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 2. Risk RED 3. UNESCO Paris Office 4. Polytechnic Department of Engineering and Architecture University of Udine, 5.Save the Children Laos 6. UNESCO Jakarta Office awareness of and interest sent for remote automated 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. 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 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 , school status as an guidance from the MEXT guidelines, heightened building standards evacuation centre, and plans as well as national subsidies to ensure the safety of building for closure or merger. available for school retrofit projects, occupants even in high magnitude, municipal governments across the rare earthquakes. School buildings • Prioritise school buildings for country began implementing school constructed after 1981 and subject to vulnerability assessment and/ retrofits and reconstructions in their these standards were considered safe. or seismic diagnosis based jurisdictions. However, school buildings built prior to on the number of floors, year 1981 and not retrofitted were not. built, and other estimates of By 2015, approximately 52,000 structural integrity. elementary and junior high schools In 1995, the national government had been either assessed as made national subsidies available to • Conduct a vulnerability seismically safe, retrofitted to be all pre-1981 public and private schools assessment in cases where seismically safe, or torn down and for school assessment and retrofitting. prioritisation surveys indicate a reconstructed. Between 2002 and However, many local governments building was structurally weak 2016, the percentage of earthquake- did not take advantage of the subsidy or dilapidated. The vulnerability resistant public elementary and program. assessment scored a junior high school buildings in Japan building’s deterioration. Scores increased from just 44.5% to 98%. Realising that municipal governments below a threshold had to be needed guidance to implement reconstructed; scores above MEXT’s development of school assessments and retrofitting, it had to be further evaluated comprehensive guidelines greatly the Ministry of Education, Culture, using a seismic diagnosis. facilitated program progress by Sports, Science and Technology providing local governments with (MEXT) organised a working group • Conduct a seismic diagnosis detailed, step-by-step information for of earthquake and planning experts, of buildings with certain program planning and implementation. architects, and local government prioritisation and vulnerability representatives to develop guidelines scores in order to calculate for the planning and implementation a seismic index of structure of school building retrofitting projects and a horizontal load-carrying in late 2002. The resulting guidelines, capacity index. These two published and distributed to local indices were then associated governments in 2003, described with a low, medium, or high risk the basic concepts of structural of collapse in earthquake. See the full case study in the report appendix and at www.gadrrres.net/resources Designing and Building Earthquake-Safe Schools in Uttar Pradesh Sanjaya Bhatia1 and Ana Miscolta2

1.UNISDRTajikistan Office forChina Northeast Asia; Global Education and Training Institute, South Korea 2. Risk RED Afghanistan earthquake-resistant design features Uttar Pradesh was able to implement caused only an 8% cost increase per earthquake-resistant school designs unit. in a relatively short period of time because the government already Uttar Bhutan Pradesh To ensure proper construction, had a large-scale school construction SSA held training workshops to program in place. One of the most teach thousands of masons about challenging aspects of the SSA India Myanmar earthquake risks, show them new initiative was developing a labour force school design concepts, and give capable of implementing earthquake- them hands-on practice with the new resistant designs on the ground. Bay of Bengal designs. Because the new school However, using a cascade approach, Arabian Sea designs applied to all 70 districts in which the government relied on Andaman of Uttar Pradesh, UNDP and SSA master trainers to train others in their Sri Sea Lanka designed a cascade approach to respective localities, 10,000 masons Laccadive Sea training designed to reach as many were trained and certified within a Pillar 1: Safe Learning local masons as possible. period of a few months. Facilities In May 2006, UNDP introduced district-level education officials in Most of Uttar Pradesh, India’s most all 70 districts to the new school populous state, sits within high designs. In June and July 2006, seismic hazard zones – a problematic UNDP held master training workshops location because many buildings for engineers and education are poorly constructed and prone to officials, with support from Orissa collapse during large earthquakes. Development Technocrat’s Forum. After the 2001 earthquake, the Four representatives came from Uttar Pradesh government developed each district. A month later, the a proactive approach to earthquake master trainers taught training risk reduction in the education sector. sessions in their respective districts In 2006, the government partnered with education officials, engineers, with United Nations Development and local masons. District training Programme (UNDP) Disaster Risk sessions lasted two days. The first Management Programme and Sarva half focused on earthquake-resistant Shiksha Abhiyan (SSA), a national construction theory and methodology program aimed at expanding basic using photographs and manuals. In education access, to incorporate the second half, participants built their earthquake-resistant designs into all own earthquake-resistant models future school building plans. using techniques from the class.

The new designs were developed in Between 2006 and 2007, over 6,844 a four-month period, in time to apply buildings were built using the new to 6,850 school buildings and 82,039 earthquake-resistant designs (Umrao, classrooms, planned for construction 2007), yet substantial challenges the following year through World Bank remain. Most notably, around 125,000 financing. Each new design came pre-existing elementary schools in with a detailed construction manual Uttar Pradesh remain susceptible to and cost estimates. After the National earthquakes and await retrofit. A lack Seismic Advisor and state officials of funding impedes the implementation evaluated and approved the designs, of a large-scale school assessment the Uttar Pradesh government revised and retrofitting initiative through SSA its school construction budget to (Umrao, 2007). reflect the additional cost; adding

See the full case study in the report appendix and at www.gadrrres.net/resources Seismic Renovation and Reconstruction of Schools in Uzbekistan Bakhtiar Nurtaev,1 Shamil Khakimov,2 and Ana Miscolta3 1. Research of the Institute of Geology and Geophysics Tashkent, Uzbekistan 2. JSV ToshuyjoyLITI, Tashkent, Uzbekistan 3. Risk RED

established a design working group to proceeded, first prioritising demolition Kazakhstan assist the assessment process. The of unsafe schools, then reconstruction group included 11 state engineering of those schools. Rehabilitation of and design institutes under the weak schools followed, with schools leadership of Uzbek Research and that needed only operating repairs Design Institute of Standard and being prioritised last. Experimental Design of Residential Uzbekistan and Public Buildings (UzLITTI). The Local governments organised design group assessed the structural public tenders for construction work Turkmenistan integrity of school buildings through according to technical and budget Tajikistan questionnaires and field visits and requirements defined by UzLITTI. assigned each school one of the Local construction firms bid for following structural intervention contracts and those firms that won categories: the tender consulted with the design Afghanistan Pillar 1: Safe Learning working group for guidance. The Pakistan 1) Demolition and new local branch of the State Architectural Facilities construction – when it was Construction Supervision monitored more cost- and time-effective contractors to ensure they were to demolish and reconstruct meeting the structural requirements. Old Soviet-era buildings are than restore or retrofit the Between 2004 and 2009, 8,501 Uzbek widespread and seismically unsafe building. primary and secondary schools were in Uzbekistan, including many school retrofitted, repaired, or rebuilt under buildings that are prone to damage or 2) Operating repair – when the programme. A total of 351 schools collapse in an earthquake event. the school met the current were reconstructed, 2,470 schools building code requirements underwent capital reconstruction, In 1996, the United Nations and did not require 3,608 schools were rehabilitated, and International Decade for Natural strengthening, but did require 2,072 underwent operating repairs Disaster Reduction secretariate light repairs. (Akhmedov, 2013). launched the Risk Assessment Tools for Diagnosis of Urban Areas 3) Rehabilitation – when the Since the beginning of the program, (RADIUS) to promote seismic risk school required retrofitting. all structurally substandard primary reduction in urban areas. A RADIUS and secondary school buildings study of Tashkent’s building stock 4) Capital reconstruction – when in Uzbekistan have been retrofit generated increased awareness a school building required or rebuilt to be seismically safe. of seismic risk about Tashkent’s both strengthening and new The assessment and structural building stock, including school construction, such as the intervention demonstrates the national buildings (Mirjalilov, 2000). This study addition of classrooms or government’s commitment to child stimulated the national government sports halls. safety and disaster risk reduction. Its to make earthquake risk mitigation a mechanism for implementing large- policy priority. The design group then developed scale retrofitting and reconstruction designs for each type of the projects serves as a model for other In 2004, Uzbekistan established structural intervention categories. countries to follow. the National Programme on School The Ministry of Public Education Education Development for 2004– began implementing the plans in 2009, which required unsafe school summer of 2004, delegating most buildings be retrofitted or rebuilt. In of the implementation to municipal response, the Cabinet of Ministers of and provincial governments. Local Uzbekistan organised a working group governments prioritised school of government agencies to oversee interventions based on each school’s the project. The State Committee level of need compared to other for Architecture and Construction schools in the area. Construction

See the full case study in the report appendix and at www.gadrrres.net/resources Nationwide School Earthquake Drills in Iran Yasamin O. Izadkhah1 and Kambod Amini Hosseini1

1. International Institute of Earthquake Engineering and Seismology, Tehran, Iran

Georgia Caspian Sea Uzbekistan Azerbaijan The main objectives of the Earthquake prior to the earthquake and safety Turkmenistan and Safety Drills were to: school drill, the Safe Schools – Resilient Communities program educates community members about 1) increase the knowledge of earthquake mitigation and response children and teachers about strategies. IIEES representatives Iraq Iran earthquakes train local facilitators to hold workshops to teach community Afghanistan 2) develop preparedness for members appropriate responses to appropriate responses during an earthquake event, sheltering and an earthquake evacuation protocols, and methods Persian Gulf Pakistan for addressing structural and non- United Arab 3) reduce the disastrous structural risks in houses. Workshop Emirates Arabian Sea consequences of earthquakes facilitators also guide community members in preparing risk maps of 4) build a culture of safety their neighbourhoods. Safe Schools in earthquake-prone – Resilient Communities has already Pillar 2: School communities. been introduced in 60 communities. Disaster Management On the day of the annual drill, the MoE Iran’s expansion of school earthquake coordinates the earthquake and safety drills nationwide and its development Iran sits atop the seismically active alarm within schools, while the Islamic of a cooperative and inclusive Alpine-Himalayan orogenic belt and Republic of Iran Broadcasting sounds community risk reduction program has been struck by many destructive the alarm on the national radio. On are the products of the long-term earthquakes (Hessami et al., 2003). cue, students, teachers, and all partnership between the MoE During the International Decade for school staff perform “drop, cover, and and the IIEES, demonstrating the Natural Disaster Reduction in the hold’” for 30 to 60 seconds, followed necessity of strong relationships 1990s, the Ministry of Education by emergency evacuation (IIEES between government institutions (MoE) and the International Institute Brochure, 2004). Each year, one or and expert advocate organisations. of Earthquake Engineering and two schools are selected as models of However, Iran’s education sector still Seismology (IIEES) decided to work good implementation, and their drill, faces challenges with strengthening together to encourage formal and conducted with representatives from weak schools and measuring the informal risk-reduction education, with IIEES and the MoE, is also broadcast effectiveness of its emergency an emphasis on community inclusion. on the radio to encourage student management systems. Over 30% The IIEES and the MoE concluded enthusiasm. of Iran’s school building stock is that schools were ideal places seismically unsafe. Furthermore, for conducting hazard awareness Inspired by the successful expansion the effectiveness of the earthquake activities and began discussing how of Iran’s national school drill program, drill and community risk reduction school sites could be appropriate in 2015, the IIEES expanded programs will not be known until the venues for educating citizens about their work to engage the broader next major earthquake occurs. earthquake safety and preparedness. community in earthquake risk reduction measures. They initiated In 1996, the MoE and the IIEES a new program called Safe Schools piloted Iran’s first school earthquake – Resilient Communities, which drill, eventually scaling up the aimed to raise hazard awareness and drills to the national level and build resilience in the communities making participation mandatory. By surrounding schools. The program 2016, nearly 13.5 million children provides communities with broad DRR participated in earthquake drills across training and facilitates community the country for the nation’s 18th participation in the annual earthquake national drill. and safety drill. For the three months See the full case study in the report appendix and at www.gadrrres.net/resources Developing School Plans and Performing Drills in Los Angeles Jill Barnes1 and Ana Miscolta2

1. LAUSD Office of Emergency Management 2. Risk RED

Hudson Bay created the Standardized Emergency parents, and community members Management System (SEMS), the can download in English and Spanish, set of requirements LAUSD school describes LAUSD emergency plans must comply with today. SEMS plans and protocols, including establishes inter-agency coordination parent notification and reunification to ensure rapid communication and procedures. decision-making, and a state mutual aid program, among fire departments, Despite the LAUSD Office of California police departments, and health Emergency Services’ impressive work Atlantic Ocean facilities. in emergency planning and hazard Gulf of mitigation, significant challenges Mexico Meico Pacific Ocean Cuba The LAUSD guides the development remain. One of the greatest obstacles of Safe School Plans for all schools in to managing the development and Caribbean Sea its jurisdiction, offering a Safe School maintenance of Safe School Plans in Plan template, which addresses the LAUSD is the size of the district Pillar 2: School multiple natural and social hazards relative to the number of managers and has detailed emergency planning monitoring school plans. Disaster Management information and guidelines for plan completion. Overall, the LAUSD Office of In the past 100 years, several Emergency Services provides an earthquakes have caused structural Each school must establish a Safe excellent model of how a large school damage and disrupted educational School Committee in charge of district or local government can guide activities in the Los Angeles region reviewing and updating its Safe schools in planning for emergencies. of California state. The Los Angeles School Plan. In the LAUSD, Safe It is important to note that the LAUSD Unified School District (LAUSD) Office School Committees must include the Office of Emergency Services of Emergency Services has in place principal, the United Teachers Los emergency planning policy is strongly some of the most comprehensive Angeles Chapter Chair, one non- supported by California state law, and disaster management strategies in the teaching staff member, one student what is arguably a proactive hazard United States. representative if the plan is for a high planning culture in California. Students school, one parent representative benefit not only from the existence of The state-level Katz Act of 1984 of a current student, and one local emergency plans in school, but from required that all public and private law enforcement officer. In addition hazard and emergency response elementary and high schools with to mandatory members, the LAUSD education, provided through periodic 50 students or more develop an Office of Emergency Services school drills and the availability of earthquake disaster plan. The act encourages schools to recruit staff emergency planning apps. also required schools to hold regular members with diverse training “drop and cover” and evacuation backgrounds for the committee (Office drills. These regulations were later of Environmental Health & Safety, supplemented by California Education 2009). Code Sections 32280–32289, which mandated that all schools develop To further engage LAUSD students Safe School Plans, to include natural and staff in emergency planning, the hazard risk, school and home LAUSD Office of Emergency Services violence, and traffic safety, with released two apps based on the annual updates to be submitted to district’s Safe School Plan template. the governing board of their school The LAUSD Staff/Responder district. Emergency Plan app is available to all district employees and first responders Over the next decade, California state and describes response protocols for emergency management requirements emergencies. The LAUSD Community developed until ultimately the state Emergency Plan app, which students,

See the full case study in the report appendix and at www.gadrrres.net/resources Protecting Children in Emergencies by Law in the Philippines Ned Olney1 and Ana Miscolta2

1. Save the Children Philippines 2.China Risk RED

The study found that, as of June The Act directs the Department of Philippine Sea 2014, over 10,000 children affected Social Welfare and Development to by Typhoon Haiyan remained in develop a Comprehensive Emergency South China Sea precarious situations with unstable Programme for Children. The program Philippines access to education and health will activate upon declaration of a state Vietnam resources. In September 2014, based of calamity or any other emergency on the data from the post-Haiyan situation. study and analysis of the existing policy framework, Save the Children Save the Children’s involvement developed a draft bill. Based on in policy advocacy, development, the draft bill, Representatives and and implementation highlights how Brunei Celebes Sea Senators authored their own version important researchers and partner Malaysia of the bill, HB 5062, which eventually organisations can be in advocating became The Children’s Emergency for, and ensuring lawmakers pass, Relief and Protection Act. In 2016, evidence-based policies. However, Indonesia Pillar 2: School after several amendments in the existing support and advocacy for Senate and House of Representatives, children’s welfare within the House Disaster Management President Aquino signed the Act of Representatives and Senate were into law. The Act outlines specific integral in passing the law. The timing When Typhoon Haiyan struck measures to ensure the safety of of policy advocacy was also important Southeast Asia in 2013, it affected children in disasters, including: in passing the Children’s Emergency nearly 6 million children in the Relief and Protection Act. Typhoon Philippines, leaving thousands dead • establishment of evacuation Haiyan had occurred less than a and many more psychologically centres year prior when HB 5062 was first traumatised. The property damage introduced. The devastation from the and social disorganisation left by • establishment of child and storm was still fresh in the minds of Typhoon Haiyan made educational women-friendly transitional both citizens and lawmakers, making continuity impossible in certain parts shelters, and a referral the political climate ripe for policy of the Philippines. This disruption mechanism for orphaned, change. left children without social structure unaccompanied and or a physical place of belonging, separated children Passing a comprehensive bill especially in cases where they had addressing the wellbeing of children lost their home or families. Orphaned • assurance for immediate in disasters is a substantial or separated children were also highly delivery of basic necessities accomplishment for the Philippines. vulnerable to the risk of abuse or and services However, it remains to be seen trafficking after the typhoon. how effective the law will be • stronger measures to ensure in practice. Ensuring the full A month after the typhoon struck, the safety and security of support and participation of all Save the Children, World Vision, affected children government agencies involved in the United Nations Children’s Fund the Comprehensive Emergency (UNICEF), and Plan International • delivery of health, medical and Programme for Children is something began a study in December 2013 nutrition services that can be continued in the present. investigating the self-identified needs Civil society organisations should of children affected by Typhoon • plan of action for prompt maintain their support of government Haiyan. The study assessed 286 resumption of educational agencies, and should offer their children and completed 42 focus services for children resources where needed. group sessions. The purpose of the study was to identify existing • establishment of child-friendly weaknesses in policy, with emphasis spaces; and promotion of on those systemic weaknesses that children’s rights. affected children.

See the full case study in the report appendix and at www.gadrrres.net/resources Students Leading Communities in Disaster Risk Reduction through Informal Education in Cuba Orestes Valdés Valdés1 and Ana Miscolta2

United States 1. Cuban Ministry of EducationAtlantic Sea 2. Risk RED

Gulf of Meico education projects that are consistent and the rest of the community in The Bahamas with their education policy and model public workshops, which are led of development. Organisations answer by teachers, administrators, and Turks and to these terms of references, thereby community leaders. Children are Caicos Islands Cuba developing partner projects with the encouraged to continue spreading MINED. While the duration of a single DRR and environmental knowledge to Cayman project may be finite, its lessons are their families and community members Islands Haiti Jamaica often used for changes to permanent and serve as agents of change and policy through incorporation into liaisons between schools and the rest curricular content or teacher training of the community. content. Caribbean Sea Since its initiation in 2013, the Pillar 3: Risk Reduction In 2013, the MINED with Education, Leadership, and Gender & Resilience Education UNICEF Cuba and more than 15 project has been carried out in five interdisciplinary ministries and provinces in Cuba. Between 2013 and institutes in the sectors of education, 2016, over 14,000 children and over civil defense and DRR, developed 1,800 teachers have participated in In Cuba, environmental education and the project Education, Leadership the project, in 128 schools and 107 the prevention of disasters are directly and Gender. The project’s aim was communities. In April 2017, the project related. From pre-school education to strengthen the leadership roles was initiated in the province of Ciego through secondary school, the of children and adolescents, their de Ávila and the results of the project national curriculum directly addresses families, and their communities in are pending. the protection of the environment. learning and pursuing new knowledge Classes focus on ecological problems and skills in the realm of disaster Despite the impacts of hurricanes and natural hazard risk with attention mitigation and prevention. The and flooding in Cuba, the number to methods of mitigation and disaster program centres on the inclusion of related fatalities is minimal, in prevention. of girls and women as active large part due to the political will of decision-makers and project leaders. preserving human lives through both However, officials within the Ministry Education, Leadership, and Gender is formal and informal hazard education. of Education (MINED) consider formal principally carried out in primary and school-based disaster risk reduction secondary schools in between 25 and (DRR) and environmental education 30 communities each year. insufficient because it excludes the adult and out-of-school population Project activities are divided into two and school-based education also categories: those that are carried cannot be rapidly updated with out in the schools and in which only new knowledge. For this reason, students participate; and those carried the MINED has developed informal out in community workshops and, education programs that include in which everyone in the community the whole community in the DRR participates, including students. The educational process in partnership school activities train students in skills with international non-governmental for the mitigation and prevention of organisations, such as the United disasters. The creation of risk maps Nations Children’s Fund (UNICEF), of the school and its vicinity are a Save the Children, and the United major component of the project. These Nations Educational, Scientific and activities are permanently incorporated Cultural Organisation (UNESCO). into classroom activities from May Based on its current priorities and throughout the rest of the school year. evaluation of need, the MINED After finishing the school-based develops and distributes terms project activities, students present of references for environmental their new knowledge to their families

See the full case study in the report appendix and at www.gadrrres.net/resources Mainstreaming Road Safety Education for Children in South Korea Ana Miscolta, Risk RED

Russia to 23 annual hours of road safety safe environment. Children learn how China education. However, the directive to use crosswalks, interpret traffic lacked a strong legal basis for signs, and safely ride in vehicles. North Korea enforcement. To address this legal gap, the national government South Korea has drastically reduced Sea of Japan amended the School Health Act in child traffic fatalities since the early 1998 and the Child Welfare Act in 1990s: the number of child roadside 2000. Both amendments outlined the deaths dropped from 1,766 in 1988 South Korea responsibility of school administrators to 53 in 2014 (Sul et al., 2014). Yello Sea to provide traffic education. The Classroom-based approaches Japan amendment to the Child Welfare Act contributed to the reduction in child also outlined road safety education traffic fatalities by teaching children China guidelines for each age group: skills to protect themselves on the street. Non-educational policies • Kindergarten education passed during the same period also East China Sea focused on using sidewalks, played a large role, such as school Pillar 3: Risk Reduction crossing roads, and riding zones and increased traffic penalties. & Resilience Education school buses. In 1995, the government introduced the school zone system nationwide, In South Korea, the journey to school • Elementary education focused which imposed stricter traffic rules in is an everyday hazard for children. on finding safe routes to areas around schools. Traffic fines in Growth in car ownership in the 1980s school, understanding traffic school zones are double the normal led to an increase in traffic accidents rules, and using different amount. The new school zones and and related fatalities throughout the forms of transportation. higher traffic violation penalties were decade. Traffic fatalities peaked in also influential in making roads safer 1991, killing 13,429 people, including • Middle and high school for children (Sul et al., 2014). 1,566 children. Most fatal road education focused on using accidents involving children in South and maintaining bicycles, Despite South Korea’s impressive Korea were vehicle-to-pedestrian understanding traffic rules, strides in reducing the rate of child collisions in urban areas. The death and preventing accidents. traffic fatalities, its overall pedestrian of these children highlighted a need fatality rate remained the highest to improve safety protocols for In 1997, the President made a pledge among OECD countries in 2014 children who walk to and from school, to further strengthen road safety (OECD/ITF, 2015). Such a high especially in cities (Sul et al., 2014). education. In response, the Ministry pedestrian fatality rate indicates the of Education and the Road Traffic country must take further measures to Between the years of 1988 and 2014, Authority developed content for the ensure roadside safety for all. Experts South Korea made a series of policy 7th National Educational Curriculum suggest the problem comes from a changes that lowered child traffic between 1998 and 2000, and high rate of alcohol consumption, a fatalities in South Korea by nearly curricular changes were incorporated fast-paced culture, lack of sidewalks, 97%. These policy changes began in into textbooks. and relatively high speed limits (Yan 1995 and included both formal and & Kim, 2003; OECD/ITF, 2016). informal educational approaches to Children also learn about road safety Developing measures to addres the roadside safety for children and adults. outside the classroom. In 2002, the root causes of traffic accidents will national government developed benefit children and reduce the rate of In 1996, the Ministry of Education, facilities called “traffic parks” or child fatalities even further. Science and Technology (MoEST) “road safety experience centres” for began mandating kindergartens kindergarten and elementary students to teach 30 hours of road safety to test hands-on learning approaches education, and that elementary, to safety education. Traffic parks middle, and high schools teach 21 are confined areas that mimic real roadways to help train children in a

See the full case study in the report appendix and at www.gadrrres.net/resources