SANMA TC Harold Disaster Assessment Report
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SANMA PROVINCIAL EDUCATION TC HAROLD IMPACT ASSESSMENT REPORT MAY 2020 Page 1 of 9 1. SANMA AREA COUNCIL MAP Page 2 of 9 2. ASSIGNMENT A ten-member team of Ministry of Education and Training staff at the Central Port Vila Office were assign on a two weeks assignment to assist SANMA Provincial Education Officer and his team to carry out the impact assessment of TC Harold in SANMA Province. Below is the list of the assessment teams. Port Vila Education Team # Name Position 1 Mr. Gideon John Director 2 Mr. Johnson TOA PEO TVET 3 Mr. Adrian Banga IT Manager 4 Mr. Smith Anderson A/ Pre School National Coordinator 5 Mr. Brian Balmet Audit Officer 6 Mr. Joseph Timatua Teachers Welfare Officer 7 Mr. Jean Anthony Iakan SEO Expenditure Analyst 8 Mr. Troy Mahuk Project Officer 9 Mr. Jeremy Bule Accounts Clerk 10 Mr. Chapman Mogeror SEO Property Maintenance Officer SANMA Education Team # Name Position 1 Mr. Thompson Paul Wari PEO SANMA 2 Mrs. Joplin Tambe School Improvement Coordinator 3 Mrs. Susan Balesa School Improvement Officer 4 Mr. Harkuk Vocor Inspector 5 Ms. Roselinda Tafao Education Officer Anglican Dioceses 6 Mr. Leo Ofa School Improvement Officer 7 Mr. Agustin Rihai Education Secretary Anglican Church of Melanesia 8 Mr. Tavi Alfred Naliupis Driver SANMA Education Office 9 Mr. Silas Boaz Pre School Coordinator 10 Mrs. Anita Obed Mobile Early Childhood Officer – South Area 2 11 Mr. Simon Bange TVET Coordinator 12 Mr. Socopoi Mele School Improvement Officer 13 Mr. Jean Andre Provincial Trainer 14 Ms. Cindy James Mobile Early Childhood Officer – West Coast 15 Mrs. Maeva Popo Kindy Teacher – Guide 16 Mr. George Kaloman Principal Limarua School - Guide 17 Mr. Sano Jimmy Principal Ian Livo – Guide 18 Mr. Graham Miller Principal Merei/ Mamara School - Guide 19 Ms. Komoah Maoh Mobile Early Childhood Officer – North West Coast - Guide 20 Mr. Marcel Bomwel School Improvement Officer 21 Mrs. Anika Tamsel Safe the Children 22 Mrs. Alina Paul Provincial Trainer 23 Mr. Tanga Vira Provincial Maintenance Officer 24 Mrs. Lynette Lerr VEMIS Data Entry Officer 25 Mrs. Mayble Wilbur Secretary Churches of Christ Education Authority 26 Mr. Ishmael Rongo Provincial Trainer 27 Mrs. Michaella Imbert Provincial Trainer 28 Ms. Lonia Tovor Assisting Provincial Finance Officer 29 Mr. Edmund Vurobaravu Principal Alowaru – Guide 30 Mrs. Jennifer Sebas School Improvement Officer Page 3 of 9 The Team travelled to Santo on the afternoon of Friday 17th April 2020. A first meeting was held with PEO SANMA and his staff on Saturday 18th of April 2020 to finalize the following followed by daily meetings; Draft plan for the impact assessment in SANMA including the training of Assessors on the Assessment Forms. Verification and confirmation of ECCE, Primary, secondary schools and PSET centres by SIOs and ECCE coordinator according to areas and zones. Type of Assessment to be contacted in SANMA schools according to location. o Face to face – Interview and observations and photos. o Telephone Assessment using forms and verification through photos. o Self-assessment by schools and forms checked and verified by Assessors and photos. Groupings for deployment according to location of schools ( Luganville, coastal areas and inland areas ( 10 school group) to central with team leaders from SANMA team and one MOET team member. Confirm the number of vehicles and drivers. Set up of operation centre at SANMA Education Office. Familiarization of all Assessment forms to assessment team (ECCE, PS, SS, PSET, WASH, Facilities) Assessment travelling schedule. 3. OBJECTIVE The objective of the assignment is to assist SANMA Provincial Education Office to carry out the impact assessment of TC Harold in SANMA Province. 4. METHODOLOGY o Verification and confirmation of ECCE, Primary, secondary schools and PSET centres by SIOs and ECCE coordinator according to Areas and zones. o Type of Assessment to be contacted in SANMA schools according to location. (Face to face –Interview, Self- assessment and Telephone Assessment using forms) o Purpose, when and why contacting assessment type taking into consideration assessor welfare and route. 5. DAMAGE IMPACT The magnitude of TC Harold damage in SANMA province was huge and is summarized as follows; North West Santo Area Council – Partly damaged. West Santo Area Council, South Santo 1 Area Council, South Santo 2 Area Council, Big Bay Inland Area, West Malo Area Council, East Malo Area Council and Luganville Municipality – Completely damaged. Canal Fanafo Area Council, South East Santo Area Council, Big Bay Coast Area Council – Partly damaged. East Santo Area Council – Not damaged. The worst hit are Early Childhood Centres and Primary schools with a few secondary schools and Post School Education and Training providers. The key reasons for the huge damage to education facilities in SANMA can be summarized as facilities were not build to standards and aging facilities. Building and WASH Facilities Were Not Build to Standards Not engineered school buildings built from local materials made of wood for structure, thatch for roof and bamboo walls. Most of the facilities are ECE Centres and remote and recently established primary schools. Not engineered semi-permanent school buildings that are not cyclone resistant. Most are primary school facilities. School buildings are not build to building to engineered standard building designs. Prefabricated buildings which are not category 3 to 5 cyclone rated mostly in a few Luganville schools. Page 4 of 9 WASH facilities are not built to standard. Aging Facilities Aging school buildings built before independence with associated factors affecting structures such as termite invasion and lack of maintenance. They are mostly urban primary schools and secondary school facilities. Curriculum There is a strong connection between the damage facilities and damage school resources and materials as well as water entering the buildings by strong winds but some good examples from some schools, which have kept their school resources and materials safe even though their buildings were blown down provides learning experiences for future disasters. For example; the Principal of Lape School in Big Bay Bush Area Council managed to keep all school resources and materials safe by relocating the school resource and materials boxes to a building that was a safe shelter. Access to Schools TC Harold has caused difficult to impossible access to schools inland schools in West Santo Area Council, South Santo 1 Area Council, South Santo 2 Area Council, Big Bay Inland Area Council due to river overflow, trees and difficulty to find access road. Communication Communication in some parts of the island of Santo especially West Santo Area Council, South Santo 1 Area Council, South Santo 2 Area Council, Big Bay Inland Area Council is difficult due to no access before and after the cyclone disaster. 6. SCHOOLS DAMAGE STATUS AND NEEDS GAP The tables below summarises the schools damage status and needs gap to assist with emergency response and prioritization for reconstruction. The details of damage by school type are attached tables as indicated in the table below. Summary Needs Gap for Sanma Schools Temporary Learning, Teaching and Living Facilities SANMA SUMMARY NEEDS GAP FOR ECE PRIMARY, SECONDARY AND PSET Description ECE Primary Secondary PSET Total Classroom Tent 42 sqm 86 180 34 6 306 Administration Tent 42 sqm 0 32 4 1 37 Dining Hall Tent 42 sqm 0 0 0 3 3 Dormitory (Boys & Girls) Tent 42 sqm 0 0 0 9 9 Total UNICEF 42 sqm Tent 86 212 38 19 355 Classroom Tent 72 sqm 20 40 21 3 84 Dining Hall Tent 72 sqm 0 0 7 0 7 Dormitory Tent 72 sqm 0 0 16 0 16 Total UNICEF 72 sqm Tent 20 40 44 3 107 Class Tarpullin (4mx5m) 75 139 24 5 243 Admin Tarpullin (4mx5m) 0 20 3 4 27 Dining Hall Tarpullin (4mx5m) 0 0 3 2 5 Dormitory (Boys & Girls) Tarpullin (4mx5m) 0 0 5 10 15 Teachers Tarpullin (4mx5m) 67 122 54 21 264 Total UNICEF Tarpullin (4mX5m) 142 281 89 42 554 Class/ Shelter Tarpullin (4mx50m) 0 8 6 0 14 Total UNICEF Tarpullin (4mX50m) 0 8 6 0 14 Teachers Family Tent 119 299 63 30 511 Total Teachers Family Tent 119 299 63 30 511 Page 5 of 9 Summary Damage Status Sanma Schools Resources or Materials The table below summarises the damage status in percentage. It showed that almost 70% of schools (ECE, Primary, Secondary and Post School Education and Training) lose over 50% to 100% of their school resources or materials. The Curriculum Development Unit will detail each school needs by different types of resources and materials. SUMMARY OF DAMAGE STATUS - SCHOOLS RESOURCES OR MATERIALS Number of Percentage School Type Damaged Status Schools Damage Major Damaged 128 100% Major Damaged 58 76-99% All (ECE, PS, SS & PSET) Major Damaged 54 26-50% Minor Damaged 22 1-25% Not Damaged 52 0% Total Number of schools (ECE, PS, SS & PSET) 314 DAMAGE STATUS - SCHOOLS RESOURCES OR MATERIALS BY SCHOOL TYPE Number of Percentage School Type Damaged Status Schools Damage Major Damaged 87 100% Major Damaged 31 76-99% Early Childhood Major Damaged 22 26-50% Minor Damaged 12 1-25% Not Damaged 30 0% Sub Total Early Childhood 182 Major Damaged 36 100% Major Damaged 19 76-99% Primary Major Damaged 25 26-50% Minor Damaged 6 1-25% Not Damaged 16 0% Sub Total Primary 102 Major Damaged 4 100% Major Damaged 4 76-99% Secondary Major Damaged 4 26-50% Minor Damaged 2 1-25% Not Damaged 3 0% Sub Total Secondary 17 Major Damaged 1 100% Major Damaged 4 76-99% Post School Education & training Major Damaged 3 26-50% Minor Damaged 2 1-25% Not Damaged 3 0% Sub Total Post School Education & training 13 Page 6 of 9 Summary Damage Status for Sanma Schools Wash Facilities The table below shows that over 50% of School WASH facilities have been destroyed and needs to be reconstructed and improved immediately as a measure to continue to improve the overall school hygiene and preventive measures for COVID 19.