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Scaling-Up Comprehensive School Safety Assessment in Laos And Scaling-up Comprehensive School Safety Assessment in Laos and Indonesia Marla Petal1, Ana Miscolta2, Rebekah Paci-Green2, Suha Ulgen2, Jair Torres3, Stefano Grimaz4, Christelle Marguerite5, Ardito Kodijat6, and Yuniarti Wahyuningtyas6 1. Save the Children Australia 2. Risk RED 3. UNESCO Paris Office 4. Polytechnic Department of Engineering and Architecture University of Udine, Italy 5.Save the Children Laos 6. UNESCO Jakarta Office awareness of and interest sent for remote automated China in school safety. CSS First processing. The app returns Myanmar Step asks users to answer individual school and Laos basic survey questions about collective summary reports, the school site, relevant including budget estimations South China hazards, and local disaster for safety upgrading. Sea management strategies. Thailand Based on the responses, the The SSSAS tool was piloted at app automatically generates nearly 150 schools in Laos in 2015. Vietnam an e-mail back to the user Provincial reports generated by Combodia Cambodia Vietnam Philippines Thailand with recommended next steps the SSSAS tool helped authorities Pacific South China Ocean Sea Malaysia for action to improve school understand school safety better. Malaysia safety. Teachers and representatives from Gulf of Thailand the Ministry of Education and Sports Papua New Ginea Indonesia • CSS Safe Schools Self- indicated that the use of the visuals Assessment Survey within the SSSAS tool makes the Indian (SSSAS) uses a smart tool particularly useful for school Ocean phone or tablet to guide management committees, as well as Australia All Pillars of school assessors, such as education and disaster management government officials or school authorities. VISUS was piloted Comprehensive School management committees, in Indonesia in a similar number Safety in collecting in-depth, non- of schools. Local surveyors from technical information and the engineering and architecture Governments need standardised data photos on school safety at departments of local universities and to identify how well policies are being a low cost. Users receive from vocational schools were trained implemented at the school level, and a summary report, along to operate VISUS and education to adjust course accordingly. Without with recommendations for sector authorities learned the VISUS efficient and standardised methods action. Separately, authorised assessment process. for collecting data on school exposure government officials can to hazards, the conditions of their use a web-based data portal The CSS Assessment Suite tools are facilities, their disaster management to generate reports with still in the early stages of piloting. In plans, and their knowledge of summary data for the schools adopting these technologies, countries disaster risk reduction, governments in their jurisdiction. must overcome challenges, such cannot identify and prioritise their as identifying local stakeholders interventions to support school safety • VISUS CSS, which stands and subject-matter experts to guide nor can national progress towards for the Visual Inspection for country-level adaptation. Local school safety be monitored over time. defining Safety Upgrades stakeholders also need to be prepared The Comprehensive School Safety Strategies, is a multi-hazard to operate new technologies and (CSS) Assessment Suite is a package school safety assessment sustain the process of data collection, of methods and three digital tools that methodology that focuses analysis and decision-making. can assist governments in monitoring, on technical assessment evaluating, and intervening for school of school structures and safety. facilities. Surveyors using VISUS must be trained and • CSS First Step is a simple have expertise in construction smart phone app for students, or engineering. After teachers, and community surveyors have collected data members that encourages at school sites, the data is See the full case study in the report appendix and at www.gadrrres.net/resources Assessing and Implementing Structural Interventions for Schools in China Ana Miscolta, Risk RED Russian Federation construction practices. The gap was Based on these recommendations, particularly problematic in rural areas, the individual school worked with a Kazakstan where many buildings are older than design company to create a school Mongolia the country’s building code and were design plan and accompanying project never subject to seismic regulations. budget. The school then applied for the necessary funding from the South Korea The year after the earthquake, the local government (Guo et al., 2014). China Japan MoE established the School Building After the local government approved East China Safety Project, which mandated a school’s design plan and budget Sea the assessment and retrofitting proposal, the school would contract India Philippine Sea or reconstruction of weak primary a private company to complete the and secondary schools nationwide, construction plan. Bay of Bengal Philippines including those unaffected by the Sri Lanka Sichuan earthquake. Note: the total High levels of organisation and Malaysia number of school construction projects coordination between governments completed, as well as the number of and a large budget from the central Pillar 1: Safe Learning projects remaining, is unavailable at and provincial governments helped Facilities the time of publication. the project develop quickly. Though the School Building Safety Project The National School Safety Office has already created thousands of In 2009, the Ministry of Education supervised the project and managed safe schools, and can largely be (MoE) developed a program that data on a nationwide scale and considered a success story, China mandated the seismic assessment coordinated with local governments to will need to ensure that the new and, as needed, the retrofit or direct their own project management standards of design, construction, and reconstruction of every primary and and implementation. Provincial construction monitoring continue to be secondary school in China within governments primarily played an applied to new school construction. three years. The National Primary and administrative role, managing data, New and retrofitted schools, Secondary School Building Safety funds, and helping local governments especially those in rural areas, will Project was developed a year after the with school assessments. City and need sufficient funds for school 2008 Sichuan earthquake, also called county governments were responsible maintenance and repair to ensure that the Great Wenchuan earthquake, for coordinating the assessments the successes of the School Building which resulted in the deaths of with schools and technical teams, Safety Project are sustained. approximately 87,000 people, collecting and providing school including 10,000 schoolchildren data to provincial authorities, and (Shuanglin, 2016; Sheth, 2008). implementing the retrofitting or The M 8.0 earthquake revealed s reconstruction projects (Ministry widespread seismic susceptibility of Education, 2009a). The central among China’s school building stock, government allocated approximately with 7,444 school buildings damaged 30 yuan billion over three years toward or destroyed (Chen & Booth, 2011). the School Building Safety Project while approximately 350 billion yuan Since the adoption of the Code for came from provincial governments Seismic Design of Buildings in 1989, (Yinfu, 2014). which was updated in 2001, China’s written seismic building code has Professional teams assessed been consistent with international the schools using uniform standards (Ministry of Construction of technical standards outlined by the People’s Republic of China, 2001). the MoE. Assessment teams then Despite the presence of a robust recommended whether the school seismic building code, the Sichuan was safe, or should be retrofitted earthquake revealed gaps between or demolished (Guo et al., 2014). building code standards and building See the full case study in the report appendix and at www.gadrrres.net/resources Guiding Local Governments to Strengthen Unsafe Schools in Japan World Bank and the Global Facility for Disaster Reduction and Recovery, Ana Miscolta, Risk RED Sea of Okhotsk Russian Federation earthquake safety in schools, how • Determine the urgency of to prioritise retrofitting projects, projects using the results of China and methods for planning and the seismic diagnosis. Local implementing retrofitting projects. governments were told to These guidelines directed local consider schools with high risk governments to: of collapse as cases with high North Korea urgency. Sea of Japan • Establish a steering committee Japan South Korea consisting of relevant • Formulate an annual plan after stakeholders in school safety reviewing the list of school and disaster prevention, facilities that require structural Pacific Ocean including administrators, intervention in their jurisdiction. East China Sea teachers, engineers, and Local governments were told academic experts. to consider the extent of work, Pillar 1: Safe Learning associated costs, and number • Conduct a baseline survey of high-risk buildings that Facilities of school buildings inquiring required urgent attention. about the condition of facilities, In 1981, the Ministry of Land, building design, presence of Using the technical and planning Infrastructure, Transport, and Tourism active fault, school status as an guidance from the MEXT guidelines, heightened building standards evacuation
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