraccountabilitytopartiesholdingtherightorauthoritytodemandit.

11. Enforcement of School Function.Thefunctionofschoolinprovidingeducationserviceas well as learning and teaching activity should continue to be the ultimate priorityduring emergency.

4.2. ROLES AND RESPONSIBILITIES

DisasterRiskReduction(DRR)requirescollectiveeffortsfromvariouspartiesinaccordancetotheiravailability,capacity,knowledgeandskill.Thefollowingsarepossiblebasicrolesthatcanbeperformedbyeachparty(schoolelements,parents,andimplementinginstitution,aswellasdonors):

What can students do?

• StudentscantakeadvantageofthePPandDRRtrainingprovidedbynon-governmentalorganizationssuchastheRedCrossandRedCrescentSocieties.Furthermore,seniorstudentsareexpectedtobeabletoteachtheyoungerones.

• Studentscaninformtheirparentsofwhattheyhavelearnedconcerninghazardsandrisks.

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What can parents do?

• Parentscanaskaboutschoolsafetyattheschoolboardmeeting.Theymayalsolobbythegovernmentofficialconcerningtheresourcesnecessaryfortheschoolsafety.

• Parentsmay joinothermembersofsocietytosupporttheirchildren in learningDRRand assisting in disseminating the risk assessment result to the community throughparticipatoryapproach.

• Parents who lost their children during disaster at school may join associations ornon-governmental organizations to prevent others from facing similar losses. Thereare different ways for parents who lost their children in organizing activities whichcontextuallyproperintherespectiveculture.

• Parents and teachers can discuss (through various forms of Parents and TeachersAssociations)on.DRRmaterials,learnedbystudents,abouthazardsandriskandhowtheschoolcanbeasaferplace.

What can educators and other professionals do?

• Theeducatorsandprofessionals shouldenrich their knowledgeonhazards, riskandhowtoimplementdisasterriskreduction.

• Educators can take the initiative to conduct learning session on disaster and its riskreduction i.e. on a weekly basis during school hours on a specific subject matter(geography,biology,etc)bringingthestudentsoutoftheclassroomtolearnandidentifytheriskzonesanddrawtheriskmapintheirschoolenvironment.

What can non-governmental, national, and international organizations do?

• Incooperationwithprofessional,educator,childrenand/orcommunity,theorganizationscouldsupportindevelopingactionplantoimproveschoolsafetyandthelevelofriskawarenessamongtheschoolcommunities.

• They can support the coalition and partnership among schools to build inter-schoolnetwork.

• Theycandevelopandprovideeducationmaterials.

What can donors do?

• Toensure standardbuilding code for safe school anddisaster risk reduction in theirsupporttoschoolconstructionprojects.

• TofundeducationprojectsforDRR.

4.3. SUPPORT FOR SUCCESS

IntheeffortforasuccessfulDRRandSSBimplementationasidefromtheschoolitself(commitmentoftheschoolprinciplesandschoolelements),aswellasthesurroundingschoolcommunities,itisalsoimportanttohavesupportfromthegovernmentpolicyandresources,amongothersfromtheeducationoffice,BPBDandotherorganizationworkinginDRRinthearea.

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4.4. PHASES

SeveralCDEmembershaveconductedSSBactivitiesinseveralareasinIndonesiainthelastcoupleofyears.Basedontheirexperiences,thefollowingstepscouldbetakenintoconsiderationindevelopingSSB:1. Building understanding and collective commitment among school elements and

otherstakeholderstoestablishSSB,withorwithoutfacilitationofexternalparties2. EstablishmentofSSBTeam3. DraftingplantodevelopSSB4. Developingschool’sroadmaptoSSB5. Conductanalysisofthreats,capacity,andvulnerabilityoftheschool6. Performriskanalysisoftheschoolondisaster7. Createriskandschoolevacuationmap8. DevelopSSBbyformulatingactivitiestoimprovetheschoolresiliencetodisasterin

accordancetothefourparameters:attitudeandaction,schoolpolicy,preparednessplanning,andresourcemobilisation(seechapter3)

9. MonitorandevaluateSSBimplementation

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LIST OF TERMS

Hazard Each of phenomenon/natural disaster or other activities/events that potentially lead todisaster.

Disaster Incidents or a series of incidents that pose threats and disrupt the life and livelihood ofcommunity,whicharecausedbynatural,non-naturalorhumanfactorsandthusresultedinlossoflifeandproperty,environmentaldamage,andpsychologicalimpact.

CapacityThecombinationof resources,meansand strengthsavailablewithina community,whichenablesittoprepare,prevent,manage,anddefendaswellasallowtorapidlyrecoverfromdisaster.

VulnerabilityThe lackof capacitywithin a community toprevent, reachpreparedness and respond tocertaindisaster.Vulnerability includesphysical,economic,socialandattitudevulnerabilitythat have various causes.

PreparednessA series of efforts performed to anticipate disaster through appropriate and efficientmeasures.

MitigationAseriesofefforttolessendisasterrisks,throughbothphysicaldevelopment,andawareness-raising and capacity improvement against disaster threats.

Disaster ManagementAll activities that cover the disaster planning and management aspects in pre-, duringand post-disaster, including emergency response, recovery, prevention, mitigation andpreparedness.

Disaster PreventionAseriesofactivitiesconductedto lessenor removedisaster risks, throughreducingbothdisasterthreatsandvulnerabilitiesofpartiesatrisk.

DRR MainstreamingProcessofwhichconsiderationsondisasterriskreductionareprioritisedbyorganisations/individuals involved inpolicymakingprocess intoeconomic,physical,politicalandsocial-culturaldevelopmentofacountryatnationalleveland/orlocallevel;aswellasprocesseswheredisasterriskreductionisconsideredinthatdecision-making.

Disaster Risk ReductionEfforttominimizethelossesresultedfromdisasterinanareaandforcertainperiodoftime

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and the lossesmight result in life loss, illness, threathened life, lossof senseof security,displacement,propertydamageorlossesanddisruptionofcommunity’sactivities.

Theeffortissupportedbyastrongsysteminidentifying,assessingandmonitoringdisasterrisk, aswell as applyingearlywarning systembyutilizing the knowledge, innovationandeducationtobuildawarenessonself-survivalandresiliencetodisasterinalllevelofsocietybyreducingthecausalfactorsofdisasterriskandstrengtheningthepreparednessinordertohaveamoreeffectiveresponses.

The concept and practice of reducing disaster risks through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events (UN ISDR 2009).

Implementation of Disaster ManagementAseriesofeffortscoveringstipulationofdevelopmentpolicythatreducetheriskofdisasteroccurrenceandincludedisasterpreventionactivity,emergencyresponseandrehabilitation.

Early WarningAseriesofactivitieprovidedwarningtothesocietyassoonaspossibleonthepossibilityofdisasteroccurrenceinacertainplacebyanauthorisedinstitution.

RehabilitationImprovementandrecoveryofallaspectsfrompublicorcommunityserviceinthedisasterarea to the level that is adequate enough to ensure that all aspects of governance andcommunity lives are running normally in the relevant post-disaster area.

ReconstructionRebuildingofallfacilitiesandinfrastructureaswellasinstitutionalsysteminthepost-disasterareaatbothgovernmentandcommunitylevel,withthemaintargettofacilitateeconomicgrowthanddevelopment,socialandculturalprogress,lawenforcementandsocialorder,aswellasrevitalisationofcommunityparticipationinallaspectofsocietyinpost-disasterarea.

Disaster RiskThepotentialoflossescausedbydisasterinoneareaandforacertainperiodoftimeinformsofdeath,injuries,illness,threatenedlife,lossofsenseofsecurity,displacement,propertydamageorlosses,anddisruptionofsocietylives.

Disaster Emergency Response Aseriesofactivitiesdonepromptlyafteradisasteroccurencetohandlethenegativeimpactofthedisaster,whichcoverssearchandrescueactivityforvictimandproperty,fulfilmentofbasicneeds,protection,managementofdisplacedpeople,rescueandrecoveryofpublicfacilitiesandinfrastructure.

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School CommunityEveryone involved in the teaching and learning activities: students, teachers, educationpersonnel,generalsupportingstaffsandheadmasters.

MusyawarahAneffortinsolvingaproblemorfindingthewaysoutwithbyinvolvingalltoparticipantinthe decision making proces.

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LIST OF ABREVIATION

BMKG BadanMeteorologi,KlimatologidanGeofisika/Meteorological, Climatological and Geophysical Agency

KTSP KurikulumTingkatSatuanPendidikan/CurriculumofEducation Unit Level

MGMP MusyawarahGuruMataPelajaran/Teachersmeetingonthe subject

PP PertolonganPertama/FirstAid

SKKD StandardKompetensidanKompetensiDasar/Standardof Competency and Basic Competency

UKS UnitKesehatanSekolah/SchoolHealthUnit

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BIBLIOGRAPHY

BNPB(2008),“ImplementasiPenguranganRisikoBencanadiIndonesia,2007-2008”

Global Platform for Disaster Risk Reduction(2009),“Outcome Document: Chair’s Summary of the Second Session Global Platform for Disaster Risk Reduction”

H.SudirmanGani(2009),”PelaksanaanKoordinasidariAspekPemerintahProvinsiSumateraBaratdalamTanggapDaruratBencanaGempabumi30September2009”

ISDRSystemThematicCluster/PlatformonKnowledgeandEducation,July2006, “Let Our Children Teach Us! A Review of the Role of Education and Knowledge in Disaster

Risk Reduction”

KonsorsiumPendidikanBencana(2008),“DraftKerangkaKerjaPenguranganRisikoBencanaBerbasiskan Sekolah”

KonsorsiumPendidikanBencana(2009),“CDENotesofMeeting:SekolahSiagaBencana,17December2009”

LIPI, UNESCO, ISDR (2006), “Kajian KesiagaanMasyarakat dalamMengantisipasi BencanaGempa dan Tsunami di Indonesia.”

MPBI(2008),“KerangkaAksiHyogo:PenguranganRisikoBencana2005-2015,MembangunKetahananBangsadanKomunitasTerhadapBencana”

Ninil R.M. Jannah (2009), “Kerangka Kerja Sekolah Siaga Bencana: Hasil diskusi SesiPembelajaran CDE tentang Sekolah Siaga Bencana”

Task Force of Consortium for Disaster Education for Review of SNP2RB (2009), “DraftAkademik Pengarusutamaan Pengurangan Risiko Bencana dalam Sistem Pendidikan Nasional di Indonesia”

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MEMBERS OF CDE TASK FORCEFOR SCHOOL-BASED DISASTER PREPAREDNESS CONCEPT

Organisasi Nama

1. ASB Melina Margaretha

2. ASB Wahyu Sulastomo

3. HOPEWorldWide Willly Gosal

4. LIPI AsepKoswara

5. LIPI IrinaRafliana

6. LIPI Tasril Mulyadi

7. LPBI NU A.JamilWahab

8. LPBI NU Avianto Muhtadi

9. LPBI NU SultonHuda

10.MDMC AriefNurkholis

11. MDMC BudiSetiawan

12. MDMC PaskiHidayat

13. MPBI Barry Adhitya

14. MPBI Catur Sudhira

15. MPBI Faisal Djalal

16. Nurani Dunia ArifulAmir

17. PerkumpulanKerlip AnastasiaRimaH

18. PerkumpulanKerlip YantiSriyulianti

19. PerkumpulanKerlip ZamzamMuzaki

20.Perkumpulan Lingkar NinilMiftahulJannah

21. Perkumpulan Lingkar Yugyasmono

22. PlanInternational Amin Magatani

23. PlanInternational KatharinaAnggraeni

24. PMI QorunNiza

25. PMI TitiDaulay

26. Save The Children Intan Febriani

27. SCDRR - UNDP DianAfriyanie

28. SCDRR - UNDP SitiAgustini

29. UNDP Malikah Amril

30.UNESCO ArditoM.Kodijat

31. UNESCO BettySiagian

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32. UNESCO HyangMiKim

33. UNJSP-DRR Dominica Novi Nugraheni

34. UNJSP-DRR JonathanVictorRembeth

35. UNTWG-DRR UNDP RianaNedyawati

36. UNTWG-DRRUNOCHA TitiMoektijasih

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Glimpse Of

Consortium for Disaster Education


ConsortiumforDisasterEducation

This organizationwas established in October 2006. It is dedicated as a follow-up of theInternational Risk Reduction Day 2006 with the theme: “Disaster Risk

Reduction Begins at School.” The main specific aim of CDE is tosupportthedevelopmentofsustainablepolicyandDRReducationpracticesatnationalandlocallevelsthroughformal,nonformal,as well as informal approaches by improving the capacity,coordination, and synergy among parties and making thecommitmentforDRReducation.TheConsortiumconsistof62memberorganisations,namelyUNAgencies,Government,RedCross Society,NGOsand Universitywhich are implementingactivitiesofschoolbased-disasterriskreduction.

As a network organisation, The network allows members tocomplementeachotherandotherrelevantpartnerswithsupportto

thedevelopmentanddocumentationeffortsofteaching-learningmaterials;jointlyconductthelearningsessionsandinformationexchangetoenhancetheknowledgeofhumanresourcesondisastereducationaswellastoensuretheachievementofsustainabledisaster education program in Indonesia. There are designated focal points for the UN,Government, IndonesianRedCrossandNGOs.Asidefromcontribution,MembersbenefitfromtheaddedvalueoftheConsortiumintheareaofdevelopinganddocumentingDRReducationpracticesandadvocacytocentral& localgovernmentwithsupportofstrongerCDE internal mechanism

Withtheaimtodeveloppoliciesthatenablesustainableandinstitutionaliseddisasterriskreductioneducationpractices,CDEhasthefollowingvisionandmission:

Vision: Disaster risks in Indonesia are reduced through improvement of community and stakeholder capacity in managing disaster risks.

Mission: To support the development of sustainable policy and DRR education practices at national and local levels through formal, non formal, as well as informal approaches by improving the capacity, coordination, and synergy among parties and making the commitment in DRR education.

Coverageofactivitiesconsistsofadvocacy,pilotingorpioneeringofmembersandcapacitydevelopmentofmembers.

Inimplementingeducationactivities(in)disasterriskreduction,membersofCDEemphasizethevaluesandprinciplesthattheybelieveshallensurethequalityofDRReducationpractices.ValueswillserveasaguidelineforDRReducationpractice.Whereas,principleswillbecomeindicatorsonhowDRREducationshouldbepracticed.


OrganisationalunitsofCDE,asidefromitsmembers, includePresidiumand Secretariat that are assigned for a certain period of time

accordinganinternalmechanismofCDE.

Detailedinformationcanbeaccessedatwww.drr.org,www.jtic.org.Contacts:• Ninil R. Miftahul Jannah, Perkumpulan Lingkar,

[email protected]+6281328011915• Riana Nedyawati, UNTWG–DRR/UNDP, nedyawati@

un.org,+628119622106


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