THEMATIC Disaster Safety of Schools: A National Concern hildren are the most valuable Casset and are amongst the most vulnerable segments of society. Destruction caused by major earthquakes in the South-East Asian region over the past few years remind us of enormous task ahead of us to safeguard our schools and school children. During recent Sikkim Earthquake of 18th September 2011, a private school of G+4 storied building with RCC framed structure incurred a pan caking collapse of entire 1st floor resulting into death of four persons. Before earthquake, the building was running school of about 70 children. Had the earthquake happened on any of school day during day time, the casualties would have been extremely high. The AIDMI. Image: NSSP, completely collapsed Moon Light Inaugural Address by Shri M. Shahidhar Reddy, Vice Chairman NDMA at the Inception Workshop of the National School Safety Programme. School has received non-repairable/ non-retrofittable damage category 183 school children of Kutch, roof and were charred to death. It was disasters, school buildings have lost their lives while saluting the shocking to know that for a school suffered damages, destruction and tricolor on Republic day of 2001 and with strength of 900 students, there loss of lives of the children. The earthquake hit on the very same day. was only one narrow entrance for School Safety, thus, becomes one of One of the most tragic aspects of the children which also served as an exit. the most important obligations/ October 8, 2005 earthquake in objective for the country. In view of was the disastrous collapse The above facts remind us for proper above, NDMA has initiated a pilot of schools where over 8,000 schools awareness and sensitisation with programme on national school safety were either destroyed or damaged strict adherence of school safety programme with an overall outlay beyond repair. Over 17,000 children norms. The Supreme Court on 13th of Rs. 48.47 crore. Under this perished in these collapsed schools April, 2009 has directed all the States programme NDMA envisages for (approximately 23% of the total and Union Territories to implement formulation of draft National School deaths), and over 20,000 children the safety measures prescribed by the Safety Policy; training & capacity suffered serious injuries. On fateful National Building Code of , 2005 building in each districts of 22 States/ day of December 23, 1995, Dabwali in all government and private UTs falling in earthquake zones IV witnessed the killing of 500 people schools. While hearing Public Interest and V with a total coverage of 200 mostly children and parents during Litigation, the Court issued a schools; information, education and Annual Day Function of the DAV comprehensive time-bound plan to communication programme on the School of Dabwali. The casualties ensure safety of children in schools issue in all districts of 22 States/UTs. were higher because of the stampede in the light of the Kumbhakonam fire Besides above, two major segment of and because there was only one small tragedy in Tamil Nadu in July 2004. the programme is demonstrative gate as the exit of entire Pandal area. There were about 19 crore children retrofitting of one school each in 22 The blaze swept through the entire in the age group of 5 to 14 years States/UTs and non-structural Pandal, which was covered with a enrolled in 12 lakhs schools in our mitigation measures to be taken up synthetic sheet. In Kumbhakonam, country. 229 districts in 22 states and 200 schools in two districts each of 22 the fire that broke out at about 10.50 UTs fall in seismic zones IV and V. States/UTs. a.m. on 16th July, 2004 perished 94 There are 241 multi-hazards districts – Dr. Muzaffar Ahmed, children who were trapped under the in the country and all major natural Member, NDMA.

2 southasiadisasters.net November 2011 SUMMARY Sab ke Liye Salamat Shiksha: Key Coordination Areas for National School Safety Programme: Briefing Note

his note lists key coordination Though NSSP will now lead, the coordinated and communicated. Tareas for National School Safety past initiatives have far more to Perhaps this is the most important Programme (NSSP) of National contribute beyond training selection process in NSSP. Disaster Management Authority modules and materials to NSSP. • The conceptual framework of (NDMA) and key coordination areas The ongoing school safety work NSSP has now merged both the for Inter Agency Group on School is scattered but valuable to better key concepts: HFA and Right to Safety (IAG-SS). These areas emerged inform NSSP on ongoing basis. Education (RTE). Ways must be from the two-day inception • A positive and forward-looking found to coordinate efforts so workshop hosted by NDMA, UNICEF environment was built at the that HFA and RTE concepts feed and UNDP in New Delhi, on inception workshop among into each other and do not dilute September 1 and 2, 2011. The list is various stakeholders. Ways must one another. In addition, Child's drawn from various valuable panel be found to coordinate energy Right (CRC) must be a leading discussions during this event and between national and state GOs concept in the implementation one-to-one meetings organised by and international and local process. Therefore, all three AIDMI. The note is for the NDMA, NGOs. This can be done through concepts must be coordinated UNICEF and UNDP for planning next a collective and cooperative and converged in NSSP. steps for IAG-SS and NSSP. decision-making process for • The objective of NSSP is not to • Inter Agency Group on School coordination. do pilot (pilots have been done Safety is timely and must have • NDMA has taken a lead in by UN and INGOs and NGOs) an overriding focus: "Sab Ke liye detailing the plans and planning projects under NSSP, but Salamat Shiksha". process for NSSP. This excellent "Demonstration" projects. More • It is time to coordinate work lead has set the pace and shaped coordination on detailing what done on school safety so far by the road map with more clarity. is "demonstration" in NSSP is various states such as Gujarat and A key aspect of this plan at the needed. NSSP is demonstrating Maharashtra; UN system; INGOs district level is the selection of what; to whom; and how? And such as PLAN, Save the Children 200 schools in each district. Who why? More details will enlarge and ADRA; and NGOs such as should select, how, and why? impact of the NSSP beyond two AIDMI and SEEDs with NSSP. These decisions must be districts in each state. Image: NSSP, AIDMI. Image: NSSP, Two-day inception workshop organised on the Nation School Safety Programme led by National Disaster Management Authority.

November 2011 southasiadisasters.net 3 • There is a real need for IMPACT ASSESSMENT coordination of IAG-SS at the district level. How will IAG Impact of Earthquake on engage, add value, and help deliver results at the district level Schools in Sikkim through coordination? A workshop on this with IAG n earthquake of magnitude 6.8 occurred on 18th September at 18:11 hrs members will be timely if held IST in Sikkim- Border region. The event, which comes under the in the coming weeks. A website A category of "Moderate earthquake", was also reported and widely felt in (attached to NDMA) can be Sikkim, Assam, Meghalaya, northern parts of West Bengal, Bihar, and parts of developed to make NSSP other eastern and northern regions of India. The epicenter lies in a seismically activities transparent and known and active belt called, Alpide Himalayan seismic belt. The main shock effective. was followed by several aftershocks of low intensity and a few significant • The most important role of IAG- aftershocks (M?4.0). SS is of coordination: vertical coordination across national, As of October 04, 2011 the magnitude earthquake has claimed 112 lives in the state, and district; partner state. Many areas in the north district were inaccessible by road, posing a coordination across NGO, challenge to extending relief assistance to the people in need. The Government SDMAs and SSA; and of India had put 36 helicopters in action as part of the relief efforts. However, coordination of stages from heavy rains and dense fog hampered the entire operation. planning to results. These details are needed to be worked out and Schools post-earthquake can be worked out in the above • School education is interrupted and demand for skill development is mentioned national workshop. observed. A complaint mechanism for • Schools will resume from October 10, 2011, except in north where another participants at district level must 15 days time is needed to restore accessibility and normalcy. be designed to make NSSP more • Out of total 779 schools in the state, 682 are damaged (87% schools in the accountable. state), while 100% schools of north district are damaged. • There is a need for an • Repairing and reconstruction of schools are not yet planned. autonomous Resource Centre for the project, policy, and training Initial Needs in Schools: and education material on school • Repairing and reconstruction of temporary class rooms - in Gangtok of safety to service NDMA, SSA and east district in urban segment and also in affected areas in North district - IAG-SS and the states. These to begin with - and can be replicated in other affected schools in interior details of coordinating advocacy, parts of the state. training, and other material need • Repairing or reconstruction of school buildings of one entire district is to be worked out up front before timely. – Sanchit Oza NSSP rolls out in full speed.

Keeping some of the above nine points on Coordination in mind AIDMI offers to act as a Resource for NSSP and help set priority agenda at the national and state level; conduct process documentation for real time and subsequent learning; help with planning and conducting review and evaluation; help peer review the school safety policy and training module design process and product. – Mihir R. Bhatt * Shared as an input to NSSP by

AIDMI with NDMA and UNICEF on Image: Sikkim Earthquake, AIDMI. September 8, 2011. Schools equally suffered and damage due to the earthquake in Sikkim.

4 southasiadisasters.net November 2011 EMERGENCYTEXT RESPONSE Safer Education during Emergencies Image: AIDMI. The school can be a sanctuary, a child-friendly place where children can find a zone of peace and a sense of normalcy.

isasters and conflict impact non-formal youth education In December 2004, the Inter-Agency Deducation. 67 million primary programmes which emphasise skills Network for Education in school aged children and 71 million acquisition and the link to livelihood, Emergencies' Minimum Standards for adolescents remain out of school as well as the roles youth and Education in Emergencies, Chronic globally. Education during adolescents can play in restoring Crises and Early Reconstruction (INEE emergencies usually has low priority. livelihoods during recovery. Minimum Standards)1 was launched. It It usually faces challenges in terms of is the first global tool to define a lack of experienced staff, too much The United Nations' 'Education for minimum level of educational focus on short term relief needs, little All' movement and the Millennium quality and contribute to increased consensus among implementing Development Goals (MDG) have access, coordination, and agencies, poor coordination and recognised the fact that in order to accountability. It reflects rights and information management. Natural reach universal primary education, commitments as well as consensus on disasters, conflict and underlying disasters and conflict need to be good practices and lessons learned social vulnerability further affects our addressed. Among several across the field of education and ability to deliver basic social services. recommendations, the 2010 MDG protection in emergencies and post- summit has called for strengthened crisis situations. The INEE Minimum It has been recognised that the lack of efforts to incorporate primary Standards is complementary to the education and employment education as a fundamental element Sphere Project's Minimum Standards opportunities creates further of the response to, and preparedness for Disaster Response and vulnerabilities, and that this for, humanitarian emergencies – Humanitarian Charter. The INEE sometimes leads to a vicious cycle ensuring that affected countries are Standards currently go beyond a where it becomes even harder to supported by the international response mandate to incorporate access safe education. There is also community in their efforts to restore education into the preparedness, growing recognition that children their education systems. The Inter recovery and prevention aspects of and youth are highly vulnerable to Agency Standing Committee has disasters and conflicts. abuse, unsafe migration, forced established an Education Cluster for 1 Sources : INEE Minimum Standards conscription and unemployment crisis situations. On 9 July 2010, The Handbook: http://www.ineesite.org/ following disasters and conflict. UN General Assembly passed standards. EDUCATION IN Furthermore, there is greater Resolution A/64/L.58, "The Right to EMERGENCIES AND POST-CRISIS understanding of the importance of Education in Emergency Situations." TRANSITION UNICEF.

November 2011 southasiadisasters.net 5 The INEE Minimum Standards cover Teachers and other education hospitals. Risk reduction in education five categories: personnel: focuses on the also emphasises on building a culture administration and management of of resilience and safety through Minimum standards common to all human resources, including education, teacher training, training categories: focuses on the essential recruitment and selection, conditions on school level risk assessments, areas of community participation, the of service, and supervision and Development of DRR resources and use of local resources, initial support. guidelines, Building and retro-fitting assessment, appropriate response school infrastructure to be disaster- and continued monitoring and Education policy and coordination: resistant and finally strengthening evaluation, which are required when focuses on policy formulation and disaster preparedness in education. applying any other standard within enactment, planning and – Chiranjeet Das, Team Leader, the handbook. implementation, and coordination. DIPECHO Project: Building Disaster Resilience of Vulnerable Communities, Access and learning environment: Disaster Risk Reduction seeks to Concern Worldwide India focuses on partnerships to promote minimise vulnerabilities and disaster Sources: access to learning opportunities and risks throughout a society, to avoid 1. INEE Minimum Standards Handbook: essential inter-sectoral linkages with (prevention) or to limit (mitigation http://www.ineesite.org/standards. protection, health, water and and preparedness) the adverse 2. EDUCATION IN EMERGENCIES sanitation, nutrition and shelter to impacts of hazards within the broad AND POST-CRISIS TRANSITION enhance security and physical, context of sustainable development. UNICEF. cognitive and psychological well- The focus on DRR within education 3. IASC Guidelines GUIDANCE NOTE being. is usually on early warning systems, ON USING THE CLUSTER inclusion of DRR in Education APPROACH TO STRENGTHEN Teaching and learning: focuses on curricula, increasing awareness of HUMANITARIAN RESPONSE 24 critical elements that promote DRR at all levels and developing DRR November 2006. effective teaching and learning: materials for communities and 4. Education Cluster Coordinator Training Resources: UNICEF and the curriculum, training, instruction and schools, Building cyclone and International Save the Children assessment. earthquake resistant schools and Alliance. Image: Gujarat Earthquake 2001. AIDMI. INEE is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery.

6 southasiadisasters.net November 2011 CAPACITY BUILDING Building Disaster Response in School

ational Disaster Management NAuthority (NDMA), Govt. of India, created by an Act of Parliament on 23 Dec. 2005, is the apex body on Disaster Management in India. It is responsible for evolving disaster management policy, issuing guidelines on various types of disasters and taking structural and non structural measures to make India disaster resilient. To inculcate the culture of preparedness in the schools and colleges, NDMA has taken the initiative of institutionalising disaster management framework in these educational institutions.

NDMA has so far conducted over 418 mock exercises in various States/UTs of India on different types of disasters viz. earthquakes, floods, urban flooding, landslides, cyclones, terrorist related disasters, chemical

(industrial) disasters, urban fires, Image: CEMEx 2011. AIDMI. mass casualty management, metro Fire safety mock drill and demonstration is in action during the city-wide CEMEx rail related disasters, disasters during exercise at Chennai in August 2011. international events like Commonwealth Games, Cricket Resource Development and work Principal, administrative/ World Cup, national events like IPL towards the aim of Right to Education. support staff, all concerned etc. Besides, mock exercises have also teachers/head boy/girl, student, been conducted in 132 schools/ The aim of school safety programme leaders (prefects, monitors of colleges on earthquakes, fires, is not only to conduct a mock exercise, classes from class-VI to XII and terrorist related disasters etc. as a pilot but to strengthen the disaster house captains). In this project. The response from the framework in the educational participatory workshop, the controlling authorities and the institutions and to make them self procedure for conduct of Mock schools have been overwhelming. On reliant, to face the perceived disasters, Exercises is explained. The need 01 September 2011, NDMA launched till the first responders arrive on the for making a School Disaster a Demonstration Project known as scene. The School Safety Programme Management Committee is National School Safety Project, in in schools is conducted in two steps stressed. How the hazard, risk conjunction with Ministry of Human for students from class VI to class XII. and vulnerability of the school Resource Development. The project Actions taken during these two steps is to be carried out is explained. covers 22 States, two districts each, are given below: The suggested sequence of which are in Zone V, IV and III for formulation of School Disaster seismic vulnerability. 200 schools a) Step 1: On the mutually agreed Management (DM) Plan to will be covered in each district. The date, a workshop is organised by include hazard identification & Project lasts 24 months. It will be in the Senior Specialist from NDMA safety assessment, DM support of the Sarva Siksha Abhyan, in the school premises. This is equipment required in the a major project of Ministry of Human attended by Principal, Vice- school, evacuation plan and

November 2011 southasiadisasters.net 7 composition of various DM teams is delineated. How the mock exercises are to be conducted to test the School DM Plan is explained. Independent observers at the scale of one per section of the class are detailed from within the school to audit the conduct of the mock exercise. Thereafter, a mock exercise documentary on school safety is shown to the audience to understand the nuances of its conduct. b) Step 2: Step 2 is actual conduct of

the mock exercise. On the Image: AIDMI. scheduled date, the NDMA team Practical exercise like fire safety demonstration build the confidence among school arrives in the School, half an hour stakeholders for effective response. earlier, to check the last minute stage management aspect. The Indian Red Cross or the district experience. The gaps identified observers are briefed by the medical officer.. The Control during the Debriefing Session Senior Specialist. The Mock Room also simultaneously are shared with the School Exercise is conducted in a informs the first responders, like Management and the school sequential manner and includes Police, Fire and Emergency Principal, for taking remedial all actions to be taken during and Services, Ambulance Services measures. after a disaster. All actions are and the nearest Hospital. taken by the children Information is also passed to The Mock Exercises have proved to themselves. The evacuation District Disaster Management be a useful tool to test the team, evacuates the sections to Authority Control Room (Tele preparedness against any type of the pre-designated assembly 1077). The mock exercise is called disaster. The schools have come to areas, where after the head count off, after the ambulances start realise that DM framework is a must the monitor reports the details taking the injured to the for developing their resilience to of children present and injured Hospitals. A debriefing session perceived disasters. at the Control Room. The is held after the Mock Exercise, Control Room is set up next to where the Observers give out To take the matter further NDMA the Principal's Office/Reception their comments and the launched a Demonstration Project Area, which is managed by the participants share their learning known as National School Safety Warning and Information Team. experience. The Mock Exercise is Project on 01 September 11, in The Search and Rescue Teams and followed by demonstrations on conjunction with Ministry of Human the First Aid Teams of the Search & Rescue by NDRF and Resource Development. The project School, also assemble for tasking on how to dowse fire before covers 22 States and two districts in by the Control. When the status arrival of the fire brigade by the each district, which are in Zone V, IV of injured section-wise is local Fire Station and on first aid and III for seismic vulnerability. 200 received, the Search and Rescue by the Red Cross/St John schools will be covered in each Teams are sent to the respective Ambulance representatives. The district. The Project lasts 24 months. class rooms for evacuating the Mock Exercise and demonstrations It will be in support of the Sarva injured to the First Aid Post. First take about two hours. Siksha Abhyan, a major project of Aid Post/s is/are established Ministry of Human Resource next to the Assembly Areas, c) Lastly, a debriefing session is Development, Govt of India and work where the First Aid Teams of the held with the observers and all towards the aim of Right to Education. School attend to the injured and stakeholders, where the – Brig (Dr) BK Khanna, give them first aid. The First Aid observers give out their Senior Specialist, National Disaster Management teams are trained in providing observations and the stake- Authority (NDMA) first aid by St John Ambulance, holders share their learning 8 southasiadisasters.net November 2011 RISK TRANSFER School Safety Insurance: Ensuring Protection for Students and School Staff chools play a versatile role in the Scommunities and hence the impacts of disasters on schools are pervasive. The school infrastructures are most vulnerable during disasters due to poor construction, lack of proper maintenance and many other issues related to the schools. Moreover, as a result of the rapid urbanisation and over population in urban areas, schools are growing in an unplanned way to accommodate students in the education system. As a result, vulnerability is ever increasing in the education sector and safety of the students is becoming questionable day by day. Image: Tsunami. AIDMI. Image: Tsunami. Considering all these, school safety School safety insurance policy handover to a school in Tamil Nadu. has become an issue of major priority to make schools safer for the well- being of our next generation. treatment when their children suffer Gujarat, Jammu and Kashmir, injuries in emergencies. Puducherry and Tamil Nadu are AIDMI had initiated its Safer Schools insured under this insurance policy. Campaign in 2001 after more than 900 The objectives of providing the However, many challenges had also school children were crushed to death disaster insurance coverage to school to be faced in implementing this in the 2001 Gujarat earthquake. The children and staff are a) to reduce programme. At grass root level, there campaign seeks to improve school vulnerability of the poor students was very little awareness about safety through disaster risk against disaster through risk transfer; student safety insurance among the reduction. More specifically, it aims b) to promote more effective risk stakeholders and it was also very to increase disaster awareness, transfer management for the poor difficult to arrange meeting and develop school-specific disaster students; c) to provide insurance at convince the parents. Moreover, the preparedness plans, promote minimal amount of premium; and d) school administrators and the parents structural and non-structural safety to insure school children, teachers, were also not much aware about the measures for disaster risk reduction, and administrators against several documents that they needed to and provide disaster insurance types of disasters. submit when there was any claim and coverage to school children, teachers such delay resulted in the delay in and administrators against several The amount of insurance premium is claim settlement procedure. Still, till types of accidents. very low i.e. maximum Rs. 15 per now, 20 claims have been received, out person per year and thus affordable of which 13 have been settled, 4 have The insurance policy that AIDMI has for the poor community. And they been rejected, and 3 were in process. developed for school children, get compensation of Rs. 25000/- teachers and other school staff (basic sum insured) in case of death To take this initiative further, it is members is provided by United India due to accident + 10% of medical essential to spread information about Insurance Company Ltd. expenses in case of hospitalisation. the student safety insurance among (Government of India undertaking). And in case of hospitalisation due to various stakeholders. This can be It covers them not only during school injury in accident, they can get done at the school and community hours, but when they are at home as maximum 10% of the sum insured i.e. level by disseminating insurance well. This insurance policy is designed Rs. 2500/-. awareness material and at the policy specifically for schools and education level by conducting round tables to centers attended by marginalised Starting from 2006 till August 2011, discuss issues on school safety children, including girls whose more than 40000 students and school insurance. – Aparna Shah and guardians cannot afford the cost of staff from 200+ schools of Bihar, Kalpesh Prajapati November 2011 southasiadisasters.net 9 EXPERIENCE SHARING Disaster Education: Experience from Rural Schools of

ackground Nations Second World Conference on Solution B Studies show that education plays Disaster Mitigation, Kobe, Japan, Recently, a survey was carried out in a vital role in disaster mitigation. emphasised education, professional rural school, Beijing, China, and the According to the United Nations training and information exchange as results showed that many school-age International Strategy for Disaster the most effective way for disaster children lack disaster knowledge, and Reduction (UNISDR) secretariat's mitigation. did not know how to respond to survey, 33 countries had set up disaster disasters correctly. education curriculums in primary Theoretical Framework and high school of 88 countries around Based on students' cognitive ability, In order to enrich, students' the world. Meanwhile a UNESCO psychological characteristics and knowledge of disasters improve survey showed that, each year, more physical conditions, building disaster awareness and enhance their than 200 million people are affected students' capacity in disaster capacity of coping with disaster, we by natural disasters, and that children reduction can be illustrated by Fig. 1. can achieve that by curriculum under 18 years are amongest the most Disaster knowledge is the basis for building, awareness involving and vulnerable groups. Especially when hazard awareness, mitigation actions, physical-skills building. disasters occur in the time they are and determining student's behaviors attending school. In 2005, the United when they face disaster. (Fig. 1) Curriculum building includes publishing teaching materials, teacher

Disaster mitigation training, forming evaluation system, etc. (Fig. 2).

Disaster knowledge Hazard awareness Mitigation actions Awareness involving includes Disaster prevention Disaster prevention drawing risk maps, making disaster Environ- Disaster Hazard Disaster mitigation poster, etc. preparedness mental preparedness Disaster Disaster relief Disaster relief Physical-skills building enhances Cognitive Action students' physical and disaster Hazard- emergency response skills. affected Humanistic Constructivist bodies Constructivist Behavior theory theory theory theory In addition, social and family Motivation theory Cognitive theory education is an important complement for school education. Fig. 1: Capacity building for disaster reduction system for students

Fig. 3: Primary school students' draft about Fig. 4: Primary school students participating disaster mitigation. disaster nursing activities. Fig. 2: The materials about geological hazards for school- – Jinhong Wan, age children. Institute of Water Resources and Hydropower Research (IWHR), China

10 southasiadisasters.net November 2011 DISASTER RECOVERY Joint Efforts for Making Schools Safer in Myanmar

he School Safety project in same -sharing the intention to Preparing for Working In Translation: T Myanamr is a great example of improve the quality of life for In preparation for the second South- South cooperation with vulnerable people. training, as the group were only qualitative input from the North. The Burmese speakers, the YEU power dual training programme as was Our local partner LEAD took care of point was translated, as well as carried out in Myanmar, is an arranging the participants, and they training material from AIDMI on innovative approach to knowledge all arrived with a great willingness School Safety and was then provided sharing. to learn. The format of the workshop to the participants as memory aids in was adapted as we noticed what Burmese language. The intense workshop had two parts, worked well. The demonstrations beginning with a four day Training and group exercises were 30 participants attended the second of Trainers (ToT). These newly trained enthusiastically carried out with training from our target population field workers then accompanied our much laughter and enjoyment. of teachers, community leaders, and team in the second part – a 3rd day representative from CSO's. The training of villagers from vulnerable This joint efforts have English speaking graduates of the areas of Myanmar. first training acted as translators and further planning to continue trainers for some of the sessions. This The topics included School Safety such the implementation of the allowed for greater integration of the as mapping a school to increase its project. The capacity material and an evaluation of the first preparedness, First Aid skills sessions' level of comprehension. necessary in a post disaster situation, building actions will include particularly in schools, including practical components such Indonesian, Indian and Burmese CPR, choking and bandaging, and a as creating school disaster trainers were able to learn from each practical water filtration method for other's training styles. We are also situations of potable water scarcity response plans, updating pleased that the programme has and hygiene in emergency situations. manuals for schools and promoted inter-faith relations with a suggesting a prototype course that was created by Christian, Despite the challenges presented in Hindu, Jewish and Buddhist running a training from a multi- structure of a coordinating partners. national team, the goals of all the team. – Romi Kaplan, organisations involved remain the TAG International Development Image: TAG International Development International Image: TAG Multi-national Trainers Group Picture, AIDMI,YEU, LEAD and TAG in Myanmar.

November 2011 southasiadisasters.net 11 CAPACITY BUILDING Schools Safety Initiatives in India

nfortunate events such as the A snap-shot of various knowledge materials published under School Safety UKumbhakonam fire tragedy Initiative of GoI-UNDP DRM Programme and Gujarat earthquake in India, as well as several other tragedies across the world that affected schools have brought to the lime light the need to protect the school buildings, students and staff that are involved with the school activities. Government of India, some of the State Governments, NGOs such as SEEDS, AIDMI, CEE and Save the Children (to name a few) and UN Agencies have been supporting initiatives in the schools to improve the safety of children in schools. However, most of these efforts remained as pilots, without attaining the momentum required to result in a movement or mechanisms to sustain the efforts. In this backdrop, the recently approved National School Safety Programme (NSSP) that is being spearheaded by the National Disaster Management Authority (NDMA) is a welcome move by the Government of India. At the NCCP inception workshop organised jointly by NDMA, UNDP and UNICEF on 1-2 September 2011 in New Delhi, most of the organisations that did work in this field spoke about their experience as well as highlighted the need for a through conduct of mock drills. A reportedly introduced the subject in system that would sustain the efforts number of IEC material and the school/university curriculum: even beyond the project. guidelines, including a School Safety Arunachal Pradesh, Assam, Bihar, Manual (a handbook for Delhi, Himachal Pradesh, Jharkhand, This note is about the school safety administrators, education officers, Gujarat, Maharashtra, Manipur, initiatives carried out under the GOI- emergency officials, school principals Meghalaya, Mizoram, Nagaland, UNDP Disaster Risk Management and teachers) were prepared under Orissa, Sikkim, Tamil Nadu, Tripura, (DRM) Programme (2003-2009) under the leadership of Ministry of Home Uttarakhand, Uttar Pradesh and West the leadership of the Ministry of Affairs. Bengal. Home Affairs with the support of UNDP. The component on School The Central Board of Secondary Extensive disaster management Safety was developed to promote the Education (CBSE), GOI introduced trainings involving teachers, school message "school safety through Disaster Management in the school managers and education department education and building safer schools" curriculum - as a part of social science officials from Central Board of that generated awareness among from Class VIII to X and in class XI in Secondary Education and State Board students and teachers on how to Sociology and Geography. Several for Secondary and Higher Education respond to disasters by developing state governments and state boards were carried out. Under this DRM school level disaster management introduced the subject from class VII Programme 125,817 teachers were plans, capacity enhancement and to IX. The following 19 states have trained on Disaster Management at

12 southasiadisasters.net November 2011 the district level. The Programme to construct new schools and technical staff involved in reached out to 4105 schools with modifying existing school buildings. implementation of other about 130,000 school children. programmes and schemes pertaining The initiative on school safety was to schools and education, as well as Support was provided to National introduced and featured in the utilisation of the existing training Council of Education Research and Coalition for Global School Safety institutions. While developing the Training (NCERT) to develop a 2006 (UN initiated campaign to IEC material, training modules and chapter in Sociology for class XI and promote school safety programmes) guidelines, the existing materials training modules for teachers, as a best practice in risk reduction in developed by various stakeholders educators focusing on the health, the education sector. School safety may be reviewed by an expert group safety and well being of the School initiatives under the programme was and if any improvements are Children. This being a new subject, presented at the International required it may be undertaken by a training, orientation and knowledge Disaster Reduction Conference group of technical agencies/experts. upgradation programs are being (IDRC), Davos. It is also important to develop the conducted across the country to capacities in the states with the help orient the principals and teachers on The NSSP is expected to come up with of expert groups, not by one expert this subject and for imparting skills a national Policy, which is an or institution. Quality assurance for teaching this subject to the important aspect required to should be done by the group that is students. promote school safety across the not directly involved in the country. While finalising the implementation. As far as possible In Uttar Pradesh, the State implementation modalities, it is the decision making should be government decided to design and important to keep in mind that we decentralised for which appropriate construct 80,000 primary and upper demonstrate some workable guidelines should be provided. primary classrooms with earthquake arrangement. Therefore, involvement – G. Padmanabhan*, Emergency Analyst, proofed design features. Engineers of the Ministry of Human Resources United Nations Development Programme and architects from government Development at the national level, * The author has used excerpts from DRM departments were trained to use and through that Ministry involving reports in preparing this note. The views earthquake proof designs and codes the state Education Departments, expressed are that of the author and do not reflect the view of UNDP.

KNOWLEDGE PRODUCT 2011 Global Hunger Index Report

he Global Hunger Index (GHI) is Ta multidimensional statistical tool used to describe the state of countries' hunger situation. The GHI measures progress and failures in the global fight against hunger. The GHI is updated once a year.

The Index was adopted and further developed by the International Food Policy Research Institute (IFPRI), and was first published in 2006 with the Welthungerhilfe. Since 2007, the Concern Worldwide joined the group as co-publisher.

Recently 2011 GHI report has been published. The 2011 GHI was calculated for 122 developing courtesy: Concern World Wide countries and countries in transition, among children younger than the age malnutrition. The report is available at 81 of which were ranked. Every year, of two. The GHI 2011 focuses on the http://www.concern.net/resources/ the GHI report focuses on a main rising and more volatile food prices 2011-global-hunger-index. topic: in 2010 the Index highlighted of the recent years and the effects (Source: Global Hunger Index early childhood under nutrition these changes have on hunger and Report 2011)

November 2011 southasiadisasters.net 13 DISASTER PREPAREDNESS Know the Risk and Take Action: Priority of Action 3 of Hyogo Framework for Action

he Hyogo Framework for Action T(HFA) 2005-2015 was envisaged as a blueprint, adopted by all member states of the UN General Assembly, to guide efforts in the area of disaster risk reduction. Since its adoption, the three strategic goals and five priorities of action areas contained within the HFA have since become a common point of reference for states to systematically track progress in disaster risk reduction efforts that they have undertaken.

A Priority of Action 3 of HFA is about 'Use Knowledge, Innovation and Education to Build a Culture of Safety and Resilience at All Levels'

Disasters can be substantially reduced if people are well informed and motivated towards a culture of disaster prevention and resilience, which in turn requires the collection, Image: Child's Right to Safer Schools Campaign.AIDMI compilation and dissemination of Awareness is the first step toward action where local language DRR material is very relevant knowledge and information useful. on hazards, vulnerabilities and capacities (as we read in article from collective values, school students and of children are incorporated in to the Japan in this publication). teachers serve as vehicles for building school disaster risk reduction plan. a culture of prevention'. Schools are Key task for achieving this could be very much part of community life. In Considerable progress has been made to raise awareness of DRR and many countries, schools are utilised in DRR information and knowledge develop education programmes on as evacuation centers and temporary management. With a vast amount of DRR in schools and local housing for people displaced from information now available on good communities, develop or utilise DRR their homes by a disaster. In many practices, greater focus and attention training for key sectors based on countries of Asia, residents come is required on efforts to replicate and identified priorities, and enhance the together in schools for community expand those scale. In the area of compilation, dissemination and use festivals; through the parents-teachers school safety, significant knowledge of DRR information. association, a connection between the resources have been generated over school and the community is the past years. A number of countries Awareness is the first step toward established. The school is a place to in Asia have implemented pilot action, where local language DRR inculcate DRR. Children can be project but the impact on policy material is very useful. As a United effective agents in the home and the decisions has been limited. Increased Nations publication focusing on the community to build a culture of efforts are also needed to recognise role of schools in DRR says1, schools prevention. Training them can begin and document local and indigenous are 'the best venue for sowing by ensuring that views and interests knowledge and practices in DRR.

1 United Nations, 2007. Toward a Culture of Prevention: DRR Begins at School, UNISDR-UNESCO.

14 southasiadisasters.net November 2011 Efforts for Making Schools Safer in Coastal Areas of India

HFA under one of its priority is trying to build a culture of safety and resilience at all levels. For making a community resilient to disaster, the HFA recognises the vital role of school. Under the Sixth DIPECHO Action Plan for South Asia, Concern Worldwide has been facilitating the implementation of a project entitled 'Building Disaster Resilience of Vulnerable Communities in Orissa and West Bengal, India'. SWAD and CYSD from Orissa and Sabuj Sangha from West Bengal are implementing partners and technical support providing by WOSCA, Handicap International and AIDMI. These agencies are putting joint efforts for making schools safer against natural hazards in coastal areas of Orissa and preparedness plans, and apply micro schools safer in coastal areas in India West Bengal states of India. This is a risk reduction actions with school. and beyond. The school's location in pilot project where partners conduct The dissemination of learning from coastal regions are not only school safety audits, and capacity this pilot project related to school vulnerable to multiple hazards but building events, develop knowledge safety is highly emphasised to triggering issues related to coastal products with school stakeholders, encourage humanitarian agencies to hazards require special attention and developing school disaster replicate modified actions for making specific risk reduction strategies.

The objective of the NSSP is to save lives and prevent injuries in schools by capacity building, awareness generation and reducing the underlying risk in the existing school buildings by conducting hazard risk and safety assessments and strengthening weak structures.2 The NSSP is a nationwide step towards achieving priority of action 3 of HFA by making India's school safer. School safety is recognised globally. More and more agencies addressing this issue of various level, one example is provided in above box.

Education for DRR is an interactive process of lateral learning. For better Image: AIDMI. Participants from Orissa and West Bengal are busy in consultation for the impact of DRR education we should finalisation school safety audit tool for coastal areas. Organised by Concern encompass both theory and practical Worldwide India and facilitate by AIDMI. exercises and use traditional wisdom and local knowledge for protection from natural hazards. 2 Inaugural Address by Shri M. Shashidhar Reddy, Vice Chairman NDMA at Inception – Vishal Pathak Workshop on National School Safety Programme.

November 2011 southasiadisasters.net 15 KNOWLEDGE SHARING Step Up for Disaster Risk Reduction

omentum towards such a M global effort was primarily gathered by children themselves when three young people in this year's Global Platform for DRR (May 2011) told more than 2600 representatives from governments, the private sector and civil society WHY and HOW children can be involved in reducing disaster risk, and keeping themselves and their communities safe. Subsequently they also launched a five-point Children's Charter for Disaster Risk Reduction. The Charter highlights following 5 priorities identified through consultations with more than 600

children in 21 countries. Image: Sabuj Sangha/2011 • Schools must be safe - education Drawings reflecting children's understanding of disasters and the ways through must be uninterrupted. which communities could be better prepared. • Child protection must be a • Community infrastructure must In the month of October 2011, priority, before, during and after be safe, and relief and Concern Worldwide India with state a disaster. reconstruction must help reduce agencies celebrated IDDR • Children and young people have future disaster risk. (International Day for Disaster the right to participate and to • Disaster risk reduction must Reduction) on October 13 and Orissa access the information they need. reach the most vulnerable. State Disaster Preparedness Day on October 29. During these days DISASTER RESPONSE different activities were organised by Sabuj Sangha in West Bengal state and Local Wisdom a Lifesaver for Kids: CYSD and SWAD in Orissa states of Experience from Japan India. West Bengal "I was worried about my house and family, but I ran up to a higher place Sabuj Sangha organised a series of without thinking," said sixth-grader Hibiki Fujimoto, 12. He said he was events with children for better with his friends playing in a residential area near the school when the understanding on disaster and risk earthquake hit the city. reduction. More than 300 drawings Kamaishi schools conduct disaster drills to go uphill, teach tsunami velocity by school children on 'Our Safe School' calculation methods in math class and discuss tsunami experiences during ethics lessons. The schools also encourage students to look for higher ground 'Vulnerability to disaster is where they can evacuate on foot, and include evacuation routes in a disaster growing faster than management map. resilience. DRR should be "I've repeatedly told children in class that we might experience tsunami an everyday concern for larger than ever expected. It's almost a miracle that this many children were saved. I'm proud of the children for making [lifesaving] decisions on everybody. Let us all invest their own.", said by Prof. Toshitaka Katada of Gunma University Graduate today for safer tomorrow.' School. – Secretary-General Ban Ki-moon, (Selected quotes from article on Local Wisdom a Lifesaver for Kids from www.yomiuri.co.jp) Message for the IDDR.

16 southasiadisasters.net November 2011 and 'Safe Community Environment' level, participated in a cycle Rally 'Initiatives aimed at were displayed as part of the event which covered around eight villages which fuelled discussion among the disaster preparedness are and markets to finally converge at a community members for collective an effective area where village called Suando, which is of actions of environment protection in government and non- paramount significance in Orissa. the state especially for mangrove government agencies have Suando is the birth place of the protection. legendary Pandit Gopabandhu Das been collaborating. We need who, through his sacrifice, unflinching Another street play named Amra o Pari to further enrich this determination and volunteerism (we can make it possible) was coordination through many served thousands of disaster affected performed by NatyaFouz, a street play more innovative joint communities in yesteryears. group, to create awareness on water efforts. and sanitation preparedness at the Concern Worldwide India supported – Mr. Prasanna Kumar Das, household and community levels to the Orissa state Inter Agency Group Block Development Officer Satyabadi prevent post-disaster epidemic and (IAG), a coalition of more than twenty disease outbreak. Subsequently a one international humanitarian and documentary film by the Sunderbans total 135 students from different UN organisations, to organise a Development Authority on climate schools participated in these events. Media Interface event to inform the change and its impact on the media on issues of disaster Sunderbans ecosystem was screened In order to generate interest and preparedness and coordinated action to help communities understand the engagement among communities on for DRR in a disaster-prone area. Mr. emerging vulnerabilities and the issues of preparedness and effective S. N. Patro (minster of Revenue and ways through which such response, Pala, a traditional folk Disaster Management Department, vulnerabilities could be addressed media was used to spread across the Government of Orissa) graced the through appropriate preparedness key messages. The Pala team toured occasion as Chief Guest. measures. four villages and various themes of Representatives from various afforestation, sanitation, cleanliness organisations emphasised on the role Orissa and post-disaster recovery activities of media in strengthening public Both CYSD and SWAD organised a were covered as part of the songs and participation in DRR issues. series of events in rural areas which drama. – Jyotiraj Patra, mostly involved activities among Programme Officer (Advocacy), school children like thematic Around 100 community members, Concern Worldwide India drawing and essay competitions. In led by the DRR facilitators at village Image: Sabuj Sangha/2011 Community members led by DRR facilitators participating in the Cycle Rally aimed at disaster preparedness awareness.

November 2011 southasiadisasters.net 17 CASE STUDY City-level Emergency Management Exercise (EMEx): Towards Making Urban Citizens Safer

ecently in August 2011 the organised by New York- developed according to state contexts, R UNDMT, NDMA and the Presbyterian Hospital and Hinduja hazards and target audience need; Government of Tamil Nadu Hospital (Mumbai 2007), Project these products were distributed to conducted Chennai Emergency Mumbai Voices, under the aegis of participants of CEMEx. The products Management Exercise (CEMEx) at National Knowledge Commission of provide useful information to build Chennai with the involvement of India, University of Mumbai, AIDMI awareness among school stakeholders. more than 29 stakeholders, and and Harvard Humanitarian Initiative reaching out to around 1000 (2006-2008); as well as the 2008 and The EMEx is a powerful way to participants across the city. The city- 2010 Mumbai EMEx. improve national capacity. wide exercise was completed with Humanitarian agencies across the valuable results. The CEMEx effort The educational track of CEMEx was national level and beyond should be was built on the prior successful facilitated by AIDMI where aware and learn from EMEx cases so colloborations undertaken by the roundtable meetings, capacity that urban risk reduction and UNDMT across India, such as the building events were organised for emergency responses in city and Disaster Training and Drill for school, college and university countries can be improved. Civil Hospital 2007, the stakeholders. The knowledge – Yash Kadam Emergency Medicine Conference products of educational track were Image: CEMEx 2011, AIDMI.

KNOWLEDGE PRODUCT World Disaster Report 2011 Focus on Hunger and Malnutrition

IFRC released the World Disaster Report 2011 on September 22, 2011. This year the report focuses on global issues of hunger and malnutrition and examines the cases and effects of the global food crisis. It sets out how the humanitarian system can better respond to both chronic and acute food insecurity. Image: Bihar, AIDMI. Image: Bihar, Every year some 9 million children across the world die before they reach their fifth birthday, and about one-third of these untimely deaths are attributed to under-nutrition (Black et al., 2008). However, contrary to popular perception, the great majority of malnutrition-related deaths (up to 90 per cent) do not occur during sudden food crises and famines, but as a result of long-term, chronic hunger that gradually depresses or destroys the immune system and leaves children especially vulnerable to diseases that they have difficulty staving off. A child suffering from mild under-nutrition, for example, is twice as likely to die from malaria as a well-nourished child - and the risk of death is nine- for a child who is severely undernourished (WHO and UNICEF, 2007). Web link to download the report www.ifrc.org/PageFiles/89755/Photos/307000-WDR-2011-Final-email-1.pdf

18 southasiadisasters.net November 2011 CASE STUDY Every learning became an achievement and every achievement became learning for me...

Development (SWAD), Orissa state of The community has a traditional India. knowledge base on minimisation of disaster risks but the DRR activities "I have a good rapport with the in my village made the people people of my village as I had worked conscious about the disaster issues with SWAD in its many social and systematic process of risk initiatives as a volunteer. But the reduction. The community is concept of DRR was almost new for becoming more organised round the me. During these three months of my issue and very curious of making volunteerism, I have learnt a lot as I their village and school disaster have undergone trainings on Base resilient in a right-based approach Line Survey, Mobile Tracking and and advocating with local authority. Image: SWAD, 2011 Ms. Subhashri Mohapatra, one of the HVCA. Beside these theoretical DRR promoters narrated her learning. orientations, I developed my Implementation process and the understanding and actions by orientation workshops gave me the associating myself with the project experience of schooling. Each s. Subhashree Mohapatra, 19, a team in undertaking the tasks like learning became an achievement and Myoung energetic girl with a community mobilisation, every achievement became learning commitment to serve her fellow interaction, group discussion, for me. I learnt, used it in work, again people, works as a DRR Promoter in baseline survey using the PRA tools. learnt and developed myself". Ketakipatana Gram Panchayat with In short, I made myself associated – Subhashree Mohapatra, DRR the Society for Women Action with every activity. Promoter, Ketakipatana Gram Panchayat

CASE STUDY I have to learn a lot and so is the community. We have a long way to go...

am Ms. Sarita Jena, 25, from the facilitating the community learning Ivillage Dubaipur, a hamlet of process with DRR practitioners. Alandapada village under Ketakipatana GP of Satyabadi block Initially, I was feeling reluctant to talk in Puri District of Orissa state. I joined with the community and share the as a DRR Promoter in early June 2011 objectives but with the 3 months' with the Society for Women Action learning and ground practicing, I felt & Development. myself capable enough to mobilise the community and to lead them Prior to such engagement, I have towards risk reduction. I was an

volunteered in many social ordinary girl, but SWAD made me a Image: SWAD, 2011 programmes of SWAD. I had little social volunteer and true DRR Ms. Sarita Jena shared the learnings. knowledge on the issue and concepts facilitator. on DRR. After undergone Trainings With the baseline study using PRA on baseline survey, Humanitarian From the community point of view, tools, the community is becoming Accountability Partnership, Mobile the community had a common very conscious and vigilant on their Tracking and HVCA, I feel myself knowledge base on disaster risk issues with disasters and they are better equipped with rudimentary reduction but they did not have a speedily developing a positive knowledge on the basic concepts and systematic idea or initiative on the attitude to work towards their issues on DRR. My knowledge base issue. After regular interaction, resilience using a participatory was sharpened by participating in the mobilisation, sharing and approach. Baseline Survey Process and orientation, the community is fast – Sarita Jena, DRR Promoter, mobilising people for meetings and developing their attitude on the issue. Alandapada Village

November 2011 southasiadisasters.net 19 KNOWLEDGE SHARING Image: IAG NSSP. 2011, AIDMI. 2011, Image: IAG NSSP. southasiadisasters.net on 'Participatory Hazard, Vulnerability and Capacity Assessment: Practice and Theory' Launched at programme of National School Safety Programme (NSSP) on September 8, 2011. From left to right: Derek Glass, ADRA India; Ms. Sujata Saunik, NDMA; Mr. Chiranjeet Das, Concern Worldwide India; Mr. Sarbjit Singh Sahota, UNICEF India; and Ranjini Mukherjee, UNDP.

Note: June 2011 edition is republished. The article 'Building Disaster Resilience of Vulnerable Communities in Orissa and West Bengal' did not mention the souce "orissa diary". The authorship was wrongly attributed. Both mistakes are corrected with due appologies.

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