6 Appendix 1 Rationale for and Background to the Development of Guidance Notes on Safer School Construction Safer School Construction: The Issue In January 2009, the Center for Research on Epidemiology of Disasters (CRED) high- lighted a spike in the number of people killed in natural disasters: the 2008 death toll of 235,816 was more than three times the annual average of the previous eight years. Moreover, it noted that the biggest losses, from Cyclone Nargis and the Sichuan tremors, could have been substantially reduced had schools been built more earthquake-resilient. The death of children and adults in these schools causes irreplaceable loss to families, communities and countries and life-long injury to millions of children around the world. Moreover, disasters continually destroy or damage school infrastructure, which is a great economic loss for a country; the cost of reconstruction can be a substantial burden on the economy. In addition to providing a space for children’s learning, schools often serve as centers for community activities and constitute social infrastructure that is key in the fight against poverty, illiteracy and a disease free world. The Education for All and Millennium Development Goals cannot be achieved without the construction of safer and more disas- ter resilient education facilities. Safer School Construction Guidance Notes: The Vision The institutionalization of guiding principles for the construction of more disaster resilient schools has been identified by governments, international organizations, and school com- munities as a critical need for reducing, and ideally preventing, the devastation caused by natural disasters, illustrated most recently in China, Haiti, and Pakistan. Although there are many governments and organizations engaged in the construction, retrofit and repair of safer schools as well as the production of knowledge based on their experience and prac- tices, there is presently no one reference point from which to easily navigate and obtain the appropriate technical knowledge and valuable insights gained from similar initiatives around the world. The development and dissemination of a tool compiling a series of recommendations and guiding readers to more technical and context-specific information is an important first step in a global effort to ensure that schools in disaster-prone regions are designed and built to best protect their inhabitants. Therefore, the World Bank’s Global Facility for Disaster Reduction and Recovery (GFDRR) and the Inter-Agency Network for Education in Emergencies (INEE) are working together to facilitate a consultative process to develop Guidance Notes for Safer School Construc- tion. These Guidance Notes will provide: 1. a set of suggested steps to consider when planning and implementing the con- struction, retrofitting and/or repair of safer schools / Page 93 6 Guidance Notes on Safer School Construction 2. key design and construction principles to consider when building, retrofitting or repairing school structures for greater resilience to natural disasters 3. links to resources including designs, manuals, academic studies, case studies and other materials based on the experience and research of practitioners and techni- cal experts around the globe Guidance Notes on Safer School Construction: The Process The Guidance Notes are being developed through a consultative process involving con- tinuous input from a technical expert resource group as well as virtual and face-to-face consultations with education, disaster prevention, shelter design and construction stake- holders to ensure not only sound technical input but also that the tool is practical and user-friendly. Moreover, the Guidance Notes draw on material already available, which will ensure that the content is based upon concrete experiences, good practices and les- sons learnt. Once finalized, the guidance notes will be produced, translated and widely launched in the second half of 2009 by the GFDRR and INEE in partnership with other networks and organizations. It is envisioned that these guidance notes will be an evolv- ing document, which will be regularly revised to include new and appropriate research, insights and practices thereby maintaining its relevancy and usefulness. For more details on the process as well as to access additional materials on safer school construction, please go to: www.ineesite.org/saferschool construction. Page 94 / 6 Appendix 2 Safe and Child Friendly School Buildings: A Save the Children poster / Page 95 6 Guidance Notes on Safer School Construction Appendix 3 Acknowledgements and Links to Additional Information, List of Documents Consulted Acknowledgements INEE and GFDRR would like to acknowledge the input and expertise of the following individuals who participated in consultative workshops, served as Technical Experts, contributed case studies and/or peer reviewed the Guidance Notes: Helen Abadzi, World Bank; John Abuya, Action Aid; Eva Ahlen, UNHCR; Mehmet Emin Akdoğan, Istanbul Seismic Risk Mitigation Project, Special Provincial Administration; Allison Anderson, INEE; Rana Muhammad Arif, Punjab Education Foundation; Emin Atak, Istanbul Seismic Risk Mitigation Project, Special Provincial Administration; Fikret Azılı, Istanbul Seis- mic Risk Mitigation Project, Special Provincial Administration; Pedro Bastidas, UNICEF; Charlotte Bazira, ActionAid; Charlotte Balfoure Poole, Save the Children UK; Stephen Bender, Architect; Djillali Benouar, University of Science and Technology Houari Boume- diene; Andrea Berther, UNICEF; Sanjaya Bhatia, World Bank Global Facility for Disaster Reduction and Recovery; Charlotte Beyer, Save the Chidlren; Patrizia Bitter, Institute of Education; Chandra Bhakuni, Independent Consultant; Rhonda Bly, Miyamoto Interna- tional, Inc.; Peter Buckland, The World Bank; Omar D. Cardona, Universidad Nacional de Colombia; Anne Castleton, Church World Service; Amena Chenzaie, World Bank; Kate Crawford, Independent Consultant and IASC Shelter Cluster member; Robin Cross, Ar- ticle 25; Therese Curran, Norwegian Refugee Council; Sergio Dellanna, GFDRR World Bank; B. R. Dissanayake, University of Peradeniya, Sri Lanka Department of Civil Engineer- ing; Lisa Doherty, UNICEF Eastern and Southern Africa Regional Office; Hendrina Doro- ba, Forum for African Women Educationlists (FAWE); Salih Buğra Edurmuş, Istanbul Seis- mic Risk Mitigation Project, Special Provincial Administration; Kazım Gökhan Elgin, Istanbul Seismic Risk Mitigation Project, Special Provincial Administration; Eric Eversmann, Catholic Relief Services; Noor Farida Fleming, Australian Development Gateway; Monica Garcia, INEE and Hunter College School of Social Work; Luca Ginoulhiac, UNICEF Rwanda; Annika Grafweg, Architect If-untitled architects; Rebekah Green, Institute for Global and Community Resilience, Western Washington University; Paul Grundy, Department of Civil Engineering, Monash University; Manu Gupta, SEEDS; Dr. Lin-Hai Han, Institute of Disas- ter Prevention and Mitigation Engineering, Tsinghua University; Deborah Haines, Save the Children UK; Brenda Haiplik, Save the Children US; Ufuk Hancilar, Bogazici University, Kandilli Observatory and Earthquake Research Institute; Victoria Harris; Article 25; Da- vid Hattis, Building Technology Incorporated; Elizabeth Hausler; Build Change; Sasmoyo Hermawan, Save the Children; Ashley Clayton, Nina Papadopoulos, Ash Hartwell, Cristine Smith, and David Evans, Center for International Education, University of Massachusetts; Seki Hirano, If-untitled architects; Jo Hironaka, UNESCO; Marian Hodgkin, INEE; Jennifer Hoffman, INEE; Takashi Imamura, UNESCO; Rodney Haydn Imer, World Vision Interna- Page 96 / Appendix 3 6 tional; Dr Yasamin O. Izadkhah, IIEES; Russell Johnson, Architect AIA; Aygül L. Kabaca, INEE; Jane Kalista, UNESCO; Anup Karanth, Geo-hazards Society (GHS, India); Yalçın Kaya, Istanbul Seismic Risk Mitigation Project, Special Provincial Administration; Amir Ali Khan, National Institute of Disaster Management, Government of India; Dr. Frederick Krim- gold, Disaster Risk Reduction Program at Virginia Tech; Hari Kumar, GeoHazards Society; Clement Lado, ICCO Sudan; James Lewis, Datum International; Shirley Long, Save the Children UK; Rachel McKinney, UNICEF; Maury Mendenhall, World Learning; H. Kit Miya- moto, Miyamoto International, Inc.; Solmaz Mohadjer, Teachers Without Borders; Michael Morrissey, Australian Agency for International Development; Martha Muhwezi, Forum for African Women Educationlists; Christina Tobias-Nahi, Islamic Relief USA; Amarah Niazi, Relief International; Susan Nicolai IASC Education Cluster and Save the Children; Sjoerd Nienhuys, Architectural Engineer; Audrey Nirrengarten, UNHCR; Øyvind Nordlie, Norwe- gian Refugee Council; John Norton, Development Workshop France; Omnia Abdul Aziz Nour, Reach Out To Asia (Qatar Foundation); Fahma Nur, World Bank; Adeyemi Ogun- mefun, Commonwealth Secretariat; Kjersti Okkelmo, Save the Children; Khizer Omer, Aga Khan Planning and Building Service; Gary Keith Ovington, UNICEF; Mehmet Emre Oz- canli, Turkish Association of Seismic Isolation and EM-KE Construction Ltd.; Bishnu Hari Pandey, Earthquake Engineering Research Facility at the University of British Columbia; Karen Peffley, World Bank; Marla Petal, Risk RED; Garry de la Pomerai, COGSS DPE Safe School Construction Work group and UK Advisory Group for Natural Disasters; Marina Doris Lenus Ponnukone, War Child Holland Sudan; Krishna S Pribadi, Center for Disaster Mitigation at Institute of Technology of