LEADeXCELS - SEAMEO INNOTECH€¦ · your school to become more resilient and better prepared to...

MODULE 1

Lead in Building a More Resilient School

Southeast Asian Ministers of Education OrganizationRegional Center for Educational Innovation and Technology

LEADeXCELS

SEAMEO INNOTECHCopyright © by SEAMEO INNOTECHAll rights reserved. Published 2014. Printed in the Philippines.

ISBN 978-971-0487-70-7

No part of this publication may be reproduced or distributedin any form or by any means, or stored in a database orretrieval system, without prior written permission ofSEAMEO INNOTECH.

www.seameo-innotech.orgwww.innotech.org

ContentsWhat Is This Module about? ................................................................................What Will You Learn? ..........................................................................................Flow of Instruction ................................................................................................ What Do You Already Know? .............................................................................Feedback ................................................................................................................. How Do You Rate Yourself? ................................................................................

Lesson 1: Planning for a More Resilient School

What Is This Lesson about? ..............................................................................What Will You Learn? .......................................................................................Let’s Try This (Activity 1.1): ............................................................................

Feedback.................................................................................................................Let’s Read: Building a More Resilient School: The Rationale............................

Let’s Think about This ..................................................................................... Feedback ............................................................................................................. Let’s Study: Role of the School Head Before, During, and After a Disaster .......................................................................... Let’s Think about This ........................................................................................... Feedback................................................................................................................. Let’s Try This (Activity 1.2)................................................................................... Feedback ..................................................................................................................

Let’s Study: Disaster Risk Reduction and Management: Some Basic Concepts....................................................................................... Let’s Read: Basic Concept 1 - Hazards ................................................................Let’s Think about This ......................................................................................Feedback .............................................................................................................Let’s Read: Basic Concept 2 - Vulnerability .......................................................Let’s Think about This ......................................................................................Let’s Read: Basic Concept 3 - Risk Assessment .................................................Let’s Think about This ......................................................................................Feedback .............................................................................................................Let’s Read: Basic Concept 4 - Disasters .............................................................Let’s Think about This.......................................................................................Let’s Read: Basic Concept 5 - Disaster Risk Management ................................Let’s Think about This ......................................................................................Feedback .............................................................................................................Let’s Read: Basic Concept 6 - Disaster Risk Reduction .....................................Let’s Try This (Activity 1.3) ..............................................................................Feedback .............................................................................................................

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Let’s Think about This ..................................................................................... Feedback ............................................................................................................

Let’s Study: The Disaster Management Cycle: A Conceptual Framework for Disasters .....................................................................................................Let’s Read: Before a Disaster: Prevention Measures .........................................Let’s Think about This ......................................................................................Feedback .............................................................................................................Let’s Read: Before a Disaster: Mitigation Measures ..........................................Let’s Think about This ...................................................................................... Feedback .............................................................................................................Let’s Read: Before a Disaster: Preparedness Measures ......................................Let’s Think about This .......................................................................................Feedback .............................................................................................................Let’s Read: During a Disaster: Response Measures ..........................................Let’s Think about This ......................................................................................Feedback .............................................................................................................Let’s Read: After a Disaster: Recovery Measures ..............................................Let’s Think about This ......................................................................................Let’s Read: After a Disaster: Rebuilding Measures ...........................................Let’s Think about This ......................................................................................Let’s Remember .................................................................................................Let’s Try This (Activity 1.4) .............................................................................Feedback .............................................................................................................Let’s Try This (Activity 1.5) .............................................................................Feedback .............................................................................................................Let’s Read: Organizing a School Resiliency Committee: The Philippine Case..Let’s Try This (Activity 1.6) ..................................Feedback .............................................................................................................Let’s Try This (Activity 1.7) .............................................................................Feedback .............................................................................................................Let’s Study: Knowing Your School: Identifying and Assessing the Disaster Vulnerability of Your School .....................................................................Let’s Think about This ....................................................................................Let’s Read: Assessing Your School’s Vulnerability to Disasters: Some Useful Tools ..........................................................................................................Feedback ...........................................................................................................Let’s Study: School Building Safety Checklist .................................................Let’s Try This (Activity 1.8) ...........................................................................Feedback ...........................................................................................................Let’s Study: Non-structural Safety Checklist ..................................................Let’s Try This (Activity 1.9) ...........................................................................

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Feedback .............................................................................................................Let’s Read: Best Practices for School Safety: The Case of the Philippines .......... Let’s Think about This ......................................................................................

Feedback .............................................................................................................Let’s Try This (Activity 1.10): School Vulnerability to Disasters Checklist ................................................................................Feedback .............................................................................................................Let’s Try This (Activity 1.11) ...........................................................................Feedback .............................................................................................................Let’s Try This (Activity 1.12) ..........................................................................Feedback ............................................................................................................Let’s Study: Developing a School Resiliency Plan: Some Important Considerations ...........................................................................................Let’s Try This (Activity 1.13) ..........................................................................Feedback ...........................................................................................................Let’s Read: Developing Your School Resiliency Plan: Some General Criteria .......................................................................................................Let’s Think about This .....................................................................................Let’s Read: Components of a School Resiliency Plan .................................Let’s Think about This .....................................................................................Feedback ............................................................................................................Let’s Try This (Activity 1.14) ..........................................................................Feedback ............................................................................................................Let’s Read: Communicating the School Resiliency Plan: Some Recommended Strategies ...................................................................................................Let’s Think about This .....................................................................................Feedback ............................................................................................................Let’s Remember ................................................................................................How Much Have You Learned from This Lesson? ....................................Feedback ............................................................................................................

Lesson 2: Developing Students as Disaster Resiliency Champions

What is This Lesson about? ............................................................................What Will You Learn? .....................................................................................Let’s Try This (Activity 2.1) ............................................................................Feedback ............................................................................................................Let’s Read: Integrating Disaster Risk Reduction Topics into the School Curriculum: Three Options .......................................................................

Let’s Study: Integration of Disaster Risk Reduction into the School Curriculum: Some Subject Examples ........................................................

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Feedback ..........................................................................................................Let’s Read: Integrating Disaster Risk Reduction into the School Curriculum: Five Southeast Asian Country Reports ...................................................Let’s Think about This ....................................................................................Let’s Read: Integrating Disaster Risk Reduction into the School Curriculum: Some Recommended Strategies ................................................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Read: Integrating Disaster Risk Reduction into the School Curriculum: The Pedagogical Aspect ............................................................................Let’s Try This Activity (Activity 2.3) ...........................................................Feedback ..........................................................................................................Let’s Read: Integrating Disaster Risk Reduction into the School Curriculum: Student Assessment .................................................................................Let’s Think about This ....................................................................................Feedback ..........................................................................................................Let’s Read: Teacher Professional Development in Disaster Risk Reduction Education .................................................................................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Try This (Activity 2.4) ..........................................................................Let’s Read: Developing Learning Materials Related to Resiliency: Some Guidelines ................................................................................................Let’s Try This (Activity 2.5) ..........................................................................Feedback ..........................................................................................................Let’s Study: Disaster Scenarios .......................................................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Study: Comic Strips ................................................................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Study: Pictures/Photos ............................................................................Let’s Think about This ...................................................................................Let’s Study: Interactive Games ........................................................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Study: Hands-on or Experiential Activities ...........................................Let’s Think about This ...................................................................................Feedback ..........................................................................................................Let’s Study: Puzzles ........................................................................................How Much Have You Learned from This Lesson? .................................

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Let’s Think about This ....................................................................................Let’s Study: Short Films ..................................................................................Let’s Think about This ....................................................................................Feedback ...........................................................................................................Let’s Try This (Activity 2.6) ...........................................................................Feedback ...........................................................................................................Let’s Read: Planning and Organizing Activities Related to Disaster Risk Reduction in the Classroom ......................................................................Let’s Think about This ....................................................................................Feedback ...........................................................................................................Let’s Study: Drama, Pantomime or Skit ..........................................................Let’s Think about This ....................................................................................Let’s Study: Poems, Charts and Songs .............................................................Let’s Think about This ....................................................................................Feedback ...........................................................................................................Let’s Read: Planning and Organizing Co-curricular Activities Related to Disaster Risk Reduction Outside the Classroom ......................................Let’s Think about This ....................................................................................Let’s Read: How to Conduct Earthquake Drills ...............................................Let’s Think about This ....................................................................................Let’s Study: Student Brigade Leaders ..............................................................Let’s Think about This ....................................................................................Let’s Think about This ....................................................................................Feedback ...........................................................................................................Let’s Remember ...............................................................................................How Much Have You Learned from This Lesson? ....................................Feedback ...........................................................................................................

Let’s Sum Up ........................................................................................................How Much Have You Learned from This Module? ......................................Feedback ...............................................................................................................How Do You Rate Yourself Now? ....................................................................Let’s Apply What You’ve Learned ...................................................................Key To Corrections ..............................................................................................Glossary ................................................................................................................Suggested Readings and Websites ...................................................................References ............................................................................................................Annex A: Case Examples ...................................................................................Annex B: The Alert Rabbit .................................................................................

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Module 1 | Lead in Building a More Resilient School 1

What Is This Module about?Every year, across the globe, many people are exposed to the fury of disasters, both natural and human-induced. Disasters are known to disrupt the lives of affected people, communities and countries. Earthquakes, typhoons, floods, landslides/mudslides, volcanic eruptions, wildfires, tropical storms, oil spills, gas leaks, global warming, storm surge, and epidemics generally cause massive devastation to property, forcing people to evacuate their homes, suspend businesses, disrupt schools, halt normal daily routine, and, more often than not, take away human and animal lives. Often, disasters caused by natural hazards transform the physical landscape of the affected areas by toppling buildings, uprooting trees, upending roads, dispersing debris, resulting in a community becoming indistinguishable to its people.

The Southeast Asian countries have seen the many faces of disasters portrayed in the human tragedy of lost family members, friends, and jobs; the physical destruction of communities, homes, schools, and hospitals; and the financial and economic burden of recovery and reconstruction. Risks associated with an increasing population growth, rapid urbanization, declining ecosystems, poor management of resources and a changing climate further contribute towards accelerating the occurrences of disasters. The findings of recent studies predict that the number of people living with the threat of earthquakes and cyclones in cities could triple by 2050 (Sri Mulyani Indrawati, 2011).

In view of this, the next best thing to do is to enhance community disaster resilience and better preparedness in the event disasters strike. Vulnerable communities in particular must ensure that they are well-prepared to respond and provide immediate relief in the period before the arrival of aid-agencies to the disaster affected area. In the last decade, effective early-warning systems and evacuation plans at the national and regional levels have, to a certain extent, greatly reduced the negative impact of disasters. It is timely, therefore, for local communities including schools to respond accordingly and demonstrate effective disaster preparedness.

2 Module 1 | Lead in Building a More Resilient School

Undeniably, schools play a primary role in the life of communities. In addition to their central function of providing basic education to children of school-going age, they often serve as a cultural center in the community, a community center for life-long learning and training, and in certain countries, an evacuation center when disaster strikes the community.

As a school head, you are a change agent who plays a very important role in addressing important issues faced by the school, the most life-changing of which is when disaster strikes. Not surprisingly, you may be beset by many questions that include: “How can I build and communicate a culture of safety and resilience at all levels in my school? How can I stimulate information-sharing about disaster risk reduction? How can I find viable ways to sensitize my school stakeholders on problems arising from natural hazards? How can I organize and implement appropriate disaster reduction initiatives in my school? What are some of the best strategies for integrating disaster risk reduction education into the school curriculum?

The answers to the above questions lie within you. If you already have the answers to the above questions, great. If not, do not despair. SEAMEO INNOTECH has developed this flexible learning course, LEADeXCELS – Excellence in Leading Education in Emergency Situations for Southeast Asian School Heads – to equip administrators like you and other school leaders with the competencies needed in promoting school safety and disaster resilience.

This course consists of two self-instructional modules. The module you are currently studying, Module 1 is titled: Lead in Building a More Resilient School; while Module 2 is: Manage Continuing Learning. The guidelines contained in this first module will equip you with some innovative ideas as you confront issues related to building a more resilient school. At this juncture, are you looking forward to discovering how you can succeed in accomplishing the goals you have set? Fine. I wish you every success as you study this module to help you achieve your mission.


What Will You Learn?After studying this module, you are expected to have equipped yourself with the basic knowledge and skills necessary for you to successfully lead your school to become more resilient and better prepared to face disasters. Specifically, you should be able to:

• Discuss your role, as a school head, in the disaster risk reduction and management of your school community.

• Assess the vulnerability of your school to disasters.• Develop a school resiliency plan involving school stakeholders.• Lead the integration of disaster risk reduction and management in the

school curriculum.• Develop your students to become disaster risk reduction and manage-

ment champions.

In order to achieve the above objectives, this module has been organized into two lessons as follows:

Lesson 1. Planning for a More Resilient School

Lesson 2. Developing Students as Disaster Resiliency Champions

In Lesson 1, you will learn about your role as a school leader in disaster risk reduction and management. The basic concepts related to disaster risk re-duction and management, as well as the three phases of the Disaster Man-agement Cycle will be discussed. This knowledge will enable you to organ-ize and lead your school resiliency committee to assess the vulnerability of your school to disasters using the disaster vulnerability assessment checklist that you would have prepared. In addition, you will learn how to develop a school resiliency plan involving school stakeholders, as well as identify strategies for communicating this plan.

Lesson 2 discusses the different strategies in integrating resiliency to disasters in the school curriculum. This lesson will also illustrate how you can lead and guide your teachers in developing learning materials related to resilien-cy. Besides, you will also learn how to plan and organize student activities related to resiliency.


The lessons in this module will provide you with the essential knowledge and skills related to building a more resilient school. Each lesson in this mod-ule can be completed in about four hours. With the two lessons, this module can be completed in eight hours if you really sit down and concentrate on it. It is also recommended that you take short 10- to 15-minute breaks in be-tween lessons to rest your mind, and reflect on what you have learned.

Each lesson consists of activities, short tasks and assessments that you need to accomplish individually at your own time and pace. Additionally, you are free to share and discuss your ideas with your co-learners and Flex-ible Learning Tutor. It is very important that you work consistently on the specified learning activities so that you will be able to assess how much you have learned, as well as monitor your professional development during this course.

For this purpose, you will need to prepare stationery such as pens, pencils, highlighters and supplementary sheets of blank writing paper for some of the exercises, activities, and learning tasks included in this module. Ensure that all these essential writing materials are on your study table before you begin working on each lesson. I wish you a fruitful and enlightening explo-ration and discovery of new knowledge and skills!

Flow of Instruction

Lesson Focus Topics

1. Planning for a More Resilient School

Analyze the role of the school head in disaster risk reduction and management

Explain the basic concepts related to disaster risk reduction and management

• Building a More Resilient School: The Roles of the School Head in Disaster Risk Reduction and Management

• Disaster Risk Reduction and Management: Some Basic Concepts


Lesson Focus Topics

Describe the disaster management cycle

Organize your School Resiliency Committee

Assess the vulnerability of your school to disasters

Develop a School Resiliency Plan involving school stakeholders

Communicate the School Resiliency Plan

• The Disaster Management Cycle: A Conceptual Framework for Disasters

• Organizing a School Resiliency Committee: The Philippines Example

• Knowing Your School: Identifying and Assessing the Disaster Vulnerability of Your School

• Developing a School Resiliency Plan: Some Important Considerations

• Communicating the School Resiliency Plan: Some Recommended Strategies

2. Developing Students as Disaster Resiliency Champions

Integrate resiliency in the school curriculum

• Integrating Resiliency in the School Curriculum: Some Case Examples


Lesson Focus Topics

Lead and guide your teachers in developing learning materials related to resiliency

Plan and organize student activities related to resiliency

• Developing Learning Materials Related to Resiliency: Some Guidelines

• Planning and Organizing Activities Related to Resiliency: Some Best Practices

What Do You Already Know?

Before you begin to study the different aspects in making your school become more resilient, it will be beneficial for you to assess how much you already know about the content that will be discussed in this module. Read the questions below and write your answers on the lines given.

1. Explain three roles of the school head in building a more resilient school in relation to disasters.

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2. Explain the basic concepts related to disaster risk reduction and management, with relevant examples.

(a) Hazards

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Examples:

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(b) Vulnerability

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Examples:

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___________________________________________________________ (c) Disaster Risk Management

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3. Identify and explain some of the components contained in the Disaster Management Cycle as it applies to the school setting.

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4. Briefly discuss two functions of a school disaster resiliency committee.

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5. Briefly explain three tools that you can use to assess the vulnerability of your school to disasters

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6. Explain three important considerations when developing your school resiliency plan.

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_____________________________________________________________ 7. Explain three strategies for communicating your school resiliency plan.

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8. How do you propose to integrate disaster resiliency-related concepts in your school curriculum?

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9. Enumerate and explain some examples of learning materials related to resiliency that you have observed your teachers using in their classrooms.

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10. Suggest some resiliency-related activities that you can plan and organize for your students to encourage them to become resiliency champions.

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FeedbackYou may now check your answers with those found in the Key To Correction on pages 193-199.

How did you fare? You may not have worded your answers exactly like mine. It does not matter; so long as your ideas are similar, you can grant yourself one point. If you obtained all ten correct answers, well done. This indicates that you have a good knowledge about the subject matter of this module. You may continue to study the ideas discussed to strengthen what you already know, as well as attempt to gain new knowledge about the con-tent presented.


If you missed some of the items, the more that you need to study this module paying more attention to topics related to these items.

Before you begin Lesson 1, it is proposed that you assess your present level of competency as a school head who aims to build a more resilient school founded on a culture of disaster preparedness and disaster response capa-city-building. For that purpose, you are required to complete the self-rating checklist on the following pages.

How Do You Rate Yourself?Self-Rating Competency Checklist

Directions: The checklist below contains a list of competencies covered in this module. For each competency, there are four possible levels of mastery (I cannot do this yet; I am learning how to do this; I can do this, but I need to learn more and improve; I can do this very well). You will use this matrix to rate your level of mastery of each competency prior to studying the mod-ule (PRE) and after you complete the module (POST). For each competency, place a check mark (√) under the appropriate “PRE” column which best de-scribes your mastery level prior to studying the lessons of the module. You will place a check mark (√) under the appropriate “POST” column when you have completed the module. Comparing your self-ratings on the PRE and POST columns will tell you whether you have improved your competency level or not.

COMPETENCY

I cannot do this yet.

I am learning

how to do this.

I can do this, but I need

to learn more and improve.

I can do this very well.

Pre Post Pre Post Pre Post Pre Post

1. Describe the roles of the school head in disaster risk reduction and management.


COMPETENCY


I am learning

how to do this.





2. Explain the basic concepts related to disaster risk reduction and management.

3. Describe the disaster management cycle.

4. Organize a school resiliency committee.

5. Assess the vulnerability of your school to both natu-ral and hu-man-induced hazards.

6. Develop a school resil-iency plan in-volving school stakeholders.


COMPETENCY


I am learning

how to do this.





7. Communicate the school re-siliency plan.

8. Integrate disaster risk reduction concepts in the school curriculum.

9. Lead and guide your teachers in developing learning ma-terials related to resiliency.

10. Plan and orga-nize student activities lead-ing towards a safer and hazard resil-ient school.

Well, are you pleased with your accomplishment in the Self-Rating Compe-tency Checklist? If you have successfully completed most of the competen-cies, congratulations! Your next step is to identify those competencies that will require more of your time and attention. Remember to pay more atten-tion to those competencies as you study the lessons in this module.

You may now proceed to Lesson 1.


What Is This Lesson about?No country in this world, rich or poor, developed or underdeveloped, is ex-empted from different kinds of disasters. In fact, some countries in South-east Asia have been ranked as disaster-prone countries in the world, as well as most vulnerable to impacts of climate change. During the monsoon sea-son, floods from the Mekong River and its tributaries are the predominant hazards in Cambodia, Lao PDR, and Vietnam. Typhoons severely affect the Philippines and, to a lesser extent, Vietnam as they move westward. In-donesia and the Philippines, located in the Pacific Ring of Fire, suffer from earthquakes and volcanic eruptions.

Natural hazards are likely to cause widespread environmental and prop-erty damages, danger to people, structures, and economic assets, and, if not mitigated against and prepared for, will probably lead to serious disasters. Economic loss due to disasters are said to have set back a decade of eco-nomic development for countries like the Philippines, Indonesia, and Viet-nam. The effect is said to be far worse for Cambodia and Lao PDR, as scarce resources that could have been used for social and economic development are lost, or spent on recovery efforts.

There is a common belief that these acts of nature are unavoidable or in-evitable. However, the truth is that by our actions or non-actions, we can either compound hazards that will result in disasters, or not take the neces-sary priority actions and be destroyed by them. Preparedness is the key to facing disasters in the event they strike. UN Secretary, Ban Ki-moon (2011) asserts, “The flood or earthquake one plans for may not happen for years, even generations. And when it does, success is measured by what does not occur: the school that did not collapse; the building that did not fall; the village that was not destroyed. ... your efforts are really about making sure that despite the fury and force of natural hazards, communities can con-tinue to thrive ... families can continue to prosper ... children can continue to dream.”

LeSSon

1Planning for a More Resilient School


As a school head, to what extent have you endeavored to ensure that your school infrastructure and students are safe and resilient in the face of dis-asters caused by natural hazards? Sadly, the common observation is that most school heads usually have little experience in dealing with disasters. Hence, when a disaster strikes, much of the school head’s response is to just decide on a course of action as he/she goes along, using his/her own initiative and perception rather than taking action according to a pre-deter-mined resiliency plan.

Recognizing this fact, school heads like you should be informed about two essential things:

1. Ensure that there is a ready-made school disaster resiliency plan to help deal with disasters, as well as build a safer and more adaptive disaster-resilient school; and

2. Establish a committee whose members are well-informed of their re-spective roles and responsibilities with regard to disaster risk reduction and management.

The key message conveyed by many experts and volunteers involved in risk prevention and emergency response is that we should “pay more now for preparedness activities so you pay less later.” To what extent do you agree with this statement? How much of your annual school budget alloca-tion is set aside for disaster preparedness?

As you reflect on the above questions, it will be a good idea for you to as-sess your competencies with respect to your prior knowledge about the basics of disaster risk reduction and management. How competent are you in planning and implementing relevant initiatives related to disaster pre-paredness within your school community? Can you call yourself a disaster resiliency champion?

If your answer is a strong “Yes,” excellent! If not, you will need to strive and acquire the essential knowledge and skills about disaster resilience and risk reduction. The timing is just right as you are now enrolled in this LEADeXCELS course where the first module of the course focuses on how you can plan for disaster risk reduction and management in your school.


Lesson 1 of this module, Lead in Building a More Resilient School, will help you answer the following questions:

• What are my roles as a school head in disaster risk reduction and man-agement?

• How well do I understand the basic concepts related to disaster risk reduction and management?

• How can I apply the disaster management cycle for various types of disasters?

• How can I organize a School Resiliency Committee?• How can I identify and assess the vulnerability of my school to natural

and human-induced hazards?• How will I develop a School Resiliency Plan involving school stake-

holders?• How will I communicate the School Resiliency Plan?

What Will You Learn?After studying this lesson, you should be able to:

• Discuss the roles of the school head in disaster risk reduction and management.

• Explain the basic concepts related to disaster risk reduction and management.

• Describe the disaster management cycle. • Organize a School Resiliency Committee.• Identify and assess the vulnerability of your school to natural and

human-induced hazards.• Develop a School Resiliency Plan involving school stakeholders. • Communicate the School Resiliency Plan.


Let’s Try This (Activity 1.1)At a regional workshop on “Building More Resilient Schools,” Mr. Ra-him, the lead facilitator, shared an animated cartoon film, entitled “Mi-na’s Village Weathers the Storm” with the participating school heads. This 20-minute film (please refer to the CD provided with this Module) devel-oped by Asia Pacific Cultural Center for UNESCO (ACCU) relates the story of how a big storm hits Mina’s village while her husband, Jai, is at his par-ents’ place. Fortunately for Mina and her family, they manage to weather the storm by evacuating to her neighbor Nora’s house. However, Jai’s par-ents’ village seems badly damaged, and Mina and her friends decide to go there to help out. To their horror, they discover that Nora’s niece is missing after the storm. A few days later, Mina’s village decides to take necessary actions so as to be better prepared for natural and human-induced hazards that might hit their village in the future .

After the film-viewing session, Mr. Rahim asked the participants to imag-ine that they are school heads in Jai’s village which was affected by flood. He then posed the following questions for discussion. Imagine you are one of the participating school heads. Please watch this film using the CD provided with this module before you attempt the questions below. Write down your ideas on the lines provided.

1. Imagine you are a school head in Jai’s parents’ village. How will you help the students and school staff who were affected by the flood?

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2. How will you ensure your school’s disaster preparedness in the event of a natural disaster in the future?

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FeedbackWould you like to know how you fared? Well, compare your answers with mine below.

As a school head in Jai’s parents’ village, your answers to question one on how you will lead your school community to help the affected flood victims may include the following. Firstly, you will mobilize immediate response and relief teams among your school teachers and students to provide humanitarian assistance and aid such as food distribution, shelter, and basic health care to the flood victims. Secondly, you will establish a school crisis management team comprising teachers who are are qualified and trained to provide psychosocial support to the flood victims, counseling, and critical incident stress debriefing. Thirdly, you will coordinate with civil societies, NGOs, the private sector, and the local government in the area for possible humanitarian assistance.

For the second question, here are some strategies you can use to ensure preparedness of your school in the event of a natural disaster in the future. First, develop a school resiliency plan (also known as emergency prepared-ness or education in emergencies or contingency plan), if you still do not have one. Otherwise, improve on the existing plan based on the recent experience with floods. Highlight best practices and revise your plan of ac-tion, where necessary. Second, identify emergency education focal points at all levels, and maintain contact numbers for coordination purposes. Third, establish a school resiliency committee consisting of various sub-committees to oversee different tasks during a disaster such as rapid as-sessment, search and rescue, logistics, evacuation, and continuing learning. Fourth, practtice the scheduled communication and early warning system, and conduct emergency practice drills for the school community involving support and academic teachers, and students. Fifth, establish and organ-ize a School Maintenance Team to carry out scheduled safety checks on the school infrastructure during an academic year for early detection of roof leaks, termite-infested beams, wall cracks, defective electrical wiring systems and provide corrective measures to structural and non-structural defects. Sixth, identify civil societies, NGOs, the private sector, and the lo-cal government in the community for possible assistance and partnership during pre-and post disaster phases. Finally, coordinate with other sectors to carry out hazard/risk/vulnerablility analysis.


You can also adopt the Comprehensive Safe School Framework which includes school disaster management. The four key steps are:

1. Assess and Plan – Establish or empower your school resiliency committee; assess your risks, hazards, vulnerabilities and capacities; make plans for risk reduction, response and educational continuity; communicate your plan.

2. Reduce Risks – Maintain structural safety; implement non-structural mitigation measures; consider local infrastructure and environmental mitigation; and address fire safety

3. Develop Capacity to Respond and Adopt Standard Operating Proce-dures - Train teachers or staff on Education in Emergencies; develop response skills and organization; and stockpile response provisions.

4. Practice, Monitor, Improve, and Reach Out – Conduct simulation drills to practice, reflect upon and update your plan; monitor indicators for school disaster management; and reach out to others.

The answers you have provided for the above two questions are an indica-tion of how much you know about your responsibilities, as a school head, in the event that your school is called upon to render emergency response and relief aid, or when faced with a natural disaster. Are you eager to learn how these responsibilities can be translated into roles that you need to as-sume before and after a disaster to ensure you have a more resilient school? If so, read on.


Let’s ReadBuilding a More Resilient School: The Rationale

Before we proceed to read about some of the important roles you have in leading your school towards one that is safer, adaptive and disaster-resilient, it will be useful to examine the rationale of disaster risk reduction and management in the context of a school setting.

Undeniably, schools at both the elementary and high school play vital roles in providing basic education services for our children. When disaster strikes, its immediate impact is that it denies the basic rights of children to education. The school may be directly affected by earthquake, typhoon or flood, or the school may serve as a temporary holding shelter for the disaster victims. Take the case of Cambodia where, generally, students travel to school on foot or by bicycle because public transport in the country is limited. In view of this, they always encounter difficulties going to school when there is flood. This is because floods cause road damages leaving students little choice but to use river transport to get to school. As boat fares are comparatively more expensive, poor students in flood-affected areas encounter added difficulties as they are usually unable to afford the higher cost of transportation to reach their school. Inevitably, this leads to a high absenteeism rate (ADPC, 2007). In some cases, schools are used as emergency shelters during floods, often resulting in damages to school structures and instructional materials.

In any case, when the school infrastructure are affected, the quality education that students deserve become greatly compromised. More often than not, bad or lack of communication channels caused by disruption to electricity supply may also affect students’ school attendance as they are denied valuable information about when it is safe and timely to resume their learning.

In view of this, the theme “Disaster Reduction Begins at School” was a major focus of the 2006-2007 World Disaster Reduction Campaign organ-ized by the United Nations International Strategy on Disaster Reduction (UNISDR). This theme aligned with Priority 3 of the Hyogo Framework for Action (HFA) 2005-2015, that is, “Use knowledge, innovation and educa-tion to build a culture of safety and resilience at all levels.” Besides this, UNISDR also believes that schools are the best venues for forging durable collective values, and therefore are deemed most appropriate for building a culture of prevention and disaster resilience.


Organizations and specialized agencies of the United Nations such as United Nations Economic, Social and Cultural Organization (UNESCO) and United Nations Environment Programme (UNEP) also view school safety as important and assert that, “the upgrading and construction of schools that will be relatively safe during the occurrence of disasters should be part of a nation’s long-term planning” (European Commission Humanitarian Aid, 2010).

Let’s Think about ThisReflect on the rationale behind disaster risk reduction and management in the school setting that you have just read. To what extent do you, as a school head, promote school safety and disaster risk reduction activities in your school community? Write your reflections on the lines provided.

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Feedback

Yes, in the wake of the seemingly increased incidence of natural and hu-man-induced disasters in the school community, it is important for ad-ministrators like you to assure your students that your school is a safe place and where your school staff works with parents and public safety providers (local police and fire departments, emergency responders, hos-pitals, etc.) to keep them safe.

Hence everyone has a role to play in the context of disaster preparedness. However, if a disaster strikes, there are also specific roles and responsi-bilities that you, as the school head, are required to assume to ensure that victims are provided with the necessary aid to cope with the effects of the diaster. In the following section, you will learn about your roles before, during, and after a disaster.


Let’s StudyRole of the School Head Before, During, and After a Disaster

In this section, the discussion of some of your roles and related responsibilities with regard to disasters will focus on the three phases of a disaster: (1) before, (2) during, and (3) after.

Phase 1: Before a Disaster

As the school disaster risk reduction champion, you have the following responsibilities before a disaster:

i. Collaborate with the private sector, civil society organizations (CSOs) and local government in the construction of safe school infrastructure and emergency management.

ii. Lead the development of a school resiliency plan, for both internal and external disasters, and oversee that the plan is synchronized with the contingency plan of the local government.

iii. Identify and prepare Emergency Response Teams.

iv. Strengthen stakeholder collaboration among teachers, students, and parents in school disaster risk reduction decisions and initiatives.

v. Oversee the implementation of activities for disaster preparedness including practice drills and early warning systems.

vi. Use available communication technologies to provide clear and concise information, promote universal access to risk information, and promote individual safety and responsibility.

vii. Monitor and make improvements on the school resiliency plan.

Phase 2: During a Disaster

In comparison, your roles during a disaster may include the following:

i. Activate Emergency Response Teams.

ii. Coordinate the roles of the various school resiliency committee members who are on stand-by for action.

iii. Execute contingency plans and the command received from warning agencies.


iv. Provide guidelines and standard operation procedures assisted by the communications and information team leader.

v. Alert local government and other partners in education of the critical incident to conduct a joint rapid damage and needs assessment when the situation warrants it.

Phase 3: After a Disaster

i. Source for reliable reconstruction financing from the local and national government, non-governmental organizations, and donors.

ii. Commit to developing improved mechanisms and instruments for recovery and reconstruction.

iii. Capacitate school stakeholders in recovery and reconstruction initiatives involving the “build back better principle.”

iv. Connect with other school heads, practitioners and networks working on reconstruction and recovery to provide open access to data and information, and share in-time relevant knowledge and lessons learned.

v. Explore possibilities of utilizing safety nets and calamity loans for affected teachers and parents to facilitate speedy recovery.

vi. Refer students’ psychological needs to professionals.

vii.Provide moral support by helping teachers and students understand their reactions to the disaster, and give them a sense that recovery is possible.

Let’s Think about ThisRevisit the items that describe some of your roles and responsibilities in the context of disaster risk reduction and management before, during, and after a natural hazard or disaster. Circle the roles and responsibilities that you are already performing.


FeedbackWell, how did you fare? How many items in the checklist did you circle? If you observed, before the onset of a natural hazard or disaster, you play the role of leader and manager in championing disaster risk reduction in your school. You tend to initiate mitigation and preventive measures to ensure better preparedness of your school in the event of a natural hazard or disaster.

These roles and responsibilities differ during and after a disaster. The first four items (i – iv) in Phase 2 – During a Disaster, describe your role as the incident commander, while the first five items (i – v) in Phase 3 – After a Disaster, enumerate some of your responsibilities as a recovery and reconstruction advocator, and items (vi –vii), enumerate some of your reponsibilites as a counselor.

It is important for you to be aware that the brief discussion of roles above are far from exhaustive. In fact, as you proceed with studying the two lessons of this module, it is highly likely that you will be able to identify other more implicit roles that have not been discussed here. You may then turn back to this page and write your newly identified additional roles on the lines provided below.

Newly identified roles

Before a disaster:

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During a disaster:

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After a disaster:

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If you managed to enumerate other related roles as your school’s disaster risk reduction manager, excellent! It is important that you strongly support the “Disaster Risk Reduction Begins at School” campaign by promoting more and better teaching about hazards and risk reduction in your school, ensuring that your school is a model and center of participatory risk reduction in your community, and enhancing the physical protection of schools from natural hazards.

Let us now reinforce awareness of your roles in enhancing your school disaster resilience by proceeding to the next section which will briefly touch on some of the basic concepts related to disaster risk reduction and management.

Let’s Try This (Activity 1.2)Since coming back to school after the recently convened workshop on “Building More Resilient Schools,” School Head Daò decided to step up efforts at leading her school community in building a more disaster-resilient school. This morning, as she is reviewing some of the best practices posted by school heads eager to share their success stories on the internet, she comes across the following news item posted by Associated Press on November 11, 2012.

6.8 Quake Kills 12 in MyanmarGOLD MINE COLLAPSES IN TEMBLOR

A strong earthquake of magnitude-6.8 struck northern Myanmar today, collapsing a bridge and a gold mine, damaging several old Buddhist pagodas and leaving as many as 12 people feared dead. A slow release of official information left the actual extent of the damage unclear; the epicenter was near the town of Shwebo. The US Geological Society reported a 5.8-magnitude aftershock later today, but there were no reports of new damage or casualties.


A report on state television MRTV said 100 homes, some government buildings, and a primary school were damaged in Thabeikyin, a town known for gold mining not far from the epicenter. Several people died when a bridge under construction across the Irrawaddy River collapsed east of Shwebo. Weekly Eleven also said two monasteries in Kyaukmyaung collapsed, killing two people. “This is the worst earthquake I felt in my entire life,” said Soe Soe, a 52-year-old Shwebo resident.

[Source: Associated Press, 2012]

Imagine you are School Head Daò. Read the above excerpt carefully and write your answers to the given questions on the lines provided.

1. Based on what you have just read in the given excerpt, explain what you understand by natural disasters, in relation to earthquakes.

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2. Besides earthquakes, what are some of the commonly occurring natural disasters in the Southeast Asian region? Enumerate some examples and classify them under two common categories of disasters, namely, natural disasters and human-induced disasters.

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3. Sources of hazards are generally classified as biological, hydro-meteorological, technological, and geological. Identify and give examples for each classification.

Biological hazards: _____________________________________________

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Technological hazards: _________________________________________________________________________________________________________

Geological hazards: ____________________________________________________________________________________________________________

FeedbackCompare your answers with mine. For question 1, you are correct if you mentioned that: Earthquakes are one example of natural disasters that occur in Southeast Asia at a magnitude of more than 6 on the Richter scale; and earthquakes cause extensive damage to physical infrastructure such as bridges, government buildings, schools, monasteries, houses, as well as take away peoples’ lives.

For question 2, your examples of commonly occurring disasters in the region may include the following, which you would have categorized as follows:

Category 1: Natural disastersExamples: Earthquakes, tsunami, floods, volcanic eruptions, typhoons, mudslides/landslides, fire

Category 2: Man-made/human-induced disastersExamples: Industrial incidents and accidents such as nuclear explosions, factory fires, haze, gas explosions, terrorist incidents, riots and civil disor-der, ethnic conflicts, transport disasters

For question 3, you may have included the following examples for each of the four sources of hazards:

Biological hazards: Bacteria, viruses, insects, plants, animals, humans

Hydro-meteorological hazards: Flood, cyclone, tsunami

Technological hazards: Radiation, chemicals, drug consumption and drug abuse

Geological hazards: Earthquake, volcanic eruptions, landslides


Now, you have some idea about your stock knowledge with regard to the basic concepts related to different kinds of hazards. Perhaps you would like to learn about each of them in greater detail in the context of emergency and disaster situations. If so, proceed to read the section that follows.

Let’s StudyDisaster Risk Reduction and Management:

Some Basic Concepts

The news item you have just read about a strong earthquake that hit northern Myanmar on that fateful day in 2012 may have, very likely, raised the following questions in your mind in relation to natural disasters: Does an earthquake immediately cause a disaster? What causes a country to be vulnerable to natural hazards? When does a hazard turn into a disaster? What are some of the risk factors involved? What does a school head need to know about disaster risk management and disaster risk reduction?

Possibly, you may have jotted down your reflections to the above questions on the white spaces provided on the earlier module page. To help you find more accurate answers to the above questions, let us now examine some of the basic concepts related to disaster risk reduction and management. The concepts presented are based on the basic definitions as developed by the United Nations International Strategy for Disaster Reduction (UNISDR) for use by the public, authorities, and practitioners.


Let’s ReadBasic Concept 1 - Hazards

A hazard is defined as a dangerous phenomenon, substance, human activ-ity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihood and services, social and economic dis-ruption, or environmental damage. As stated in the Hyogo Action Frame-work, the hazards of concern to disaster risk reduction are “… hazards of natural origin and related environmental and technological hazards and risks.” Such hazards are said to arise from a variety of geological, hydro-meteorological, oceanic, biological, and technological sources, either acting alone, or in combination.

Let us now examine five of the above sources of hazards, namely: geologi-cal, hydrometeorological, biological, technological, and socio-economic, political and security hazards.

1. Geological hazards: These are geological processes or phenomena that may cause loss of life, injury or other health impacts, property damage, loss of livelihood and services, social and economic disruption, or environmental damage.


GEOLOGICAL HAZARDS

Examples: Earthquakes, volcanic activity and emissions, and related geophysical processes such as mass movements, landslides, rockslides,

surface collapses, debris or mud flows, and tsunamis.

2. Hydro-meteorological hazards: These are processes or phenomena of atmospheric, hydrological or oceanographic nature that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage.

Examples: Tropical cyclones (also known as typhoons and hurricanes), thunderstorms, hailstorms, tornados, blizzards, heavy snowfall, ava-lanches, coastal storm surges, floods including flash floods, drought, heatwaves and cold spells.


3. Biological hazards: Processes or phenomena of organic origin, or conveyed by biological vectors, including exposure to pathogenic micro-organisms, toxins and bioactive substances that may cause loss of life, injury, illness or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage.

Examples: Outbreaks of epidemic diseases, plant or animal contagion, insect or other animal plagues and infestations. Another example is haze or smoke from forest fires that pollute the air with particulate matter, carbon monoxide, dirt and other pollutants that affect our health. The Association of Southeast Asian Nations (ASEAN) defines haze as smoke, dust, moisture, and vapor suspended in air that impairs visibility. It is said to be “transboundary” if its density and extent is so great at source that it remains at measurable levels after crossing into another country’s air space (ASEAN, 2014). When the air quality reaches ‘Unhealthy’ levels, that is a Pollutant Standards Index (PSI) in the range of 101-200, it is more likely to trigger mild aggravation of respiratory illness symptoms among those suffering from chronic lung or heart ailments. For others, it may affect them by triggering coughs, eye irritation and sneezing. Haze is an atmospheric phenomenon where dust, smoke and other dry particles obscure the clarity of the sky.


4. Technological hazards: These are technological or industrial accidents or infrastructure failures such as nuclear power plant failures, dam failures, and hazardous materials incidents. There is usually little or no warning before these disasters. They may cause loss of life or injury, property damage, social and economic disruption or environmental degradation. These hazards are said to be novel and not readily observable. Furthermore, their effects may take years to appear. For this reason, abandonment of the area, rather than rebuilding, seems to be the best option.

Examples: Industrial pollution, nuclear radiation, toxic wastes, dam failures, transport accidents, factory explosions, fires, and chemical spills.

5. Socio-economic, political, security hazards: Under these are bomb threats, kindnapping threats, hostage taking, and civil disorder.


In addition, hazards are also classified according to their speed of occurrence. Rapid onset hazards like earthquakes, landslides, and flash floods give virtually no warning, while slow onset hazards such as tsunamis typically have warning periods of minutes or hours, and the occurrence of hurricanes and floods is known for several hours or days in advance. Although volcanoes are said to erupt suddenly and surprisingly, there are usually indications of an eruption weeks or months in advance. On the other hand, hazards such as drought, desertification (a land degradation problem of major importance in the arid regions of the world), and subsidence (movement in a building’s foundations) act slowly over a period of months or years. In comparison, hazards such as erosion/sedimentation have varying lead times, and damage may occur suddenly as the result of a storm, or may develop over many years.

Given that hazards and their negative impacts can be anticipated, this im-plies that earthquakes, for example, which is one type of natural hazard, does not immediately turn into a disaster. Unless and until its occurrence reaches a magnitude of more than 6 on the Richter scale, it is termed a geo-logical hazard; beyond that and when the destruction on buildings, prop-erty, human and animal lives become so devastating, it then transforms into a natural disaster.

Let’s Think about ThisBased on what you have just learned about hazards and the different types of natural and man-made hazards, can you describe a natural or man-made hazard that your community or a neighboring community has experienced? Your description should include its magnitude or intensity, speed of onset, duration, area of extent, and damage to buildings, land, people and animals.

Write your description on the lines provided.

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What was the impact of this hazard on the education of students?

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Share your answers with your co-learners and Flexible Learning Tutor.

FeedbackWell, the natural hazard that you described and its impact on the school, buildings, land, people, and animals would be expected to be directly proportional. This simply means that the more severe the hazard, the greater the damage it would have caused. However, hazards may not result in disasters if people are able to reduce the vulnerabilities to existing hazards. What are vulnerabilities? Read on to find out.

Let’s ReadBasic Concept 2 – Vulnerability

Generally, vulnerability contains two essential elements, namely: exposure and susceptibility. The US Department for International Development (2004) maintains that exposure is determined by where and how people live and work relative to the hazard, while susceptibility refers to the lack of ability to keep safe from hazards. It takes into consideration various kinds of intervening factors such as physical (example: poor design and construction of buildings), environmental (example: disregard for wise environmental management), economic (example: inadequate protection of assets), political (example: limited official recognition of risks and preparedness measures).


Let’s Think about This“Different people, even within the same region, have different vulnerabilities to natural hazards.” What do you understand by this statement. Write your ideas on the lines provided.

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Let’s ReadBasic Concept 3 - Risk Assessment

Risk assessment requires taking certain actions to determine the nature and extent of a particular risk such as analyzing potential hazards and evaluating existing conditions of vulnerability that, combined, could potentially harm exposed people, property, services, livelihood, and the environment on which they depend.

Technically, risk assessments (and associated risk mapping) include the following: (1) A review of the technical characteristics of hazards such as their location, intensity, frequency, and probability; (2) An analysis of exposure and vulnerability including the physical, social, health, economic, and environmental factors; and (3) An evaluation of the effectiveness of prevailing and alternative coping capacities in respect to likely risk scenarios. In sum, this series of activities is sometimes known as a risk analysis process.

As a school head who is interested to conduct a simple school risk assess-ment, you may focus on three aspects: hazard occurrence probability, ele-ments at risk, and vulnerability of the elements at risk.

• Hazard occurrence probability refers to the likelihood that a particular location or region will experience a natural hazard. Hence, in managing disasters, it is important that you are able to quantify the hazard probability of your school and community that requires you to not only assess the probability of occurrence, but also the magnitude of the potential hazard.


• Elements at risk pertains to the people comprising your school com-munity, school buildings, as well as other elements that would be af-fected in the event of a natural hazard. Where necessary, you may need to make an estimate of their economic value in monetary terms.

• As you have read in the previous page, vulnerability is the exposure and susceptibility of people to various hazards. Example, children liv-ing in industrialized cities are more exposed to pollutants and because they are young, their body resistance is weaker. This makes them more susceptible to respiratory diseases. The exposure and susceptibility make them more vulnerable to hazards.

Let’s Think about ThisBased on what you have just read about risk assessment, you may wish to describe your experience in the context of potential natural hazards in your school location. Use the following questions as your guide. Write your answers on the lines provided below.

(1) What kind of natural hazard commonly occurs in your school location?

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(2) What are the technical characteristics associated with the identified potential hazard? (For example: its location, intensity, frequency, and probability)

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(3) How can you assess the level of exposure and degree of vulnerability of your school to this natural disaster? (Analyze the physical, social,

health, economic and environmental factors involved.)

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(4) How will you rate the effectiveness of your school community’s pre-vailing coping capacities in the wake of a natural hazard? Alternative coping capacities?

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FeedbackBased on the guiding questions above, you have just accomplished a simple risk assessment. You now have an idea about the technical characteristics of your school’s hazard factors, the level of exposure and degree of vulnerability of your school to hazards, and the effectiveness of your school community’s prevailing coping capacities, as well as other alternative coping capacities in the wake of natural disasters. Your continual engagement in risk assessment will certainly go a long way in guiding you and your school community in taking the necessary measures to prevent a natural hazard from becoming a disaster.

Now that you know about risk assessment, it is time learn more about disasters, how they develop, and how they can be mitigated. Mitigation refers to the action of reducing the severity or seriousness of a disaster.

Let’s Read

Basic Concept 4 - Disasters

A disaster is viewed as a serious disruption of the functioning of a community, or a society involving widespread human, material, economic or environmental losses and impacts, to the extent that it exceeds the ability of the affected community or society to cope using its own resources. An example of a disaster is when a rain downpour goes beyond the capacity of a community’s drainage system causing massive and unexpected flooding within a few minutes. Such an event can deprive people of an opportunity to move to safer spaces and cause death or accidents, as well as lead to destruction of property and infrastructure.


Generally, disasters do not happen in isolation; rather, they occur in combination of several factors such as exposure to a hazard; vulnerability conditions that are present; and insufficient capacity or measures to reduce, or cope with the potential negative consequences.

Let’s Think about ThisBased on the above explanation of the term “disaster,” how will you distinguish between a hazard and a disaster? You may use the lines provided below to write your answers.

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Let’s ReadBasic Concept 5 - Disaster Risk Management

Over and above the roles of a school head in disaster risk reduction and management discussed in the earlier section is your role as a disaster risk reduction manager. In this role, you are required to issue administrative directives, implement strategies and policies, and improve coping capaci-ties in order to lessen the adverse impacts of hazards and the possibility of disasters in your school community. In other words, disaster risk man-agement aims to avoid, lessen or transfer the adverse effects of hazards through activities and measures for prevention, mitigation and prepared-ness.

Pre-disaster measures to prevent or mitigate disasters such as securing building roofs and walls to prevent them from being blown away by ty-phoons and strong winds and training your students and community on what to do to prevent disasters is termed as risk management. According to the Asian Disaster Preparedness Center (ADPC, 2007), risk manage-ment is the process by which assessed risks are mitigated, minimized or controlled through engineering, management or operational means. As a disaster risk manager, you should be familiar with the three components of risk management which are risk identification, risk reduction and risk transfer.


Let’s Think about This In executing your role as a school disaster risk manager, how do you propose to reduce (or how have you reduced) the negative effects of hazards and avoid the occurrence of disasters? You may write your suggestions on the lines provided below.

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FeedbackYou may have answered that in order to reduce the negative effects of hazards and subsequently reduce the occurrence of disasters, you would make systematic efforts to analyze and reduce the causal factors of disasters. In general terms, it simply means reducing the exposure of people or buildings to hazards, lessening the vulnerability of people and property, doing wise management of land and the environment, and improving preparedness for adverse events. Later in this lesson, you will explore how disaster risk reduction can be applied in schools.

Now that you have some idea about the basics of disaster risk reduction, perhaps you will be interested to understand how this applies in the context of disaster risk reduction and management. Read on.


Let’s Read Basic Concept 6 - Disaster Risk Reduction

It is important for you, as a school head, to be aware that a comprehensive approach to reduce disaster risks has been set out in the United Nations-endorsed Hyogo Framework for Action that was adopted in 2005. If you recall, the expected outcome is for “the substantial reduction of disaster losses, in lives and the social, economic and environmental assets of communities and countries.” In response to this, the International Institute of Educational Planning (IIEP) of UNESCO (2011) has delineated the following fields of action for education institutions with respect to disaster risk reduction in its draft copy:

• Develop the capacity of staff and students to be better prepared, withstand, and respond to conflict and/or disasters;

• Ensure that school/university management procedures include guid-ance on conflict/ disaster risk reduction and that management person-nel have been trained in emergency response procedures;

• Ensure that teaching methods are non-discriminatory and promote tolerance and peacebuilding;

• Ensure that safety policies and plans are in place, regularly updated, and utilized when necessary.

Let’s Try This (Activity 1.3)You have just read about the IIEP UNESCO Disaster Risk Reduction guidelines. Spend a few minutes to assess the extent to which you have implemented the four recommended fields of action in your school by answering this question.

To what extent have you succeeded in promoting disaster risk reduction knowledge and awareness in your school community? You may use the lines given below to write your reflections.

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Revisit some of the basic concepts related to disaster risk reduction and management that you have learned. Then read the case example below and answer the questions that follow.

Case Example of Timor-Leste

Timor Leste is highly vulnerable to recurrent natural hazards, in particular flash floods, landslides, and erosions resulting from the combination of heavy monsoonal rain, steep topography and widespread deforestation.

Frequent tropical storms, occasional earthquakes which could trigger tsunamis, represent additional potential disasters. Every four to seven years the country experiences the El Niño/Southern Oscillation-related weather anomalies provoking mainly droughts.

These hazards have a negative impact on livelihood and development perspectives, in particular, of the poorest people. The country, barely recovering from years of conflict and instability, is still fragile, with a population highly dependent on agriculture. The irregularity of seasonal patterns, recurrent meteorological shocks, as well as the impact of floods and landslides can easily cause disaster situations at household level.

Through its Disaster Preparedness Programme, DIPECHO, the European Commission Humanitarian Aid department (ECHO) aims at building the resilience of communities that face recurrent flash floods, landslides and droughts.

Since 2004, three projects have been funded under the DIPECHO programme for a total of 700,000 pounds to assist vulnerable communities in understanding and assessing the risks they are exposed to and taking appropriate pre-emptive measures to reduce them. These measures address mainly floods, landslides and droughts.

Activities funded include disaster risk mapping to visualize the impact of the floods or droughts on communities, the formulation of action plans, the establishment of community-managed grain storages to improve food security and the building of dikes.


Training of local authorities and disaster management practitioners, translation of materials and modules into local languages, as well as coordination and information systems were other activities supported. DIPECHO also seeks to link communities at risk to disaster management institutions at the national and sub-national levels so as to promote additional support for newly established local government structures.

[Source: Adapted from Disaster Preparedness in Timor Leste (2007)]

Based on the case example of Timor-Leste, answer the questions below. You may use the lines provided.

1. In your opinion, why do you think is Timor-Leste vulnerable to recurrent natural hazards?

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2. How can natural hazards in Timor-Leste eventually cause disaster situations in schools?

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3. If you were a school head in Timor-Leste, how would you build the resilience of your school community against recurrent flash floods, landslides and droughts, and enhance your role in disaster risk reduction and management? Mention at least three suggestions.

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FeedbackYou may be interested to compare your answers with mine below.

For question 1, you are right if you had answered that your school will be vulnerable to recurrent natural hazards as it is situated in a country that is exposed to a combination of physical and geographical, economic and social factors such as heavy monsoonal rain sweeping across the country, its steep topography, and the practice of widespread deforestation.

Your answer to question 2 may have included that natural hazards can cause disaster situations in the school setting when the irregularity of seasonal patterns, recurrent meteorological shocks, as well as the impact of floods and landslides take their toll by destroying school buildings, flooding the school and its surroundings, and even killing students and school staff.

For question 3, your answers may consist of the following suggestions:

1. Conduct a participatory school risk assessment that includes disaster risk mapping in order to have a better idea of the impact of the floods, landslides or droughts on the school community

2. Formulate a school disaster risk reduction and management action plan based on the findings of the school risk assessment in order to step up disaster preparedness.

3. Capacitate your school support and academic staff, students and parents in disaster risk reduction and management using locally-translated materials and modules.

4. Network with neighboring school communities, and the national and sub-national disaster relief agencies, education in emergencies cluster, and civil society organizations to enhance disaster preparedness.

At this point, it is hoped that you have a better understanding of the basic concepts related to disaster risk reduction and management. Are you keen to learn about the conceptual framework underlying the disaster management cycle? If so, it is recommended that you proceed to read the next section.


Let’s Think about ThisRead School Head Daò’s email to School Head Suparman, who was also one of the participants she met at the earlier “Building More Resilient Schools” workshop.

Greetings from Lao PDR,

How have you been keeping?

Well, since coming home, I have been trying to step up DRR efforts in my school. In fact, I intend to conduct a DRR briefing for my students next week. You know, this is timely as the new academic year is just into its second week.

Do you still remember the disaster management cycle that we were introduced to at the “Building More Resilient Schools Workshop”? I have included it in the following diagram to refresh your memory.

[Source: www.zki.dlr.de]

I have since come across many other different versions posted on the internet by various individuals and organizations. I am just wondering if you have a simple, easy-to-understand disaster management cycle that I can use for my proposed briefing? I can do with your help.

Your friend,Daò


1. Imagine you are School Head Suparman. Study the sample disaster man-agement cycle diagram shown by School Head Da’o and suggest ways it may be improved/simplified.

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2. Explain the reasons for your suggested refinements on the lines below.

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FeedbackWell, were you able to come up with some significant ideas on what a disaster management cycle might look like? You may like to compare with my answers below.

Your answers to a simple easy-to-understand disaster management cycle may have considered the timeline of a disaster, namely: before, during, and after a natural disaster. Before a natural disaster, there are three important phases: Prevention, Mitigation, and Preparedness. Prevention refers to actions taken aimed at eradicating the effects of a disaster. For example: enforcing policies and legislation that protect humans and ecosystems. On the other hand, Mitigation refers to efforts taken to minimize the effects of a disaster. For example: Using building codes and zoning; conducting vulnerability analyses; and promoting public education. In comparison, Preparedness encompasses planning how to respond in the wake of a disaster. For example: Developing preparedness plans; conducting emergency exercises/training; using warning systems.


During the occurrence of a natural disaster, Response (Relief) is a major phase. This phase refers to efforts taken to minimize the hazards created by a disaster. For example: Search and rescue; and emergency relief.

After the occurrence of a natural disaster, there are two important phases: Recovery and Rebuilding. Recovery refers to measures undertaken to return the community to normal. For example: providing temporary housing and medical care; and giving grants to the affected victims. In comparison, Rebuilding encompasses response actions to a disaster in the long term. For example: rebuilding of permanent infrastructure and restoration of ecosystems.

Based on the above explanation, it is clear that the first three phases of the disaster management cycle, namely, Prevention, Mitigation, and Preparedness refer to disaster management policies and initiatives undertaken by national and local authorities in anticipation of a disaster event. Undeniably, legislation, and continual efforts play an essential role in determining how a particular community can effectively face and fight a future disaster.

In comparison, the other three phases—Response, Recovery, and Rebuilding—refer to the time, services and expertise given by disaster relief personnel at the governmental and nongovernmental/humanitarian organizations in the event of a disaster, as well as after its occurrence.

Congratulations, if you were able to briefly explain the different phases in the disaster management cycle! However, it is important for you to realize that, in reality, the different disaster management phases do not always, or generally, take place in isolation, or in this precise order. More often than not, these six phases of the cycle overlap. Additionally, the length of each phase is also largely dependent on the severity of the disaster. Are you keen to learn more about the disaster management cycle that is said to form the underlying conceptual framework for disasters? If so, proceed to the next section.


Let’s StudyThe Disaster Management Cycle: A Conceptual Framework

for Disasters

Don’t wait for disasters. ~ Ban Ki Moon, Secretary-General of the United Nations~

If you recall, disaster risk and reduction management includes the sum total of all activities, programs, and measures that are undertaken before, during, and after a disaster with the sole purpose of avoiding a disaster, reducing its impact, or recovering from its losses. Hence, the disaster management cycle demonstrates an ongoing process undertaken by governments, businesses, and civil society in planning for, and reducing the impact of disasters, responding and acting during and immediately following a disaster, and taking steps for recovery after a disaster has occurred. When appropriate actions are taken at all points in the cycle, greater preparedness, better warnings, reduced vulnerability, or even the prevention of disasters will likely occur during the next iteration of the cycle.

The three key stages of activities that are taken up within disaster risk management are as follows: Phase One: Before a disaster (Pre-disaster), Phase Two: During a disaster (Disaster occurrence), and Phase Three: After a disaster (Post-disaster).

The Disaster Management Cycle


It is important to remember that policy decisions and actions taken at the pre-disaster stage have enormous and significant impacts on post-disaster management. How is this so? The reason is that any decisions and actions taken during the post-disaster phases of response, recovery and rebuilding are often based on information obtained, and actions taken during the pre-disaster phases of prevention and mitigation. Thus, we can conclude that the success of post-disaster management depends entirely on pre-disaster management. The figure illustrates the various phases in the disaster management cycle.

The goals of disaster management are to reduce or avoid the potential losses from disasters, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery (GDRC, 2008). Researchers in the field assert that in order to achieve the first goal, that is, reduce or avoid potential losses from hazards, it is crucial that, as your school disaster risk reduction manager, you lead the school community to prevent, prepare for, mitigate, and minimize the effects of a natural disaster. In other words, before a natural disaster, you should give due emphasis to the phases of Prevention, Mitigation, and Preparedness. Read on to learn more about these three phases.

Let’s Read Before a Disaster: Prevention Measures

Prevention includes the mechanisms that you use to stop the effects of a disaster. Some of these may include public policies and plans as well as leg-islation that affect urban planning, but are not, in themselves, devastating to people, property, infrastructure and ecosystem well-being.

Examples: national and local policies that dictate the location of schools in safe surroundings; building of hazard-resistant schools; enforcement of disaster management plans at household, school, community, district and national levels; risk-awareness and environmental protection campaigns; conflict resolution; and peace education workshops to inculcate positive attitudes and behavior among civil society, and so on.


Let’s Think about This Besides the examples enumerated above, what other preventive measures can be undertaken to reduce or avoid potential losses due to hazards? Your answers may be based on your school experience with disasters, or what you have read from electronic or non-electronic sources. Use the lines pro-vided to write your ideas.

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FeedbackPerhaps some of your examples may have included doing a hazard mapping assessment. Good! Hazard maps are used to illustrate where a natural hazard is likely to occur and pose a threat to humans, biodiversity, property and infrastructure (both natural - ecosystems and human-made), to livelihoods and economic activities. We will be learning more about hazard map assessments in the section on assessing the vulnerability of your school to disasters.

Let’s Read Before a Disaster: Mitigation Measures

Besides preventive pre-disaster activities to reduce human and property losses caused by a potential disaster, there are also various appropriate risk reduction measures recommended during the mitigation phase prior to the onset of a disaster.

Mitigation means to reduce risks from natural disasters, eliminate the probability of disaster occurrence, or reduce the effects of unavoidable dis-asters. In short, it focuses on long-term measures for reducing risk. Mitiga-tion can be classified into two categories: (1) Structural Mitigation and (2) Non-Structural Mitigation.


Structural Mitigation

Structural mitigation refers to building infrastructure that has design standards to withstand earthquakes in earthquake-prone areas, floods in flood-prone areas, tropical cyclones in cyclone-prone areas. For example, in typhoon-prone areas, a typhoon resistant classroom will very likely have the following hazard resistant features: (a) the roof is built at an angle of 30° to 45° to prevent it being lifted off by the wind; (b) the foundation, walls, and roof structure are all firmly fixed together; (c) the walls and joints/junctions are strengthened to increase stiffness.

Similarly, in flood-prone areas, school buildings are usually constructed on an elevated area, or on high ground; have protection features such as dams, culverts and diversions; the interior and exterior walls of the building uti-lize certain materials that expedite cleanup and reduce damage, such as cement walls, ceramic floors, and metal or glass doors and windows; have floodshields, floodgates, and watertight doors.

Non-Structural Mitigation

Non-structural mitigation includes policy, legislation, insurance and awareness. Although these aspects are not within the control or jurisdiction of school heads, it is essential for you to know that agencies responsible for approving the building of new schools and other educational institutions have to ensure that building and zoning codes that integrate environmen-tal concerns into development are strictly adhered to.

Properly anchor all foundations to prevent flood water from washing them out and also to avoid floatation of the structure if the flood waters get too high

All utilities that are not compatible with water (e.g., electrical wirings, electronics, etc.) are placed above flood elevation

Provide openings or break-away wall sections to allow free passage of water

Living area elevated above flood


As your school’s disaster risk reduction manager, you must plan and im-plement activities such as educating your students, teachers, and the local community on hazards and disaster risk reduction, as well as establishing a child protection network ahead of the hazard season, especially if your school is located in disaster-prone areas. For example, if your school is in one of the following countries that experience forest fires and the result-ing haze every now and then: Indonesia, Malaysia, Singapore, Brunei, and Thailand, a non-structural mitigation activity that you can implement is to create an awareness among your students and school staff of how forest fires can be prevented and, in the event that fire still breaks out, to protect themselves from the hazards of haze by covering their noses with readily available masks.

Let’s Think about ThisReflect on some of the mitigation measures, either structural or non-struc-tural, that you have undertaken in your school other than the ones enumer-ated earlier. Write your answers on the lines below.

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FeedbackIt is important for you to realize that, in the school context, mitigation measures include the following: identifying and minimizing the risks posed by the school building, its equipment and fittings, and the natu-ral hazards of the surrounding areas; carrying out a building inspection on a scheduled basis, and rectifying factors which constitute a potential hazard; establishing routine housekeeping and maintenance measures in buildings and the surrounding areas to withstand disaster; installing automatic fire detection and extinguishing systems, and water-sensing alarms; making special arrangements to ensure the safety of the library or archival material; providing security copies of vital records such as collec-tion inventories, and storing these off-site; protecting computers and data


through provision of uninterrupted power supply; having comprehensive insurance for the library or archives, its contents, the cost of salvage oper-ations, and potential replacement, re-binding and restoration of damaged materials in the event that a natural disaster occurs.

Let’s ReadBefore a Disaster: Preparedness Measures

Preparing for a disaster involves a long process of planning for the different responses to a natural disaster. Preparedness refers to efforts taken by you, the school head, to help create awareness among your school stakeholders to reduce, to the minimum level possible, the loss of human lives and damage to built and natural infrastructure. This can be done through quick and efficient actions if a natural disaster strikes your school or its surroundings.

Basically, preparedness involves three basic steps:

• Firstly, you need to have an understanding of what hazards are, what the risks are, and setting up early warning systems. In other words, the key action is becoming informed.

• Secondly, you will need to plan for an emergency. This involves how you would respond (that is: know what the early warning systems are), when and with whom, preparing emergency checklists, and assembling emergency kits.

• Finally, you will need to know where to evacuate in the event that a disaster strikes.

Hence, governments, organizations and communities that are effectively prepared for disasters are better able to provide quick, and organized responses to disasters and to save lives, minimize disaster damage, and enhance disaster response operations. Such responses include:

• early warning systems, first-aid and light search and rescue exercises/training;

• functional emergency communications systems; • evacuations plans and training; • resource inventories; • emergency personnel/contact lists; • mutual aid agreements;


• public information/education;• a national emergency preparedness plan;• a provincial contingency plan;• a school safety/preparedness plan, and so on.

Additionally, preparedness also refers to the stockpiling of food, water, medicines, equipment, educational supplies, and other essentials ahead of the drought/typhoon/flood season or worsening conflict. Another important consideration would be the identification of temporary learning spaces where alternative delivery mode of education can be done to ensure the continuing education of affected school children.

Let’s Think about ThisPerhaps you may like to include other ideas about disaster preparedness actions that you have designed for your school community, or read about from electronic or non-electronic sources. Write your ideas on the lines given below.

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Share your ideas with your co-learners and Flexible Learning Tutor.

FeedbackWell, your answers may have included the following:

• Develop a written preparedness plan, keeping it up-to-date, and test-ing it;

• Keep together and maintain supplies and equipment required in a dis-aster;

• Establish and train an in-house disaster response team in various as-pects, such as disaster response techniques, identification and marking on floor-plans and enclosures of irreplaceable and important material for priority salvage;

• Prepare and keep an up-to-date set of documentation that includes building floor-plans, list of names, addresses, and home telephone


numbers of personnel with emergency responsibilities, in-house dis-aster response team, resource organizations, and other facilities able to offer support in the event of a disaster, disaster control services, in-house supplies and equipment, copies of insurance policies, and sal-vage procedures;

• Distribute the plan and documentation to appropriate locations on- and off-site; and institute procedures to notify appropriate people of the disaster and to assemble them rapidly.

Now that you have learned about the different phases before a disaster, it is timely that you proceed to examine what happens during a disaster with reference to the disaster management cycle.

Let’s ReadDuring a Disaster: Response Measures

If you recall, the second goal of disaster risk and reduction management aims to assure prompt and appropriate assistance to victims of disaster during the occurrence of a natural disaster. In short, as a school head, you should endeavor to achieve “zero casualty” among your school population. This can be achieved through the Response (Relief) phase.

The Response Phase during a disaster is the period during which saving human lives, alleviating suffering, and reducing economic loss take top priority. In view of this, emergency needs such as water supplies and sanitation, food aid, and setting up of temporary shelters must be supplied


in the shortest possible time. In simple terms, emergency response hopes to provide immediate assistance in order to maintain life, improve health and sustain the morale of the affected population. Such assistance may take the form of providing specific live-saving aid, such as assisting refugees with transport, temporary shelter, food, blankets and clothing, establishing semi-permanent settlement in camps and other locations, doing initial repairs to damaged infrastructure, and so on. For this reason, the Response phase is also called the Relief phase.

Let’s Think about ThisReflect on some response activities that you conducted during a disaster experienced by your school community. Alternatively, you can also de-scribe response measures taken by other communities in the wake of a natural disaster. Share your ideas on the lines below.

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FeedbackYour answers may have included the following:

• Follow established emergency procedures for raising the alarm, evacu-ating personnel and making the school disaster site safe;

• Contact the leader of the disaster response team to direct and brief the trained salvage personnel;

• When permission is given to re-enter the school site, make a prelimi-nary assessment of the extent of the damage, and the equipment, sup-plies and services required;

• Take photos of damaged materials for insurance claim purposes; • Set up an area in the school for recording and packing food items which

requires freezing, and an area for air-drying wet clothings; and • Transport water-damaged food items to the nearest available freezing

facility to prevent them from turning bad.


Based on the above discussion, it is clear that the focus in the Response Phase is on meeting the basic needs of the victims until more permanent and sustainable solutions are found. It is during this phase of the Disaster Management Cycle that we often find the strong presence of different hu-manitarian organizations, and more recently, several global corporate sec-tor organizations that contribute cash donations as part of their corporate social responsibility.

Although cash is viewed as the most important and often the most ap-propriate form of donation for humanitarian relief and recovery, in-kind donations are now being considered by corporate-humanitarian partner-ships as a useful alternative to cash. The mobile phone company, Ericsson, for example, provided mobile phones to humanitarian workers following the 2004 Asian tsunami, while a mineral water company donated bottled mineral water.

In the context of education, the United Nations Children’s Fund (UNICEF), Save the Children, Plan International, and World Food Organization are among the international organizations that provide assistance during emergency situations.

Now, what happens after a disaster? Are you keen to find out? If so, then proceed to the next section.

Let’s ReadAfter a Disaster: Recovery Measures

If you recall, the first two goals of disaster management are most likely achieved before and during a particular disaster. The third goal, that is to achieve rapid and effective recovery, is said to occur after a natural disaster which focuses on recovery and rebuilding.

Recovery refers to activities that return humans and built infrastructure to minimum living/operating standards, as well as guide long-term efforts aimed at returning life to normal levels after a disaster. As the emergency resulting from the disaster is brought under control, the victims slowly be-come more capable of undertaking a progressive number of day-to-day activities that help restore their lives to normalcy.


As such, recovery to resume the normalcy of school activities encompass short term measures that range from returning basic teaching-learning sys-tems to minimum operating standards such as building temporary hous-ing, provision of basic school supplies, public information, health and safe-ty education, and counseling programs.

Let’s Think about ThisPerhaps you would like to suggest additional recovery activities that you have seen being carried out in a disaster-hit area in your country, commu-nity or school. Write your answers on the lines provided.

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Let’s ReadAfter a Disaster: Rebuilding Measures

However, it is important for you to be aware that there is no distinct point at which immediate response changes into recovery and, then, into long-term sustainable development. During the recovery period, there will be many opportunities that will enhance prevention as well as increase pre-paredness, thus reducing vulnerability.

The other phase after the occurrence of a disaster is rebuilding which re-fers to the long-term response to a disaster. During this phase, permanent infrastructures such as classsrooms are rebuilt, ecosystems are restored and livelihoods are rehabilitated (GDRC, 2008). It is during this phase where you, as your school’s disaster risk reduction manager, should integrate the “building back better” principle aimed at bouncing back to normal life af-ter a disaster with better and improved rebuilding plan of action. This is where your best practices on disaster management will be replicated so that a safer, more adaptive and hazard resilient school will be achieved.


Let’s Think about ThisReflect on some rebuilding activities that you have observed after the oc-currence of a natural disaster in your country, community, or school. Write your suggestions on the lines below.

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Let’s Remember To reiterate, all the six disaster management phases that have been dis-cussed briefly above are interlinked and cyclic in nature. This means that one phase cannot be effective in isolation of the others. The three phases before a disaster event, namely, Prevention, Preparedness and Mitigation, are equally important as the phase during the disaster, that is Response (Relief), and the other two phases after the disaster: Recovery and Rebuild-ing.

Let’s Try This (Activity 1.4)The above section has just walked you through the various phases of the disaster management cycle. With reference to three natural hazards, ty-phoons, earthquakes, and haze, suggest three actions you will take before, during and after their occurrence. Write your answers on the space pro-vided in the table that follows. One suggested action for each of the three hazard phases for typhoons is provided on the next page as examples.


Hazard Type: TyphoonsHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)

• Equip students with knowledge about typhoon and other weather disturbances, their signs and warnings, effects and dangers, and safety procedures.

Response (What to do during)

• Monitor through radio or other reliable sources the latest official report on the typhoon.

Recovery and Rebuilding (What to do after)

• Attend to victims immediately. For minor cases, apply first aid. For serious cases, seek necessary medical assistance at disaster stations or the hospital.

Hazard Type: EarthquakesHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)Response (What to do during) Recovery and Rebuilding (What to do after)

Hazard Type: HazeHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)Response (What to do during) Recovery and Rebuilding (What to do after)


FeedbackHow did you fare? You may wish to compare your answers with mine on the next pages. Your answers may not be worded exactly like mine. As long as they convey a similar meaning, you are correct.


Hazard Type: TyphoonsHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)

• Equip students with knowledge about typhoon and other weather disturbances, their signs and warnings, effects and dangers, and safety procedures.

• Conduct scheduled disaster response drills or simulation.

• Observe strictly local government instructions on the suspension of classes.

• Identify alternative learning spaces and evacu-ation areas where students can take refuge and which could serve as a safe place to conduct class-es and wait for their parents/guardians.

• Request for evaluation checks to ensure that the school building can withstand heavy rain and strong winds. Anchor single level schools built at ground level to strengthen the stability of the structure.

• Ensure that the school building can withstand heavy rain and strong winds. Single level schools built at ground level may be anchored by guy wires to strengthen the stability of the structure.

• Maintain a bulletin board where announcements and data on impending typhoon are posted.

• Prioritize mainstreaming disaster risk reduction in the school system and implementation of related programs and projects.


• Monitor through radio or other reliable sources the latest official report on the typhoon.

• Gather students in the most stable, strong and safe school building when it is no longer safe for them to go home.

• Advise students to stay indoors and away from windows.

• Coordinate with the relevant authorities on pos-sible immediate evacuation measures especially if the school is located in a low-lying area.



• Attend to victims immediately. For minor cases, apply first aid. For serious cases, seek necessary medical assistance at disaster stations or the hospital.

• Check classrooms for damages and losses.• Prepare the necessary documents to effect re-

placement of damaged buildings and other school properties and/or repair of the same.

Hazard Type: EarthquakesHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)

• Apply to relevant authorities for scheduled as-sessment of the structural soundness of the school building and other supporting infrastructure.

• Request from appropriate authorities for the provision of two doors for every classroom, both with swing-out direction.

• Check to ensure there are no hanging or unstable objects in classrooms that may fall on students during the occurrence of an earthquake.

• Familiarize the school stakeholders with the easiest exit or evacuation route to take.

• Develop a School Earthquake Evacuation Plan and post this in the corridor of each school building.


• Direct students to stay inside a structurally sound building.

• Instruct them to stay away from power lines, posts, walls, structures that may fall or collapse, and buildings with large glass panes.

• Advise them to protect their body from falling debris by bracing themselves in a doorway or by getting under a strong desk or table.



• Instruct them to get out calmly and in an orderly manner, instead of rushing or pushing one another.

• Direct them to use the stairs instead of elevators.• Check themselves for cuts and for injuries and

approach the nearest teacher for assistance.• If there is a need to evacuate, instruct them to

apply the buddy-buddy system and follow orders from the principal/school head.

• When they leave the evacuation area with their parents, they are to inform the school authorities.

Hazard Type: HazeHazard Phase Actions To Be TakenPreparedness and Mitigation (What to do before)

• Inspect school rooms for gaps where haze particles could seep in and seal the gaps.

• Prepare enough masks for the entire school population.

• List names of students and school staff with respiratory or heart illness.

• Train medical staff on how to provide first aid treatment for haze-related illnesses.

• Educate school and community stakeholders about haze.

• Coordinate with external agencies regarding preparation for haze periods.

• Be aware of any fire outbreaks that may cause haze.

• Discourage and report open land fires during dry weather.



• Close all windows, doors, and ventilation outlets.• Inspect school rooms for gaps that might let haze

particles in.• Don’t use exhaust fans• Advise school stakeholders to avoid outdoor ac-

tivities.• Use air purifiers. • Wear a mask when PSI levels are high.• Advise school stakeholders to drink plenty of

water to flush out toxins absorbed by the body.• Frequently wash hands and face. • Provide medical care to those who get ill because

of haze.Recovery and Rebuilding (What to do after)

• Evaluate your School Resiliency Plan and revise it based on your findings.

• Coordinate with your local government as re-gards improvements and changes in the local government’s Disaster Risk reduction Plan.

The above exercise has given you an indication of how you will deal with three types of natural hazards in the context of the disaster management cycle. Perhaps you would like to know how you can mobilize your school stakeholders to plan and lead the implementation of appropriate preven-tion, mitigation, preparedness, response (relief), recovery and rebuilding actions in your school. The following section will focus on how you can organize a school resiliency committee to assist you in disaster risk reduc-tion and management efforts at the school level.

Let’s Try This (Activity 1.5) School Head Daò was sitting in her office reviewing some useful remind-ers with regard to school disaster risk reduction and management that she scribbled on “sticky notes” during her participation at the “Building More Resilient Schools” Workshop. She decided to call her senior assistants and some senior teachers to discuss the organizational structure of their school resiliency committee.


Imagine you are one of the participants attending the discussion called by School Head Daò to organize her school resiliency committee. Fill in the template below. You may include the name and designation of the per-sonnel concerned for the respective functions in your suggested school re-siliency committee organizational structure.

Organizational Structure of the School Resiliency Committee

Share your answers with your co-learners and Flexible Learning Tutor

Feedback You may be interested to compare your organizational structure with one I have prepared for a large size school. Remember that you can delegate the function of leading the resiliency committee especially during emergencies.


Organizational Structure of the School Resiliency Committee

The suggested template above illustrates the primary functions under the responsibility of an officer who has been identified and appointed by the school authorities. For each function, there are various appointed team members who have also been identified by the school authorities and as-signed to carry out related tasks. In a small school with ten or fewer staff members, some team members may need to take on multiple tasks. Are you interested to learn more about the various tasks and responsibilities for each of the functions of the school resiliency committee? If so, proceed to the next section.

Chairperson(School Head)

Vice Chairperson 1: Senior Assistant (Academic)

Assessment and

Analysis Team

• Early

Warning

• Rapid

Assessment

• Damage

Analysis

and Need

Analysis

• Safety and

Security

Education

Programs

Team

• Alternative

Learning

• Temporary

Learning

Spaces

• Psychosocial

Support

• Continuing

Learning

• Capacity-

building

Planning and

Operations Team

• Relief &

Evacuation

• Emergency

Drills

• Fire

Suppression

• Parent-pupil

Re-unification

• Engineering &

Rehabilitation

Advocacy and

Information

Team

• Advocacy

& Public

Information

• Communi-

cations

• Reporting

Resources and

Logistics Team

• Resource

Mobilization

• Donor

Relations Team

• Fund Sourcing

and Finance

• Transportation

• Supply Chain

Monitoring and

Evaluation Team

• Monitoring &

Evaluation

• Encoding and

Database

• Student

Tracking

Liaison

Officer


Let’s ReadOrganizing a School Resiliency Committee:

The Philippine Case

Disaster risk and reduction management is not the sole responsibility of the school head. In other words, it is not a one-man/woman show. On the contrary, school resilience to disasters is the task and responsibility of the entire school community. As the school disaster risk reduction manager, you need to equip yourself with the essential leadership and co-ordination skills to mobilize the active involvement and participation of all sectors of your school community.

Essentially, every school, regardless of whether primary/elementary, or secondary/high school, should establish and maintain a School Resiliency Committee. This committee may be known by different names in different country school settings, such as: School Disaster Management Committee, School Safety Committee, or School Disaster and Emergency Management Committee. Whatever name it goes by, this committee oversees disaster risk reduction and preparedness. Among other things, it encourages per-sonal and organizational preparedness, guides mitigation work, ensures that at least two fire and building evacuation drills are conducted annu-ally, and leads one full simulation drill annually. Based on the evaluation results of these activities, this committee updates and adjusts the school disaster management plan accordingly.

As a general guideline, it is important that the School Resiliency Commit-tee involves representatives of major school stakeholder groups, such as the following:

• School administration. For example: The Principal/School Head, Sen-ior Assistants, Afternoon Supervisor (for two-session schools);

• Teachers. Identify and include representatives from the different aca-demic subjects;

• Support staff. Identify representatives for the various functions such as facilities, maintenance, nutrition, security, health, counseling, trans-portation;

• Parents. Involve parent-teacher association members, or similar school student welfare committee members;

• School neighbors. For example: Police, fire services, and emergency management authorities, local non-governmental organizations, local business partners, school board;


• Vulnerable group members. For example: An individual representing people with disabilities, women and elders;

• Students. For example: One or two elected student leaders such as school prefects, or Student Council member.

If you recall, in the earlier activity, you had the opportunity to develop a School Resiliency Committee comprising various staff elements assigned to specific functions and tasks. Let us now study in greater detail about the functions and tasks of the respective personnel. For this purpose, the Philippine case example will be discussed. As you read about this coun-try example, reflect and generate your own ideas about how you wish to organize your own School Resiliency Committee. You may use the lines provided to write your answers.

To start off the discussion, read about the roles and functions of the Philip-pine Disaster Risk Reduction Management System summarized from the Disaster Risk Reduction Resource Manual (2008) published by the Depart-ment of Education (DepEd), Philippines in partnership and with the sup-port of the United Nations Children’s Fund (UNICEF), Philippines. In the context of this module, only sections that are related to the school setting are presented.

The Philippine Disaster Management System (PDMS)

Vision:

A culture of safe and disaster risk resilient members of school communi-ties who are empowered, responsive and accountable citizens in an atmos-phere of collaboration and synergy.

Your suggestions for your School Resiliency Committee vision:

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Mission:

Maintain effective and efficient programs and projects on disaster risk re-duction in school communities to support the quest for quality education through synchronized and integrated efforts.

Your suggestions for your School Resiliency Committee mission:

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Objectives

1. Prevention and MitigationTo implement activities and strategies to prevent and minimize the ad-verse effects of disaster-causing phenomena to the education sector.

2. PreparednessTo be able to reach a state in which the school communities have de-veloped plans, allocated resources, and established procedures for an efficient and effective implementation of the plans to save lives and prevent further damage to DepEd family and properties in the event of a disaster.

3. Emergency Response (Relief)To devise efficient and effective ways of translating into action what are called for by the preparedness plans.

4. Recovery and RebuildingTo decide and act with the end view of restoring or improving the pre-disaster living conditions of the affected school communities and encouraging, facilitating the necessary adjustments to reduce disaster risks and vulnerabilities.


Your suggestions for your School Resiliency Committee objectives according to the various phases in the Disaster Management Cycle:

1. Prevention and Mitigation

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2. Preparedness

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3. Emergency Response (Relief)

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4. Recovery and Rebuilding

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In the Philippines, the organization of the School Disaster Risk Manage-ment Committee is aligned with that of the Disaster Risk Management Committee Office and includes various functions such as the following:

• Identify, assess, communicate and manage the hazards and risks that may occur in their locality;

• Identify and implement cost-effective risk reduction measures or strat-egies;

• Take all the necessary steps on an ongoing basis to maintain, provide or arrange the provision of trained and competent personnel for effective and efficient disaster risk management in their areas of jurisdiction;

• Respond to emergencies, manage their adverse effects, and carry out recovery activities in their area of jurisdictions;

• Develop, approve, implement and monitor a School Disaster Risk Man-agement Plan and regularly review and test the plan so that it is consist-ent with other national and local planning programs.

• Establish linkage and network with other local government units for disaster risk reduction and emergency response purposes;

• Integrate risk reduction into school development plans, programs and budgets as a strategy in the school’s sustainable development and im-provement plans;

• Include as part of the School Improvement Plan disaster risk reduction measures to ensure safety, and security of all teaching, non-teaching personnel, and schoolchildren.

Your additional general functions for your School Resiliency Commit-tee:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

The Philippines Disaster Risk Reduction Management Office has four of-ficers and one team who are assigned specific roles and responsibilities, namely: (i) Intelligence and Disaster Analysis Officer who takes charge of three teams: Communications and Warning; Disaster and Needs Assess-


ment; and Security and Police Teams; (ii) Education, Advocacy and Infor-mation Officer who manages four teams: Alternative Learning; Advocacy and Public Information; Education and Training; and Health and Sanita-tion; (iii) Plans and Operations Officer who organizes and supervises four teams: Relief and Evacuation; Search and Rescue; Fire Suppression; and Rehabilitation and Engineering; (iv) Resources and Logistics Officer who takes charge of three teams: Fund Sourcing; Transportation; Supply and Relief; and (v) The Data Management Team that comprises a Programmer as the head of the team and assisted by five Encoders.

However, in the context of the School Resiliency Committee, the organi-zational structure can be modified to suit the school setting as illustrated on page 65. As explained earlier, a School Resiliency Committee should, preferably be headed by the school head as the Chairperson, and assisted by two Vice Chairpersons, namely, Senior Assistant (Academic) and Sen-ior Assistant (Student Affairs). The other members of the committee are divided into six teams, namely, (i) Assessment and Analysis Officer; (ii) Education Programs Officer; (iii) Planning and Operations Officer; (iv) Ad-vocacy and Information Officer; (v) Resources and Logistics Officer; and (vi) Monitoring and Evaluation Officer.

To reiterate, it is important for you to note that the above example of the Philippines Disaster Risk Reduction Management Office illustrates a Dis-aster Risk Reduction and Management Committee for a community. In the context of your school setting, especially if your school is small, you will need to adapt to your local conditions with regard to the number of teams you will form and the number of personnel for each team. For example, your Plans and Operations Officer may not possibly need (v) The Data Management Team comprising a programmer and five encoders. At best, you may just need to assign one member in your school resiliency team to manage data pertaining to school disasters, such as to retrieve school records.


Let’s Try This (Activity 1.6)Based on the roles and responsibilities for the teams in the Philippine Dis-aster Risk Reduction Management Office as outlined above, accomplish the following template by writing two specific tasks for each.

1. Assessment and Analysis TeamEarly Warning(i)

(ii)

Rapid Assessment(i)

(ii)

Damage Analysis and Needs Analysis(i)

(ii)

Safety and Security(i)

(ii)

2. Education Programs TeamAlternative Learning(i)

(ii)

Temporary Learning Spaces(i)

(ii)

Psychosocial Support(i)

(ii)

Continuing Learning(i)

(ii)

Capacity-building(i)

(ii)

3. Planning and Operations TeamRelief and Evacuation(i)

(ii)

Drills(i)

(ii)

Fire Suppression(i)

(ii)

Parent-pupil Re-unification(i)

(ii)

Rehabilitation and Engineering(i)

(ii)


4. Advocacy and Information TeamAdvocacy and Public Information, Communications, and Reporting(i)

(ii)

5. Resources and Logistics OfficerFund Sourcing(i)

(ii)

Transportation(i)

(ii)

Supply and Relief(i)

(ii)

6. Monitoring and Evaluation OfficerMonitoring and Evaluation(i)

(ii)

Encoding Database(i)

(ii)

Student Tracking(i)

(ii)


FeedbackYou may be interested to compare your accomplished template with mine on the next page. As mentioned earlier, you may have adapted the given example of the Philippine Disaster Risk and Management Office to align with your school context.


1. Assessment and Analysis TeamEarly Warning• Provides

the school

community

with advice on

appropriate

precautionary

measures to

be undertaken

in the event of

an impending

disaster;

• Closely

monitors

the conduct

of disaster

response

operations;

• Monitors the

transition

from

emergency

response

and relief

to recovery

phase, as

required.

Rapid Assessment• Evaluates

crisis

situations and

determines

courses of

actions to be

followed;

• Formulates

guidelines for

assessing the

situation;

• Facilitates the

conduct of a

multi-agency

debriefing

of the past

disaster

situation to

look into

areas of

strength and

areas for

improvement.

Damage Analysis and Needs Analysis• Collects and

analyzes

damage

information to

determine the

needs of victims

• Estimates costs

of impact and

recovery

• Identifies

the facilities

for urgent

rehabilitation

and long-term

reconstruction.

• Identifies areas

that may be

unfit for human

habitation,

or where

evacuation is

necessary

• Implements

appropriate

strategies to

restore the

affected area

to normality

in the shortest

possible time.

Safety and Security• Provides for personnel and vehicle

movement control and opens all

exit routes;

• In case of fire, coordinates with the

fire suppression team to prevent

looting and apprehend looters;

• Assigns members to the evacuation

area to secure the safety of

individuals evacuated.


2. Education Programs TeamAlternative Learning• Provides

alternative

learning

activities to

schoolchildren

in the

evacuation

centers;

• Prepares

modules

and disaster

preparedness

materials

as reference

and support

materials to

teaching-

learning

activities;

• Keeps an

inventory

of available

resource

materials on

disaster risk

reduction.

Temporary Learning Spaces• Considers

model designs

for temporary

learning

spaces in

collaboration

with the

community,

local

government

and other

emergency

education

partners;

• Determines

essential sup-

plies needed

for tempo-

rary learning

spaces, such

as weather-

appropriate

tents, tarpau-

lins, etc.;

• Provides min-

imum stand-

ards for water,

sanitation and

hygiene for

temporary

learning

spaces.

Psychosocial Support• Identifies local

NGOs that can

mobilize and

train facilitators

to provide

structured

classroom and

group play,

recreation and

other activities;

• Ensures that

all members of

the education

sector receive

orientation

and/or training

on the rationale,

tools and

strategies of

psychosocial

support.

Continuing Learning• Provides a

stable and

familiar

environment

for pupils

to continue

learning,

e.g. support

of caring

adults school

personnel;

• Provides

pupils

with an

opportunity

to transform

a frightening

event into

a learning

experience.

Capacity-building• Plans and

implements

capacity-

building

activities for

teachers to

equip them with

knowledge and

skills for disaster

preparedness

and response;

• Promotes a

culture of safety

and resilience

through disaster

risk reduction

education.


3. Planning and Operations TeamRelief and Evacuation• Evacuates

students and

properties to

an evacuation

area during

emergency

situations;

• Receives

evacuees and

victims from

the evacuation

service leader;

• Conducts

inventory

of available

resources.

Emergency Drills• Plans and

conducts

school-level

emergency

drills on a

scheduled

basis;

• Obtains

suitable

equipment for

emergency

drills.

Fire Suppression• Sets on the fire

alarm in case of

fire;

• Prevents the

spread of fire

by shutting off

all ventilators

and switching

off all electrical

breakers in the

building;

• Maintains

order and takes

control of FIRE

EXITS to avoid

crowding and

confusion of

users.

Parent-pupil Re-unification• Selects

appropriate

locations for

reunification

such as large

parking

areas;

• Coordinates

evacuation

plans and

drills with

school trans-

portation

team to safe-

ly evacuate

all students;

• Establishes

standard

operating

procedures

to ensure

quick reuni-

fication

of pupils

and their

families.

Engineering and Rehabilitation• Conducts

monitoring

and damage

assessment

of school

properties;

• Validates

reports and

determines cost

of damages

for budget

allocation;

• Repairs and

rehabilitates

damaged

structures.

4. Advocacy and Information TeamAdvocacy and Public Information, Communications, and Reporting• Conducts information dissemination campaign on disaster risk reduction concepts and what to do

before, during and after the occurrence of hazards;

• Serves as resource person during disaster risk management training sessions and seminars;

• Publishes information on emergency situations.


5. Resources and Logistics TeamResource Mobilization• Formulates

policies,

allocates

resources

and decision-

making;

• Arranges with

government

health

agencies for

first aid and

medical self-

help training;

• Monitors the

storage and

handling of

medicines,

goods, food

and drinking

water in

evacuation

area.

Donor Relations• Develops

donor profiles

of new and

existing local,

public and

private sector

donors;

• Enters all do-

nor data from

checks, cor-

respondence,

and online

transactions

into donor

database;

• Assists in

research

for funding

opportunities

and drafts

proposals

as well as

completes

grant reports.

Fund sourcing and Finance• Takes charge of

fund sourcing

activities, both

from internal

and external

education

stakeholders;

• Determines

the kind of

assistance to

be provided

to displaced

families and

individuals in

the evacuation

centers.

Transportation• Takes

charge of all

mobilization

procedures,

provision of

vehicles and

transport

facilities,

where

necessary;

• Assigns all

available

vehicles and

transport

units to the

monitoring

and damage

assessment

teams;

• Coordinates

with

counterpart

transport

team leaders

and local

transport

groups for

resource

sharing.

Supply Chain• Supervises

relief

operations;

• Establishes

relief and

supply areas

in the affected

areas;

• Consolidates

the list of

recipients, and

supplies and

relief goods

still needed by

evacuees;

• Maintains an

inventory of

non-perishable

goods, and

makes these

available

during

emergency

situations.


6. Monitoring and Evaluation TeamMonitoring and Evaluation• Monitors impact of interventions on

learners, teachers and schools and

effectiveness of sector response;

• Identifies potential members of

monitoring team in vulnerable

areas;

• Gathers, consolidates, validates and

analyzes data caused by hazards

and presents the qualitative and

quantitative impact on the school;

• Designs evaluation strategies

for education in emergency

interventions.

Encoding Database• Ensures database of schools,

teachers and students is available;

• Creates a comprehensive monitoring

database and analyzes all data

collected;

• Designs formats for processing data

caused by disasters;

• Establishes and maintains a website

for archived data retrieval on disas-

ters for the purpose of disseminating

information.

Student Tracking• Secures

school records

pertaining

to students

and school

administrative

matters;

• Determines

the status of

every child

in the school

by contacting

each child

who is absent

and keeping a

record;

• Identifies

the needs of

children whose

home was

destroyed or

damaged;

• Finds out the

phone numbers

and addresses

of every student

that had to

relocate.

Based on the exercise you have just accomplished, you now have a fairly good picture of the personnel you should identify and recruit into your School Resiliency Committee. Can you guess what the next step will be? Yes, you are correct. You need to know your school with respect to its vul-nerablility to hazards and disasters. How do you go about doing this? If you already have the technical know-how, good! If not, you can read on to learn how best you can identify and subsequently assess the vulnerability of your school to disasters.


Let’s Try This (Activity 1.7)School head Daò had just convened a meeting with her School Resiliency Committee to find out how well each member knows his/her school with regard to its vulnerability to risks, hazards, and disasters. She distributed the following Risk Assessment Matrix to each group of four members, and asked them to fill out the given chart using the following suggested steps.

RISK ASSESSMENT MATRIX

A. Hazards B.Hazard Likelihood0 – low5 – high

C. Impact Severity(Vulnerablilites/Resources)0 – low5 - high

D. Risk Score (B x C)

E. Priority

e.g. Earthquake

4 4 16 1 - High

Step 1

In Column A, enter all of those hazards from the list below that may affect your school. You may need to check these with local disaster management authorities, if necessary.

Examples of Potential HazardsEarthquake Landslide Playground, workshop

or laboratory accidentsFlood Volcanic eruption HazeFire Hazardous materials

releaseFood poisoning

Typhoon Water shortage Civil unrest


Drought Power shortage TerrorismPandemic (e.g. HIV/Aids, flu)

Food shortage Storm surge

Others (specify)

In Column B, rate the likelihood of occurrence for the identified hazard us-ing the given rating scale (from 0 low to 5 high)

HAZARDS 1 2 3 4 5B. Likelihood Very Low Low Medium High Very High

In Column C, enter the Severity of Impact that you expect. This will be based on your understanding of the various vulnerabilities, and the meas-ures your school community has already taken to reduce these.

VULNERABILITIES 1 2 3 4 5C. Impact Severity Minor Controllable Critical Devastating Terminal

In Column D, multiply your likelihood by impact ratings: Column B x C. This will give you your risk score.

RISK SCORE 1-3 4-8 9-14 15-19 20-25Description Very Low Low Medium High Very High

In Column E, convert your risk scores to simple priority scores: 3- low 2- medium 1-high.

RISK SCORE 1-3 4-8 9-14 15-19 20-25PRIORITY LEVEL 3 3 2 1 1Description Low Medium High

[Source: Disaster and Emergency Preparedness: Guidance for Schools (2010)]

Imagine you are one of the members in School Head Daò’s School Resil-iency Committee. Accomplish the above Risk Assessment Matrix. Share your answers with your co-learners and Flexible Learning Tutor.


FeedbackWell, how did you fare? Read the guidelines given below to check if you have accomplished the template correctly.

For Step 1:

Identify all of the hazards that your school community may face – ”natu-ral” and/or ”man-made” origin.

For Step 2:

In order to accurately rate the likelihood of the occurrence of an identified hazard, it is recommended that you check with scientific and technical or disaster management authorities to be sure that you have an accurate un-derstanding of its likelihood rather than making a wild guess. This ap-plies to earthquakes, floods, volcanoes, and landslides. It is important to remember that some hazards are ever-present, while others are seasonal; some increase while others are infrequent but inevitable. Rate the likeli-hood for each identified hazard on a scale of 1 to 5.

For Step 3:

When rating the impact severity for each of these hazards on a scale of 1 to 5, it is useful to bear in mind the wide range of losses that your school and community face, including the following factors:

• Human—deaths, injuries, disability;• Physical—damage to buildings, equipment, supplies;• Social Cultural—disruption and loss of friends, mentors, communities,

cultural heritage;• Economic—repair and replacement costs, cost to students and families

of delayed or incomplete education, loss of livelihoods in education;• Environmental—loss of natural resources and habitats;• Psychosocial—lost continuities, hopes and dreams;• Educational—disrupted or degraded services, quality, outcomes.

For Step 4:

The minimum or lowest risk score is 0, and the maximum or highest is 25. Low risk scores fall in the range between 1 and 8, Medium risk scores are between 9 and 14, and High risk scores are between 15 and 25.


For Step 5:

In assessing your priority levels for relevant actions, you will need to con-sider the risk scores. Low risk scores (between 1 and 8) indicate low prior-ity (3); medium risk scores (between 9 and 14) indicate medium priority (2); and high risk scores (between 15 and 25) indicate high priority (1).

After having accomplished your Risk Assessment Matrix, you now have an idea of the risks faced by your school for specific hazards, as well as the pri-ority level you should be giving with respect to implementing appropriate prevention and mitigation measures. Are you keen to learn how you can know your school better, particularly in the area of risk and vulnerabilities assessment? If so, continue to the next section.

Let’s StudyKnowing Your School: Identifying and Assessing

the Disaster Vulnerability of Your School

In the context of disaster risk and reduction management, vulnerability can be defined as the tendency of things to be damaged by a hazard. When a hazard occurs, people, in general, and specific social groups, in particular, become extremely vulnerable. Their lives, health, incomes and livelihood, for example, are at risk as a consequence of the destruction of the buildings, crops, livestock or equipment which they depend on.

To elaborate, the vulnerability of school buildings to a typhoon of 120 km/hr can be stated as: “30% of school buildings suffer from heavy damage or worse; experiencing 120 km/hr winds.” In comparison, the vulnerability of human populations to earthquakes may be expressed in terms of mortal-ity or morbidity: “20% of young children killed and 30% of school children injured in an 8.5 earthquake.”

Interestingly, most of the disaster mitigation work focuses on reducing vul-nerability. For it to succeed, a good understanding of the elements most at risk from the principal hazard is important. These elements can be catego-rized into tangible and intangible. Tangible damage can be divided into direct and indirect. Direct damage is the result of direct contact with the hazard, for example, roads destroyed by an earthquake. Indirect tangible damage includes loss of personal income and business profit resulting from directly damaged structures. On the other hand, intangible damage includes anxiety, inconvenience and ill-health.


The following table shows some examples of tangible and intangible ele-ments vulnerable to specific hazards. As you review the table, you may include additional information, as deemed appropriate in the respective columns next to each item provided. You may wish to add more informa-tion on the space provided.

Elements Vulnerable to Specific Hazards

Hazard Type Tangible Elements Intangible ElementsFloods • Everything

located in flood plains or tsunami-prone areas e.g crops, livestock, machinery, equipment, infrastructure

• _________________

• Fear of drowning• _________________

Earthquakes • Weak buildings and their occupants, as well as equipment and furniture

• _________________

• Anxiety over safety of loved ones

• _________________

Volcanic eruption • Everything close to a volcano e.g. crops, combustible roofs, livestock, people

• _________________

• Respiratory ailments due to volcanic ash

• _________________

Land instability • Everything located at the base of steep slopes, cliff tops, roads, and infrastructure on shallow foundations

• _________________

• Anxiety over the possibility of a landslide

• _________________


Strong winds • Lightweight buildings and roofs, fences, trees, signboards

• _________________

• Anxiety over stability of one’s home

• _________________

[Source: Adapted from Vulnerability and Assessment (1994)]

As your school’s disaster risk reduction manager, you must know your school with respect to its vulnerability to disasters. If you recall, vulnerabil-ity refers to the characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard.

In the school setting, two types of vulnerability, that is, physical and social, are commonly observed. We will now examine each of these with some examples.

Physical vulnerability may be determined by the school location and site (e.g., situated on a hill slope, or near a river bank), poor design and con-struction of school buildings and infrastructure (e.g., not adhering to stand-ardized building codes).

Social vulnerability refers to the inability of certain social groups within the school community to endure the adverse impacts of hazards. They may be unable to protect themselves, or evacuate, if necessary. For example: differ-ently-abled and special students, very young students, pregnant women, and elders.

Let’s Think about ThisReflect on what you have just read about physical and social vulnerability, in the context of your school setting. What other examples can you think of for each of these types of vulnerabilities? Write your answers on the lines provided.

Physical vulnerability:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Social vulnerability:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Let’s ReadAssessing Your School’s Vulnerability to Disasters:

Some Useful Tools

The section below will discuss a number of tools that you can use to get to know your school better, and help you assess its vulnerability to disasters, such as: Hazard Map, School Building Safety Checklist, Non-structural Safety Checklist, and School Vulnerablilty To Disasters Checklist. As you read, reflect on the tools your school is currently using for risk assessment, and the ones you are proposing to adopt for future use, as deemed appro-priate in your school setting.

Vulnerability Assessment Tool 1: Hazard Map

Basically, hazard maps indicate where natural hazards are likely to hap-pen, as well as the intensity of their occurrence. In other words, these maps provide information about potential hazards, rather than stop its occur-rence. Thus, the effective use of hazard maps can possibly decrease the magnitude of disasters.

To illustrate, a flood hazard map in the school setting is presented on the next page. The hazard map is one of the resources available in SEAMEO INNOTECH’s DRRM Toolkit. The check [√] marks indicate efforts taken to reduce the risk factors to floods, while the cross [x] marks indicate the risk factors to floods.

SEAMEO INNOTECH’s DRRM Toolkit comprises teaching-learning and information resources and materials on disaster risk reduction and man-agement. It can be accessed in SEAMEO INNOTECH’s website, www.seameo-innotech.org.


[Source: DRRM Toolkit, SEAMEO INNOTECH (2014). Translated by Choong Lean Keow for LEADeXCELS]

Based on the sample hazard map given above, it can be seen that various flood risk-resistant factors have been undertaken by the school head in the event of emergencies such as floods, for example: provision of telephone services, flood relief centers, safety jackets, water storage containers, and sampans (small boats). In case of fires, fire hydrants are also available. Besides this, other risk factors have also been identified such as clearing of forests, logging activities, blocked drains, and so on.

It is important for you to realize that depending on the type of hazard, various types of hazard maps may be useful. For example, volcanic hazards can identify areas at greatest risk in volcanic-prone Java in Indonesia. Thus, the area closest to the summit is usually identified as permanently prohibited; a larger first danger area of about 20 km radius is identified as being subject to pyroclastic (air-borne volcanic debris) and lahar (lava flows) and liable to be evacuated during eruptions, while parts of the lower slopes which are the presumed paths for lava and mudflows, are identified as a second danger area.

Emergency telephone facilities

Flood relief centers during floods

Clearing of forests -cause of floods

Provision of

safety jackets

during

floods

Logging activities – cause of floods

Availability of fire hydrants in case of fires

Water storage

containers

during

emergencies

Lack of

monitoring of

drains – cause

of floods

Blocked drains – cause of floods

Use of sampans during floods

√ √ √

√ √ √

X X

X X


The left column in the table below shows some examples of questions that can be used as guidelines for you to develop a hazard map for your school location. For this purpose, you will need to write down the answers to each of the given questions in the right column.

Developing a Hazard Map

Guide Questions Answers“What kind of hazard occurs?”(For example: Heavy rains cause floods, landslide or debris flow)“Where does the hazard occur?”(For example: Tidal surges affect coastal areas; landslides are more common on hill slopes)“How large is the scale of the hazard?”(For example: Low, medium or high)“How intense is it?”(For example: Heavy rains of 1000 mm in one day, or lava flow of 500,000 m3)“How does the phenomenon develop or spread?”(For example: Rapid, slow onset or cyclic)“When does it occur or is likely to occur?”(For example: During the rainy season)“What is the frequency or probability of occurrence?”(For example: Heavy rain occurs once a year, or a great volcanic eruption occurs once every 50 years)


“Who suffers from the disaster?”(For example: People living near riverbanks or near fault lines)“What buildings may be damaged or may collapse?(For example: Old buildings and even new buildings constructed using substandard materials)


FeedbackWell done! You have just accomplished the hazard mapping of your school. This map gives you a fairly good idea about potential hazards faced by your school. Hazard mapping forms the foundation of the risk manage-ment decision-making process by providing information essential to un-derstanding the nature of the school’s risk. Based on the findings of your hazard map, you can (1) identify appropriate risk management strategies; (2) identify appropriate operating strategies; (3) identify appropriate finan-cial strategies; and (4) evaluate the effectiveness of your school risk man-agement programme. Let us now move on to another useful vulnerability assessment tool, that is, the school building safety checklist.

Let’s StudySchool Building Safety Checklist

In many countries, there are standardized building codes to ensure that school buildings are designed and constructed to prevent collapse, partial collapse, or other failures that would endanger human life in case of fires, earthquakes, landslides, volcanic hazards, or even bomb threats. Unfortu-nately, despite the enforcement of standardized school building codes pol-icy, the vulnerability of schools to natural hazards is still a matter of grave concern to many school disaster risk reduction managers. Is this a common phenomenon in your school, too? Perhaps you can utilize a checklist that contains items related to the safety of the school building as a measure of the vulnerability of your school to natural hazards.


Let’s Try This (Activity 1.8)As mentioned earlier, a School Building Safety Checklist can be used for the purpose of identifying risks related to structural safety concerns. Re-view the School Building Safety Checklist below. The items in this checklist are grouped under the following seven conditions that may put the struc-tural safety of your school building at risk: (1) location and soil; (2) age of building and building codes; (3) load carrying system; (4) building height; (5) design; (6) construction detailing; and (7) water damage.

Instructions: For each description of the seven conditions, place a check (√) mark in the box which is applicable in your school context. Since some of the descriptions are rather technical in nature, you may need to request the assistance of a qualified engineer or architect to undertake this assessment with you.

School Building Safety Checklist

1. LOCATION AND SOIL Marshy soil

On top or next to a fault line

On a steep slope

Below or on a landslide-prone slope

On a flood plain or stream bed

Soil not compacted prior to construction

2. AGE OF BUILDING and BUILDING CODES

Constructed prior to implementation and enforcement of building codes

Constructed without regard for compliance with building codes

Building codes do not address the hazards you face

3. LOAD CARRYING SYSTEM

Reinforced concrete building with discontinuous, uneven, or poorly connected moment frame

Masonry, stone, and adobe without an earthquake tie beam

Masonry without regular cross-walls and small window and door openings

4. BUILDING HEIGHT 4-storey or higher with poorly constructed reinforced concrete

2- to 3-storey unreinforced masonry


5. DESIGN

Different stories have same height, but have openings of different sizes and locations

Different stories have different heights.

Very long and narrow rectangular building

“L”-shaped, “H”-shaped, “T”-shaped, or cross-shaped building without isolation joints

Flood water cannot flow easily through or around the building

6. CONSTRUCTION DETAILINGFor reinforced concrete construction:

Insufficient or non-overlapping vertical steel in columns and beams

Uncleaned sand and aggregate mixed with concrete

Roof not securely fastened to structure

7. WATER DAMAGE Rainwater leaks from roof inside the building

Interior dampness or odor

[Source: www.riskred.org/schools/ifc2.pdf]

FeedbackReview the number of check (√) marks you obtained for each of the seven conditions, as well as the total number of check (√) marks for the entire checklist. The more check (√) marks you obtained, the higher the cause for concern of your school building safety.

As a follow-up action, it is recommended that you engage the services of a professional engineer to conduct further investigations. Upon consulta-tion, you may need to develop a strategy for mitigating structural deficien-cies, such as retrofitting (reinforcement or upgrading of existing structures to become more resistant and resilient to the damaging effects of hazards).

Besides the School Building Checklist, you may also use another checklist that comprises non-structural aspects to assess the vulnerability of your school to natural hazards.


Let’s StudyNon-Structural Safety Checklist

Revisit your Risk Assessment Matrix that you accomplished earlier. Did you identify fires, typhoons, and earthquakes as your priority hazards? If you did, it is recommended that you conduct a non-structural safety as-sessment in addition to your school building safety assessment. As the name implies, this kind of assessment is associated with assessing things/objects that are not connected with the weight-bearing system of the build-ing. Examples of non-structural hazards are overturning file cabinets or hazardous materials falling off shelves and spilling. You may have some kind of non-structural safety assessment available for your use. Neverthe-less, you can also try accomplishing the Non-structural Risk Assessment Checklist in the next section.

Let’s Try This (Activity 1.9) The following Non-Structural Risk Assessment Checklist will assist you to identify those measures that you can take to make your school and classrooms safer.

Instructions

The checklist consists of two sections: Section A and Section B. For Section A , place a check (√) mark in the box beside the items that apply in your school situation.

For Section B, identify a natural hazard that commonly occurs in your school location. Two examples of commonly occurring hazards in Southeast Asia, namely, typhoons and earthquakes, are provided to guide you in writing your answers in the empty spaces given. You may also identify other hazards besides these two examples, if you wish, and share your ideas.


NON-STRUCTURAL SAFETY CHECKLIST

Section A: Fire Prevention and Fire Safety Measures1. Flammable and hazardous materials sources such as electrical

lines and appliances, heaters and stoves, natural gas pipes and LPG canisters, flammable or combustible liquids:

are limited

have been isolated

have been eliminated

are well-secured

2.

Exit routes are clear to facilitate safe evacuation in case of fire or other emergency.

3.

Exit route maps are posted on each corridor and in each classroom.

4.

Doors of classrooms and buildings open outwards for safe evacuation.

5. Exit doors are clearly marked (above and below).

6. Detection and alarm systems are working.

7. Fire extinguishers are regularly refilled.

8. Fire suppression equipment is available in each corridor.

9.

Other fire suppression and control equipment are regularly tested and maintained (annually).

10.

Mechanical, electrical, and civil structures and systems are maintained and operable, in compliance with life and fire safety design criteria.

11.

School staff and older students receive fire suppression training (use of fire extinguishers, blanket, bucket, sand, hose).

12. Schools conduct regular fire drills.

Section B: Natural Hazards Safety Example 1: Typhoons SafetyIdentify and enumerate objects that can be torn away, fly away or be battered by winds outside the school building:

What actions can be taken?


Who are responsible for taking appropriate actions?

Example 2: Earthquake SafetyIdentify and enumerate objects that may slide, fall, or fly that can cause injury or block exits.



Example 3: _____________ SafetyIdentify and enumerate objects that may ___________________________





FeedbackHow did you fare for the items in Section A? The more items you checked, the more attention and consideration you have given to fire prevention and fire safety measures in your school. Congratulations!

If you have not checked many items, then it is time you consider giving more attention to ensure the provision of a considerable degree of non-structural safety related to fire prevention and fire safety.

As for the first question in Section B and C, you may have enumerated objects such as: heavy equipment, heaters, air-conditioned units, pipes, gas storage tanks, overhead lighting, bookshelves, hazardous chemicals, computers, audio-visual equipment, school awards, glass objects and other breakables, papers, flyers, and other light paper printed materials.

How did you fare for the second question for both Sections B and C? Well, some of your priority actions may include the following: Ensure that tall and heavy furnishings, bookshelves, cabinets and similar items that may topple and fall do not block exists, and move them to a place where they will not hit anyone, or fasten them to the building so that they move with it; secure water tanks, heating, ventilating and air cooling units to the build-ing to prevent toppling; secure computers and other equipment to stable and flat surfaces, and park equipment on wheels fastened to the structure; ensure protection from glass that may break into large shards by using window film, curtains, or install strengthened glass; secure heavy and im-portant electronic items to table tops or the floor using straps and clips, buckles or Velcro; fasten cabinet doors and drawers with latches that will hold shut during shaking; secure lighting fixtures to ceiling; fasten pictures on closed hooks; and so on.

For the third question in Sections B and C, your answers may have included the School Resiliency Committee led by the principal/school head. If you recall, the members of this committee comprise various stakeholders in the school community such as school administrators, teachers, parents, and students.


Let’s Read Best Practices for School Safety: The Case of the Philippines

As an illustration, read how students in the barangays of the San Francis-co municipality, Philippines, took the lead in suggesting and implementing appropriate actions to ensure school safety.

Philippines, Sta. Paz Sur: In the barangays (villages) of San Francisco municipality, school children learned in 2006 that their high school was located in a landslide risk area. Students debated whether and how to relo-cate the school. The headmaster opened the decision to a community-wide referendum. The students were in favor of relocation, though parents were concerned about the extra travel time and local businesses worried about loss of lunch trade. Student organizations in the high school developed an education campaign and their proposal won the vote by 101 to 49 (Plan International, 2007). They dug ditches around their temporary school site and put up tents with their parents. Students now bicycle to their new permanent school that incorporates earthquake mitigation measures and preparation for use as an emergency shelter.

[Source: Disaster Prevention for Schools Guidance for Education Sector Decision-Makers (2008)]


Best Practices for School Safety: The Case of Thailand

The following is an example of Thailand’s best practices. Read how School Head Chutikan Jeamkunanon managed her school during the 2011 four-month flooding due to heavy monsoon rains.

At around 11:00 pm on a Saturday, School Head Chutikan Jeamkunanon received a phone call informing her that her school Wathomkred School, is being flooded and that around 200 people are there piling sandbags up along the school’s perimeter. They are trying to keep the water level low to safeguard school materials and to prevent more damages. She rushed to the school and saw the community, including all the teachers, helping each other fiercely protect school property. After two hours, they finished build-ing the sandbag barricade and went home. She thanked everyone using a megaphone.

The following week, the sandbags were no longer able to keep the water out, and classes were suspended because the school was nonfunctional. Seeing that water was continuously rising, she sought the help of their community leaders and the manager of a nearby factory. Within 20 minutes, the com-munity leaders and the factory manager brought a lot of people to help pile more sandbags and to set up four big water pumps to impel water out of the school. The teachers guarded their school and continued to pump the water out. The government eventually announced that classes could resume, but that they should hold classes on weekends and extend an hour everyday to make up for lost time (Adapted from Tipyada, J., 2013).

Let’s Think about ThisReflect on the above case examples about school safety in the Philippines and in Thailand. Do you have a similar inspiring story to share? Use the lines given below to write your story.

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Share your story with your co-learners and Flexible Learning Tutor.


FeedbackInterestingly, some schools have a special committee comprising officers from the nearest fire station, officers from the nearest police station, health service providers from the nearest health center or hospital, engineers from the local municipality and selected teachers from the school to conduct a hazard hunt aimed at identifying structural and non-structural weaknesses in the building, and other obvious hazard risks such as improper location of electricity panels in the school, open electricity panels, improper placing of cupboards and furniture that may obstruct escape routes. This activ-ity also helps in identifying hazards outside the school compound such as road hazards, and even industrial or chemical hazards in view of the loca-tion of a chemical plant in the vicinity of the school grounds.

So far, you have learned about three kinds of tools that you can use to assess the vulnerability of your school to natural hazards. You may be in-terested to learn about another useful tool, the School Vulnerability to Dis-asters Checklist.

Let’s Try This (Activity 1.10) School Vulnerability to Disasters Checklist

Besides hazard maps, the School Building Safety Checklist, and the Non-Structural Safety Checklist, you can also use the School Vulnerability to Disasters Checklist to assess the vulnerability of your school as a whole to natural hazards from the physical and social aspects.

Read the School Vulnerability to Disasters Checklist below then accom-plish it for your school.

School Vulnerability to Disasters Checklist

Section A: Please place a check (√) mark in the box provided for all the characteristics that describe your school.1. School Location

Located along the main road.

Located on a slope or mountain side.

Located on a river flood plain or near a river bank.


Located along a fault line.

Located near the shoreline.

Located near an industry or factory that causes pollution.

Located in the middle of a business or commercial district.

Located in a low-lying area with poor drainage.

Not accessible by any vehicle.

Surrounded by very old and tall trees.

2. The design and construction of the school building and other structures conform to the standards of safe construction as prescribed by the National Code.

3. Inspection and maintenance of electrical equipment and installation is done periodically.

4. Inspection and maintenance of the school water system is done regularly.

Section B: Please provide information about the school population by writing on the given lines.

Year Level Male Female Children with

disabilities (specify)

Total number

Section C: Information about Your School

Number of teachers: ______________Male ___________ FemaleNumber of non-academic staff: ______________Male ___________ FemaleYear the school was established: ____________________________________



FeedbackHow many items did you check with respect to your school location? The more items checked, the more vulnerable your school is to potential disasters. However, if you have checked items 2, 3 and 4, it means that you have taken appropriate steps to reduce the degree of vulnerability of your school to disasters.

The information you obtained with respect to your school population will enable you to keep track of and account for the number of teachers and students in the event of a disaster in your school location.

Based on what you have just learned in this section, it is clear that vulner-ability and risk assessments involve the initial identification of different vulnerability and risk factors. It also requires the subsequent evaluation of the different levels of vulnerability and risk of social groups and infrastruc-ture in order to define priorities, select alternative strategies, or formulate new response strategies.

Clearly, this is in line with the Hyogo Framework for Action which stresses “that the starting point for reducing disaster risk and for promoting a culture of disaster resilience lies in the knowledge of the hazards and the physical, social, economic, and environmental vulnerabilities to disasters that most societies face, and of the ways in which hazards and vulnerabilities are changing in the short and long term, followed by action taken on the basis of that knowledge” (UN, 2005).

Let’s Try This (Activity 1.11)Read about a Community-Based Disaster Risk Management (CBDRM) ex-ample given by Save the Children on the next page. Save the Children is an international non-governmental organization that promotes children’s rights. The example that they gave focuses on risk assessment tools that involve children’s participation. Write the answers to the questions that follow on the blanks provided.


Project “Continued Strengthening of Community Capacity in Child-Focused Disaster Preparedness and Response” at Yen Bai, Thanh Hoa, Tien Giang, Vietnam

Children in the project areas were actively involved throughout the project cycle and directly participated in some project activities including the project launch; children meetings; training courses; Information, Education and Communication (IEC) campaigns held at schools and in communities; small scale mitigation work; and child-led components of the Hazard-Vulnerability-Capacity Assessment (HVCA) process.

Children in the core group were given information on Child Rights, disaster risk reduction and HVCA to enable them to participate and lead some of the project activities.

There were lots of activities to prepare both children and adults to work together on the HVCA process. This was the most critical activity because during the HVCA analysis, children could speak directly with adults about their needs and concerns during emergencies. This included what children wanted adults to do to protect them from disaster risks and how children could use their skills and abilities to contribute to project activities.

Some risk assessment tools with children’s participation include:

• Children draw profile maps or community maps with identified basic information such as location of houses, public spaces, roads, and disaster areas.

• Field trips are organized for children to collect information to draw risk maps and community resources.


• Children analyze experiences on disasters to realize the importance of expe-rience of community members on disaster prevention in the future.

• Children analyze findings, using collected information to set priorities for issues related to disasters at community level.

• Children draw risk maps and resource maps for the community. The maps built up by the children have information useful to them such as where safe places are, what places are most risky and what routes they must avoid during disasters.

• Cross check information on the map. This step will help enhance the role of children as they have the chance to present and exchange information about the community, and explain their activities to adults.

• Sharing information with the community (post maps or notice board or distribute copies of the map in public places so that all people can see them).

[Source: Adapted from Framework on Community Based Disaster Risk Management in Vietnam (2011)]

1. Reflect on the above CBDRM project that was carried out in Vietnam. Do you have a similar project in your school where you involved the participation of your students and the community in risk assessment activities? Write your responses on the lines provided.

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2. How would you explain the concept of community participation in disaster risk reduction and management? How relevant is this approach in a school setting? Use the lines given below to write your responses.

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FeedbackYes, you are right. The participation of children, parents, and the local community in disaster risk reduction and management is known as Com-munity-Based Disaster Risk Management (CBDRM). This is a contempo-rary approach to disaster risk reduction and management that has been recognized and widely practiced by various community groups, national and international organizations and government departments for over two decades in Southeast Asia.

If you recall in the Save the Children CBDRM example that you just read, children went on field trips to collect important information for prepar-ing profile or community maps, risk maps and resources maps for the community, and then sharing them with the community.

This approach builds on the community’s capacity of coping with disaster risks and reducing their vulnerability, thereby developing safer and more resilient communities. Since the school is also a community in itself, com-prising school administrators, academic and non-academic staff, students and parents, this approach is also relevant in the school setting. In light of this, the risk assessment tools employed by the communities involved in the project can also be adopted or adapted by school disaster risk re-duction managers to produce individual school profile maps, risk maps and resource maps. In this way, the self-confidence, knowledge, and skills like teamwork of the entire school community to deal with hazards will be further enhanced. When disaster management activities and programs are customized, it is very likely that they will achieve better, more practical and effective results.

Having learned how to assess the vulnerability of your school to disasters, your next step is to lead your school in developing a School Resiliency Plan. The following section will give you some guidelines on how to go about doing it, as well as some important considerations that you should make in the process.


Let’s Try This (Activity 1.12) School Head Daò has just received an invitation from the local district office to speak to all school heads about the importance of developing a School Resiliency Plan. She is sitting in her office thinking how to start off her presentation. Suddenly, she remembers the story, The Three Little Goats that Mr. Hartanto had shared at the “Building More Resilient Schools” workshop. Immediately, she decided to use the story as narrated below. She also prepared some questions for a brief whole group discussion following her narration.

The Three Little GoatsOnce there were three little goats. When they grew up, their Mother said to them, “Now you must each build your own house.”

The first goat made his house out of straw. He finished building it in less than one hour and started to play. Then, a wicked fox appeared. “What a fat little goat. He looks good to eat,” thought the fox, looking at the goat.The fox knocked on the door of the straw house. “Open up,” the fox yelled.“No, I won’t,” answered the frightened goat.

“Very well,” said the fox. I’ll just huff and I’ll puff and I’ll blow your house down.” And he huffed and puffed, and he blew the straw house down to the ground.

The little goat ran as fast as he could to the next brother’s house.

The second brother had built his house out of wood. He finished the house in less than a day and started to sing. Soon, the fox arrived and saw the first and the second goats together.

“What fat little goats. They look good to eat,” thought the fox.

The fox knocked on the door of the wooden house. “Open the door,” the fox yelled.

“No, we won’t,” answered the frightened little goats.

“Very well,” said the fox. “I’ll just huff and I’ll puff and I’ll blow your house down.” And he huffed and puffed and he blew the house down to the ground.

The two little goats ran as fast as they could to the next brother’s house.


The third brother had built his house of bricks. It took him many days to finish his house.

Soon the fox came. “What fat little goats, how good they look to eat,” thought the fox.

The fox knocked on the door of the house of bricks.

“Open the door,” the fox cried.

No, we won’t,” answered the frightened little goats.

“Very well,” said the fox. I’ll just huff and puff and I’ll blow your house down.”

So he huffed and puffed but he couldn’t blow the brick house down. It was too strong.

The little goats were so pleased that they began to play and sing. The fox was angry. He ran back to the forest.

[Source: Seeds of Safety, 2010]

Imagine you are one of the school heads listening to school head Daò’s story. Read the questions below and write your responses on the lines provided.

1. In the context of school disaster risk reduction and management, what do the following symbolize:

(i) The fox:

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_______________________________________________________________

(ii) The three goats:

______________________________________________________________

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2. What lessons did you learn from the story, “The Three Little Goats” in the context of disaster risk reduction and management?

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Feedback From the school disaster risk and reduction management perspective, for question 1, you probably answered that “the fox” symbolizes hazards, such as floods, droughts, storms, landslides, earthquakes, fires, agricultur-al pests and rodent infestation, disease outbreaks and epidemics, climate change and urban, environmental or “technological” hazards. On the other hand, “the three little goats” symbolize the kind of disaster resiliency plan or disaster management plan that the school has developed.

Your answers for question 2 may have included that the primary lesson learned from the story is that hard work and dedication to develop a comprehensive school resiliency plan pays off. If your school resiliency plan is quickly developed with little time and effort put in as in the case of “the first two goats,” then it will have weaknesses that will cause it to collapse in the wake of hazards and disasters. Taking the extra time and effort to create and develop a holistic resiliency plan that takes into account the various factors in the school environment will better ensure the preparedness of your school to take the necessary prevention, mitigation, response, recovery and rebuilding efforts. Besides, a strong foundation on which to build your school resiliency plan on will certainly make a big difference in determining the success of your school disaster management initiatives and programs. Furthermore, a secure plan will also help to enhance the safety of your school and its stakeholders.

Are you keen to learn how to develop a School Resiliency Plan that is built on a strong and secure foundation? If so, proceed to the next section.


Let’s StudyDeveloping a School Resiliency Plan: Some Important

Considerations

Generally, schools are densely populated places with large numbers of students and teachers. If you are the school head of a primary or elementary school that is attended by young children, the vulnerability of your school is higher compared to that of a school head of a secondary or high school. Therefore, it is very important that you have a School Resiliency Plan in place. By planning in advance and anticipating as many health and safety variables as possible, you are better assured that the decisions you make on the day of a crisis are made quickly and effectively. In addition, your school stakeholders will also be able to make correct and automatic responses as a consequence of the time spent on pre-planning for disasters, as well as better able to contain and control events that occur.

If you recall in the earlier section, you learned that while we cannot stop natural hazards from happening, we can stop them from becoming disasters through prevention and mitigation measures that encompass three aspects: assessment and planning, physical and environmental protection, and response preparedness. Let us now examine each of these three aspects in greater detail.

Assessment and planning involves establishing or empowering your School Resiliency Committee; assessing your risks, hazards, vulnerabilities and capacities; making contingency plans for educational continuity; and communicating your plan. In comparison, physical and environmental pro-tection encompasses structural safety maintenance, non-structural, lo-cal infrastructure and environmental mitigation; and fire safety. On the other hand, response preparedness includes response capacity development such as standard operating procedures; response skills and organization; response provisions, and practicing, monitoring, and making improve-ments on the school resiliency plan such as holding simulation drills to practice, monitoring indicators for school disaster management, and re-flecting upon and updating your plan.


As your school disaster risk reduction manager, your school stakeholders’ expectations for you to be a role model in disaster prevention and suc-cessful disaster mitigation are high. In light of this, researchers in the field have proposed the following cycle of steps in school disaster risk reduc-tion and management:

• Assess hazards, vulnerabilities, capacities and resources; • Plan and implement for physical risk reduction, maintenance of safe

facilities, standard operating procedures and training for disaster response;

• Test mitigation and preparedness plans and skills regularly, with realistic simulation drills; and

• Revise your plan based on your experience.

Let’s Try This (Activity 1.13)As a guide to help school heads like you better manage disaster risk reduc-tion at the school level, the sample School Resiliency Plan Checklist on the next page should be reviewed. This checklist aims to assist you in assessing the status of your school for the three aspects mentioned above: assess-ment and planning; physical and environmental protection; and response preparedness.

As you review the checklist, you may wish to assess how it applies to your school situation. If so, place a check (√) mark on the line next to each item, where appropriate.

School Resiliency Plan Checklist

ASSESSMENT AND PLANNINGWe have a School Resiliency Committee to lead disaster risk reduction and disaster response planning. We hold regular meetings with the staff, parents/guardians, and students to develop and review our mitigation, preparedness and response plans.Our school stakeholders have learned about resources and assets such as fire extinguishers, first aid kits, response skills, search and rescue equipment available in the school, and discussed shared use of resources during the post-disaster phase.


We have researched historical events and current scientific studies, and considered the different hazards that can affect our school community. We are aware of the needs of vulnerable groups or individuals such as young children, students with differently-abled and special needs, as well as the concerns of our staff and students.We have identified alternate staging and evacuation locations. Parents or guardians have been informed of the location of all possible safe havens for reunification.We have assessed and are addressing physical risks posed by buildings, non-structural elements and building contents, and hazards in our school community.We have evacuation plans, including safe assembly areas, evacuation routes, safe havens and alternatives in emergency situations. This plan has been shared with the nearest police, fire and hospital officials and established communication and understanding, in advance of emergency situations. We have set up student transportation systems to take students to the nearest safe school in case of a disaster. We have established a communication system for emergencies, including a warning system, wherever appropriate. We have all the necessary contact information available for emergency response and family reunification.We have established student release procedures to ensure that children are released only to adults approved by parents/guardians.We have planned to provide emergency shelter for our local community, if necessary.We have a plan for educational continuity for our students including alternate locations to continue classes, alternate schedules and methods of instruction, buffer books and instructional materials as needed, and secure back-up of educational records.We have plans and regular contact with local news media such as the radio, newspapers, and television to communicate planning and emergency messages to families, and to use our school-based activities to promote risk reduction community-wide.


We provide significant practical local disaster risk awareness and reduction activity at all age levels, through our school-based activities and projects and/or integrated disaster risk reduction and management concepts in the formal curriculum.We encourage our staff and students to prepare for disasters at home and provide support material for doing so.We have insurance coverage to pool economic risks.PHYSICAL AND ENVIRONMENT PROTECTION

Our school buildings have been located appropriately, designed and built according to current building codes/safety standards for disaster safety, and inspected by a qualified structural engineer.Our school buildings have been checked by the local fire department for fire safety.If our school requires repairs or retrofitting, this has been completed without minimal disruption of education.We practice preventative maintenance on our school buildings, protecting them from damp and other damage, and repairing damage when it occurs.In the event of earthquakes, or windstorms: We have fastened tall and heavy furniture, secured computers, televisions and other electronic equipment, hazardous materials, supplies, propane gas tanks, water tanks, lighting fixtures, roof elements, railings and parapets, heating and cooling devices, storage tanks and other items that could kill or injure people, or impair educational continuity. We have put latches on cabinets, and hung pictures securely on closed hooks to protect ourselves from injury and financial losses.In the event of floods, storms, or tornados: We know about early warning systems in use in our school community and have plans to respond to these in order to move the staff and students, and assets to safety.We have smoke detectors, fire alarms, automatic sprinkler systems, fire hoses, fire extinguishers, and automatic emergency lighting, and maintain these. Our building exit routes are marked.We have limited, isolated, and secured any hazardous materials to prevent spills or release.


We have off-site back-up of critical information, including student emergency contacts and release permissions.We have inspected school transportation for safety, and drivers and students are trained in respective safety skills. We have also advocated and promoted the use of seat belts, helmets and other transportation safety measures. RESPONSE PREPAREDNESS: SUPPLIES & SKILLSWe have guidelines for and we hold post-disaster drills to practice safety skills with all staff and students at least twice a year. We have a buddy system for those needing help.We follow the basic building evacuation rule: “Don’t talk. Don’t run. Don’t push. Don’t go back.”We hold simulation exercises at least once a year where operational teams practice response organization as well as procedures and skills in damage assessment, information-sharing, light search and rescue, first aid, fire suppression and family reunification.We are aware of the minimum standards for education in emergencies developed to safeguard children’s rights to quality education and a safe learning environment at all times, including during emergencies and disasters. We have skills in building evacuation drills and practice twice yearly as well as applicable drills for the threats faced (e.g., first aid skills for life safety, drop, cover, and hold for earthquakes, water safety and swimming skills for floods, stop, drop and roll for fire safety, sheltering place for violent threats).We continually discuss and improve on our existing disaster management practice.We have access to reliable external information sources on disasters and to an internal communication system. We have practiced receiving updates on emergency situations, warning our community and informing the relevant authorities.We have emergency supplies for students and staff to last for at least the first 72 hours (including at least 12 liters of water per person, food, first aid supplies, emergency power, emergency lighting, alternate communications, alternate transportation, shelter and sanitation supplies).


Our students are asked to bring their own emergency supplies bag at the beginning of each year, and take it home again at the end of the school year.School staff and older students have and learn response skills including first aid, mass casualty triage, light search and rescue, fire suppression, wireless communication, psychological first aid, emergency power operation, student release procedures, shelter, nutrition, and sanitation skills.Our school staff know how to turn off our electricity, water and gas supplies.We have a standard organizational system and know the principles for organizing post-disaster self-help.We have identified resources for psychosocial support, if necessary.We have plans to use our resources for mutual aid and to support local community response.

[Source: Adapted from Disaster Prevention for Schools: Guidance for Education Sector Decision-Makers (Petal, M., 2008)]

FeedbackRevisit the School Resiliency Plan Checklist that you have just accom-plished. How did you fare? If you have checked most or all of the items contained in the checklist, congratulations! However, you may wish to dis-cuss with your School Resiliency Committee on how to better improve ex-isting disaster risk reduction measures. On the other hand, if you have just checked a few items, then it is timely that you sit down with your commit-tee members to discuss what measures need to be adopted to ensure you have a good and secure plan that is tailor-made to the needs of your school.


Let’s ReadDeveloping Your School Resiliency Plan: Some General

Criteria

Perhaps at this point, you may wish to know about the general criteria of a customized School Resiliency Plan. Some useful criteria are discussed below.

• SimplicityThe plan shall be simple, and concise with clearly stated roles and responsibilities of the various committee members. Revisit the earlier section about the roles and responsibilities of the School Resiliency Committee members.

• Flexibility The plan shall allow for a certain degree of flexibility where proce-dures can still be executed even in the absence of certain key person-nel due to unforeseen circumstances. For example, if it is not possi-ble to follow a pre-planned route to an evacuation assembly area that has been cut off by the hazard, have some suggestions for alternative routes.

• ComprehensivenessThe plan shall contain procedures for preventing, preparing for, responding to and recovering from the effects of a particular hazard. Review the specific section that briefly explained the various procedures at different phases of specific hazards.

• Generality and consistencyThe plan shall describe a general and consistent decision-making process that will be adopted during an emergency, as emergencies differ from one another.

• Product of consultationThe plan shall be derived from consultation with the School Resiliency Committee that consists of members of various levels and age groups.

• Dissemination All school stakeholders comprising staff, students and their parents shall be familiar with the content of the plan, and shall be trained in and regularly exercise its procedures so that everyone is familiar with the emergency planning of the school.


• ReviewThe plan shall be reviewed on a regular and scheduled basis, preferably once a year, and following any significant emergencies, to ensure that it remains workable.

• CoordinationPlanning shall be coordinated and consistent with other agencies, such as the emergency services and local municipalities, who have their own plans linked with those of the districts, municipalities, or surrounding community.

Let’s Think about ThisAfter reading about some of the general criteria of a customized School Resiliency Plan, you may wish to include some of your own additional criteria. Write your ideas on the lines provided.

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Let’s Read Components of a School Resiliency Plan

In the earlier section, you learned about general criteria for developing your school resiliency plan. Based on these criteria, you and your School Resiliency Committee can develop your School Resiliency Plan comprising the following components:

• Resource inventory with complete and updated lists of contact information in the school head/principal’s office. For example: office, home and mobile phone numbers, and e-mail addresses of all the members of the School Resiliency Committee; telephone numbers of emergency and support agencies, such as fire departments, hospitals, police, radio and television stations; members of the Education in Emergencies Cluster working in the area such as UNICEF, Save the


Children, Plan International, etc.); and critical health problem records of each student together with their blood groups, as well as updated contact details of parents/guardians or alternate persons.

• Maps and floor plans. For example: maps of the community and school site, and school floor plans that summarize the natural and man-made features of the area; topographic maps and street maps to assess the vulnerability of the school to hazards such as floods, landslides, for-est fires, and transportation accidents involving hazardous materials; floor plans and site plans of the school facilities that can be used to identify shelter areas, plan evacuation routes, locate shut-off devices for gas, water and electricity, underground gas lines, and fire suppres-sion equipment; and locate chemical storage areas.

• School Disaster Management Kit complete with stretcher, ladders, thick rope, first-aid box, torchlights, temporary shelter (tents and tar-paulins), sand buckets, fire extinguishers

• Emergency warning system that is used for informing the school community about actual or impending danger. Besides this, the public address system, emails, texting using mobile phones can also be used.

• A school evacuation plan and map for specific disasters, showing the location and route inside and outside the school.

• A list of school buildings to be used as shelters for evacuees, in case of a community disaster.

• Emergency Preparedness Plan orientation and drills for all students, teachers and staff such as school fire drills, school earthquake drills.

• Procedures for informing parents and guardians during school emergency situations via the local radio, TV, internet, telephone or cellphone.

• A school property inventory that contains information about equipment that may pose a danger in the event of a disaster.

• Provision of emergency transportation for students and staff.

• Alternate warning system to alert the entire campus if and when there is a power failure.


• Contingency plan for continuity of student learning (for example: home study or conduct of classes at alternative locations) in case the school is temporarily closed for repairs or used as an evacuation shelter.

• Provision of capacity building and training of students and teachers in various skills of disaster management to ensure safety of school community in a disaster situation.

• Off-site back-up of important school records, for example, set up a school database in the district education office.

• Hazards-specific response plan such as crowd management to avoid stampede in the event of an emergency situation.

Let’s Think about ThisRevisit the School Resiliency Plan Checklist that you read about in the earlier section. Identify some of the components in checklist that can be included in a School Resiliency Plan in order to make it more comprehensive. Write your suggestions below.

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FeedbackSo how many components in the School Resiliency Plan Checklist did you suggest to include in the School Resiliency Plan in order to make it more comprehensive?

It is important to remember that your School Resiliency Plan is always a work-in-progress, and never a finished document. In other words, the plan cannot be regarded as a neatly-bound document; rather you and your School Resiliency Committee will be generating and re-generating new procedures, or improving on existing ones that will constitute your


School Resiliency Plan. For this reason, it is imperative that you use the participatory approach as mentioned earlier where you involve your school stakeholders in the planning and learning so as to develop a good and secure plan with time and practice.

After you and your School Resiliency Committee have developed your School Resiliency Plan, what do you think is the next important step to take? Yes, that’s right – share the plan with your school community. Pro-ceed to read the next section that will explain how you can do this

Let’s Try This (Activity 1.14)Two weeks after they finalized the School Resiliency Plan, School Head Daò convened a meeting of her School Resiliency Committee to brainstorm on how they could share this plan with the school community.

Mr. Nguyen, the Education Programs Officer, was the first to raise his hand and offer his suggestion. “May I suggest that we organize a three-day awareness campaign at the school level.”

All the other members nodded their heads in agreement. Taking the cue from there, School Head Daò spoke, “Good idea. Now, can we have some suggestions of activities to be carried out during this campaign?”

Imagine you are one of the School Resiliency Committee members present at this meeting. How would you respond to School Head Daò’s question? Accomplish the matrix below.

Suggested Activity Purpose Target To be Achieved



FeedbackYou may like to compare your answers with mine below.

Suggested Activity Purpose Target To be Achieved

School Assembly • To create awareness among the teachers and students about the importance of disaster risk reduction management.

• To inform the teachers and students about disaster risk reduction activities planned for the year

• The entire school community will have an awareness about the importance of disaster risk reduction management.

• The entire school community will be informed about school-based disaster risk reduction activities planned for the current academic year.

Big Bulletin Board

Distribution of pamphlets and brochures

• To inform teachers, students and parents about the vision, mission, objectives and organizational structure of the School Resiliency Plan.

• The entire school community are clear about the setting up of the School Resiliency Plan.

• The entire school community know whom to contact in the event of an emergency or disaster in the school location.

Daily 5-minute outreach on School Resiliency Plan before the start of a new lesson


If your accomplished matrix contains activities to communicate your School Resiliency Plan similar to those in the previous Feedback, then great! Based on the purpose of each of the suggested activities, you now have some idea about the importance of communicating this plan to your school stakeholders. If you wish to obtain additional information on other useful strategies that are commonly used by other school heads, proceed to the following section.

Let’s ReadCommunicating the School Resiliency Plan:

Some Recommended Strategies

Once you and your School Resiliency Committee have finalized your School Resiliency Plan, like School Head Daò, you will also need to think of ways to communicate this plan and its contents to your school stake-holders. One of the effective ways is through creating awareness of the existence of this plan among your staff, students and their parents.

Why do you think is it important for you to do this? At the school level, stakeholders’ awareness is a key element for successful disaster risk re-duction. When your school community knows about the occurrence of potential hazards in the school and its vicinity that are likely to affect their children and students, they will be motivated to become more active in risk reduction activities organized at the school level. This active involve-ment and participation will not only allow them to protect themselves,


their children and the students in their everyday lives, it will also contrib-ute significantly towards building a culture of safety in the school com-munity.

If you recall, the suggestion given by Mr. Nguyen in the earlier activity about organizing a school-level awareness campaign is good. You know that awareness-raising is an interactive process in which different school stakeholders are engaged, each with their own roles and ways to make their voices heard. More importantly, the disaster risk reduction message that is contained in the School Resiliency Plan is conveyed within the four walls of the school and beyond.

Typically, there are two basic communication channels that you can use to conduct your awareness campaign: oral/verbal, and/or written/printed. Let us read about some of the strategies that can be used below. If you wish to suggest additional strategies that you have read of, or used for communicating your resiliency plan at the school level, you may do so on the lines provided.

Oral/Verbal

The following are some examples where your plan is communicated oral-ly or verbally to your school stakeholders:

Monthly/Weekly School Assembly

In many schools, monthly or even weekly school assemblies where teachers and students are gathered together before the start of the day’s lessons is a common practice. This is one good platform for conveying verbally the disaster risk reduction messages as contained in your School Resiliency Plan.

As your school disaster risk reduction manager, it is important that you take the lead by speaking at the first school assembly for the year about the importance of having a School Resiliency Plan, and, thereafter, the various team leaders can share their respective plans with the school com-munity.


Face-to-face Briefings

Another useful strategy to communicate your School Resiliency Plan ver-bally is to organize scheduled face-to-face briefings for small groups at dif-ferent time schedules and venues. During these briefings, team leaders do detailed presentations about specific activities they have planned for the school year. When teachers are informed early about the schedule of such activities, they are able to make adjustments so that their classes will not be disrupted. The teachers are encouraged to ask questions and raise any issues pertaining to the School Resiliency Plan.

To elaborate, a sample Gantt chart showing the kind of disaster risk reduc-tion activities that have been planned by the different teams for the year is shown below.

Team Activity Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov DecIntelligence

and Disaster

Analysis

Disaster Risk

Reduction

(DRR) Needs

Analysis

Evaluation of

DRR activities

Education,

Advocacy

and

Information

DRR activities

for students

and parents

DRR activities

for teachers

Plans and

Operations

Mock emer-

gency drills

Resources

and

Logistics

Dissemination

of DRR

materials

Update of DRR

database

[Source: http://www.ganttchart.com/Examples.html]

Based on the Gantt Chart above, each team, as you may have observed, carries out its specific functions according to a planned schedule.


Special Open Door Meetings

Besides targeting your school stakeholders and making them familiar with your School Resiliency Plan, you may want to hold special open door meetings with local public safety representatives from the fire de-partment, health service providers (health clinics, hospitals, health cen-tres), and the police department to communicate your plan verbally to them, as well as invite their participation and support in risk reduction activities, such as school fires, earthquakes, rescue and evacuation drills, and provision of response supplies.

Written/Printed

Besides communicating your School Resiliency Plan verbally using the strategies enumerated above, you can also make use of written or printed communication channels that may include non-electronic and electronic media.

School Newsletter/Bulletin

One type of non-electronic channel commonly used by school heads to communicate their School Resiliency Plan is through the school newslet-ter or bulletin. For this purpose, the school newsletter editorial team can set aside some space to highlight upcoming activities contained in your School Resiliency Plan. Perhaps it is a good idea to allocate a section asking for Readers’ Feedback where teachers and students are encouraged to post constructive comments to further improve the plan.

Online Discussion Forums

Besides non-electronic channels, online discussion forums are also useful platforms for you, as your school disaster risk reduction manager, to conduct ‘virtual meetings’ where you and your staff can share ideas and opinions about your School Resiliency Plan.

In sum, it is clear that your School Resiliency Plan needs to be disseminat-ed to all school stakeholders and identified local public safety representa-tives through innovative, interesting, interactive and participatory activi-ties. When disaster risk reduction information is shared within the school and, to a certain degree, with the local community, it can go a long way towards building a culture of school safety for everyone concerned.


Let’s Think about This1. Based on the two modes of communicating your School Resiliency

Plan to your school community - oral/verbal and written/printed - which is your preferred mode? To what extent is your preferred mode effective in conveying information about your Plan? Write your an-swers on the lines provided.

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2. Based on your experience, what are some of the strengths and weak-nesses of the different communicating strategies? Write your answers on the lines below.

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FeedbackHow did you enjoy the experience of learning about the various strategies for communicating your School Resiliency Plan? As you will have real-ized, each strategy has its strengths and weaknesses. While it is important to use both verbal and written modes to communicate your School Resil-iency Plan to your school stakeholders, it is even more important that you mobilize your School Resiliency Committee to just do it! Your school staff and students really need to be familiar with the School Resiliency Plan in order for them to work effectively in the event a disaster strikes.

Congratulations! You have just completed Lesson 1.


Let’s Remember In this lesson you learned how to lead in building a more resilient school. In the process, you examined some of your roles in disaster risk reduc-tion and management. In order to help you execute your roles more effec-tively, you equipped yourself with the basic concepts related to disaster risk reduction and management as well as the disaster management cycle. This sound theoretical knowledge guided you to organize and lead your School Resiliency Committee to, amongst other things, assess the vulner-ability of your school to disasters using the various tools available. You also mobilized this committee to develop your School Resiliency Plan and communicate its contents to both school stakeholders and representatives of the local community using various strategies, both verbal and written.

How Much Have You Learned from This Lesson?Let us now examine what you have learned after completing Lesson 1.

1. “The immediate effect of disasters is that it deprives children their basic right to education.” How does this statement impact your role as a school head and disaster risk reduction manager?

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2. School Head Tida has just been assigned to a school that had recently held its centennial celebrations. When she checked the school safety maintenance file she discovered that the last record entry was dated ten years ago. How can she assess the hazard potentials and risks of her school in the wake of recent reportings of earthquake tremors in the nearby surrounding areas?

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3. School Head Susilo’s school, situated at the foot of a hill is vulnerable to landslides. As the school disaster risk reduction manager, explain what measures he must take at each of the following phases of the disaster management cycle:

(i) Prevention

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(ii) Mitigation

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______________________________________________________________ (iii) Preparedness

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(iv) Response

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(vi) Rebuilding

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4. School Head Martinez is keen to set up a School Resiliency Committee to help him manage disaster risk reduction and preparedness within his school community. How should he identify the members of this committee?

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5. School Head Lee Tan is trying to source for some tools to help her assess the vulnerabilities of her school to typhoons. Explain four useful tools to help her accomplish her task.

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6. School Head Nguyen is planning to prepare a School Resiliency Plan with his School Resiliency Committee. Explain three important consid-erations she must make in developing her School Resiliency Plan.

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7. School Head Daud is planning to communicate his School Resiliency Plan which he has just successfully developed with his School Resilien-cy Committee. Suggest four effective strategies he can use to accomplish his plan.

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8. School Head Amaya’s school is situated at the base of a mountain. There had been forest fires in the past during summer causing haze in the community. Can you think of ways to prepare for haze that the for-est fires would cause?

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You may now compare your answers with mine in the Key to Correction on pages 199-204.


FeedbackHow did you fare in the assessment questions at the end of this lesson?

If you answered all the questions correctly, well done! You have learned and comprehended the content discussed in this lesson. You are now ready to continue to Lesson 2.

However, if you missed the answer to one or two questions, it is recom-mended that you review that section of the lesson and read the contents once more for a better understanding of the content.

The next lesson will focus on developing your students to become disaster resilience champions. If you are ready, you may begin immediately.


“Under the theme ‘Disaster Risk Reduction Begins At School,’ various initiatives have been taken worldwide (during the World Disaster Reduction Campaign for 2006-2007) to make school buildings safer and have disaster reduction taught in school. ... – teaching our children today is empowering the next generation to address disaster risk more effectively tomorrow.” ~ Sάlvano Brideńo, Director UN/ISDR Secretariat, 2007~

What Is This Lesson about?In Lesson 1, you learned how to lead your school in becoming more resil-ient. To reiterate, the tasks and responsibilities related to this role cannot be shouldered by you alone. Rather, you need the strong support and active involvement of the entire school community to carry out your role effec-tively.

Undeniably, children are particularly vulnerable in the event of natural hazards and disasters as they have limited resources and capacities. However, are you familiar with the above excerpt taken from Brideńo’s message highlighting the role played by school children in disaster risk reduction? For so long, children of schoolgoing age have always been regarded as “passive victims” rather than active players in disaster risk reduction initiatives and programs. In these present times, this perception is seemingly outdated as there are now increasingly documented evidence of how children are able to transfer the safety lessons they learned in school to save lives in the wake of disasters in their homes and everyday life situations.

One good example which most of us are only too familiar is the story of young Tilly Smith. On seeing the receding waters before the onset of the tsunami in December 2004, she immediately remembered her geography lessons on tsunami at school, and was, thus, able to save the lives of one

Developing Students as Disaster Resiliency

Champions

LeSSon

2


hundred tourists from a beach in Thailand on that fateful day. Another good example from Southeast Asia hails from Yogyakarta, Indonesia where more than 33,000 school children were taught about the causes and results of earthquakes, tsunamis and volcanic eruptions using materials developed by the Indonesian education authorities in collaboration with the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). The significant impact of this initiative was evidenced in the May 2006 earth-quake that hit the Yogjakarta region. The number of people reported to have lost their lives amounted to five thousand. This number is said to have been much higher had the children not learned at school what to do in the event of an earthquake, and had they not transmitted this valuable knowledge to their parents. As many families sought protection under ta-bles, or under their beds, rather than leave their houses until the earth-quake was over, they escaped with only serious injury.

The above examples are but two of many more that clearly show the plus points of introducing disaster awareness and risk reduction education in the school curriculum to foster a better understanding amongst schoolchil-dren and teachers about the immediate environment in which they and their families live, thus helping to reduce the risks faced by the larger local community.

In fact, in the abovementioned 2007 UNISDR publication, there is an increasing call for a paradigm shift to teach our children who are in school about disaster risk reduction, “If children can do it, then youths can do it. If children can do it, then adults can do it. If children can do it, then some elderly people can do it.”

In view of this, school heads like you must respond to this call and em-power your students to accomplish a role envisioned for them, that is, to champion the cause for and serve as agents of disaster risk reduction.

This lesson will facilitate you to find answers to the following questions:

• How will I lead the integration of disaster risk reduction topics into the school curriculum?

• How will I lead and guide my teachers in developing instructional strategies and learning materials related to disaster risk reduction?

• How will I plan and organize activities related to disaster risk reduc-tion that will facilitate my students to become resiliency champions?


What Will You Learn?After studying this lesson, you should be able to:

• Lead the integration of disaster risk reduction topics into the school curriculum.

• Lead and guide your teachers in developing instructional strategies and learning materials related to disaster risk reduction.

• Plan and organize activities related to disaster risk reduction that will facilitate your students to become resiliency champions.

Let’s Try This (Activity 2.1) Recently, School Head Daò was one of the participants at a conference organized by the Regional Consultative Committee on Disaster Manage-ment. The central theme of the conference was “Integrating Disaster Risk Reduction into the School Curriculum.” Later, at the plenary sessions, the chairperson distributed Conference Handout 1 to the participants and told them to identify the sub-themes that emerged from the paper presen-tations of the five Southeast Asian countries that were related to the cen-tral theme.

Imagine you were with School Head Daò at this conference. Read the five country overviews and answer the questions that follow.

Integrating Disaster Risk Reduction (DRR) Into The School Curriculum: Case Studies in Southeast Asia

Cambodia:

OverviewCambodia offers an example of curriculum development according to a strategic ministerial decision ‘that integration of DRR topics into sub-jects already taught would be more effective than creating a new subject’ (ADPC, 2010). It also provides an example of lower secondary level cur-riculum development focused on the physical science subjects that, in turn, provides a springboard for the development of DRR-related curricula in another secondary grade and one primary grade.

Conference HANDOUT 1


Indonesia:

OverviewIndonesia offers an example of infusing DRR into formal curricula using a ‘local content curriculum’ (LCC) space together with infusing DRR- re-lated themes and topics into existing subjects. Its decentralized curriculum framework allows for locally driven DRR curriculum developments that are sensitive to the specific local needs and contexts in the world’s largest archipelago. There is great potential to mobilize the LCC space.

Lao PDR:

OverviewLao PDR offers an example of DRR curriculum integration into selected subjects at a particular secondary grade level (i.e., grade 6). It is an example of a pilot project with a strong emphasis on child-led/child-focused peda-gogical approaches and illuminates their positive influence on developing students’ broader DRR competencies. It is also an example of centralized curriculum development that creates space for localized DRR, which could be further mobilized.

Myanmar:

OverviewMyanmar offers an example of using the life skills curriculum as the primary carrier of DRR curriculum.

Philippines:

OverviewThe Philippines offers an example of DRR curriculum mainstreaming ini-tially at the secondary level through a centralized and competency-based approach predicated upon strong governmental commitment to and pri-ority in advancing DRR practices in the education system. After targeted integration of DRR into Natural Science and Social Studies subjects in one secondary grade level (i.e., grade 7, 1st year high school), further integra-tion of DRR into other grade levels is ongoing.

[Source: Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries, UNESCO and UNICEF (2012)]


Based on the above five-country overviews, answer the following ques-tions.

1. Why is the integration of disaster risk reduction into the school curriculum important?

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2. How can disaster risk reduction-related topics be integrated into the school curriculum?

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3. What is one key challenge faced by school heads in championing the integration of disaster risk reduction into the school curriculum?

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FeedbackWould you like to compare your answers with mine below? Your answers may not be worded exactly like mine, but as long as the ideas expressed are similar, you are correct.

For question 1, you may have included the following reasons: Education plays a fundamental role in reducing vulnerability and building the re-silience of its stakeholders, especially schoolchildren. Through education, students are equipped with the necessary knowledge, skills, and attitudes required to prepare for, and cope with disasters as well as in helping their community return to a normal life. Hence, it is of vital importance for ed-ucation systems to include elements of disaster risk reduction into their school curriculum.

Your answer to question 2 may contain similar ideas like this. The most commonly used approach to disaster risk reduction integration is infusion where disaster-related themes and topics are weaved into specific school subjects currently existing in the school curriculum, such as the physical and natural sciences. A second approach may be to introduce it as a single subject in the school curriculum.

For question 3, you may have answered that the key challenge faced by school heads with regard to integrating disaster risk reduction into the school curriculum is teachers’ acceptance of the idea of disaster risk reduction integration into the existing curriculum of the subjects they teach. The reasons for this are, they may not have the basic knowledge about disaster-related topics; they may not have acquired the necessary pedagogical skills with regard to effective teaching and learning approaches to teach about disaster-related topics; or they may see this as an overload to their existing subject curriculum and lesson preparation.

How do your answers compare with mine? Are they similar? If so, good. You already have a fairly good idea about integrating disaster risk reduction into the school curriculum. However, it is recommended that you read on to further enhance your knowledge about this topic.


Let’s ReadIntegrating Disaster Risk Reduction Topics into the School

Curriculum: Three Options

Integrating disaster risk reduction into the school curricula helps to nurture and promote a disaster resilient culture. At an early schooling age, children learn the basics of disaster risk reduction, and become aware of their vul-nerabilities to disasters that not only disrupt their education, but may like-ly give rise to psychological stress and trauma, too. As they become better equipped with the necessary knowledge and skills to participate in disaster risk reduction activities, their vulnerabilities are slowly transformed into capacities. This is best illustrated by the following quotation taken from Seeds of Safety, Save the Children and DepEd (2010):

Strong trees start with good seeds.Let’s plant the seeds of safety in our pupils now.Tomorrow, we will see them standing like a forest that can resist a storm.

Clearly, by placing disaster risk reduction at the core of the school agenda, we are preparing a more sustainable future for our young people to survive.

Generally, the integration of disaster risk reduction into the school cur-ricula can be carried out using a number of options that are said to lie on a continuum. As shown in Figure 1 below, these options range from stand-alone courses specific to the subject matter at one end of the continuum to the infusion of lessons, activities, problems and readings at the other end into a wide range of subjects at every grade level. In between these two extremes are modules, units, or chapters that are specially developed and designed for integration into selected subjects in the curricula, at selected grade levels, for a particular duration that can range from one class period to several weeks.

Continuum of Options for Risk Reduction Integration into the Curriculum

Stand- alone courses (Single subjects)

Curriculum units

Curriculum integration or infusion


We will now examine each of these three options for disaster risk reduc-tion integration in greater detail.

Stand-alone courses. This option refers to specialized courses focused on disaster risk reduction that are offered for particular groups of stu-dents, rather than as a compulsory subject in the formal school curricu-lum. For example, a series of courses on disaster management is offered to a small group of students as an elective subject in a mainstream high school; a course in seismic-resilient construction is a pre-requisite for construction building majors in a vocational school.

In the context of your school, is disaster risk reduction offered as a stand-alone course? If so, to what extent do you think is it effective in conveying important disaster risk reduction messages to the particular group of students? Write your answers on the lines provided.

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Curriculum units. For this option, units, modules or chapters that focus on disaster risk reduction are specially developed and fitted into existing subjects in the curriculum. This is done for several selected subjects, at selected grade levels, and for a pre-determined duration. For example: Introducing disaster management modules to Grades 4, 5 and 6 in the second half of the academic year.

Reflect on the current practice in your school. Do your teachers develop modules or chapters about disaster risk reduction, and then teach them to students in identified grades? How effective is this compared to the earlier option? Write your ideas on the lines below.

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Curriculum infusion. This is an option that aims to spread out disaster risk reduction-related content throughout the curriculum using lessons, activities, problems and readings thus enriching the existing curriculum. For the successful implementation of this option, there needs to be high-level policy commitment, expert guidance, good resource materials, and the collaboration of curriculum and content experts.

In your opinion, how effective is the infusion of disaster risk reduction into the curriculum as compared to the earlier two options? Give reasons for your answer, and write them on the lines provided.

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You have just read about three options for integrating disaster risk reduc-tion into the school curriculum. Would you like to know how you could integrate disaster-related content into specific subjects? If so, read on.

Let’s StudyIntegration of Disaster Risk Reduction into the School

Curriculum: Some Subject Examples

Typically, the infusion of disaster risk reduction content is relevant for all the natural science courses, geography, social studies, physical health and safety education, literature and language arts, civics, and even mathematics. To illustrate, review Table 1 below. You may add your own examples on the lines provided, where appropriate. Add additional lines if your wish.

Integration of Disaster Risk Reduction into the School Curriculum

Course/Subject Example of Disaster Risk Reduction IntegrationLanguage Arts • Read literature and news articles concerning

disasters, hazards, and risks. • Read critically, explore myths, use persuasion. • Research, write essays, proposals, or letters to

elected officials about issues related to disaster risk reduction.

• ___________________________________________


Course/Subject Example of Disaster Risk Reduction Integration

Mathematics • Solve problems related to assessment and solutions to natural hazard induced risks.

• ___________________________________________

Geography • Explore climate, habitats, geology and human/environmental interactions that produce disaster risk and livelihood impacts of disaster

• ___________________________________________

Sciences • Learn about mechanisms to cope with geological and hydro-meteorological phenomena.

• Investigate local measures for environmental protection.

• Conduct experiments to learn about principles of disaster-resistant construction.

• Learn about home and industrial hazardous materials safety.

• Explore and practice environmental stewardship.• ___________________________________________

History andHumanities

• Explore the historic impact of natural hazards on civilizations and indigenous knowledge for settlement and livelihood protection.

• ___________________________________________

Civics • Meet with elected officials and participate in community planning, local disaster risk reduction initiatives, and advocacy.

• ___________________________________________

Health & LifeSkills

• Learn about basic first aid, family disaster planning, response preparedness, health hazards and pandemics.

• ___________________________________________

VocationalTraining

• Study about non-structural mitigation measures and tools.

• Examine the principles of disaster-resistant design and construction.

• ___________________________________________


Course/Subject Example of Disaster Risk Reduction IntegrationForeignLanguages

• Read passages about natural hazard threats and community-based risk reduction.

• ___________________________________________

Arts • Select disaster risk reduction as a theme for visual and performing arts projects and community exhibits.

• ___________________________________________

[Source: Disaster Prevention for Schools: Guidance for Education Sector Decision-Makers (Petal, M., 2008)]

Besides the subjects enumerated, what other subjects can integrate risk re-duction topics? Write your ideas in the table provided. You may have ad-ditional rows, if you wish.

Course/Subject Examples of Disaster Risk Reduction Integration

To further facilitate your understanding about integrating disaster-related issues through the formal curriculum, read the examples of good practices that have been documented in four Southeast Asian countries: Cambodia, Lao PDR, Philippines, and Vietnam on the next page.


GOOD PRACTICESDISASTER PREVENTION AND PREPAREDNESS THROUGH THE

FORMAL CURRICULUMCambodia, Lao PDR and Philippines: These three countries have “priority implementation partnerships” to mainstream disaster risk reduction in the education sector by integrating relevant modules into their secondary educational curriculum. This col-laborative project brings together National Disaster Management Organ-izations, Ministries of Education, Asian Disaster Preparedness Center, UNDP and other government and non-governmental stakeholders draft-ing curriculum and teacher training manual.

Vietnam: The Red Cross Society has developed curriculum materials and trained trainers reaching more than 15,000 teachers and 500,000 children in 30 communes. Training of teachers and children continues in eight coastal provinces. The programme has led to successful massive typhoon evacuations and decrease in loss of life.


Let’s Think about This Based on what you have just read, what conclusions can you draw from the best practices in these four countries (Cambodia, Lao PDR, Philippines, and Vietnam)? Write your reflections on the lines below.

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FeedbackYes, as illustrated in the above four country examples, it is clear that for the successful integration of disaster risk reduction into the school curriculum, it is important for the Ministry of Education to establish close partnerships with governmental and international non-governmental organizations, as well as voluntary and humanitarian aid organizations who will provide the necessary funding, resource materials and training. We will now pro-ceed to read further about some of the approaches and strategies that your teachers can use in integrating disaster risk reduction into their subject areas.

Let’s ReadIntegrating Disaster Risk Reduction into the School Curriculum: Five Southeast Asian Country Reports

Now that we have some theoretical knowledge about how disaster risk reduction can be integrated into the school curriculum, let us now review a mapping report of countries that have included elements of disaster risk reduction into their education system. This report has been published by the United Nations Children’s Fund ‘UNICEF’ and the United Nations Educational, Scientific and Cultural Organisation ‘UNESCO’.

Each of these country reports describes its own national experiences in the integration of disaster risk reduction into its respective school curriculum. In addition, each report also presents key challenges that


need to be addressed by the respective countries, especially where disaster risk reduction is not given a special allocation in the education budget, or where teacher professional development in this area is not of paramount importance in the national education system.

For the purpose of this module, we will only examine how five countries in Southeast Asia - Cambodia, Indonesia, Lao PDR, Myanmar, and the Philippines - integrate disaster risk reduction into their respective school curriculum. These five case examples, which you can find in the Module Annex, are aimed at giving you some ideas, as well as provide guidelines for you to initiate the same in your own school curriculum, if you have not already started.

To begin with, the discussion of the review will be in two parts. First, the theoretical aspects related to disaster risk reduction integration into the school curriculum such as approaches, pedagogy, assessment of student learning, and teacher professional development in disaster risk reduction education will be discussed. Second, for each of these aspects, an analysis will be presented using the five case examples mentioned in the Module Annex.

Approaches Used in Disaster Risk Reduction Integration

As you have already learned, the most commonly used approach in the integration of disaster risk reduction into the school curriculum is infu-sion. To reiterate, this approach, also known as permeation, means that disaster risk reduction themes and topics appear within the curriculum of particular school subjects. For this purpose, curriculum experts review the existing curriculum, and identify its potential and possibility for disaster risk reduction integration. A decision is then made to either use limited infusion or holistic infusion.

There are two types of infusion: limited infusion and holistic infusion. In limited infusion, disaster risk reduction is integrated into a narrow category of subjects, namely, geography and science where the investigation of natural hazards is already a component in the curriculum. In comparison, holistic infusion gives a wider opportunity for disaster risk reduction integration to take place within and across all or most subjects.


A second approach to integrating disaster risk reduction into the curricu-lum is the dedicated subject or centrally developed special subject approach. For this approach, a new stand-alone subject area is developed within which disaster risk reduction is made the core focus or a principle strand. Alter-natively, a significant portion of the school curriculum may be allocated to disaster risk reduction content where key messages related to disaster risk reduction are given due importance.

Let’s Think about ThisGiven the choice, which of the above two approaches, that is, infusion, and centrally developed special subject, or dedicated subject approach is your preferred choice in integrating disaster risk reduction into your school curriculum? Give reasons for your choice. Write your answers on the lines provided.

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Let’s ReadIntegrating Disaster Risk Reduction into the School

Curriculum: Some Recommended Strategies

In this section, the discussion will focus on five strategies commonly used in integrating disaster risk reduction into the school curriculum, namely, text-book driven; pilot project; centralized competency-based; symbiosis, and “special event.”

Textbook-driven

For this strategy, the Ministry of Education of the country concerned, in collaboration with national and international non-governmental organiza-tions, will undertake the task of doing a textbook revision of specific sub-jects with the aim of including or broadening pre-existing hazard-related or disaster-related topics.


Pilot project

This strategy employs a combination of various elements that include pro-ducing new multi-media learning materials, developing training manuals and new pedagogies, creating innovative forms of assessment, and train-ing of instructors. Selected schools are involved in progressive phases of piloting, and teacher capacity-building. Funding may come solely from the national government, or in collaboration with local and international non-governmental organizations.

Centralized competency-based

For this strategy, a central governmental body collaborates with primary stakeholders to identify various aspects related to disaster risk reduction, for example: key messages, basic concepts, essential knowledge, competencies and skills to be developed into the curriculum. Based on this, decisions will be made with regard to the specific carrier subjects and grade level for the integration, development of modules and learning materials and teacher professional training courses.

Besides this, there are also future plans to extend the integration to other carrier subjects and grade levels based on the results obtained from the monitoring and evaluation process. If you review the five case examples in your Suggested Readings, you will observe that four of the Southeast Asian case examples - Cambodia, Indonesia, Lao PDR and Philippines - use this strategy in integrating Disaster Risk Reduction content into their school curriculum.

Symbiosis

This strategy supports the development of social awareness and empow-ering individual learners for active citizenship that are already in the mainstream education system. Thus, the existing cross-curricular dimen-sion acts as both a carrier for disaster risk reduction as well as being si-multaneously enriched itself.

If you refer to the case example of Myanmar in your Suggested Readings, you will observe that the symbiosis strategy is used in integrating Disaster Risk Reduction content into the school curriculum. Life Skills is the key subject carrier across both the primary and lower secondary grade levels, mainly within one of the subject’s five main areas, that is: Environmen-tal Education. To elaborate: Grade 5 Life Skills contains a unit, entitled


“Caution in Emergencies,” which focuses on floods, tsunami, earthquakes and forest fires; Grade 6 Life Skills includes a unit, “Emergency! It’s Flooding!”; while Grade 7 Life Skills discusses the topic of “Disaster Preparedness: and finally Grade 8 Life Skills addresses natural hazards like earthquakes, landslides and fire safety. Grade 7 Life Skills discusses the topic of “Disaster Preparedness; and finally Grade 8 Life Skills addresses natural hazards like earthquakes, landslides and fire safety.

Special event

For this strategy, special events that can showcase Disaster Risk Reduction are organized and implemented on scheduled basis. This strategy is par-ticularly useful and effective when teachers feel that their existing subject content is already overloaded. Examples of special event include School Resilience Week, Disaster Awareness Day, and Disaster Awareness cam-paigns.

Let’s Think about This Reflect on the five strategies that you have just learned for integrating disaster risk reduction content into the school curriculum. Given the choice, which of the five strategies will you use? Give reasons for your answers. Write your answers on the lines below.

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FeedbackWell, your choice of strategies depends on a number of factors, such as the policy in place with regard to disaster risk reduction. The Ministry of Education in your country might set a policy for the integration of disaster risk reduction into the mainstream school curriculum. In that case, piloting will be done in selected schools, as well as textbook revision of identified school subjects to incorporate disaster-related topics. Alternatively, your


school may further improve on issues such as expected competencies and required skills of the teachers delivering disaster-related topics based on the centralized competency based on symbiosis strategies that are currently implemented. Additionally, you might also wish to schedule a special event about disaster risk reduction into your school activities calendar. Now that you already know about some approaches and strategies used in disaster risk reduction, perhaps you might be keen to read about the pedagogical aspect. If so, read on.


Curriculum: The Pedagogical Aspect

The primary goal of Disaster Risk Reduction education is to provide a strong knowledge base for students regarding the causes, nature and ef-fects of hazards, as well as enhance their skills to contribute proactively towards the prevention and mitigation of disasters. In turn, this knowledge and the skills need to be formed by a positive attitude, dispositions and values to drive the students to be pro-social, and act responsibly as well as responsively in the wake of disaster threats in their community.

In view of this, Disaster Risk Reduction education needs to be delivered using a pedagogy that will make students’ knowledge real in the classroom, besides providing opportunities for skills practice, and challenging their attitudes and values. The characteristics of such a pedagogy are: interactive, affective, inquiry-based, experiential and participatory. Let us read about some of the learning modalities for each of these types of pedagogy, and as you do so, you may wish to add some of your own examples. Write your answers on the lines provided.

Interactive Learning

Generally, interactive learning refers to learning environments that pro-mote interaction between the student and other students or resources. In other words, interactive learning can involve Questions & Answers, simu-lations, games, role-playing, experimentation, and so forth. Other exam-ples of learning modalities frequently used in interactive learning may also include brainstorming; paired, small group or whole group discus-sion; and interactive multi-media presentations given by students, teach-ers, or invited speakers.


Other examples:

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Affective Learning

Teachers who use this type of pedagogy focus on students sharing their feelings verbally about threats and disasters; prepare practice sessions based on a particular theme, such as empathy, that provide opportunities for students to handle disaster victims who may be undergoing bereave-ment, post-traumatic stress symptoms, depression, and so on.

Other examples:

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Inquiry-based Learning

Some of the learning modalities related to inquiry learning include case study research and analysis, information sourcing using desk research, and project work.

Other examples:

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Vicarious Experiential Learning (VEL)

Under Vicarious Experiential Learning (VEL), the behavior of students can be substantially modified as a result of witnessing other people’s behavior and its consequences for them. If students observed that people’s behavior results in good consequences, students would tend to imitate the behavior.


On the other hand, witnessing behavior that lead to negative outcomes could make students avoid said behavior (Hoover, D. & R. Giambatista, 2009). VEL can take place through film viewing, role-plays, drama, mime, puppetry, simulation games, and case discussions on topics related to dis-aster risk reduction and management. Example: Discussing about cases of students who learned well about proper actions before, during and after disasters, and survived a disaster with their families will most likely moti-vate students to be well-prepared, too.

Other examples:

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Direct Experiential Learning (DEL)

In comparison to VEL, Direct Experiential Learning (DEL) involves learning by doing through a direct encounter with the phenomenon being studied to validate a theory or concept (Beaudin, B. & Quick, D. 1995). DEL involves making trips to disaster support services, actual hazard mapping and vulnerability assessment in schools and in communities, community hazard, review of emergency plans, interviews with local community members on hazards and hazard/disaster memories, etc.

Other examples:

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Action Learning (Participatory)

Some of the learning modalities included in action learning include or-ganizing student community partnerships to raise hazard awareness, developing risk maps and risk reduction plans, carrying out poster cam-paigns, and risk reduction campaigns.


Other examples:

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Let’s Try This (Activity 2.3)Review the five case examples in your Module Annex. Read the section “Pedagogy” for each country and accomplish the table below by identify-ing the country(ies) that use(s) the learning modality indicated with rel-evant country examples.

Learning Modality Country ExamplesInteractive Learning

Vicarious Experiential Learning

Direct Experiential Learning

Active Learning



Feedback You may wish to check your answers with mine below.

Learning Modality Country ExamplesInteractive Learning • Indonesia • Before, During and

After A Natural Disaster Pictures (Folding Picture Kit)

• Disaster Master-Natural Disaster Preparedness Game

• Myanmar • Let’s Be Prepared for Disasters Activity Book

• Ready-Set-Prepared Student Manual

• Cambodia • Songs, competitions, posters and plays

• Whole class and large group discussions

• Lao PDR • Songs, competitions, posters, plays, picture-related activities, group discussions

Vicarious Experiential Learning

• Philippines • Role plays using puppets (Tales of Disasters and Peace Building Two Gardens)

Direct Experiential Learning

• Lao PDR • Child-led and child- focused approach in a DRR project

Active Learning • Lao PDR • After-school DRR Club

Based on the answers listed in the table above, it is clear that each of the five countries used at least one of the four learning modalities enumer-ated in the table. After learning about the pedagogy in disaster risk reduc-tion, we will now proceed to read how student assessment is carried out.



Curriculum: Student Assessment

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. In the context of disaster risk reduction integration, assessment provides answers to the following ques-tions: Are the disaster-related content currently being taught effective in achieving the goals of disaster risk reduction education? Are the students learning what they are supposed to be learning? Is there a better way to teach disaster-related issues better, thereby promoting better learning?

To this end, some disaster-related national curriculum programmes use a balanced assessment system comprising both formative and summative assessments to obtain a more comprehensive idea about student under-standing and development in disaster risk reduction. When DRR-related assessment is used for summative purposes, written tests and exercises are usually used to gauge what students know relative to prescribed learn-ing outcomes at milestones in or at the end of the curriculum. Summa-tive assessment is generally used as part of a grading process and usually involves written tests of the type described above. If you review the case examples in the Module Annex, you will observe that three of the countries use summative assessment - Cambodia, Lao PDR and Philippines - where assessment of disaster-related knowledge is often subsumed under a test for the particular carrier subject.

In comparison, when assessment is used primarily for formative purposes, the intent is to identify what is and what is not being learned. In the context of disaster risk reduction, this enables changes to be made on the content and pedagogy for teaching the content. Some of the commonly used formative assessment tools include simulation exercises to assess levels of student understanding, and observations of skills and behavior to determine student progress towards acquiring a culture of prevention.

There is also another form of assessment known as portfolio assessment where students are required to keep a portfolio containing different kinds of data. Using drawing, miming, teacher observation based on a checklist, oral questioning, essay and report writing, singing, and comprehension of written texts, teachers assess students’ ability to draw upon acquired knowledge, skills, attitudes, dispositions and behavior regarding disaster-related issues.


Let’s Think about ThisReview the case example of the Philippines in the Module Annex. How are students assessed to determine their disaster-related knowledge, skills, attitude, values and behavior? Write your answers on the lines provided.

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FeedbackWell, were you able to identify two disaster risk reduction assessment tools used by teachers in the Philippines? The first is the end-of-chap-ter evaluation contained in the Lesson Exemplars booklet on Science. Examples of questions were provided for the topic on Global Warming and Climate Change in the form of multiple choice questions, as well as short answer questions on landslides and tsunami. The second assess-ment tool is the monitoring quiz report form for each of the six lessons presented in the Tales of Disasters. Now that you have some idea about student assessment in disaster risk reduction education, you may be inter-ested to find out about another important aspect, that is, the professional development of teachers.

Let’s ReadTeacher Professional Development in Disaster Risk

Reduction Education

Continuing professional development is crucial to the mainstreaming and sustainability of disaster risk reduction education and integration. There are different approaches that can be used. They can range from separate or combined training of school heads and local/national educational admin-istrators with teachers, training at the localized piloting stage or training of trainers based on the cascading model to provision of teacher professional development through a website or widely circulated professional journal. In worst-case scenarios, there are no training courses conducted, and teach-ers are only provided with a guidance manual.


Let’s Think about ThisReview the section on “Teacher Professional Development in Disaster Risk Reduction Education” in the Module Annex. Identify some pressing concerns that have surfaced with regard to capacitating teachers to deliver disaster-related content. Write your ideas on the lines below.

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FeedbackWell, the general comment seems to be that, usually, teacher professional development in disaster risk reduction tends to be content-focused. At the end of the training sessions, participants leave with some knowledge about disaster-related issues that seem adequate for them to deliver in their respective classrooms. In other words, the training tends to be prescriptive, informing teachers how to manage lessons step-by-step according to a guidebook. There seems to be little emphasis on facilitation skills to address students’ hopes, concerns and fears in the aftermath of a disaster.

So far, the discussion has focused on various aspects related to disaster risk reduction integration into the school curriculum that has provided you with some guidelines about how to integrate disaster risk reduction into your school curriculum. Besides curriculum integration, approaches, pedagogy, student assessment of learning, and teacher professional development, there is also another important aspect that needs to be given due consideration, that is, learning materials.

Are you interested to find out how you can lead and guide your teachers to develop learning materials related to resiliency? If so, proceed to the next section.


Let’s Try This (Activity 2.4)School Head Daò was searching through her conference files when she came upon a story composed by a group of primary school students from Baan Talae Nok School in Ranong Province with support from Rabatbai Group, a partner of Save the Children Sweden in Thailand. This story, “The Alert Rabbit,” which was showcased as a winning entry during the regional workshop on “Building More Resilient Schools”, is the result of working closely with children and teachers at Baan Talae Nok School un-der the Child-Led Disaster Risk Reduction Programme.

Read the story in your Module Annex. Alternatively, you can also read it in color from the following website address: http://seap.savethechildren.se/en/South_East_Asia/Misc/Puffs/The-Alret-Rabbit/. The story con-sists of two parts: Part 1 narrates the story about a careless rabbit who al-ways panicked about everything. Later, the rabbit learned how to prepare for disasters with his community. Part 2 contains information about what a disaster is, how a tsunami happens, and how to pack a life-saving bag.

After reading “The Alert Rabbit,” answer the following questions. You may use the lines provided.

1. How does the story, “The Alert Rabbit,” serve as a useful learning mate-rial in the context of disaster risk reduction?

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2. How do stories better convey the disaster preparedness and basic knowledge about natural disasters as compared to reading texts about the topic?

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For question 1, you may have answered that the story, “The Alert Rabbit,” relates the importance of education for disaster preparedness. It teaches us important lessons about being alert, early warning systems, having a sur-vival bag ready, being well-informed about evacuation routes, and remain-ing calm in the wake of disasters. The lessons in this story provide us with invaluable knowledge for our daily lives because disaster preparedness increases the survival of the people affected by a natural hazard or disaster.

Your answer for question 2 may be that stories make learning fun as com-pared to reading texts contained in textbooks or other printed materials. Many of us, especially children, are fond of stories where characters come alive. Teachers can either take on the role of the characters in the story, or the students can volunteer for specific roles, depending on their preference. Teachers can also either create their own disaster-related stories, or ask stu-dents to compose their own stories based on disaster-related themes.

Besides stories, there are also other types of learning materials that may be useful to your teachers. Read the following section to learn more about some of the commonly used examples in the classroom.

Let’s ReadDeveloping Learning Materials Related to Resiliency:

Some Guidelines

In the earlier section, you have learned about integrating disaster risk re-duction into the school curriculum. To facilitate students’ understanding of key concepts related to natural hazards and disasters, teachers usually use learning materials that they have developed or purchased from a com-mercial source.

Basically, learning materials for classroom delivery of disaster-related content fall under five general categories, namely:

1. Tangible objects, things, and materials in our surroundings

Examples: objects like flashlight, bottled mineral water, blankets, first aid kit, dry food, candles, matches, batteries that make up an emergency kit, bags that can be used as an emergency bag, bells that can be used as alarm bells during emergencies, and tents, sleeping bags, mattresses, pillows, mats that can be used by victims in evacuation or temporary shelters;


2. Written/printed materials

Examples: resource manuals, teacher’s guides, modules on disaster-related content, newspaper cuttings and magazine clippings about natural disasters, school and infrastructure safety;

3. Audio-visuals

Examples: audio materials (http://asiapacific.amarc.org), video clips, films, local television programs, and educational television that focus on disaster risk reduction education.

4. Computer technologies

Examples: The World Wide Web’s online resources with digital cata-logues and libraries of educational materials for the general public, for schoolchildren and for teachers. These resources are classified into vari-ous categories such as:

• Disaster prevention

Examples: PreventionWeb, International Strategy for Disaster Reduc-tion (ISDR);

• Disaster preparedness

Examples: A Physical Therapist’s Guide to Community Emergency Preparedness for People With Disabilities and Special Needs, Health Library for Disasters, WHO Health Action in Crises, International Fed-eration of Red Cross and Red Crescent Societies Early warning > Early action, UNHCR Handbook for Emergencies, Third Edition, Sphere Pro-ject);

• Disaster relief resources

Examples: Center for International Disaster Information, USAID medi-cal volunteer database, Voluntary Service Overseas International, Health Volunteers Overseas, International Federation of Cross and Red Cres-cent Societies;


These readily available databases using interactive navigation directs visitors to key information about disaster risk reduction content and related educational materials. Some of these websites come in a variety of languages so as to maximize accessibility and usability, resulting in a better preparedness of a larger population of students and parents.

5. Cultural media

Examples: Stories, folktales, disaster scenarios, comic strips, pictures/photos, interactive games, hands-on activities, puzzles, short films, and so on.

Stories are ideal means of educating students about disaster-related con-tent. The majority of us, especially children, are usually captivated by a story in one form or another. Unlike a lecture about hazards or disasters, a good story brings us into the lives, emotions, and actions of the people in-volved. In this way, students learn to be empathetic and sensitive to oth-ers’ misfortunes.

Teachers often find difficulty conveying humane messages that are often abstract, but stories about the real-life experiences of disaster victims, for example, are able to bring out the meaning of concepts using descriptive details, emotions, and suspense. When your teachers use stories in the classroom, they are better able to hold students’ attention and stimulate discussion. Sometimes, the students themselves may even want to tell simi-lar stories about their own experiences! An example of a “good” story to share with the students is “The Alert Rabbit” that you have been intro-duced to in the earlier activity.

Let’s Try This (Activity 2.5)Besides stories that are commonly used to convey disaster-related messages to students in the classroom, teachers can also use folktales. Like stories, folktales hold students’ attention and can be used as a springboard for discussion. With proper processing, the students should be able to draw parallels between the explanation given in the tale and the scientific explanation of the disaster. Read The Turtle Tale on the next page that can be used by your teachers to introduce the topic on earthquakes.


The Turtle Tale

Long, long ago, before there were people, there was hardly anything in the world but water. One day, Great Spirit looked down from heaven, He decided to make a beautiful land. But where could he begin? All he saw was water. Then he spotted a giant turtle. Great Spirit decided to make the beautiful land on the turtle.

But one turtle was not big enough. The land Great Spirit wanted to make was very large. So he called out, “Turtle, hurry and find your six brothers.” Turtle swam to find them. It took her a whole day to find the first. It took another day to find the rest. After six days, turtle had found her six brothers. “Come,” she said, “Great Spirit wants us.”

Great Spirit called down. “Turtles! Form a line, all of you— to tail, north to south. Umm— three on the south, please move a little to the east. Hmm. Yes, that’s just right. What a beautiful land you turtles will make! Now listen! It is a great honor to carry this beautiful land on your backs. So you must not move!”

The turtles stayed very still. Great Spirit took some straw from his supply in the sky. He spread it out on the turtles’ backs. Then he took some soil and patted it down on top of the straw.

Great Spirit cleaned his hands on a fluffy white cloud. Then he went to work, shaping mountains and valleys, and lakes, and rivers. When he was finished he looked at the beautiful land he had made. Great Spirit was very pleased. But soon trouble came. The giant turtles grew restless. They wanted to stretch their legs. “I want to swim east,” said one. “This beast goes east.” “West is best. I’ll swim toward the setting sun,” said another.

The turtles began to argue. They could not agree on which way to move. One day, four of the turtles began to swim east. The others began to swim west. The earth shook! It cracked with a loud noise. But after a minute, the shaking stopped. The turtles had to stop moving because the land on their backs was so heavy. They had only been able to swim a little way from each other. When they saw that they could not swim away, they stopped and made up.

Every once in a while, though, the turtles argue again. Each time they do, the earth shakes.

[Source: California Geology (1996)]


Based on the folktale that you have just read, to what extent do you think can it help your students understand earthquakes? Share your ideas on the lines provided.

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FeedbackCompare your answers with mine. Introducing the folktale is a fun way of introducing the topic and a good takeoff point for introducing what really causes earthquakes, differentiating between folktale and reality in the process. Also, based on the folktale, your students will probably be able to understand that during an earthquake, there will be violent shaking. In view of this, light fixtures and furniture inside the home and buildings will shake and start to move across the floor, tall, unsupported bookshelves and filing cabinets may fall over and unsecured items like televisions and plates may fall from their shelves. Therefore, if they are inside a building take certain actions such as lie face down on the floor, and wait until the shaking stops and it is safe to move. If they are in a crowded place, they should look for shelter in an open space, away from buildings and tall trees. Of course, it is best to secure non-structural objects such as cabinets and light fixtures while the situation is still normal.

Let’s StudyDisaster Scenarios

Disaster scenarios can also be used as another alternative to stories, and folktales. Instead of reading the whole scenario all at once, your teachers can read a section, pose a question for group discussion, and then proceed to read the next section.

To illustrate, read about a disaster scenario that is appropriate for demon-strating how a long drought affects a family.


The disaster scenario

Your family live very happily on a farm in the countryside near a small town. You have cattle, a vegetable garden and a field for growing crops. Your water supply comes from the local reservoir and your own rainwater tanks. Your father regularly keeps up to date with information about weather, livestock markets and the agricultural industry through the internet and newspapers. One evening, he asks the whole family to remain at the table after dinner. “I am afraid I have some bad news,” he says. The weather reports on the television are warning that we will be facing a drought this year. This could be very bad news for our crops and our cattle. We will have to start thinking about how we will cope.”

Question:

What strategies will your family put in place to live through this drought?

It is now five months into the drought. Only 40% of your usual rainfall has come, and the crops have not grown so your animals have little food. You have two options. First, purchase some food for them. This solution is not ideal as there is very little available due to the drought and it is very expensive. Second, sell some of your cattle. However, other people are trying to sell their animals too, and the prices your family would receive are very low.

The climate predictions say this drought will last for another year. Your mother’s garden is still beautiful, but your father does not seem very happy these days.

Question:

What will you and your family do?

[Source: A Natural Disaster Story, Scouts (2010)]


Let’s Think about ThisImagine that you have presented the above disaster scenario to your stu-dents. What do you think will their response be to the two given questions? Write your answers on the lines below.

Answer to Question 1:

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Answer to Question 2:

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FeedbackYou may wish to compare your answers with mine below.

For question 1, you may have enumerated strategies such as: Dig a well or tap into ground water as a new source of water; sell livestock to save on animal feed; Take 5-minute showers to prevent unnecessary waste of water; do not leave the water running when rinsing dishes, shaving or brushing teeth; fill a basin and hand wash one or two items of clothing at a time; water plants only in the morning; do not use water to clean the driveway, instead use a broom to clean it.

You may have provided the following answers to question 2: Close up the house and move to the town where there are facilities available for water storage, or temporarily move to another town which is not facing an imminent drought problem.

Let’s StudyComic Strips

Another interesting alternative to stories, folktales, and disaster scenarios commonly used by teachers be comic strips. Your teachers can browse the FEMA Kids website featuring different kinds of comic strips that convey messages about disaster management in a simple-to-understand and easy-to-read manner. For example, you can read about a family of animals creating an emergency kit. When your students learn about disaster preparedness in this way, they tend to pay better attention when this aspect of disaster risk reduction is being taught in class.

Let’s Think about ThisBrowse the Edu4drr website (Available: http://www.edu4drr.org/pro-files/blogs/using-comic-strips-to-get-across-a-disaster-preparedness-1) and you will find three episodes of a comic strip about disaster prepared-ness as adapted in the next page. The comic strips feature a girl named May in a wheel chair, her dad, her mom, and her grandmother.


Adapted from Using Comic Strips to Get Across Disaster Preparedness (Sharpe, J., 2012)


In your opinion, what aspects related to disaster risk reduction can your students learn when they read this comic strip? Write your answers on the lines provided.

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Feedback Based on the comic strip, your answers may have included that your stu-dents learn various aspects related to disaster preparedness, such as the following: what actions to take in the event of an earthquake, that is, “drop, cover and hold on”; the importance of having a Family Disaster Plan; and what to buy to put in an emergency kit.

Let’s StudyPictures/Photos

Pictures/Photos is another form of cultural media that can be used in disaster risk reduction in the classroom. Many of our students are visual learners who are attracted to color. Therefore, encourage your teachers to plan and develop their lessons about disaster-related content using pictures or photos. Show brightly colored images of safety hazards, such as fire, when explaining about the importance of ensuring fire safety in the science laboratories, for example. Pose questions about the pictures/photos used as instructional aids, and assess if students can identify examples of safety hazard in the picture/photo, and why it can lead to a disaster.

Alternatively, your teachers can also use a picture series. For example, the first picture shows a student who comes across a box of matches lying on the laboratory table, followed by another picture of him striking match near a bunsen burner, and then a third picture of this student running away.


Let’s Think about ThisThink of some examples of picture series that you can suggest to your teachers for teaching about other important aspects related to disaster risk reduction education. Share your examples below.

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Let’s StudyInteractive Games

Interactive games or games played using the computer are specially designed to enable the players to experience the kinds of situations, dilemmas and decision- making that is necessary in the event of natural hazards or disasters. One example that can be found on FEMA Kids (available at www.ready.gov/kids/games) is Hidden Treasures. This game requires the players to identify all of the emergency planning essentials in a cartoon picture. Another interactive game is Disaster Master where the players make the right decisions to help the heroes and earn points to unlock new levels. If they are able to survive all 7 levels plus a turn in the hot seat, they become Disaster Masters!

Let’s Think about ThisIn your opinion, why do you think interactive games are appealing to your students as an effective way for them to learn about disaster risk reduction? Write your responses on the lines given.

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FeedbackWell, the students of today spend a lot of their free time engaged in computer games that are interactive in nature. Thus disaster scenarios prepared using an interactive environment will very likely appeal to them, too. Some of these interactive games require students playing the game to create online personas to compete with cartoon characters. Depending on their interests and their mastery of the content, the game level could last approximately 60-90 minutes with each segment taking 20-30 minutes. This is a quick and interesting way of enabling students to learn the basics of disaster preparedness, such as to recognize the danger signs when they occur, to understand the negative effects of common disasters, and how to deal with certain injuries related to common hazards and disasters.

Let’s StudyHands-on or Experiential Activities

Hands-on or Experiential Activities related to disaster risk reduction edu-cation is one way whereby students tend to learn and understand more quickly. Some examples of such activities include fire drills; drop, cover and hold on exercises; evacuation drills; and so on.


Another useful hands-on activity is to allow your students to prepare an emergency kit. If you recall in the story, “The Alert Rabbit,” many of the animals have their own survival bags and emergency kit ready in the event of a disaster. Encourage your teachers to let students brainstorm the kinds of emergency survival items that should be packed into their kit. Additionally, they should also prepare a portable getaway bag in case they need to leave their homes in a hurry.

Let’s Think about ThisWhat are some important emergency survival items that need to be assembled and maintained for the home? How similar or different are these items from the ones that are in the getaway bags? Write your responses on the lines provided.

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FeedbackYour answers may be similar to mine below.

In times of emergencies when you need to stay in your home, it is important for you to assemble and maintain the following emergency survival items for your home: torch with spare batteries or a self-charging torch; radio with spare batteries; first-aid kit and essential medicines; blankets or sleeping bags; pet supplies; toilet paper and large rubbish bags for your emergency toilet; face and dust masks; food and water supplies to last for at least three days consisting of non-perishable food (canned or dried food); food, formula and drinks for babies and small children; water for drinking (at least 3 liters per person per day); water for washing and cooking; a primus or gas barbeque to cook on; and a can opener.


In the event you need to evacuate in a hurry, you will need to prepare a portable getaway kit containing the following items: torch and radio with spare batteries; special needs devices such as hearing aids, spectacles or mobility aids; emergency water and easy-to-carry food rations such as en-ergy bars and dried foods in case you experience unexpected delays in reaching a welfare centre or a safety shelter; first-aid kit and essential med-icines; essential items for infants or young children such as milk formula and food, nappies and a favorite toy; change of clothes (wind/waterproof clothing and strong outdoor shoes); toiletries – towel, soap, toothbrush, sanitary items, toilet paper; blankets or sleeping bags; face and dust masks; and important personal documents such as birth and marriage certificates, driver’s licences and passports, financial documents like insurance policies and mortgage information, and precious family photos.

Let’s StudyPuzzles

Puzzles are also fun ways to sustain your students’ interest and attention about disaster management terminology. Encourage your teachers to develop their own puzzles and games, such as word searches, scrambles, crossword puzzles and mazes. For a start, they may browse the internet for examples that they can adapt or modify, where appropriate. For example: http://www.mybookezzz.com/crosswords-about-natural-disasters/, http://www.armoredpenguin.com/crossword/Data/2012.05/2400/24001109.027.html, and so on.

Let’s Think about ThisVisit relevant websites that show examples of suitable word puzzles that your teachers can use in their lessons for teaching disaster risk reduction terminology. Share your website addresses on the lines provided, and provide one or two examples.

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Let’s StudyShort Films

Short films for the classroom can bring fascinating stories of disaster risk reduction and mitigation for both students and teachers. Realizing this, the Department of Education of the Philippines, in partnership with local and international non-governmental organizations, produced the film anthol-ogy, Tales of Disaster. You can find a copy of the film anthology in the CD that comes with this module.

Tales of Disaster effectively teaches about disaster risk reduction and mitigation with respect to earthquakes, tsunami, floods, landslides, volcanic eruptions, and typhoon/cyclone. While all the short films focus on natural disasters, one short film, “Two Gardens”, features peace-building.

The film anthology uses puppets to portray the characters. As you might have known before, the use of puppets is an effective way of bringing out fun in any learning session and in promoting learning.

Importantly, the Tales of Disaster CD also contains the following PDF files that will enable you and the teachers in your school to use the short films effectively: Disaster Risk Reduction Resource Manual and “Don’t Panic, Think Quick!”

Let’s Think about ThisWatch the Tales of Disaster and Two Gardens and answer the following questions on the lines provided.

1. How can each of the six films on different disasters enhance your stu-dents’ understanding of disaster risk reduction messages?

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2. What is the relevance of the short film, Two Gardens, in disaster risk reduction and management?

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FeedbackLet us compare your answers with mine. For question 1, you probably answered that through watching the films related to disasters in your school location, your students will be better able to remember what they have learned as well as apply that learning when faced with a hazard or natural disaster in their environment. When teachers use the accompanying lesson plan and activities, students stay focused on the particular disaster-related concepts that are being delivered. Besides, they are also encouraged to repeat the key learning points of the films verbally, written, graphically, and so on. This further reinforces what they have learned, as well as promote maximum retention of the new knowledge and skills related to disaster risk reduction education.

For Question 2, you might have answered that Two Gardens provides an example of a socioeconomic, political, security hazard that people also face in life. Presenting a conflict situation using puppets presents to students how such a hazard can become a disaster if not prevented. It also shows how peace can be built so that security hazards can be averted.

You have just read examples of learning materials related to resiliency that are useful for your teachers to develop for teaching about disaster risk reduction. Are you also interested to learn about some of the activities related to resiliency that you need to plan and organize for your teachers and students as your school disaster risk reduction manager? If so, proceed to the next section.


Let’s Try This (Activity 2.6)At the monthly meeting of the School Resiliency Committee, Mrs. Tanh, one of the four team leaders, shared about an activity related to disaster risk reduction that was posted on the internet. This activity organized by a non-governmental organization, Save the Children, with funding from USAID, describes how a summer camp exercise is one effective activity to spread disaster resilience messages among schoolchildren.

Imagine you were present at the meeting listening to Mrs. Tanh relating this activity as illustrated below.

Case Study: Summer Camp Exercise Helps Children Feel More Safe and Secure

Philippines, Save the Children

Jessica is a Grade 4 pupil at Manila Elementary School in a high-risk municipality in Albay, near the Mayon Volcano on Philippines’ Luzon Island. She is one of the many children who witnessed the devastation of Typhoon Durian in November, 2006, that caused massive deaths due to mudslides from loosened slopes of the nearby volcano. Jessica and 616 other pupils from 22 high-risk public elementary schools attended the Children’s Summer Camp sponsored by the Bicol Assistance Project being implemented by Save the Children with funding support from USAID to learn how to prepare for and respond to disasters thus increasing their understanding of the hazard and climate change context.

Jessica is interested in the project because she lives only eight kilometers from the volcano, the most active in the Bicol Region. She is also well aware that her family and community constantly face the risks associated with typhoons, landslides, flash floods, earthquakes, fire, and volcanic hazards.

At the camp, she participates in a drill scenario of a 7.5 magnitude earthquake that also triggers a fire that results in mass “casualties” on the campus. After hearing the blast that signals the simulated earthquake, she and the rest of the campers immediately duck, cover their heads with their hands, and seek safety under sturdy tables and chairs as they have been taught. As one of the key leaders of the Batang Empowered and Resilient Teams (BERT) in her school during the camp, Jessica leads the way out of the classroom to the safe holding area after hearing the evacuation warning bells and rapid whistles.


Once in the safe area, she listens carefully to the principal-turned-incident-commander’s instructions to the school’s Emergency Response Team Security Committees and its Disaster Risk Reduction Management Group to perform an immediate head count and to form a human cordon around panicking pupils. The principal asks an adult search and rescue team to do a sweep of classrooms and transfer victims to the safe area. Jessica realizes it is critical that children are not involved in the search and rescue, and that the adults will be trained in these tasks in keeping with the Convention on the Rights of the Child. Like other responders, Jessica performs basic first aid on her classmate. After the victim has received first aid, Jessica asks other students to help her move the victims from the first aid area to the ambulance for transport to the nearest hospital.

Besides a team of trained teachers, the exercise was made possible by project partners from the Philippine National Red Cross, Municipal Emergency Response and Interventions Teams, Municipal Disaster Coordinating Council, Bureau of Fire Protection, and the Albay Mabuhay Task Force.

Jessica said the summer camp experience had shown her that she could help save lives, and also made other children feel more safe and secure.

[Source: Toward Resilience, A Guide to Disaster Risk Reduction and Climate Change Adaptation, (2013)]

Reflect on the case study you have just read, and the following questions.

1. How do summer camp activities such as those described above equip the participants with essential knowledge and skills about disaster preparedness and response? Write your ideas on the lines provided.

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2. How can summer camp participants share their knowledge and skills about disaster risk reduction and management with their school stakeholders? Write your ideas on the lines below.

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3. To what extent can summer camps nurture school children to become resiliency champions? Use the lines provided to write your answers.

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FeedbackYou may now compare your answers with mine below.

For question 1, you probably answered that through the various disaster preparedness activities such as earthquake emergency drills, the partici-pants acquire essential knowledge and skills to prepare for and respond to disasters in the event they occur. Besides this, they also enhance their understanding about the occurrence of hazards as a consequence of climate change, as well as the risks and vulnerabilities of their community to natu-ral hazards.

Your answer to question 2 may have included that summer camp partici-pants can share their knowledge and skills about disaster risk reduction and management with their school stakeholders through various disaster preparedness activities conducted by school clubs that focus on disaster risk reduction and management. During activities related to school and hazard safety such as fire drills, they can play the lead role in guiding their classmates safely to identified holding areas.

You are right if your response to question 3 is that through organized camps such as the one described above, school children become appropriately trained in disaster risk reduction education. Thus, they can play an active role in disaster risk reduction plans, school resiliency action plans, and other related activities developed by their school and local community. In fact, they can be termed as catalysts who can take the lead in building a culture of prevention.


To illustrate, in mid-2006, Save the Children initiated the “Child-Led Dis-aster Risk Reduction (CLDRR) in Thailand Project.” Since then, about 800 school children in 40 schools have been empowered to become community Disaster Risk Reduction “catalysts” and take the lead in Disaster Risk Re-duction activities. Through this project, children become actively involved in disaster risk reduction plans, action plans, and activities developed by schools and communities. When children are taught about natural haz-ards and disasters in school, they can help adults protect other community members against disasters. If you are interested in reading more about this project, visit the website at http://www.unisdr.org/files/761_education-good-practices.pdf.

The next section will take you through some activities related to disaster risk reduction that you may be interested to plan and organize in your school.

Let’s ReadPlanning and Organizing Activities Related to Disaster Risk

Reduction in the Classroom

As your school disaster risk reduction manager, you are expected to de-velop your students as disaster resilient champions and this goes beyond the formal curriculum in the classroom. Besides integrating disaster risk reduction content into the school curriculum using either one of the three options, that is, stand alone, curriculum units or infusion, you can also do it through disaster risk reduction activities. These activities can be planned, organized and implemented in the classroom as part of student learning activities, and/ as extra or co-curricular activities outside of the classroom setting.

First of all, let us read about some of the activities related to disaster risk reduction that you can guide your teachers to use in the classroom as part of the instructional process. These activities are far from exhaustive; on the contrary there may be typical curricular activities that your teachers are already conducting in their classrooms. If that is the case, you may add to this list by giving a brief description about such activities on the lines provided.


Disaster Resiliency Corner

The classroom teacher and the students can work together to set up a Disaster Resiliency Corner. First of all, they sit down together to plan based on the four W’s and one H principles that is: “Where ...?” “What...?” “Who...?” “Why...?” and “How...?”

• “Where” to set up? This refers to the location of the Disaster Resiliency Corner, and is largely dependent on the size of the classroom, and the empty space available. It should preferably be in the back of the class. The wall may be used, or a big board that is placed at the corner of the classroom is ideal.

• “What” to put up? This refers to the content that will be displayed. Encourage your stu-

dents to map out sections on the wall or corner to include: Prepared-ness, Prevention, Mitigation, Recovery, Rebuilding and Reconstruc-tion. For each of these sections, students display information about each aspect using posters, newspaper cuttings, internet stories and so on. Encourage them to use their creativity.

• “Who” will be responsible for the corner? This refers to the setting up of a special class committee known as Class

Disaster Resiliency Committee to take charge of the corner in terms of updating disaster-related content, maintaining the organization of information and cleanliness of the corner, and so on. Alternatively, stu-dents may take turns in displaying information materials about disas-ter risk reduction.

• “Why” is it important? This refers to the status accorded to the Corner, either as a supplemen-

tary activity for the class, or an enrichment activity to enhance the de-livery of key messages about disaster risk reduction education.

• “How” will it be set up? This refers to the process involved, and encompasses careful and de-

tailed planning using the above four guiding principles. The practical-ity of this Corner to preparedness and response in the event of hazards in the school and local community should be given serious consid-eration. This activity should be sustainable thoughout the school year across the different grade levels of schooling.


Let’s Think about ThisWhat is your response to the idea of setting up a Disaster Resiliency Corner in your school classrooms, if one does not yet exist in your school? What are some issues that may arise? Jot down your responses below.

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FeedbackYou may now compare your answers with mine to check if they are similar. Most likely, as the school risk reduction manager, you would welcome the idea of setting up a Disaster Resiliency Corner in your classrooms. However, like any other school-based disaster risk reduction activities, the issue of time, cost and commitment of the students to maintain this corner in their respective classrooms is likely to arise. The initial excitement of setting up this corner may slowly wane when, eventually, students become too busy with other classroom activities. Furthermore, they need to frequently update disaster-related materials put up in this corner that may also put a toll on their time.

Let’s StudyDrama, Pantomime or Skit

Drama, Pantomime or Skit is another interesting activity that can be carried out at the school level. Encourage your teachers to organize students in groups to produce a class drama, pantomime or skit on a disaster risk reduction topic of their choice. This activity can be part of student assessment for a specific subject such as Languages, or Social Studies. It can be short 15-minute sessions featuring a small aspect of disaster-related content, or a 60-minute performance presented to the whole school as an


end-of-course project. Depending on the type of drama, pantomime or skit, your teachers and students will need to put in time, commitment and effort to ensure that key messages related to disaster risk reduction are conveyed to the school population.

Let’s Think about ThisCan you recall an occasion when your teachers used any one of the three activities, namely, drama, pantomime or skit to spread disaster risk reduction messages in class, or to the entire school? Briefly describe the event below.

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Share your reflections with your co-learners and Flexible Learning Tutor.

Let’s StudyPoems, Chants and Songs

Besides drama, pantomime or skit, you can also suggest to your teachers to use poems, chants, and songs in their lessons based on the disaster risk reduction theme, wherever appropriate. Alternatively, students can compose their own, either in groups, or individually about preparations before the flooding season, events that happen during a disaster, and so on. Your teachers can also provide examples of existing poems, chants and songs to stimulate students’ creativity.


Let’s Think about ThisReview the playlists of songs, or poem collections that have as the central theme disaster–related content in the local context. How can you use these to inspire your students to create their own and share their presentations in class? Jot down your responses below.

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Possibly, you may also be aware of other curricular activities that you may have observed your teachers carry out in their lessons that are related to Disaster Risk Reduction. Write a brief description of some of these activities on the lines below.

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Share your responses with your co-learners and Flexible Learning Tutor.

FeedbackIn sum, it can be said that classroom activities related to disaster risk reduction education is one effective way of providing specific learning experiences to your students as well as integrate their own experiences or observations from their daily lives. At no time at all should disaster risk reduction be considered as just “one more addition” to be fitted into an already overloaded curriculum.

Besides guiding your teachers to plan and implement curricular activities focused on disaster risk reduction in their classroom instruction, you can also spread disaster risk reduction messages through co-curricular activities outside the classroom. Read about some of such activities on the next page.


Let’s ReadPlanning and Organizing Co-Curricular Activities Related

to Disaster Risk Reduction Outside the Classroom

Co-curricular activities related to disaster risk reduction provide valuable opportunities to introduce and to reinforce important lessons about school safety, hazard preparedness, preventive measures, recovery efforts, and disaster rehabilitation. These activities can be carried out at the school-level on a scheduled basis or as a one-off activity during an academic year.

School Safety Day

In conjunction with International Day for Disaster Reduction during the second week of October, you may wish to organize a School Safety Day. This important event can serve as an important platform to create aware-ness for the entire school community through a wide range of disaster awareness activities.

Examples of activities that can be carried out include assemblies where you, as the school disaster risk reduction manager can talk about the importance of disaster risk education in the school context, followed by planned activi-ties such as student theatre, skits, story-telling, puppetry, choral speaking, films, videos, learning rhymes or songs, slogan writing, exhibitions, poster-making competitions, and games. Talks by invited guest speakers compris-ing disaster victims and survivors, fire department educators, Red Cross/Red Crescent Society representatives, local non-government programme staff or volunteers can also be included to provide true and live examples and testimonies of what they have experienced.

“Open Door” School Safety Day

The School Resiliency Committee can open its doors once or twice a month on a stipulated day of the week, for example, every second and fourth Tuesday of the month for school stakeholders to come personally with their complaints, and suggestions for improvement to disaster risk reduc-tion and school safety activities and initiatives. Based on these suggestions, follow-up actions can be taken to further improve on the School Resiliency Plan.


Drills

When you conduct emergency drills on a regular and scheduled basis, you develop the response capacity skills of your school stakeholders. In addition, drills also offer opportunities to identify basic training needs, and teach through action and repetition. Before carrying out drills, it is recommended that your students be taught the essentials in the class-room, for example: what to do, how to react, where to go, and so on. Drills are conducted throughout the school year, at different times of the school day, and without warning to assess how teachers and students will respond should a disaster occur in the school.

Let’s Think about ThisTo what extent are you familiar with the general procedure for conducting emergency drills? Identify an emergency drill (for example: fire drill, earthquake drill) that has been conducted in your school over the last three months. Take a few minutes to jot down your answers on the lines provided.

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You may wish to compare with the sample procedure for conducting an earthquake drill below, where appropriate.


Let’s ReadHow to Conduct Earthquake Drills

1. Identify a safe gathering place outside

• Find a safe spot outside. This spot should be away from the building, trees, playground structures, fences, utility wires, or anything else that might fall on you.

• Make this your designated gathering place in case of an earthquake or other disaster.

• Ensure that all children and staff know where to go if you need to leave the building in an emergency.

2. Teach the children to “drop, cover, and hold on”

• During an earthquake, the most important thing for any child or adult to remember is to drop, cover, and hold on:Drop to the ground. Take cover by getting under a sturdy table or other piece of furniture. Hold on until the shaking stops.

3. Practice drop, cover, and hold in earthquake drills.

• Tell the children that during an earthquake, the earth might move beneath their feet like a boat in the waves.

• Explain that earthquakes may be noisy, with loud banging, crashing, or rumbling sounds and ringing alarm bells.

• Identify the safe places in each room:- under sturdy furniture like a heavy desk or table- against an inside wall, away from windows, mirrors, pictures, bookcases, or other heavy objects that might fall.

• Spend time explaining the drop, cover, and hold on drill and demonstrate what you want them to do.

• Get the children’s attention and give clear and distinct commands.• Speak in a calm voice. • At the command of “earthquake!”, you and the children should

immediately “drop, cover, and hold on”.


Because earthquakes and aftershocks come without warning, practice drop, cover, and hold on drills outside, in your play area, and in various parts of your facility.


Let’s Think about ThisTypically, there is a general feeling of panic during mock drills, even when we are not experiencing the actual situation. Recall some of the challenges that you faced in ensuring that the drill procedure ran smoothly, and that the school community went to their assigned safety sites immediately upon hearing the emergency alarm. Write your reflection on the given lines.

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Let’s StudyStudent Brigade Leaders

Another co-curricular activity that you can introduce in your school is student brigade leaders where students are trained and capacitated to lead disaster preparedness campaigns not only in the school setting but also in the local community. The school brigade model works on two principles:

• Capacity-building using a comprehensive training package on disaster risk reduction, that include training on leadership development and brigade mania, training on community-based disaster risk reduction, training on early warning, training on search and rescue, and first aid, training on shelter management, and training on management of per-sons with disabilities during disasters.


• Active and meaningful participation of student brigades in school and community risk assessments, development of risk reduction ac-tion plans, awareness campaigns on disaster risk reduction, and so on.

The impact of student brigades and the significant contributions made by student brigade leaders have been very inspiring as illustrated in the example below. This story relates how a student brigade leader shared her knowledge and skills about disaster preparedness with her local community.

How Rupa Changed The Village

Rupa was elected as a Student Brigade Leader by her peers at school and received various training relating to Disaster Risk Reduction through the project implemented by one of the local non-governmental agencies. One day Rupa’s grandfather asked her what she was learning in those training sessions.

As Rupa was sharing with him about disaster preparedness, it prompted her grandfather to tell the story of how the 2004 floods had affected their family. For two days, the entire family had to survive on inadequate dry food because the house and its cooking space had been submerged. This impacted negatively in particular on the younger members of the family. “We didn’t know about the portable ovens that you are talking about,” acknowledged her grandfather.

After hearing the story, Rupa called her mother and taught her how to build portable ovens. Every afternoon when she came back from school, Rupa would sit with five women of her village to demonstrate the building of portable ovens and share DRR messages. One day, she called her grandfather and informed him that she had fulfilled her mission. Her grandfather visited the village and found that every family had prepared portable ovens and stored them safely with a view to use them in case of emergency. Proud of his granddaughter, Rupa’s grandfather shared with us that: “Rupa had changed the village.”

[Source: School Safety Towards Building Disaster Resilient Schools (2010)]


Let’s Think about ThisBased on what you have just read, are you inspired to establish student brigade leaders in disaster risk reduction in your school? How do you pro-pose to mobilize these leaders to assist in disaster risk reduction education in your school and local community? Write down your ideas on the lines provided.

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Young Journalists

The implementation of disaster risk reduction initiatives and programs in the school and the local community needs to be covered, reported and dis-seminated with the school and community stakeholders. For this purpose, you can guide and lead a group of young journalists who are assigned to write about disaster-related events that take place in the school setting and community. Additionally, they can also write stories, and short articles that cover different aspects related to disaster risk reduction education, such as physical, economic, geological and community impact of disasters, law-suits that result from disasters, ‘real stories’ from the field, and so on. These stories and articles can be published on a scheduled basis for distribution among the school community, and even as a special student publication.

Peer counselors

Besides student brigade leaders who are trained to participate in disaster risk reduction activities in the school and local community, you may wish to set up another special group of students to provide psychosocial support to affected victims in the aftermath of a natural hazard or disaster. This special group, known as “peer counselors”, work closely with survivors following the loss of loved ones, homes, and property, work through their grieving process, and provide emotional support. For this purpose, peer counselors are required to undergo specialized training in communication skills, for example: active listening, empathetic listening, and so on.


Let’s Think about ThisYou have just read about some activities that can be carried out in your school to further promote disaster risk reduction education among your school stakeholders. Some of these activities may be relevant to your local context and culture, while others may need to be adapted accordingly. You may have already been leading and guiding your teachers to organize and carry out similar or different disaster-related activities.

Reflect on the existing disaster-related activities in your school thus far. How do you propose to make further improvements so as to produce resiliency champions from among your students? Use the lines provided below to write your responses.

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Share your answers with your co-learners and Flexible Learning Tutor

FeedbackWhatever the situation, it is important to remember that disaster risk re-duction education is important for your students, no matter their age or grade levels. Students’ engagement in these activities through active par-ticipation and involvement can provide the foundation for sound disaster preparedness that will enhance their chances of survival in the face of dis-asters, and can serve as a protection shield against death, injury, trauma, loss of home, livelihood and property. More importantly, it molds them into resiliency champions.


Disaster risk reduction education that is directly related to local risks is the preferred choice as it places emphasis on local experience and builds long-term disaster resiliency in students. When students are informed about assessment and planning processes for risk reduction, specific measures for risk reduction, organizational systems and skills for disaster response, community linkages, and the problem-solving skills involved, they can be better involved in these processes. In light of this, more and more education systems are moving from the simple introduction of natural hazards and disasters to the integration of Disaster Risk Reduction into the school curriculum across grade and schooling levels.

Let’s Remember

In this lesson, you learned how to develop your students to become resiliency champions. To achieve this, first of all, you examined how to integrate disaster risk reduction into the school curriculum using different approaches. An analysis of five case examples of disaster risk reduction integration in Southeast Asian schools was done to facilitate your understanding of the process. With this theoretical knowledge, you proceeded to learn how to develop learning materials, as well as plan and organize activities related to resiliency as you aspire to mold your students to become resiliency champions.


How Much Have You Learned from This Lesson?Let us now examine what you have learned after completing Lesson Two.

1. School Head Dayang is discussing with her academic heads the different options that the school can adopt for disaster risk reduction integration into the school curriculum. Identify three commonly used options and compare and contrast between the identified options.

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2. School Head Myint has read about various strategies that some South-east Asian countries have used in integrating disaster risk reduction into their respective national curriculum. Discuss the advantages and disad-vantages of four commonly used strategies, namely: textbook-driven; centralized competency-based; symbiosis; and “special event.”

(i) Textbook-driven

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(ii) Centralized competency-based

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Disadvantages:

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(iii) Symbiosis

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(iv) “Special event”

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3. School Head Lai is introducing his teachers to a new pedagogical ap-proach in teaching about storm preparedness in the school. Describe how he can guide his teachers’ use a pedagogy that is interactive, affec-tive, inquiry-based, experiential, and participatory.

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4. School Head Somporn’s school was badly hit by the 2006 tsunami. Brief-ly discuss how he can guide his teachers to facilitate students’ under-standing of key concepts related to tsunami using four types of learning materials.

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5. School Head Hidayah is keen to reinforce earthquake preparedness in her students using cultural media. Suggest how she can do this through four forms of cultural media.

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6. School Head Fernandez has called a meeting to discuss how to enhance students’ resilience to disasters through co-curricular activities. Explain how such activities can equip students with the knowledge and skills to become resiliency champions.

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You may now compare your answers with mine in the Key to Correction on pages 204-210.


FeedbackHow did you fare with the questions at the end of this lesson?

If you answered all the questions correctly, well done! You have success-fully learned and understood the content discussed in this lesson.

If you missed the answer to one or two questions, you are encouraged to go back to that section of the lesson and read again in order to refresh your knowledge and understanding. This quick review will help you to be ready to learn new concepts presented in Lesson Two.

To sum up, this lesson has given you a general overview of how you can develop your students to become resilient champions.

With this, we have come to the final stage of the module, that is, the sum-mary of key information and the post-test.

Let’s Sum UpThis module has walked you through two lessons that enabled you to lead in building a more resilient school.

Lesson 1 discussed how you can execute your role effectively as the dis-aster risk reduction manager in your school by equipping yourself with knowledge about the basic concepts related to disaster risk reduction and management. This lesson also provided you with useful guidelines to es-tablish your School Resiliency Committee, as well as develop and commu-nicate your School Resiliency Plan using different strategies.

Lesson 2 described how you can develop your students to become resiliency champions. The lesson also discussed various approaches to integrate disaster risk reduction into your school curriculum. You also learned how to develop learning materials, and plan and organize activities related to resiliency.


How Much Have You Learned from This Module?Are you keen to find out how much you have learned from this module, “Lead in Building a More resilient School”? Try and accomplish the following module post-test.

1. As your school’s disaster risk reduction manager, explain why it is important for you to lead in building a more resilient school.

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2. If you were giving a talk to your students about disaster risk reduction and management, what are some basic terms that you should emphasise? Give relevant examples.

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3. Natural disasters undergo different phases in the Disaster Management Cycle (before, during and after a disaster). Identify one common disaster that has occured in your school location and explain the action you need to take during each phase of the cycle.

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4. Explain the importance of establishing a School Resiliency Committee.

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5. As a school head, explain how you will assess the vulnerability of your school to disasters.

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6. Explain the benefits of developing your School Resiliency Plan.

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7. Explain how you propose to communicate your School Resiliency Plan to your school stakeholders.

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8. Explain two approaches for integrating resiliency to disasters in your school curriculum.

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9. How do you propose to lead and guide your teachers to develop learning materials related to resiliency in their content areas?

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10. Identify and describe three activities that you propose to conduct in your school in order to develop your students into resiliency champions.

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FeedbackIn order to check your performance in the module post-test, compare your answers with those in the Key to Correction on pages 210-216. If you answered all the questions correctly, congratulations! You have a good understanding of how to lead in building a more resilient school.

If you answered only seven correct answers, you are still experiencing a little difficulty understanding some of the key concepts, and need to review the parts that you missed.

If you got five or fewer correct answers, it is recommended that you take time to review the whole module before proceeding to the next page.

Congratulations! You have successfully completed this module, Lead in Building a More Resilient School. It is hoped that you have gained new knowledge and skills from the module readings and activities.


How Do You Rate Yourself now?Well done! You have done well in accomplishing this extensive module. For a final review of how much you have learned from this module, I invite you to go back to the Self-Rating Competency Checklist on pages 10-12 and review the extent to which you have achieved your goals and learning outcomes. Go through the list of competencies again and place another check mark (√) in the appropriate “Post” column that best describes your level of mastery of each competency at this time. Compare your competency level before and after studying the module and reflect on how much you have learned. You may write your reflections on the space provided below.

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Now that you have successfully acquired essential knowledge and skills to lead in building a more resilient school, I am sure you are excited to learn how you can put this to effective use in the event that a disaster strikes in your school vicinity. If so, proceed to Module 2 that will focus on managing continuing learning.

Good luck in your endeavors to lead in building a more resilient school!


Let’s Apply What You’ve Learned (Module 1 Assignment)

Module 1 Assignment Guidelines

Organize a Disaster Awareness Day based on the theme, “Building More Resilient Schools.”

1. Introduce your School Resiliency Committee members to your teachers and students highlighting their roles and responsibilities with respect to Disaster Risk Reduction (DRR) in the school.

2. Communicate your School Resiliency Plan and present the scheduled activities according to a specific timeline using the sample Gantt Chart template on page 119.

3. Ask a group of four teacher volunteers to collaboratively demonstrate 60-minute lesson sessions on DRR integration in the school curriculum. Provide a feedback form for colleagues and subject panel heads to offer suggestions for further improvement.

4. Ask students to organize a school-level story-telling and poster compe-tition based on the theme.

Based on your teachers’ comments and ideas, and the students’ outputs, evaluate your school stakeholders’ knowledge and skills with respect to disaster risk reduction.

Prepare a 500-word written report of the Disaster Awareness Day and the findings of your evaluation together with photo documentation of the activities carried out. Submit to your Flexible Learning Tutor for review and feedback.


Key To CorrectionWhat Do You Already Know? (page 6-9)

1. Explain three roles of the school head in building a more resilient school in relation to disasters.

You may provide any of the following answers.

• Raising awareness within school communities by providing in-house disaster risk reduction and management training for teachers; organizing disaster quiz competitions, disaster risk reduction knowledge contests, and disaster safety campaigns, as well as developing students into catalysts and resiliency champions.

• Building a culture of prevention through the following ways: Guide teachers in developing disaster education materials; promote the inte-gration of disaster risk reduction into school curricula; and encourage teachers to use alternative or innovative ways to educate students, and parents about disaster risk reduction issues.

• Making school buildings safer through the following good practices: Conduct scheduled assessment of the vulnerability of school facilities; retrofit the school buildings.

• Collaborate with the local government, private sector, civil society or-ganizations as well as connect with other school heads to provide open access to data and information about lessons learned from the occur-rence of natural hazards in the school vicinity.

• Address the emotional needs of students and reduce the psychological trauma faced by them in the event of a natural disaster.

2. Explain the following basic concepts related to disaster risk reduction and management, with relevant examples.

Your answers may include the following:

(a) Hazards

A hazard can be defined as any dangerous event, or human activity that may cause the loss of lives and injury to human beings and ani-mals, destruction to buildings and property, disruption to social and economic services or environmental damage.


Examples: earthquakes, tsunamis, mudslides, cyclones, thunderstorms, flash floods, epidemic diseases, bomb threats, civil war.

(b) Vulnerability

In the context of disaster risk reduction and management, vulnerability refers to the potential to be harmed by natural hazards.

Examples: Children and the elderly tend to be more vulnerable as they have less physical strength to survive disasters and are often more susceptible to certain diseases, have fewer financial resources and are frequently dependent on others for survival; women are often more vulnerable to natural hazards than men because when disaster strikes, women are often the ones tasked with protecting children and the el-derly thus leaving them less mobile and more likely to experience harm themselves; poor design and construction of buildings; inefficient envi-ronmental management; lack of disaster preparedness measures by the government.

(c) Disaster Risk Management

Disaster risk management refers to the various preventive, mitigation and preparedness measures, as well as related administrative directives related with disaster risk reduction that aim to avoid and reduce the adverse effects of hazards.

Examples: Conducting an analysis about the causal factors of disasters; reinforcing the capacities of teachers on the issue of risk and disasters through in-house training; improving disaster preparedness of the school community through scheduled safety drills, and disaster drills; production and dissemination of disaster risk reduction and manage-ment materials such as handbook on disaster drills, video documenta-tion of hazards,


3. Identify and explain some of the components contained in the Disaster Management Cycle as it applies to the school setting.

You may include the following components in your answer:

(i) Prevention – Mechanisms implemented to stop the effects of a disas-ter.

Examples: National and local policies for the location of schools in safe surroundings, risk awareness and environmental protection campaigns at the school, district and national levels

(ii) Mitigation - Minimizing the effects of disaster.

Examples: building codes and zoning; vulnerability analyses; public education.

(iii) Preparedness - Planning how to respond.

Examples: preparedness plans; emergency exercises/training; warning systems.

(iv) Response - Efforts to minimize the hazards created by a disaster.

Examples: search and rescue; emergency relief.

(v) Recovery and Rebuilding- Returning the community to normal.

Examples: temporary housing; grants; medical care.

4. Briefly discuss two functions of a school disaster resiliency committee.

Your answers may be similar to the sample answer below:

(i) Oversees disaster risk reduction and preparedness in the school community

(ii) Develops, adapts, implements, and updates the school resiliency.

(iii) Guides mitigation work such as conducting fire and building evacuation, holding drills annually, evaluating the results, and adjusting the

plan accordingly.

(iv) Maintains formal links and networking between school and disaster management authorities.


5. Briefly explain three tools that you can use to assess the vulnerability of your school to disasters

Your tools for assessing the vulnerability of your school to disasters may include the following:

(i) Hazard maps highlight areas affected by or vulnerable to a particu-lar hazard such as earthquakes, volcanoes, landslides, flooding and tsunamis. Hazard maps help prevent serious damage and deaths.

(ii) School building safety checklist to identify any structural safety concerns with the school buildings that may require further inves-tigation. In view of the technicality of the items in the checklist, the assistance of a qualified engineer or architect may be necessary. The structural safety of buildings may be at risk as a result of the fol-lowing conditions: location and soil, age of building and building codes, load carrying system, building height, design.

(iii) Non-structural safety checklist refers to items related to fire preven-tion and fire safety measures; natural hazards safety

(iv) School vulnerability to disasters checklist to assess the extent to which the school is vulnerable to disasters from the physical and social aspects such as school location, design and construction of the school building, inspection and maintenance of electrical equip-ment and water system

6. Explain three important considerations when developing your school resiliency plan.

You may have included similar considerations as the sample answer below.

(i) Assessment and planning - establishing your school resiliency com-mittee; assessing risks, hazards, and vulnerabilities faced by your school, and capacities of your teachers and students; making contin-gency plans for educational continuity; and communicating the plan to the school stakeholders.

(ii) Physical and environmental protection – refers to structural safety maintenance, non-structural mitigation; local infrastructure and en-vironmental mitigation; fire safety.

(iii) Response preparedness – encompasses standard operating proce-dures; response skills and organization; response provisions.


7. Explain three strategies for communicating your school resiliency plan.

Your suggested strategies may be similar to the sample answer below.

(i) School assembly – A good platform to convey disaster risk reduction messages and activities as contained in the school resiliency plan

(ii) Small group briefings – When conducted at different time sched-ules and venues, teachers know in advance about the types and time schedule of specific disaster risk reduction activities so as not to disrupt their classes.

(iii) Open door meetings with local public safety personnel – During these meetings, officers from the local fire department, health clin-ics and hospitals and police can be informed about the school resil-iency plan, as well as be invited to participate in and support the various disaster risk reduction activities planned.

(iv) School newsletter/bulletin – Upcoming disaster risk reduction ac-tivities in the school resiliency plan can be highlighted in the news-letter or bulletin. Besides this, teachers and students can also give their feedback for further improvement.

(v) Online discussion forums – Teachers can share their ideas about their school resiliency plan using the virtual platform.

8. How do you propose to integrate disaster resiliency-related concepts in your school curriculum?

You may have proposed the following options similar to the sample answer below.

(i) Stand-alone courses. Specialized courses on disaster risk reduction offered to a small group of students as an elective subject.

(ii) Curriculum units. Specially prepared units, chapters, or modules on disaster risk reduction that are fitted into existing subjects in the school curriculum.

(iii) Curriculum infusion. Disaster-related content are infused into the school curriculum through activities, readings, lessons.


9. Enumerate and explain some examples of learning materials related to resiliency that you have observed your teachers use in their classrooms.

Your examples of learning materials related to resiliency may include the following:

(i) Tangible objects in our surroundings, for example: emergency kit materials like flashlight, blankets, candles, matches, mattresses, pil-lows, and sleeping bags.

(ii) Printed materials, for example: resource manuals, teachers’ guide, and modules related to disaster risk reduction, and newspaper cut-tings about natural disasters.

(iii) Audio-visuals, for example: video clips, and films that feature disas-ter-related events and activities.

(iv) Computer technologies, for example: online resources on the inter-net with educational materials on disaster prevention, disaster pre-paredness, and disaster relief resources.

(v) Cultural media, for example: stories, folktales, comic strips, interac-tive games, puzzles, and short films.

10. Suggest some activities related to resiliency that you can plan and organize for your students to encourage them to become resiliency champions.

You may provide the following suggestions for activities related to resiliency:

(i) Disaster Resiliency Corner – Teachers and students plan where to set up the corner, what to put up, who will be responsible for the corner, why it is important, and how it will be set up.

(ii) Drama, pantomime or skit presentations – Students put up a short presentation based on a small aspect of disaster-related content for a particular subject, or a whole school performance as an assessment project.

(iii) Poems, chants and songs based on the disaster risk reduction theme, such as flood preparedness, disaster recovery, hazard experience

(iv) School Safety Day – Disaster risk reduction education can be deliv-ered through various planned activities such as short films, exhibi-tions, poster competitions, games, disaster awareness talks by invited speakers


(v) Drills such as earthquake or fire drills conducted on a scheduled basis to develop your school stakeholder’s response capacity skills.

(vi) Co-curricular activities such as Student Brigade leaders to lead disaster preparedness activities in the school, Young Journalists to share and disseminate knowledge about disaster risk reduction education, Peer Counselors to provide psychosocial support to dis-aster victims.

How Much Have You Learned from This Lesson? (Lesson One) (pages 122-124)

1. ‘The immediate effect of disasters is that it deprives children of their basic right to education.” How does this statement impact your role as a school head and disaster risk reduction manager?

Your answer may be similar to the sample answer below.

When children are deprived of their basic right to education as an im-mediate consequence of disasters, it is pertinent that I review my role as a school head and disaster risk reduction manager. Most importantly, I will need to review the disaster preparedness of my school in the event of a natural disaster. First, I will need to see if there is already an exist-ing school resiliency plan that may need to be improved to meet with changing school needs. If there is none, I will have to develop one. Since disaster preparedness and risk reduction is not the sole responsibility of the school head, I will also need to ensure that there is a school resilien-cy committee comprising various sub-committees to take responsibility of different tasks such as rapid assessment, search and rescue, logistics, evacuation and learning. Third, I will also need to establish a school maintenance team to carry out scheduled safety checks for early detec-tion of structural and non-structural defects.


2. School Head Tida has just been assigned to a school that had recently held its centennial celebrations. When she checked the school safety maintenance file she discovered that the last record entry was dated ten years ago. How can she assess the hazard potentials and risks of her school in the wake of recent reportings of earthquake tremors in the nearby surrounding areas?

Your answers may include the following.

School Head Tida can conduct a simple school risk assessment to earth-quakes by focusing on the following three aspects:

(i) Earthquake occurrence probability. Quantify in terms of the prob-ability of occurrence of earthquakes in the school area, as well as assess the magnitude of the potential hazard.

(ii) Elements at risk. Identify and develop an inventory of the school community and infrastructures that may be affected by the earth-quake, as well as estimate their economic value in monetary terms.

(iii) Vulnerability of the elements at risk. Study the effects and impact of the earthquake on the school community and buildings.

3. School Head Susilo’s school, situated at the foot of a hill, is vulnerable to landslides. As the school disaster risk reduction manager, explain what measures he must take at each of the following phases of the Disaster Management Cycle:

Your proposed measures may be similar to the sample answer below.

(i) Prevention

School Head Susilo should contact the local government to discuss steps that are required to protect the school from potential landslides such as installing wire meshing around the school, building retaining walls, and implementing other slope stability solutions such as soil nailing, rock bolting and so on.

(ii) Mitigation

School Head Susilo can arrange with the local public works department to carry out mitigation works to stop or reduce the landslide movement in order to minimize resulting damages which can be classified into two categories:

- Control works, e.g., drainage wells, drainage tunnels, and soil removal

- Restraint works, e.g., anchor works


(iii) Preparedness

School head Susilo needs to be able to recognize landslide warning signs such as:

Classroom doors or windows that stick or jam for the first time; new cracks that appear in plaster, tile, brick, or foundations, outside walls; walks, or stairs that begin pulling away from the building, fences, re-taining walls, utility poles, or trees that tilt or move. When this hap-pens, he should contact the public works department so that local of-ficials can access the potential danger.

Upon the identification of the risk from landslides, he should educate the school community by providing them with basic information such as: knowledge of where past landslides have occurred in the school grounds derived from past records; monitoring, warning and evacua-tion systems.

(iv) Response

In the event of a landslide where he has received a notice to evacuate, school head Susilo should make immediate arrangements for his students and staff to move to a safe shelter.

(v) Recovery

School head Susilo should, with the assistance of experts in the local public works department assess, the safety of the school grounds by checking the school building foundation and surroundings. In addi-tion, he should also seek the advice of a geotechnical expert to evalu-ate landslide hazards or design corrective techniques to reduce land-slide risk, without creating further hazards.

(vi) Rebuilding

After the occurrence of a landslide, school head Susilo will have to take appropriate to rebuild destroyed school buildings, as well as re-store the lives of the school community back to normal with better and improved rebuilding action plans.


4. School Head Martinez is keen to set up a School Resiliency Committee to help him manage disaster risk reduction and preparedness within his school community. How should he identify the members of this committee?

Your answer may be similar to the sample answer below.

(i) Review major school stakeholder groups

(ii) Invite members from different stakeholder groups to become mem-bers of his school resiliency committee, such as teachers, support staff, parents, police, fire services personnel, school board members, local non-governmental organisations, students, and so on.

5. School Head Lee Tan is trying to source for some tools to help her assess the vulnerabilities of her school to typhoons. Explain four useful tools to help her accomplish her task.

You may include the following four tools.

(i) Hazard maps. These maps indicate where a natural hazard is likely to occur and the intensity of its occurrence.

(ii) School building safety checklist. This checklist is used to assess the safety of her school building in relation to location and soil, age of building and building codes, load carrying system, building height, design, construction detailing, and water damage.

(iii) Non-structural checklist. This checklist assesses things/objects that are not connected with the weight-bearing system of building such as fire prevention and fire safety measures.

(iv) School vulnerability to disasters checklist. This checklist is used to assess the vulnerability of the school to natural hazards from the physical and social aspects.


6. School Head Nguyen is planning to prepare a School Resiliency Plan with his School Resiliency Committee. Explain three important considerations she must make in developing her School Resiliency Plan.

School Head Nguyen needs to consider the following

(i) Simplicity. The school resiliency plan should be simple, concise, and clearly state the roles and responsibilities of the various committee members.

(ii) Flexibility. There should be alternative routes included in the proce-dures.

(iii)Comprehensiveness. The plan should delineate various procedures such as prevention, preparedness, response and recovery.

(iv)Generality/Consistency. The plan should describe the decision-making process to be adopted in general in the event of any emer-gency or disaster.

7. School Head Daud is planning to communicate his School Resiliency Plan which he has just successfully developed with his School Resiliency Committee. Suggest four effective strategies he can use to accomplish his plan.

Your answer may include some of the strategies given below.

(i) Monthly school assembly which provides a platform for School Head Daud to convey verbally disaster risk reduction messages that are contained in the school resiliency plan

(ii) Face-to-face briefings for small groups of teachers at different time schedules and venues.

(iii) Special Open Door Meetings with local public safety representatives from the fire department, police department, health service providers.

(iv) School newsletter or bulletin that highlight upcoming activities contained in the school resiliency plan

(v) Online discussion forums to conduct virtual meetings with the school staff and share ideas and opinions about the school resiliency plan.


8. School Head Amaya’s school is situated at the base of a mountain. There had been forest fires in the past during summer causing haze in the community. Can you think of ways to prepare for haze that the forest fires would cause?

First, you would have to communicate with your local authorities to verify the possibility of forest fires. Since your school is located at the base of a mountain, you might need to prepare for haze episodes. Co-ordinate with your community clinics and hospitals to learn needed emergency procedures. Teach your school stakeholders how to respond during haze episodes. You might need to prepare dust masks. You also need to check your classrooms for gaps to ensure that polluted air would not seep in. You might also need to install airconditioning units for those who have respiratory or cardiac problems.

How Much Have You Learned from this Lesson? (Lesson Two) (pages 184-186)

1. School Head Dayang is discussing with her academic heads the different options that the school can adopt for disaster risk reduction integration into the school curriculum. Identify three commonly used options and compare and contrast between the identified options.

You may have identified similar commonly used options as given in the sample answer below.

(i) Stand-alone courses

Specialised courses focused on disaster risk reduction, rather than as a compulsory subject in the school curriculum are offered to particular groups of students.

(ii) Curriculum units

Units, modules or chapters focussing on disaster risk reduction are developed specially and fitted into the existing curriculum for selected subjects, at selected grades and for a pre-determined duration.

(iii) Curriculum infusion

Disaster risk reduction-related content is distributed throughout the school curriculum through lessons, activities, problems and readings.


2. School Head Myint has read about various strategies that some Southeast Asian countries have used in integrating disaster risk reduction into their respective national curriculum. Discuss the advantages and disadvantages of four commonly used strategies, namely: textbook-driven; centralized competency-based; symbiosis; and “special event.”

Your discussion of the advantages and disadvantages of four commonly used strategies used in integrating disaster risk reduction into the national curriculum of Southeast Asian countries may include the following:

(i) Textbook-driven

This strategy involves textbook revision of specific subjects to in-clude or broaden the pre-existing treatment of hazard-related or disaster-related topics. The Ministry of Education undertakes this task in collaboration with national and international non-govern-mental organization.

Advantages:

- As textbook revision is undertaken centrally at the ministerial level, this ensures that hazards and disaster-related issues are included within identified subjects in all state schools.

- Where textbooks are used in schools, teachers tend to be receptive to the new hazard and disaster-related textual material.

- There is no need for extensive teacher training except to familiarise them with the new textbook material.

- There is no change to the traditional role of teachers delivering text-book material where the focus is on disaster-related topics.

Disadvantages:

- Textbook-led curriculum development alone may not be able to deliver the skills, dispositional and behavioral learning outcomes as required by disaster risk reduction education.

- As textbooks tend to focus on explaining the causes and effects of hazards and safe behavior, it may be difficult to promote active disaster preparedness and mitigation skills development in and of students.


- A textbook-based classroom culture discourages active student engagement, as well as inhibits interactive and experiential learning.

- A centrally driven textbook approach tends to be a ‘one-size-fits-all’ approach that may not sufficiently reflect and respond to local cul-tures and the need to address local hazard condition.

(ii) Centralized competency-based

Using this strategy, the central government (e.g., the Ministry of Education), in collaboration with key stakeholders, identify core messages of disaster risk reduction management, key concepts, key knowedge, and key competencies and skills to be built into the cur-riculum. Next, important decisions and actions are made regarding carrier subjects, the grade level at which to integrate curriculum development, module development, materials development and teacher training. Finally, planning may be done for expansion to further carrier subjects and grade levels.

Advantages:

- The support and commitment of the central government in the launching of this initiative will subsequently lead to prompt imple-mentation, large-scale piloting with evaluation, and rapid movement to scale.

Disadvantages:

- A “quick fix” approach may occur as the focus is on competencies and rapidity of development rather than on other more time-consuming aspects of disaster risk reduction curriculum development. For exam-ple: pedagogical development, value-related issues and incremental teacher training.

(iii) Symbiosis

Using this strategy, there is a need to identify other cross-curric-ular initiatives concerned with developing social awareness and empowering the individual for active citizenship that are already mainstreamed. The cross-curricular dimension that is already in place, then acts as a carrier for disaster risk reduction learning while at the same time is itself enriched.


Advantages:

- It is relatively easy to embed further strands within existing cross-curricular dimensions and in associated professional development

- The cross curricular dimensions can provide additional depth, width and sub-structure to student understanding of the purposes and scope of disaster risk reduction education.

Disadvantages:

- When combined with other cross-curricular dimensions, the intrinsic purposes and imperatives of disaster risk reduction may become dispersed or lost.

(iv) “Special event”

Special events that showcase disaster risk reduction are planned and implemented on a scheduled basis during the school year.

Advantages:

- Special events showcasing disaster risk reduction provide added mo-mentum to the curriculum, pedagogical and whole-school develop-ments and to school/community partnerships.

- Special events offer a pragmatic solution when ‘overloaded teachers’ feel they cannot introduce disaster-related learning into an ‘over-crowded curriculum.’

- Special events offer additional spaces in which students can apply DRR learning in practice

Disadvantages:

- When implemented as stand alone initiatives and detached from the curriculum, and teaching and learning developments, special events may not be effective.


3. School Head Lai is introducing his teachers to a new pedagogical approach in teaching about storm preparedness in the school. Describe how he can guide his teachers to use a pedagogy that is interactive, affective, inquiry-based, experiential, and participatory.

Your suggested pedagogical approach may be similar to mine below.

In teaching about storm preparedness, one must use a pedagogy that brings knowledge to life, practices skills, challenges attitudes and scru-tinizes values. This kind of pedagogy is interactive, affective, inquiry-based, experiential and participatory.

(i) Interactive

Students brainstorm what to do before a storm strikes, and when a storm is approaching. They can also engage in paired, small group or whole group discussion, or share their experiences using interactive multi-media presentations.

(ii) Affective

Students share their feelings about storm threats, and engage in practice sessions about things they should do after receiving a storm alert, or when severe weather is forecast.

(iii) Inquiry-based

Students browse the internet for information about storms, engage in project work based on the theme, “Storm Preparedness,” and conduct a case study of a local community struck by a storm.

(iv) Experiential

Students make a short film, or do a play/sketch/pantomime about storm destruction to life and property. They can also engage in board or simulaton games on storm-related content.

(v) Participatory

Students organize activities to convey storm preparedness messages to members of the local community. For example: poster campaigns, distribution of leaflets door-to-door.


4. School Head Somporn’s school was badly hit by the 2006 tsunami. Briefly discuss how he can guide his teachers to facilitate students’ understanding of key concepts related to tsunami using four types of learning materials.

You may have discussed the following types of learning materials to facilitate students’ understanding of key concepts related to tsunami:

(i) Cultural media. Stories, photos, pictures, crossword puzzles, inter-active games about tsunamis

(ii) Computer technologies. Useful websites that contain information about tsunamis for all age groups, such as Federal Emergency Management Agency (FEMA).

(iii) Written/printed materials. Newspaper or magazine clippings about the causes of tsunamis, flashcards about tsunami-related concepts.

(iv) Audio/Video clips. Short documentaries that feature the effects of tsunamis such as water sweeping cars, homes, and schools away, students scrambling to take cover under desks, people running in the streets trying to avoid falling buildings.

5. School Head Hidayah is keen to reinforce earthquake preparedness in her students using cultural media. Suggest how she can do this through four forms of cultural media.

Your suggested forms of cultural media to reinforce students’ earth-quake preparedness may include the following:

(i) Songs such as The Earthquake Song to reinforce knowledge about the causes and effects of earthquakes, what to do before the occurrence of an earthquake

(ii) Stories e.g., Tales of Disaster to enhance students’ awareness about the importance of earthquake preparedness.

(iii) Video clips from Youtube about recent earthquakes in Southeast Asia, and what to do in the event of an earthquake.

(iv) Comic strips that convey messages about earthquake management e.g., FEMA kids website.


(v) Earthquake hazard hunt. Students look around the classroom and identify one object that could fall over in an earthquake. Have them brainstorm with one another on ways to make the item less of a hazard, (e.g., moving it away from the door, securing it with rope or a bracket, or moving heavy items to lower locations).

6. School Head Fernandez has called a meeting to discuss how to enhance students’ resilience to disasters through co-curricular activities. Explain how such activities can equip students with the knowledge and skills to become resiliency champions.

You may have given the following explanation about how co-curricular activities can equip students with the knowledge and skills to become resiliency champions:

Schools can organize co-curricular activities such as School Safety Day, Student Brigades, Young Journalist Club, Peer Counselors Club, and so on. Through these activities, students can be given the opportunity to play a key role in the promotion of a safety culture in school, especially in disaster prevention, preparedness and risk reduction. Besides communicating safety messages to the entire school community, students can also disseminate vital information at home starting with their parents, and to the local community. In other words, they have become resiliency champions.

How Much Have You Learned from This Module? (pages 188-190)

1. As your school’s disaster risk reduction manager, explain why it is important for you to lead in building a more resilient school.

Your reasons may have included the following:

(i) To promote a school safety culture among the school stakeholders

(ii) To reduce the disruption in the schedule of classes due to disasters, either human or man-made, when the school is used as an evacuation center

(iii)To ensure that national disaster risk reduction and management policies are in place at the school level

(iv)To provide moral support and enhance teachers’ and students’ coping mechanisms through debriefing seminars, counseling services


2. If you were giving a talk to your students about disaster risk reduction and management, what are some basic terms that you should emphasise? Give relevant examples.

Your list of basic terms related to disaster risk reduction and management may include the following:

(i) Disaster

A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources.

(ii) Disaster risk management

This is a systematic process of using administrative directives, or-ganizations, and operational skills and capacities to implement strategies, policies and improved coping capacities in order to less-en the adverse impacts of hazards and the possibility of disaster.

(iii) Disaster risk reduction

The concept and practice of reducing disaster risks through system-atic efforts to analyze and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulner-ability of people and property, wise management of land and the environment, and improved preparedness for adverse events.

(iv) Hazard

A dangerous phenomenon, substance, human activity or condition that may cause loss of lives, injury or other health impacts, property damage, loss of livelihoods and services, social and economic dis-ruption, or environmental damage.


3. Natural disasters undergo different phases in the Disaster Management Cycle (before, during and after a disaster). Identify one common disaster that has occured in your school location and explain the action you need to take during each phase of the cycle.

The answer below is a sample answer.

Common disaster: Typhoon

Disaster Manage-ment Cycle Phase

Action to Take

Preparedness and Mitigation (What to do before)

• Find out the frequency of occurrence of floods in the locality, especially those that affect the school area.

• Know the flood warning system in the school or if none exists.

• Research from previous occurrences how fast the water floods occur in the school and how high it rises.

• Watch out for rapidly rising water and prepare the students for evacuation.

• Switch off the electricity and lock the rooms after the children have gone out.

• Have a handy survival kit containing items such as a battery-operated transistor radio, flashlight, emergency cooking equipment, candles, matches and first aid kit.

• If it has been raining hard for several hours, or steadily raining for several days, be alert to the possibility of a flood.

• Caution everyone to avoid using lanterns or torches in case there are flammable materials present.


Disaster Manage-ment Cycle Phase

Action to Take


• Keep students calm and update them on the status of the situation and safety reminders on what to do and where to go in case of evacuation.

• Listen continuously to a radio, or a portable, battery-powered radio for updated emergency information.

• Remind students not to attempt to cross-flowing streams unless they are assured that the water is below knee level.

• Advise students to avoid areas prone to flash flooding and be cautious of water-covered roads, bridges, creek and stream banks and recently flooded areas.

• Advise students to eat only well-cooked food and drink only clean or preferably boiled water and throw away all food that has come in contact with floodwater.

Recovery (What to do after)

• Report broken utility lines (electricity, water, gas, etc.) immediately to appropriate agencies/authorities.

• Ensure that electrical appliances are checked by a competent electrician before switching them on.

• Avoid affected areas.• Continue to listen to a radio or local

television stations and return home only when authorities indicate it is safe to do so.

• Stay away from any building that is still flooded.

4. Explain the importance of establishing a School Resiliency Committee. You may have given the following reasons for establishing a School

Resiliency Committee:

(i) Disaster risk reduction and management is not the sole responsibility of the school head alone, rather school resilience to disasters is the task and responsibility of the entire school community


(ii) To organize and oversee disaster risk reduction and preparedness ac-tivities among school stakeholders

5. As a school head, explain how you will assess the vulnerability of your school to disasters?

Your suggested vulnerability assessment of your school to disasters may have included the following:

(i) Hazard maps developed using data for defining potential hazards.

(ii) School building safety checklist that assesses various aspects such as location and soil, age of school and building codes, load carrying system, building height, design, construction detailing and water damage.

(iii) Non-structural safety checklist that assesses fire prevention and fire safety measures, natural hazards safety.

(iv) School vulnerability to disasters checklist to obtain information about the school location, and school population.

6. Explain the benefits of developing your School Resiliency Plan.

You may have included the following benefits of developing your School Resiliency Plan in your answer:

(i) Designs the safe environment you want within your school.

(ii) Tailors disaster preparedness to the needs of your school.

(iii) Informs your school stakeholders what to do in the event of an emergency caused by a natural or man-made disaster.

(iv) Contains procedures for disaster preparedness, prevention, re-sponding and recovering from the effects of a particular hazard.

7. Explain how you propose to communicate your School Resiliency Plan to your school stakeholders.

You may have proposed the following ways to communicate your School Resiliency Plan to your school stakeholders:

(i) School assembly. Convey disaster risk reduction messages as well as emphasize the importance of having a school resiliency plan.


(ii) Small group briefings. Disaster-related activities that are planned for the year can be presented to teachers.

(iii) School Newspaper. Highlight up-coming planned disaster-related activities, as well as obtain feedback from school stakeholders

(iv) Online discussion forums. Sharing of ideas about the school resil-iency plan.

8. Explain two approaches for integrating resiliency to disasters in your school curriculum.

You may have explained the following two approaches for integrating resiliency to disasters in your school curriculum:

(i) Limited infusion. Disaster risk reduction is integrated into a narrow category of subjects such as science and geography where the topic of natural hazards constitute a part of the subject content.

(ii) Holistic infusion. Disaster risk reduction occurs within and across all or most subjects taught in schools.

9. How do you propose to lead and guide your teachers to develop learning materials related to resiliency in their content areas?

Your proposed ideas may include the following:

(i) Tangible objects, things and materials in our surroundings. For ex-ample: torchlight/flashlight, batteries, candles, matches, emergen-cy bag, bells, sleeping bags

(ii) Written or printed materials. For example: manuals, teacher’s guide, modules, and newspaper clippings on natural disasters

(iii) Audio-visuals. For example: films, video clips, national television programs, educational television featuring disaster-related issues.

(iv) Computer technologies. For example: online resources on the inter-net about disaster prevention, disaster preparedness, disaster relief resources.

(v) Cultural media. For example: stories, folktales, comic strips interac-tive games about disaster-related content.


10. Identify and describe three activities that you propose to conduct in your school in order to develop your students into resiliency champions.

The three activities you proposed to develop your students into resil-iency champions may be one of the following:

(i) Summer camp. Participants learn how to prepare for and respond to disasters, and share this knowledge with other students in the school.

(ii) Disaster Resiliency Corner. Information about disaster prepared-ness, prevention, mitigation, recovery, rebuilding and reconstruc-tion are displayed using posters, newspaper clippings, internet sto-ries.

(iii) Drama, pantomime, or skit. Students organize and put up a presen-tation about disaster-related messages or issues.

(iv) School Safety Day. Various activities are organized by the school community to create disaster awareness. For example: student theater, slogan writing, exhibitions, talks by invited speakers.

(v) Drills. When conducted on a regular and scheduled basis, emer-gency drills promote specific response capacity skills among teachers and students.

(vi) Co-curricular activities. For example: Student Brigade leaders, peer counselors to train students in disaster risk reduction education, and psychosocial support.


GlossaryAvalanche: A type of geophysical hazard where a large snow (or rock)

mass slides down a mountainside, caused when a build-up of snow is released down a slope and it is one of the dangers faced by mountain-eers in winter.

Basic education: Education intended to meet basic learning needs. It lays the foundation on which subsequent learning can be based. It encom-passes early childhood, elementary and high school education.

Calamity: A state of extreme distress or misfortune, produced by some adverse circumstances or event, or any misfortunes, or cause, or loss, or misery by natural forces.

Capacity: Knowledge, skills resources, abilities, strengths present in indi-viduals, households and the community, which enable them to pre-vent, prepare for, withstand, survive and recover from a disaster.

Capacity Building: Efforts aimed to develop human skills or societal infrastructure within a community or organization needed to reduce the level of risk.

Capacity assessment: Stakeholders identify the resources they rely on in times of crisis to reduce the damaging effects of hazards and to secure the sustainability of their academic instructions.

Civil society organizations: Organizations that take on the role of mediator between public authorities and citizens. Represent participants in the labor market, through social partner organizations; specific socio-economic groups; non-governmental organizations which champion common causes (environmental protection, consumer rights, education and training, etc.); grassroots organizations representing a section of society (youth movements, family associations, etc.) and religious communities.

Climate change: An adjustment in natural or human system in response to actual or expected climate stimuli or their effects, which moderates harm or exploits benefit opportunities.

Critical incident stress debriefing: A preventive stress management de-signed to assist affected people in handling the resulting stress.


Consequences: The negative effects of a disaster expressed in terms of human impacts, economic and environmental impacts, and political/social impacts.

Contingency Planning: Forward planning process, in a state of uncertain-ty, in which scenarios and objectives are agreed on, managerial and technical actions defined, and potential response systems put in place in order to prevent, or better respond to, an emergency or critical situ-ation.

Counter Measures: All measures taken to counter and reduce disaster risk. They most commonly refer to engineering (structural) measures but can also include non-structural measures and tools designed and employed to avoid or limit the adverse impact of natural hazards and related environmental and technological disasters.

Culvert: A hydraulically short conduit that conveys surface water runoff through a roadway embankment or through some other type of flow obstruction.

Curriculum: Refers to the selection and organization of learning experi-ences for students that are deemed important for their personal and community development. It encompasses knowledge, values, attitudes and skills that should be well-selected and appropriately sequenced in compliance with learning and development needs at different ages and education stages. Usually, a curriculum is laid down through specific documents (e.g., curriculum frameworks, syllabi, textbooks and other learning resources) comprising education aims, learning objectives and expected outcomes (student competencies), learning content and meth-ods, including student activities, strategies for assessment and evalua-tion.

Disaster: A serious disruption of the functioning of a community, or a so-ciety causing widespread human, material, economic or environmental losses which exceed the ability of the affected community or society to cope using its own resources.

Disaster impact: The actual hazard event or its immediate consequences requiring extraordinary response.


Disaster preparedness: A state in which individuals and groups of a community have developed plans, allocated resources, and established procedures for an efficient and effective implementation of the plans for the purpose of saving lives and preventing further damage to property in the event of a disaster.

Disaster prevention: Measures taken to prevent a hazard from turning into a disaster.

Disaster risk: The probability of a hazard (earthquake, hurricane, etc.) turning into a disaster, with serious economic, social and environmental consequences.

Disaster risk management: The systematic process of using administrative decisions, organization, operational skills and capacities to implement policies, strategies and coping capacities of the society and communities to lessen the impacts of natural hazards and related environmental and technological disasters.

Disaster risk reduction: The conceptual framework of elements considered with the possibilities to minimize vulnerabilities and disaster risks throughout a society, to avoid (prevention) or to limit (mitigation and preparedness) the adverse impacts of hazards within the broad context of sustainable development.

Diversion: The taking of water from a stream or other body of water into a canal, pipe, or other conduit.

Early Warning: The process of information gathering and policy analysis to allow the prediction of developing crises and action either to prevent them or contain their effects.

Earthquake: A feeble shaking to violent trembling of the ground produced by the sudden displacement of rocks or rock materials below the earth’s surface.

Educational facilities: All the physical properties (grounds, buildings, and various facilities within the school grounds and inside the school build-ings) of a school.

Emergency: Any situation in which the life or well-being of a community will be threatened unless immediate and appropriate action is taken, and which demands an extraordinary response and exceptional measures.


Evacuation: The process of moving or transferring people from hazard threatened or stricken to a safe place or places.

Exposure: People, property, systems, or other elements present in hazard zones that are thereby subject to potential losses.

Flood: The inundation of land areas that are not normally covered by water. A flood is usually caused by a temporary rise of the water level of a river, stream or other water course, inundating adjacent lands or flood-plains, lakes, oceans, reservoirs or other bodies of water inundating border lands normally above water.

Floodgates: Locks or gates built across a river, which can be opened or closed to prevent flooding downstream

First responder: When an emergency situation such as a natural disaster develops, the first people on the scene are usually police officers, fire-fighters, and paramedics, or emergency medical technicians who are trained to react quickly and to make sure people are safe.

Formal education: Learning opportunities provided in a system of schools, colleges, universities and other educational institutions. It usually in-volves full-time education for children and young people. It is nor-mally developed by national ministries of education, but in emergency situations may be supported by other education stakeholders.

Geological Hazard: Natural earth processes or phenomena that may cause the loss of life or injury, property damage, social and economic disruption or environmental degradation.

Hazard: A potentially damaging physical event, phenomenon or human activity that may cause the loss of life or injury, property damage, social and economic disruption or environmental degradation.

Hazard assessment: Stakeholders identify and analyze the nature and behavior of hazards or threats that are likely to hit the school, the likehood or probability of the occurrence and the magnitude, frequency, scope and duration of various hazards is determined.


Hazard hunt: Identifying and eliminating objects that have the potential to cause injuries in the event of a natural hazard.

Hazard mapping: The process of establishing geographically where and to what extent particular phenomena are likely to pose a threat to people, property, infrastructure, and economic activities. It also represents the results of hazard assessment on a map, showing the frequency/probability of occurrences of various magnitudes or durations.

Lahar: A type of natural disaster closely related to a volcanic eruption, and involves a large amount of material originating from an eruption of a glaciated volcano, including mud from the melted ice, rock, and ash sliding down the side of the volcano at a rapid pace.

Landslide: Soil, rocks and vegetal debris that are transported suddenly or slowly down a slope because the soil is not sufficiently stable. Landslides may happen when there is a lot of rain, or during earthquakes or volcanic eruptions. The risk is greater when people build their homes in the wrong place, or cut down trees so that there is nothing left to bind the soil when it rains heavily.

Learning environment and learning spaces: Places where teaching and learning happen. Examples include private homes, child-care centers, pre-schools, temporary structures, and schools.

Learning objectives: Learning objectives articulate the expected achieve-ment of learners by the end of a course or programme and may include knowledge, attitude and skills.

Learning outcomes: Learning outcomes are the knowledge, attitudes, skills, and abilities that students have attained as a result of taking part in a course or education programme.

Magnitude: A measure of the energy released in the form of vibration by a particular earthquake. It is measured from seismographic instrument recordings. It is a measure of energy released at the focus. It is not af-fected by the distance to the epicenter or ground and structural condi-tions.


Mitigation: The lessening or limitation of the adverse impacts of hazards and related disasters.

Mudflow: A sudden flow of mud consisting of fine-grained mountain sedi-ment, big stones and rock mixed with a large volume of water down a steep slope to a river canyon or plane as a result of intensive rains or sometimes a brief heavy rain.

Natural hazards: Natural processes or phenomena that may cause loss of life, injury or other health impacts, property damage, and loss of livelihood. These natural processes such as landslides, cyclones are considered hazards when they pose a threat to human life and threats, and services, social and economic disruption, or environmental damage.

Nonformal Education (NFE): Educational activities that do not correspond to the definition of formal education. NFE takes place both within and outside educational institutions and caters to people of all ages. It does not always lead to certification. NFE programmes are characterized by their variety, flexibility and ability to respond quickly to new educational needs of children or adults. Curricula may be based on formal education or on new approaches.

Non-Structural Measures: Refers to policies, awareness, knowledge de-velopment, public commitment, and methods and operating practices, including participatory mechanisms and the provision of information, which can reduce risk and related impacts

Quality education: The appropriateness, relevance and excellence of the education given to meet the needs and aspirations of an individual and society.

Reconstruction: An activity to bring about higher quality of life and secu-rity against disaster.

Recovery: Decisions and actions taken after a disaster with a view to re-storing or improving the pre-disaster living conditions of the stricken community, while encouraging and facilitating necessary adjustments to reduce disaster risks.


Relief: An act of helping or alleviating the conditions of persons who are suffering from the effects of disaster.

Resilience: The ability of a system, community or society exposed to hazards to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions.

Response: The act of implementing or translating into actions what are called for by the preparedness plans. Response includes actions taken to save lives and prevent further damage in a disaster or emergency situation. Seeking shelter from strong winds accompanying a typhoon and evacuating to higher grounds due to an impending flood are examples of response.

Retrofitting: Reinforcement or upgrading of existing structures to become more resistant and resilient to the damaging effects of hazards. Examples of retrofitting include adding bracing to stiffen walls, reinforcing pillars, adding steel ties between walls and roofs, installing shutters on windows, and improving the protection of important facilities and equipment.

Risk: The expected number of lives lost, persons injured, damage to property and disruption of economic activity due to natural phenomenon, and consequently the product of specific risk and elements at risk. Specific risk means the expected degree of loss due to a particular phenomenon. Elements at risk means the population, buildings and civil engineering works, economic activities, public services, utilities and infrastructure, etc., at risk in a given area.

Risk Assessment / Analysis: A methodology to determine the nature and extent of risk by analyzing potential hazards and evaluating existing conditions of vulnerability that could pose a potential threat or harm to people, property, livelihood and the environment on which they depend.

Sinkhole: A localized depression in the surface topography, usually caused by the collapse of a sub-terranean structure, such as a cave and can de-velop suddenly in populated areas and lead to the collapse of buildings and other structures.


Structural Measures: Refers to any physical construction to reduce or avoid possible impacts of hazards, which include engineering measures and construction of hazard-resistant and protective structures and infrastructure.

Tectonic: Refers to the forces or conditions within the earth that cause movements of the crust.

Threat: A potentially damaging physical event, phenomenon or activity of an intentional/ malicious character.

Topography: The art of practice of a graphic delineation in detail on maps or charts of selected natural and man-made features of a place or region.

Tsunami. Giant sea waves generated by under-the-sea earthquakes and volcanic eruptions.

United Nations International Strategy for Disaster Reduction (UNISDR): The United Nations-mandated global strategy leads a global disaster risk reduction movement focused on meeting the objectives of the Hy-ogo Framework of Action to build “a culture of prevention” in society as part of sustainable development.

Volcanic eruption: The point in which a volcano is active and releases its power, and the eruptions come in many forms.

Vulnerability: The conditions determined by physical, social, economic, and environmental factors or processes, which increase the susceptibil-ity of a community to the impact of hazards.

Vulnerability assessment: Stakeholders identify the element of risk per hazard type and analyze the reasons why these elements are at risk.


Suggested Readings and Website

Federal Emergency Management Agency: FEMA.gov.www.fema.gov/

FEMA for Kids - Ready.gov.www.ready.gov/kids

Global Facilitators Serving Communities (GFSC) http://globalfacilitators.org/

IFC (International Finance Corporation, World Bank Group). http://www.ifc.org/wps/wcm/connect/corp_ext_content/ifc_external_cor-porate_site/home.

INEE (Inter-Agency Network for Education in Emergencies). http://www.ineesite.org/en/

Save the Children. http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

SEARO|WHO South-East Asia Region. https://www.google.com/search?q=SEARO&ie=utf-8&oe=utf-8&aq=t&safe=strict&gws_rd=ssl.

The ASEAN Agreement on Disaster Management and Emergency Re-sponse. http://www.asean.org/communities/asean-socio-cultural-community/item/the-asean-agreement-on-disaster-management-and-emergency-response

UNESCO Education for disaster preparedness. http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=2795#.U6zIAfmSz1E

UNISDR (The United Nations Office for Disaster Risk Reduction). http://www.unisdr.org/.


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Asian Disaster Preparedness Center (2006). Critical Guidelines on Com-munity-Based Disaster Risk Management. Bangkok, Thailand. www.preventionweb.net/english/professional/trainings.../v.php?id...

Asian Disaster Preparedness Center (2008). A Study on Impact of Disas-ters on the Education Sector in Cambodia. Bangkok:ADPC. http://www.adpc.net/V2007/IKM/ONLINE%20DOCUMENTS/down-loads/2008/Mar/MDRDEducationCambodiaFinal_Mar08.pdf

Cardona, O.D., M.K. van Aalst, J. Birkmann, M. Fordham, G. McGregor, R. Perez, R.S. Pulwarty, E.L.F. Schipper, and B.T. Sinh. (2012) Determinants of Risk: Exposure and Vulnerability. In Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation [Field, C.B., V. Barros, T.F. Stocker, D. Qin, D.J. Dokken, K.L. Ebi, M.D. Mastrandrea, K.J. Mach, G.-K. Plattner, S.K. Allen, M. Tignor, and P.M. Midgley (eds.)]. A Special Report of Working Groups I and II of the Intergovernmental Panel on Climate Change (IPCC). Cambridge University Press, Cambridge, UK, and New York, NY, USA. pp. 65-108.

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Impact of Disasters on the Education Sector in Cambodia. http://www.adpc.net/v2007/ikm/ONLINE%20DOCUMENTS/downloads/2008/Mar/MDRDEducationCambodiaFinal_Mar08.pdf

Integration of Disaster Risk Reduction Into The School Curriculum. http://www.unicef.org/education/files/DRRinCurricula-mapping30coun-triesFINAL.pdf

Khan, H. , Vasilescu, L. G., & Khan, A., Disaster Management Cycle – A Theoretical Approach. www.mnmk.ro/documents/2008/2008-6.pdf

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Miththapala, S. (2008). Integrating environmental safeguards into disaster risk management. Volume 2: The Disaster Management Cycle (Online). Colombo: Ecosystems and Livelihoods Group, Asia, IUCN. vi+43 pp. www.preventionweb.net/.../9642_200805821....

Petal, M. (2008). Disaster Prevention for Schools: Guidance for Education Sector Decision-Makers (Consultation version). UNISDR: Geneva. www.preventionweb.net/files/7344_DPforSchoolssm.pdf


School Disaster Management Plan. tdma.nic.in/pdf/n127.pdf

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Sriyanie Miththapala (2008). Integrating environmental safeguards into Disaster Management: a field manual Volume 2: The Disaster Manage-ment Cycle. Ecosystems and Livelihoods Group, Asia, IUCN.tems and

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Annex ACase Examples

Integration of Disaster Risk Reduction Into The School Curriculum

Authors David Selby and Fumiyo Kagawa

[Source: http://www.unicef.org/education/files/DRRin Curricula-Mapping30countriesFINAL.pdf]

CAMBODIA

Curriculum Development/Integration

DRR was integrated into the pilot curriculum through the insertion of chapters into the standard textbook for Geography and Earth Studies; the writing of a separate student textbook covering a range of potential hazards; a Teacher’s Manual for grade 8 Geography and Earth Studies giving details of duration, resources required, student activities and teaching methods (MoEYS, 2008). The lessons focus primarily on floods, but also include some coverage of volcanic eruptions, earthquakes and hurricanes, drought and deforestation.

Specific lesson topics added to the Geography and Earth Studies curriculum include: flood disaster in Asia, flooding and child protection measures, flooding risks, flood risk reduction through forestry protection, types of food and protection from each type, school flood mitigation measures, avoiding flood risk, coastal flooding, causes of floods and drought, impacts of floods, starvation caused by floods and drought, volcanic eruptions, earthquakes and hurricanes (Ibid). Some lessons focus on Asia in general, some on regions of South East Asia and East Asia, some on Cambodia or other specific Asian countries (ibid).

Pedagogy

The learning and teaching methodology proposed is primarily a combination of whole class and large group discussion following the writing of workbook answers so as to bring factual data to the surface. Through such modalities, knowledge outcomes are predominant over skills development and attitudinal outcomes. The use of songs, competitions, posters, and plays referred to in a 2010 report (APDC, 2010) is not yet reflected in the Teacher’s Manual (MoEYS, 2008).


Student Assessment

The module offers ’exercises for the children to test their understanding’ (ADPC, 2008, 19). There is no indication of assessment of DRR-related skills or behaviour.

Teacher Professional Development/Guidance

The Teacher’s Manual offers guidance on the facilitation of nineteen short lessons based on and also extending what is in the textbook. For each section the Manual offers lesson objectives (see below), text pages and materials to be used, duration (always 10 minutes), teaching methodology, questions for students to respond to in their notebooks prior to discussing their answers in whole class sessions with the teacher.

Instruction in using the curriculum materials was given to the teachers par-ticipating in the pilots. Provincial and district education officers and school principals of the pilot schools also attended the training sessions. The ses-sions: ‘provided guidelines for writing lesson plans, participants practiced teaching in the classroom in a simulation exercise; feedback on teaching techniques and methodologies in the delivery of the DRR modules were provided’. A training of trainers approach was also used to help cascade training to teachers in the four provinces in which pilot implementation occurred. Curriculum specialists from MoEYS, NCDM staff and Technical Working Group members as well as school principals monitored the teach-ing of the DRR lessons (ADPC, 2010, n.p.).

Learning Outcomes/Competencies

Each of the nineteen lessons in the Teacher’s Manual includes a list of learn-ing objectives for the additional ten-minute teaching section. The learning objectives enumerated primarily concern requiring disaster-related geo-graphical knowledge, for example, “the students will be able to identify the types of flood hazards in Cambodia” and “the students will be able to identify environmental issues that impact negatively on Cambodian soci-ety and economy.” In addition, some dispositional learning outcomes are included such as ‘the students will be cautious and prepared before and during floods’ and ‘the students will be interested in contributing to natu-ral disaster preparedness’ (MoEYS, 2008). Throughout the lessons, how-ever, there is a dearth of DRR-related skills learning outcomes. Overall,


there is something of a contradiction between the Project’s larger goals of fostering proactive student engagement with disaster preparedness, prevention and mitigation and a programme that is solely oriented towards knowledge acquisition.

INDONESIA


Integration of disaster risk reduction in school curricula occurs in three ways.

First, DRR themes and topics are integrated into existing subjects. The for-mal Indonesian school curriculum at the primary, intermediate and higher secondary levels has subjects which are roughly grouped into the following five categories: Religion and Culture; Language and Arts; Social Studies; Science and Technology; Physical Education and Health. Disaster-related curriculum content is restricted to Social Studies, Science, and Physical Education, in which it appears at all grade levels. Of these three subjects, Physical Education and Health contains the largest number of sections and units relating to disasters and safety, topics and themes including: sani-tation, traffic safety, safety from physical surroundings (grades 1-3); safe outdoor activities, first aid, preservation of healthy environment, mutual help, cooperation and support (grades 7-9). In general, DRR-related topics are more fully present in the lower-grade levels than in the higher-grade levels (Pandey, 2007).

Steps for the integration of DRR into subjects are as follows: identifying learning materials on DRR; analyzing DRR-related basic competencies to be integrated; developing integrated DRR syllabus; developing lesson plans (Harianti, 2011).

Second, DRR is taught as a special subject within the Local Content Cur-riculum (LCC). Indonesia introduced the new curriculum system, called the Education Unit Curriculum (Kurikulum Tingkat Satuan Pendidikan/ KTSP) in 2006 for primary and secondary schools through the National Education Minister’s Regulation No. 22/2006. The new curriculum system provides a signi!cant level of autonomy and flexibility to each school. They can develop or adapt their own textbooks and curricula by taking into ac-count the local and school context (including locally speci!c disaster risks),


local culture, and the needs and conditions of learners (Pandey, 2007). Steps in developing LCC are: analyzing local social, cultural and natural needs; developing standard and basic competencies; developing guidelines, a syllabus and lesson plans (Harianti, 2011).

Third, DRR is taught through a self-development programme that takes place during the academic school year. Examples include support counsel-ling activities and extracurricular activities (Harianti, 2011). Hazard-specif-ic textbooks are available at the primary, junior, secondary and tertiary lev-els, and cover disaster knowledge, preparedness and recovery. To support teachers, a training manual, DRR modules, and reference materials have been developed in local languages. Teachers also are encouraged to de-velop their own textbooks (ASEAN/UNISDR, 2011). For example, the Ban-gung city school adapted a localized textbook for Social Science (grade 4) including a text with exercises that address earthquakes, volcanoes, floods and precautionary measures (Pandey, 2007).

Pedagogy

One of the challenges in DRR curriculum development in Indonesia is the fact that teachers are often poorly trained and have ‘a very narrow range of teaching methodologies’ available to them. They tend to think of students as passive receivers of information and expect them to memorize facts passed down to them (UNISDR, 2007, 17). In Indonesia, a number of child-led and/or child-centred DRR programmes and materials have been developed by NGOs and UN organizations. Some examples include the Disaster Awareness in Primary School (DAPS) project and the Yogoyakarta earthquake response programme (see below for further details).

In the wake of the 2004 Tsunami, UNESCO developed two supplementary learning materials on natural disaster preparedness for junior and senior high school students (Folding Picture Kit and Disaster Master-Natural Disaster Preparedness Game). They paid attention not only to improving cognitive understandings of the six most devastating and common hazards in the country (i.e., earthquakes, tsunami, floods, landslides, volcanic eruptions, hurricanes) but also to using principles of ‘joyful learning.’


The Folding Picture Kit includes 12 different pictures explaining what is to be done before, during and after a natural disaster. In the classroom, students are divided into small groups to discuss one disaster before plenary exchange session is held. The Disaster Master is a board game which also focuses on the same six common and most serious hazards. The game was designed to help students understand concepts concerning disasters and appropriate actions to reduce disaster risks. A key skill to be developed through those activities is oral communication (UNESCO, 2007).

Student Assessment

Research thus far has revealed very little evidence on DRR student assessment.


There are some successful examples in integrating child-centred pedago-gies into formal school curriculum by mobilizing teacher training oppor-tunities. The Disaster Awareness in Primary Schools (DAPS) project was implemented by the Science Education Quality Improvement Project, Indonesia, and the German government from October 2005 to December 2008. DAPS aimed at developing understanding of natural hazards as well as disaster prevention and mitigation knowledge and skills. It was imple-mented in eight provinces involving 58,000 primary school students (De-partment of Interior and Local Government et al., 2008). DAPS first trained key people (e.g., local consultants in targeted provinces) on major hazards (earthquakes, landslides, floods, and tsunami) who then spread informa-tion on what they had learned to school directors, teachers and other key stakeholders. The number of those attending each training event was lim-ited to 20 so as to maximize active participation. Understanding the gov-ernment authorities’ reluctance to introduce new topics into the crowded curriculum and to further overburden teachers’ workload, the emphasis was on integrating topics on hazards into existing subjects: Indonesian Language, Science, Social Studies, Physical Education, and Art. For ex-ample, some teachers addressed flood disaster preparedness within the curriculum activity on ‘reading and discussing its contents’ in Indonesian Language. Child friendly pedagogies, group work and raising meaningful questions were encouraged (UNISDR, 2007).


What is particularly noteworthy about this project was that it confronted the foreseeable key obstacles from the beginning of the project. In Indo-nesian society, there is a superstition which says that natural hazards are ‘supernatural’. The project helped teachers to handle fatalistic attitudes among students by asking them ‘whether they would rather try to pro-tect their families or simply leave it to fate’ (Ibid, 19). To address the poor qualification of many teachers, the project prioritized the most important messages, and avoided scientific language and formulas whenever possi-ble, using simple language and visual aids (e.g., pictures, videos, role play). Finally, the teachers were provided with materials requiring minimal prep-aration so as not to overburden them (ibid).

Another example in integrating child-centred DRR into the formal school curriculum (at the elementary level) emerged through the Save the Chil-dren Yogyakarta earthquake response programme which supported 99 el-ementary schools in Bantul and Klaten districts. It included components of teacher training, curriculum development (including pilot testing), and advocacy. This project partnered with the government education office at sub-district level and four NGOs implemented the Emergency Education Preparedness and Psycho-Social Support (EEPS) that trained teachers us-ing a cascade approach. A total of 642 teachers were trained from 99 affect-ed schools. Based on the success of the EEPS, teacher training and taking into account the expressed needs of teachers, a further training programme was offered to help teachers facilitate active learning approaches closely linked to the national curriculum. In terms of curriculum development, af-ter receiving School Based Curriculum Development Training, the selected 30 teachers from 30 schools drafted Samples of Lesson Plans on Integrating Disaster Preparedness into Elementary School Subjects, which were fully in line with the national curriculum. After field tests in two schools for two months, this was finalized and printed as a manual. It was distributed to all teachers in the 99 target schools during a one-day workshop introduc-ing the use of the manual. This initiative gained support from the Ministry of National Education on Education in Emergencies. After the training of 48 staff members from the Ministry, 14 Ministry staff, 14 teachers from dif-ferent provinces and two Save the Children staff members analyzed and revised the initial manual to adapt it to the national level.

In 2009, Samples of Lesson Plans on Integrating Disaster Prepared-ness into Elementary School Subjects were published by the Curriculum Centre of the Research and Development Office of the Ministry of Na-tional Education. The document is organized according to each of six


elementary grade levels. Grades 1-3 are organized thematically (Grade 1 on floods and earthquake hazards; Grade 2 on endemic diarrhoea, tsunami, and volcano eruptions; Grade 3 on the Chikungunya epidemic, forest fires, and landslides). Grades 4-6 address different types of hazards across the following subjects: Islamic Religion, Civic Education, Mathematics, Indonesian Language, Science, Social Science, Arts, Physical and Health Education. Teaching activities, syllabuses and teaching implementation plans are included (Ministry of National Education Research and Development Office Curriculum Centre, 2009).

Save the Children’s ongoing teacher training further accumulated materials and inputs from teachers, which then informed the revision of the manual that was completed in March 2010. One thousand copies were distributed to participating schools and the Curriculum Centre.

One of the challenges in the integration of DRR into school curriculum includes the lack of proper guidelines in integrating DRR into school curriculum in an effective and joyful approach’ (Sardjunani, 2010).


Pandey (2007) has analyzed disaster and safety related competencies in key subject areas that address disaster and safety issues within the Indonesian curriculum. In Physical Education and Health, basic competencies for grades 1 to 3 are the ability to practice safe and hygienic daily life (i.e., sanitation, traffic safety, safety from physical surroundings). For grades 4 to 6, the ability to conduct safe outdoor activities (e.g., camping) and practice healthy ways of life are expected. For grades 7-9, students are expected to practice safety procedures and first aid for light injury. A live demonstration of the values of responsibility, cooperation, tolerance, mutual help and decision making in a group is also expected. For the upper secondary level, mountaineering and rescue skills, understanding of mutual help and support as well as a humanitarian ethic are expected outcomes.

In Social Studies, there are very few references to disaster types in and around Indonesia at primary level, while grade 6 basic competencies include ‘to know how to face natural disasters’ (Ibid, 79). Pandey observes that ‘in (the) middle school, human interaction with natural environment is to be explained, though there is no direct reference to disaster and risk’ (Ibid, 79).


In terms of Science curriculum, Pandey points out the overall lack of competencies relating to the science of specific hazards: ‘Being a disaster hot spot country, Indonesia faces multiple hazards and students are ideally supposed to have fundamental knowledge [on] how and why it happens. However, there is no scientific reference and knowledge towards this in current school curricula’ (Ibid, 79).

Concrete examples of competencies for the local content curriculum have not been unearthed.

LAO PDR


From 2001 to 2003, the first DRR curriculum development initiative took place in Lao PDR. The National Disaster Management Office (NDMO) and the National Research Institute for Educational Sciences (NRIES) of the Ministry of Education, with support from Asian Disaster Prevention Centre (ADPC), implemented a project on DRR communication strategies. The project included DRR school curriculum development in which grades 3, 4 and 5 textbooks (subject areas unknown) were developed and pilot tested (ADPC, 2010).

Under the Regional Consultative Committees Programme on Mainstream-ing Disaster Risk Reduction (RCC MDRD), Lao PDR was one of three South East Asian RCC member countries that took up the implementation of a Priority Implementation Partnership (PIP) in order to mainstream DRR in the education sector (MDRD-EDU). Working with NDMO, The Ministry of Education undertook the integration of DRR into the secondary school curriculum, as well as the promotion of hazard resilient school construc-tion. Phase one of the project took place from January 2007 to April 2008, and phase two from September 2008 to December 2009 (ADPC 2008, 2010).

During the MDRD-EDU, DRR curriculum integration took place in two subjects, Natural Science and Social Science, both at grade 6. After being pi-loted in schools, DRR was integrated into chapters in Natural Science (i.e., disasters, landslides, earthquakes, floods, drought, fire, pollution prob-lems) and chapters in Social Science curriculum (i.e., road accident, civil unrest). During the first phase of the project, the DRR modules were taught to a total of 738 students in 15 schools from four provinces (ADPC, 2008).


Pedagogy

There are fleeting allusions to pedagogies used in teaching the DRR modules developed under the MDRD-EDU project: songs, competitions, posters and plays, picture-related activities, and group discussions (ADPC 2008, 2010). However, DRR pedagogical development does not feature strongly in the literature examined.

A notable exception is an AusAID-funded pilot project entitled Disaster Risk Education for Children (DREC). With technical support from ADPC41, Save the Children Australia implemented this pilot project in the Sayaboury District from July 2007 to December 2009 and in Xieng Hone District from July 2007 to December 2009. It introduced not only the concept of DRR but also a child-led and child-focused approach based on Save the Children’s extensive expertise. The project aimed at promoting awareness of DRR among teachers, parents and school children; supporting children and youth to play a leading role in their community for DRR; addressing the cross-cutting themes of HIV/AIDS prevention, gender and the environment. The project made a concerted effort to link both formal curricula and extracurricular activities so that children could develop both the knowledge and skills necessary for DRR. For the formal curriculum, DRR modules and materials were integrated into the 20% local content allowance for local schools. Extracurricular activities were organized through the after-school DRR club for both boarders and day students of all ages. DRR curricula predicated upon the participatory and child-centred approach challenged traditional lecture-based teaching methods (Vanaspong, 2011).

The project evaluation reports the positive impact of child-centred pedagogies on both students and teachers. Even though general life skills improvement was not an intended project objective, teachers noticed that children learnt ‘skills in daily life such as being more responsible, punctual and cooperative’ and also ‘learnt to listen to their friends and think more of others and about issues faced by their communities’ (Ibid). Parents also noticed that children had developed ‘more social skills and communicate better in daily life’ (Ibid). The participating children themselves reported an increased sense of confidence in expressing themselves and ‘thinking and doing things by themselves’, which are significant achievements insofar as they defy traditional cultural norms. In terms of knowledge and skills, students gained an understanding of the causes and impact of disasters,


thus better understanding their own communities through risk analysis, and teamwork and leadership skills (Ibid). The participating teachers ‘applied child centred approach in their classes’, although they always provided lecture beforehand (Ibid, 46). One of the unexpected findings was ‘the teachers directly linked the DRR modules with increase in school attendance. This was due to the teachers being trained in child-centred teaching and learning and this learning was used in other classrooms which made children enjoy class more!’ The project report notes that in children’s capacity building, it is important to work more with adults to facilitate meaningful child participation (Ibid, 20).

Student Assessment

No details of DRR-specific student assessment have been found within available MDRD-EDU documentation.


A teacher’s guide accompanying the student modules and six supplementary story booklets on hazard related topics (e.g., road accidents, pollution, fire and storm, drought and landslides) were developed (ASEAN/UNISDR, 2011). There were capacity-building training opportunities in both phases of MDRD-EDU project. During phase one, two training sessions were provided to participants including principals and teachers of the selected pilot schools, district and provincial educational officers, and district pedagogical advisors (32 participants for the first and 18 for the second). During phase two, teacher-trainers from eight provincial training centres took part in the training (ADPC, 2010). A series of teacher training and instruction in trainer events was also conducted in order to build the capacity of teachers and of regional centre training officers of the MoE National Teachers Training Institute. The specific purpose of ToT was to enable them to lead the integration of the DRR training module into the existing annual programme of training of teachers in their jurisdiction.



Examination of the Textbook on Disaster Education in Secondary School: Integrated into the Natural and Social Sciences (Education Science Re-search Institute, Ministry of Education, 2007) illuminates some DRR leaning goals. Knowledge-based goals are predominant in the book, e.g., obtaining knowledge of different kinds of risks, causes and effects of disasters, and prevention. Students are also expected to understand what to do during and after natural hazards such as earthquakes, floods and drought. How-ever, skills-based competencies are restricted to first aid skills and monitor-ing water sources (linked to drought). Attitudinal learning goals are also scarce. Attitudes towards such concerns as conserving natural resources and avoiding anti-social behaviour are briefly mentioned.

In the DREC project mentioned above, there were a number of knowledge, skills and attitudinal learning outcomes. Examples include: developing knowledge of disasters, analytical and problem solving skills (through, for example, research, hazard-risk mapping, developing contingency plans), active participation skills, dispositions of self and mutual help in case of a disaster, concerns with conserving nature, effective risk communication (informing parents and community members) among others.

MYANMAR

The Myanmar Action Plan on Disaster Risk Reduction (MAPDDR), 2009-15, includes public awareness, education and training as a major compo-nent while the Strategic National Action Plan identifies education as key to building a culture of resilience (ASEAN/UNISDR, 2011, 8). Thus far, this has not been followed by a Ministry of Education order to mainstream DRR into the education system and school curriculum (ASEAN/UNISDR, 2011, 27).

A Disaster Preparedness and Response Education (DPRE) Working Group with representatives from the Department of Educational Planning and Training, the Ministry of Education, UN agencies and non-governmental organizations, was formed in August 2008. It is responsible for collecting, organizing and developing learning and teaching materials, distributing them to schools, and training teachers in their classroom use (Ibid. 9; UNISDR, 2010, 14).


Myanmar embraces a subject-based approach to introducing DRR in the curriculum ASEAN/UNISDR, 2011, 27). Life Skills is the principal subject carrier across the primary and lower secondary grade levels, mainly within one of the subject’s five main areas, Environmental Education. Grade 5 Life Skills includes a unit on Caution in Emergencies (primarily covering floods, tsunami, earthquakes and forest fires); grade 6 Life Skills has a unit entitled Emergency! It’s Flooding!; grade 7 Life Skills addresses Disaster Preparedness; grade 8 has a topic covering earthquakes, landslides and safety in the event of fire. In addition to the Life Skills contribution to DRR at these grade levels, a recently revised General Science curriculum includes topics on Thunderstorms in grade 6 and Storms in grade 8. (Ibid, 2011, 10).

At the upper secondary level the grade 10 English curriculum includes a reading unit with comprehension exercises on Earthquakes, while Geography in grade 11 includes a topic on Earth Surface Processes. It remains to be seen whether these two subjects are optional or required at the levels concerned.

An activity book, Let’s Be Prepared for Disasters, has been made available for primary level use. It uses ‘interactive tools and fun-based activities for children to work individually and in groups’ and ‘can be used for different age groups as deemed suitable by their school teachers’ (UNESCO, undated).

A secondary level student manual, Ready~Set~Prepared!, offers guidance in making disaster preparedness plans, family communications plans in time of disaster and planning disaster supply kits and also gives advice on recognizing looming disaster danger signs and steps to take if disaster strikes (UNICEF, undated).

In conjunction with UNESCO, the Ministry of Education has developed and delivered a training package for teachers and principals in hazard-prone areas since 2009 (Ibid. 16; Myanmar National Progress Report, 2010, 14). While this falls short of systematic national training, ‘Myanmar’ is moving towards attaining sustainability by way of considering the integration of (the) DM training course in the usual teacher training system’ (Ibid. 27).


The Myanmar National Progress Report on Implementation of the Hyogo Framework for Action (UNISDR, 2010, 14) refers to the inclusion of DRR in the national education curriculum as ‘not complete’ but refrains from specifying its completion as a challenge to be addressed. ‘Due to the tight school routine, there is little time to practice DRR in schools. Insufficient DRR related teaching aids to stimulate students’ interest and participation is also a challenge. The three-month summer holiday limits DRR programme implementation’ (Ibid).

Building further on the DRR threads within the Life Skills curriculum may well be the optimal way forward. Life Skills is a learning area free of the cultural baggage and well-worn furrow of traditional subjects and hence well-placed to address the skills and attitudinal learning outcomes of a fully-fledged DRR curriculum.

PHILIPPINES


It was the Department of Education and a Technical Working Group (TWG)’s decision to integrate DRR topics into existing school subjects rath-er than creating a new subject. The Philippines’ strategy of DRR integration has been competency-based: ‘There is a given list of competencies deter-mined by the school curriculum committee. In line with this, the committee first develops core messages about DRR followed by the development of key concepts, and, finally the development of the module. The committee determines which hazards should become part of the content. The DepEd then develops the exemplar’ (ASEAN/UNISDR, 2011, 28).

DRR components have been integrated into Natural Science (grade 7) and Social Studies (grade 7) mainly by making teaching and learning support materials available (i.e., lesson exemplars and modules developed by the TWG, see DepEd, 2009 a, b).

Mainstreaming Disaster Risk Reduction in the Education Sector in the Phil-ippines: Teacher/Student Modules Science 1 (DepEd, 2009b) is a reference book which includes definitions and causes of hazards most relevant to the national context (i.e., heat waves, fire, landslides, earthquake, volcanic eruptions, tornados, tropical cyclone, floods, storm surges, tsunamis, glob-al warming and climate change). It explains what to do before, during and after disasters and also includes chapters about disaster supply kits and


family disaster plans. The Teacher/Student Modules booklet states that ‘the transfer and acquisition of knowledge between teachers and students is vital in the creation of a culture of prevention, safety, and resilience that extends to communities as students are transformed from being victims of disasters to agents of disaster risk reduction’ (Ibid, no pagination).

During the first phase of MDRD-EDU, 2,600 students were taught in pilot schools with a further 2,600 students being taught during the second phase (DepEd, undated).

In the Philippines, DRR mainstreaming in the school curriculum has run alongside and complementary to the integration of other governmental initiatives on global warming and food security into the school curriculum (Ibid).

Pedagogy

As mentioned above, the TWG developed teaching and learning support materials and lesson exemplars. The booklet of lesson exemplars is a guide for teachers in their lessons. Chapters are organized according to different hazard types, each chapter including key information, activity instructions and discussion questions.

There are other teaching aids to complement Natural Science and Social Studies subjects. Existing materials developed by government agents and NGOs were reviewed and some have been adapted as teaching aids.

There are more general DRR materials. For instance, Tales of Disasters (DepEd, 2009c) is for children (with no mention of target grade levels and subject areas). This guide contains a complete lesson plan breakdown with a range of amusing activities that can be used with two films (Tales of Disasters Peace Building Two Gardens) shown to a group. For an amusing and imaginative way of teaching and learning, using puppets is suggested (Ibid).

Save the Children developed the primary level workbooks under the title My Little Book on Disaster Preparedness (Save the Children and DepEd, 2007a, b, c, d, and e). They aim to help children understand how to stay safe before, during and after disasters. This series of workbooks covers locally relevant hazards such as fire, typhoon, earthquakes, floods, mudslides, and tsunamis. The mixture of learning methods includes: drawings, poems, quizzes, songs, riddles, role play, pantomime (Ibid.).


Throughout the two phases of the MDRD-EDU project, teaching effective-ness was evaluated, and observation forms to evaluate teachers were de-veloped by DepEd (DepEd, undated).

Student Assessment

There are some examples of DRR student learning assessment tools in the Lesson Exemplars booklet on Science (DepE, 2009a). At the end of most of the chapters (each focusing on one specific hazard), there is a section entitled ‘evaluation’. For example, the chapter on global warming and climate change asks students ‘to explain how the following greenhouse gases enter the atmosphere because of human activities: 1. carbon dioxide; 2. methane; 3.nitrous oxide; 4.”ourinated gases’ (Ibid, 5). The chapter on landslides asks students to ‘write your insights about landslide’ (Ibid, 13), while the chapter on tsunami asks students to ‘write an essay on the topic: “When tsunami strikes” ’ (Ibid.17).

Tales of Disasters (DepEd, 2009c) includes a monitoring quiz report form for each lesson. Following viewing of a film the same questions are asked before and after the discussion in order to see how effective the session was. For example, for the typhoon/tropical cyclone lesson, the following questions and alternative answers (with answers put forward correct in italics) are used:

• During tropical cyclone season, how soon can you find out if a storm is heading your way?

A. Several days or more beforehand so you have some time to prepare

B. Less than an hour beforehand so you have to act very quickly

• What is THE SAFEST thing to do when a major tropical cyclone is about to hit?

A. Stay at home, close all doors and windows, and do not go outside

B. Leave your home and go to a community shelter

• The tropical cyclone is now ONE HOUR away from your home. What should you do?

A. Turn off gas and electric supplies and then go to the shelter

B. Do not do anything; go immediately to the shelter (Ibid. 83).


Students are asked to choose A or B by raising their hands with their eyes closed so that they will not be influenced by other students and will not feel badly if their answer is incorrect (ibid).


During the MDRD-EDU project, training of trainers and education super-visors (ToT) was provided to support the use of the new DRR curriculum materials in grade 7. In addition to Science and Social Science teachers and education supervisors, representatives from the following governmental departments, among others, also received training: The Office of Civil De-fense, Department of Environment and National Resources, Department of Energy, Department of Science and Technology, Department of Health, National Police (Centre for Disaster Preparedness, 2008; DepEd et al, un-dated).

Since 2002, the Philippine Institute of Volcanology and Seismology has held annually a three-day workshop on earthquake and volcano hazard awareness and disaster preparedness for public school teachers of Metro Manila (UNISDR, 2011).

Reflecting upon the initiative thus far, we believe that further enhancement of the capacity of teachers and the development of pedagogical strategies (taking into consideration varied learning abilities, gender and disability) remain vital strategies to pursue (DepEd, undated).


Although a systematic list or statement of DRR learning outcomes has not yet been developed, statements of objectives are included in the Lesson Exemplars booklet on Science (DepEd, 2009a). For example, the chapter on heat waves states that at the end of the lesson, students will be able to define heat waves, list down their effects and develop a plan to minimize their impact (Ibid. 6). The chapter on tropical cyclones states that the lesson will enable students to differentiate weather from climate, describe the Philippines’ climate, identify tropical cyclones and classify according to the speed of circulating winds, explain warning signals of a tropical cyclone and provide information on disaster preparedness relative to a tropical cyclone (Ibid. 22).


Annex BTHE ALERT RABBIT

[Source: seap.savethechildren.se/.../The-Alert-Rabbit/]

In a village called ‘Baan Talae Nok, Rabbit was sleeping soundly on the beach until his sleepy ears caught a news report on the radio.

“This is the first tsunami warning system test. Please continue your activities as usual.”

“Today at 8.30 AM., an earthquake occurred on Sumatra Island. Its magnitude of 5.73 on the Richter scale did not cause a tsunami in Thailand… End of first test.”

Since he was so drowsy, Rabbit only heard the last part of the message,”An earthquake occurred on Sumatra Island... cause a tsunami in Thailand...”

Rabbit was so frightened that his heart started to beat really fast and loudly. Rabbit shouted with all his might, “Oh God! A tsunami is coming. Run! Run for your life!”“A tsunami is coming! Run quickly! Our village is going to get hit!”

All the animals who heard him were frightened. They ran away together in a large group and shouted the message to everyone they saw along the way.

A few seconds passed before Butterfly realized that she should go back to gather her belongings.

For the rats, they said they should run for their lives first.

Baby Goat ran around crying for his parents because they were not in sight. “Baa… baa...,” he cried.

When Mother Frog saw Baby Goat, she suddenly realized that her children were not with her and that she must go find them.

“What should I do?” Little Cow cried. “My grandparents don’t want to run away. I should go back and stay with them.”

All the animals seemed to be in a state of panic and worried about every-thing.


All the animals seemed to be in a state of panic and worried about everything.

The animals kept running as fast as they could. They almost ran over Headman Ant, the village headman who was standing out front.

‘Bang!’ Everyone stopped immediately-crashed, fell and piled up into a giant ball.

Luckily, they didn’t crush the Headman Ant.

Headman Ant asked, “What happened? Why are you running away like a mad crowd?”

Rabbit said, “We’re running for our lives - from the tsunami! I heard the news report on the radio.”

Elephant quickly told Headman Ant to hop on his back so that they could flee together.

Headman Ant told the animals to stay calm. He then explained, “Hey! They were just testing the tsunami warning system. It didn’t happen for real… Let’s have a meeting tomorrow. We will discuss how we should prepare for a disaster. Now go back home and RELAX.

Headman Ant mumbled, “This is just a test and it’s chaos here!”

The next day at the village meeting, Headman Ant asked, “If a tsunami were to happen for real, what can we do now to prepare for it?”

Elephant snatched the radio from Alarmist Rabbit and proposed that, “We should always follow up on the news.”

Headman Ant added, “Yes, but if you can’t make heads or tails of the words, don’t jump to conclusions and smell, OK?”

“Err…. I think you probably meant, ‘don’t yell,’ right?” Elephant wasn’t quite sure.

Rabbit is relieved that his friends weren’t angry at him for all the chaos he caused yesterday. He was happy though that his radio was useful.


Butterfly then proudly showed her little basket. “I already put my valuable things away in a safe place so I don’t have to be too worried.”

One of the rats was eager to present his favorite backpack too.

“Here’s mine. I prepared it and always have it close to me. If anything happens, I can just grab it and run.”

Inside his backpack there was a bottle of water, dried herbs, dried food, some beans and a handy radio for listening to the news.

Mother Frog looked at all her children and said, “We agreed in the family that the kids will not go out to play by themselves in hazardous places. They will also tell us parents before going anywhere.”

“And here is our family photo. This will help people find our kids in case they get lost during the run,” says Father Frog. He and the little frogs showed everyone their newly-taken photo.

Headman Ant then suggested that when the Frog Family prepares their survival bag, the family photo should be one of the things in there.

Baby Goat and the little frogs who study at Baan Talae Nok School tried to relate all this to what they had learned in class.

“If we see the sea water going down really fast,” said one of the little frogs, ‘we must run to higher grounds or to the safe areas.’’

Baby Goat added that, “If we see air bubbles in the sea, with a terrible smell like hydrogen sulfide, or if the water is unusually muddy, we must inform the authorities immediately so that they will come to investigate. It might be an undersea volcano - and if it erupts, there could be a tsunami.”

Grandpa Ox took his turn by farting loudly.

“Like that!?” a little frog exclaimed.

“Hydrogen sulfide smells stinky like Grandpa Ox’s fart – like rotten eggs!”


Headman Ant asked Grandpa Ox, “I heard you and your wife agreed that you wouldn’t flee if a tsunami came?”

Grandpa Ox replied sadly, “We are too old. We don’t want to be a burden to anyone especially while everyone’s fleeing for their lives.”

Headman Ant said, “But that’s why we are here today, isn’t it? We’re here to discuss how we should help each other be more prepared. No one is a burden, Grandpa Ox! What would your little grandchildren do without you?”

“My family always eats in the fields here so we discussed where we should run to if a tsunami does come” said Baby Goat.

He then proudly presented a map that he drew with his father.

“Here. We put the routes on this map.”

Headman Ant agreed that mapping it out was a good idea. He gleefully said that they should have a village evacuation route map showing safe areas and hazardous zones so that everyone knows where to go and what to do.

Elephant volunteered to do a survey and figure out the routes.

1. Always follow disaster warning news closely;

2. Keep your valuable belongings in a safe place;

3. Prepare your survival bag and keep it in a place where it’s easy to grab;

4. Make an agreement with your children about the family evacuation plan;

5. Learn more about natural disasters in order to be able to monitor them;

6. Map out the village’s evacuation routes;

7. Develop a village evacuation plan and regularly conduct evacuation drills.

Headman Ant summarized all the suggestions, “These examples are very good. If we are prepared, we’ll be safe from a tsunami. I think we should appreciate Rabbit’s action the other day. Because he’s such an alarmist, we learned a lesson that we have to prepare. Okay, next time we meet, we will have mapped out clear evacuation routes and will conduct an evacuation drill together.”


Many days later….

While sleeping under his favorite tree, Rabbit heard news from the Mete-orology Department again.

“An earthquake with the magnitude of 7.2 on the Richter scale just occurred on Java Island. At the moment, the death toll has risen to 668. No report yet on whether the earthquake could cause a tsunami in Thailand. However, all small boats should remain at piers during the storm…”

Rabbit tried hard to stay calm, but his two legs were still shaking. Rabbit hopped as fast as he could towards his friends. He wanted to talk about how they should prepare.

Only a short while after Rabbit disappeared from the scene, the little frogs, the little elephants and Baby Goat passed by.

They saw a huge flame spreading towards the big forest. The children ran and told the adults.

Within a few minutes, the other animals ran to make firebreaks.

Headman Ant gave out instructions, “Come quick to this side. The firebreaks will prevent the fire from going further even if the wind blows this way!”

All the elephants trampled on the grass to make a clear long path.

All the rats helped bite the long grasses so that the cows could carry them away. They burned the beaten grass so that there was nothing left

to fuel the fire and make it go further.

On the hill, Headman Ant and Rabbit quickly raised the warning flag up high. The butterflies flew over the forest to see if there was anyone left in danger.

All the animals fled using the evacuation routes that they had prepared and finally joined each other at the safe area. A few sat down and started to eat food from their survival bags. Some fell asleep with exhaustion, and others were watching the fire which was nearly out. They had survived!


Headman Ant then checked for damages.

The butterflies reported that, “There was not much damage. The fire only burned down some trees and grass but they will grow again soon. Anyway we stocked our food in a safe place and were able to grab all our necessities to take with us because we were well-prepared. So this did not turn out to be a big drama like last time!”

Alarmist Rabbit asked others about the cause of the fire.

Headman Ant explained that, “The official investigation reported that a spark of electricity came from an old radio left under a pine tree. We don’t know who left it there, but obviously the radio exploded. The children who were playing around there saw it and informed us.”

Rabbit’s ears folded down embarrassingly. He exclaimed sadly, “No, no, no… It must have been my radio. Now it’s gone. Will I be able to repair it?”

One of the rats said, “COME on! Rabbit! It’s better that it was the radio and not lives that were lost!”

Headman Ant added, “We should regularly check our electrical equipment and repair it once we know something is wrong with it, otherwise we might die before we can even start running from the tsunami! Ha ha ha…!”

Father Elephant touched Rabbit’s head with his long trunk and tried to comfort him.

Rabbit then made up his mind and jumped up to announce, “OK! From now on, this Alarmist Rabbit will change and be the Alert Rabbit!”

All the animals laughed heartily. Everyone was determined to be Alert

Animals too; always well-prepared just like Rabbit. “Oh, yes, from now on we have to call him ‘Alert Rabbit,’ right?”

Date post:	21-May-2020
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LEADeXCELS - SEAMEO INNOTECH€¦ · your school to become more resilient and better prepared to...

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