4. Anton Joehr DM Pillar - RCRC

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5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland

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  • S2020: 1.Save lives, protect livelihoods, and strengthen recovery from disasters and crises. 2. Enable healthy and safe living 3. Promote social inclusion and a culture of non-violence and peace.

    Hyogo framework for action Priority 3 - Education, information and public awareness

    The Three Pillars of Comprehensive School Safety
    Comprehensive school safety is addressed by education policy and practices aligned with disaster management at national, regional, district, and local school site levels.
    It rests on three pillars:
    1. Safe Learning Facilities
    2. School Disaster Management
    3. Risk Reduction and Resilience Education
    Multi-hazard risk assessment is the foundation for planning for Comprehensive School Safety. Ideally, this should be part of Educational Management Information Systems at national, subnational, and local levels. It is part of a broader analysis of education sector policy and management in order to provide the evidence base for planning and action.
  • Schools are at the meso level of society – but they respond to government policy and leadership, and they involve individuals and families. This is why a young Turkish student gave the slogan to the United Nations International Strategy for Disaster Reduction campaign “Disaster Reduction begins at School”

    School disaster management has an area of activity all it own, as well as overlapping with structural safety and disaster risk reduction. The actions of disaster management are similar for many organizations.


  • Establish national and/or sub-national level committee and fulltime focal point(s) leading comprehensive school safety efforts.

    • Provide policies, guidance at sub-national and school-site levels for ongoing site-based assessment and planning, risk reduction, and response preparedness as part of normal school management and improvement.
    • Develop, train, institutionalize, monitor and evaluate school committees. These should be empowered to lead identification and mapping of all hazards inside and outside school and community and action-planning for ongoing risk reduction and preparedness activities. Encourage participation of staff, students, parents and community stakeholders in this work.
    • Adapt standard operating procedures as needed, for hazards with and without warnings, including: drop cover and hold, building evacuation, evacuation to safe haven, shelter-in-place and lockdown, and safe family reunification.
    • Engage schools in making early warning and early action systems meaningful and effective.
    • Establish national and sub-national contingency plans, based on the Interagency Network for Education in Emergencies (INEE) Minimum Standards (2010), to support educational continuity, including plans and criteria to limit the temporary use of schools as temporary shelters.
    • Identify alternate locations for temporary learning spaces and alternate modes of instruction
    • Incorporate the needs of pre-school and out-of-school children, children with disabilities, and both girls and boys.
    • Link education sector and disaster management sector, and public safety policies and plans at each level of social organization (national, sub-national levels, and local and school site level) and establish communication and coordination linkages
    across sectors.
    • Practice, critically evaluate, and improve on response preparedness, with regular school-wide and community-linked simulation drills. Adapt standard operating procedures to specific context of each school.

  • Establish national and/or sub-national level committee and fulltime focal point(s) leading comprehensive school safety efforts.

    • Provide policies, guidance at sub-national and school-site levels for ongoing site-based assessment and planning, risk reduction, and response preparedness as part of normal school management and improvement.
    • Develop, train, institutionalize, monitor and evaluate school committees. These should be empowered to lead identification and mapping of all hazards inside and outside school and community and action-planning for ongoing risk reduction and preparedness activities. Encourage participation of staff, students, parents and community stakeholders in this work.
    • Adapt standard operating procedures as needed, for hazards with and without warnings, including: drop cover and hold, building evacuation, evacuation to safe haven, shelter-in-place and lockdown, and safe family reunification.
    • Engage schools in making early warning and early action systems meaningful and effective.
    • Establish national and sub-national contingency plans, based on the Interagency Network for Education in Emergencies (INEE) Minimum Standards (2010), to support educational continuity, including plans and criteria to limit the temporary use of schools as temporary shelters.
    • Identify alternate locations for temporary learning spaces and alternate modes of instruction
    • Incorporate the needs of pre-school and out-of-school children, children with disabilities, and both girls and boys.
    • Link education sector and disaster management sector, and public safety policies and plans at each level of social organization (national, sub-national levels, and local and school site level) and establish communication and coordination linkages
    across sectors.
    • Practice, critically evaluate, and improve on response preparedness, with regular school-wide and community-linked simulation drills. Adapt standard operating procedures to specific context of each school.

  • The approach which is being working on building together in Asia with IFRC and Asian Coalition for School Safety to change from “plans” to “participatory planning” which is designed in the overlap between Pillars 2 and 3 so that it includes informal education approaches to children experiencing RR education by doing it in the school environment.
     
    The annual themes for SDM participatory planning are:
     
    Theme 1: Knowing Our Dangers - builds upon VCA (special tools for schools) and PAPE Key messages (you see in theme 1)  
    Theme 2: Reducing Our Dangers - fill in with any examples… so many strong examples from IFRC!
    Theme 3: Preparing to Respond (I have put some extra slides here on SoPs and organization functional division of labor, as usually this is a weak area)
    Theme 4: Educational Continuity Planning - again this tends to be ignored… this is the Education in Emergencies prevention part… important not to skip (also includes Limited Use of Schools as Temporary Shelters)
    Theme 5: Monitor, Share, Advocate… 
     
  • 4. Anton Joehr DM Pillar - RCRC

    1. 1. www.ifrc.org Saving lives, changing minds. Initiatives for Comprehensive Safe Schools Pillar 2: School Disaster Management Wednesday, 27 August 2014 Anton Joehr, Swiss Red Cress
    2. 2. www.ifrc.org Saving lives, changing minds. Red Cross / Red Crescent  Presence in 189 countries  Auxiliary role to the government  Presence throughout the country  Community-based organisation  Fundamental Principles
    3. 3. www.ifrc.org Saving lives, changing minds. Guiding conceptual frameworks External:Internal: A framework for community safety and resilience In the face of disaster risk
    4. 4. www.ifrc.org Saving lives, changing minds. Approach to School Disaster Management  National public campaigns  Partnerships with education authorities  Developing educational materials for schools  Mobilising youth and junior RCRC for peer education  Training and organising communities through CBDRR  Using their disaster response operations as opportunity for improved risk awareness RCRC National Societies
    5. 5. www.ifrc.org Saving lives, changing minds. Pillar 2: School Disaster Management Assessment & Planning Physical & Environmental Protection Response Skills & Provisions Representative / participatory SDM Committee Educational continuity plan Standard operating procedures Contingency planning Building maintenance Non-structural mitigation Fire safety Household disaster plan Family reunifi- cation plan School drills Comprehensive School Safety Framework
    6. 6. www.ifrc.org Saving lives, changing minds. • National and sub-national education authorities and local school communities (including children and parents) • Collaboration with their disaster management counterparts at each level • to maintain safe learning environments and plan for educational continuity School Disaster Management
    7. 7. www.ifrc.org Saving lives, changing minds. • Committee / focal point • Policies and guidance • Training, monitoring evaluation • SoP • Early warning, early action School Disaster Management (2) Key Responsibilites • Contingency plans • Alternative locations • Care for specific needs • Link education sector and DM sector • Response preparedness
    8. 8. www.ifrc.org Saving lives, changing minds. 1. KNOWING OUR DANGERS 2. REDUCING OUR DANGERS 3. PREPARING TO RESPOND 4. PLANNING FOR EDU- CATIONAL CONTINUITY 5. MONITORING, REACHING OUT, ADVOCATING Example on the regional level: Asia Coalition for School Safety (ACSS) Aim  Sharing of good practices, lesson learnt etc.  to minimize disaster impact children’s education  to coordinate and promote advocacy for Comprehen- sive School Safety.
    9. 9. www.ifrc.org Saving lives, changing minds. Rationale • Sensitize children / youth • Sensitize parents • Safe schools Example on the local level: School activities of the RC in Honduras
    10. 10. www.ifrc.org Saving lives, changing minds. Main activities Infrastructure • School rehabilitation • School committees Capacity building • Teacher’s training • Training of school committees
    11. 11. www.ifrc.org Saving lives, changing minds. Main activities Awareness Raising • Hazard risks, vulnerabilities and capacities • Climate change • Risk games (riesgolandia)
    12. 12. www.ifrc.org Saving lives, changing minds. Main activities Micro-projects • Reforestation • Waste management • School gardening
    13. 13. www.ifrc.org Saving lives, changing minds. Main activities Combined with health • “Escuela saludable” • Interfaces in nutrition, water, waste management
    14. 14. www.ifrc.org Saving lives, changing minds. Thank you … … and visit us www.ifrc.org www.redcross.ch

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