Transcript School Safety - National Civil Defence College, Nagpur

What do we understand by the term emergency risk
management
 What are its salient features /components
 Who is responsible
 Why does it play an important role in disaster
management?


“Emergency risk management (ERM) is a process which
involves dealing with risks to the community arising from
emergency events. It is a systematic method for
identifying, analysing, evaluating and treating
emergency risks. Risk treatments include prevention and
preparedness as well as provision for response and
recovery should an emergency event occur”

What perhaps could demonstrate some of
the aspects of emergency risk
management…..

CEMEx 2011 (Video)
Mass sensitization and public awareness on
Urban Emergency Management Services (UEMS)
 Capacity enhancement of different stakeholders
involved in emergency management and
response
 Test interagency communication, coordination
and interoperability.
 Assess and recommend areas for reinforcement
and improvement.
 Perspective plan (long term) for U-EMS in the
city





Appropriate Capacity Building of different
stakeholders ( in terms of awareness, knowledge
building and acquisition of skills
Strengthen Interagency Coordination
Communication
Strengthen Contingency Planning at different
levels
Plan, prepare and rehearse to face any
emergency
Creation of Community Risk Resilience –
The Core – It is collective responsibility

Some facts and figures as well as opinions
with reference to the state of affairs in terms
of safety and risk status of Our schools and
academic institutions…..
 971 students and 31 teachers died in the
2001 Bhuj Earthquake
 1,884 school buildings collapsed, loss of
5,950 classrooms
 11,761 school buildings suffered major to minor
damages, additional 36,584 rooms unfit for
holding instruction sessions
On the 23rd Dec 96 425 people died
in Dabwali, Haryana.
The Kumbakonam fire tragedy took life of 93 children

1993: Long Beach Earthquake USA
 70 schools destroyed
 120 damaged
 41 rendered unsafe
• 2003: Iran Earthquake
 School collapsed; 110 children killed

2005: J&K Earthquake





>8000 schools destroyed / damaged
> 17,000 school children killed
> 850 teachers killed
>20,000 suffered injuries
2008: China Earthquake
 >7000 schools destroyed
 >10,000 students killed
 >1,000 teachers killed

2008: Cyclone Nargis
 >3000 schools destroyed in Myanmar
 >100 teachers killed
Teaching DR related subjects is mandated in Mexico, New
Zealand and Romania
 Brazil and Venezuela undertake intensive training on DR at
schools at the municipal and state levels
 For Eg: After 1999 Earthquake, Turkey undertook massive
training on DR for school teachers. BY 2002, 3000
teachers were trained as master trainers and certified in
32 districts.
 They in turn taught 34000 teachers, 6000 personnel and
350,000 students. In the process mode, 836,000 students
were empowered. Extension of the training in three other
provinces, it reached to 1.5 million students

It took the terror attack at German Bakery, just a few miles
from its gates, for authorities at the 62-year Pune
University to wake up to the dangers of terror attacks.
And, to the vulnerability of its students and faculty.
Following the March 2010 blast, CCTV cameras have now
been installed across the campus and armed guards patrol
key locations within the university—both during the day
and after dusk
 It also took a tragedy, this time a devastating fire in its
chemistry lab, for Asia’s oldest college, the 193-year-old
Presidency College in Kolkata (now rechristened
Presidency University) to realise how defenceless they
were when faced with natural or man-made disasters.









The role of schools and educational institutions in the community is very
important and it would be befitting to call them as cradles of
the society
Children and Young people who are taught about disaster
management are assets to the community at large.
They play an important part in saving lives and in protecting the
members of the communities
Making DRR a part of the curriculum of primary and secondary
curricula fosters awareness and better understanding about the
immediate environment in which children and their families live..
Children are a dynamic and powerful force of change and are supporters
in creating awareness in the community.
They can contribute in a unique manner with energy and vision to find
local solutions.
School children should be encouraged to take up tasks which make them
realise their importance as necessary stakeholders in the change process.





It provides contemporary and relevant information
about local environment.
It prepares for participation in both pre and post
disaster activities of the affected/vulnerable
community on a wider scale.
It contributes past experience with recent
developments in technology to combat disaster
It helps to develop effective domain abilities for
collective work as successful disaster management
efforts involve an effective teamwork and spirit.
It promotes informed decision-making in the event of
a disaster.






India’s Developmental milestones
India’s Developmental Challenges
India’s education system milestones
India’s education system challenges
Risk resilience and emergency preparedness
in India
Paradigm shift from a relief centric mode to a
proactive mode…………………….








Tenth and Eleventh Five Year Plan document, have emphasized
the need to enhance knowledge, skill and values to reduce the
impact of disasters on the education sector.
National policy on Education also gives the thrust on safe and
secure environment of educational institutions, not only for
students but the neighborhood community must feel the
belongingness with these institutions
Educational Institutions can contribute towards generation of
knowledge in the area of disasters, develop expertise in specific
types of disaster and impart training in different fields
National DM policy highlights the need and importance
Various academic boards of relevance have highlighted the same
-----There is thought
------There is willingness
---------There is realization



We hear there are issues with
implementation
There are issues with resource allocation and
resource development
There are issues with monitoring, follow up
and sustainability



CBSE curriculum – VIII, IX, X, XI
State education Boards- Tamil Nadu curriculum, Orissa – Risk safety, Maharashtra,
Gujarat, West Bengal, Bihar- through SSA,
Himachal Pradesh, Jharkhand
Non- formal Education – NCC, NSS, NYKS
being trained Tamil nadu, Gujarat,
Maharashtra , Uttaranchal, Assam, Kerala ,
Tripura




Training of Teachers – NCERT – resource
book for training teachers on DM
Karnataka – SCERT is very active
Delhi, West Bengal, Maharshtra, Gurarat,
kerala , HP
North East Regional Institution of Education
– seven eastern sisters











GOI – UNDP DRM Programme with the component on school
safety
UNESCO’s involvement at the policy and advocacy level
UNICEF – grass root level support and demonstration of technical
support/competancies
Action Aid – DRR in schools in Assam and AP-pioneered the
concept of Hazard safety Cadet Corps in schools
ADRA – Work in Bihar
Aide et Action – nagapattinum
AIDMI – 350 schools, 18000 school children, , teachers ,
administrators, in Bihar, Gujarat, J&K rajasthan , TN
Plan India
CARITAS – Assam and Tripura
SEEDs India – more than 600
Save the children – CLDRR











IGNOU – Certificate and PG Programs
Mahatma Gandhi University – MSc in DM
University of Pune – 6 month certificate course
The Indian Institute of Ecology and Environment, New Delhi
The PRT Institute of Postgraduate Environmental Education and
Research
National Civil Defense College and National Fire Engineering
College – skill base training
TISS – Doctoral and PG Programmes
IITs and IIMs and some medical colleges –
Guru Gobind Singh Indra Prastha University – MBA (DM)
MSU Baroda – Certificate course
University of Mumbai Times Centre for DM- certificate courses
Primary and Secondary Education - Teaching about hazards is not
enough to promote risk awareness or action on the part of
children and youth. Academic earth and climate science is good,
but should be taught as part of a comprehensive package with
disaster prevention and preparedness (skill based)
 Tertiary education – practical Insight , Hands on approach –
lacking (issues with curriculum, methodology, scientific and
practical temper as well as linkage with employment
opportunities)
 Protecting educational infrastructure - The excellent research and
pilot projects focusing on school seismic risk have not been
thoroughly evaluated, consolidated, or made available in a form
that that can be rapidly adopted on a larger scale.








Community based risk resilience- lack of ownership and
lack of integration of local indigenous knowledge
Media, communication and risk awareness – This medium
needs to be appropriately utilised
Scientific knowledge and research- The main gap
regarding scientific knowledge and research involves how
to put a vast amount of existing knowledge to work in the
real world under messy, marginally controlled conditions
Work in isolation – not much sharing and learning from
good practices and lessons learned
Lack of appropriately trained cadre of DM
Issues with quality control and quality assurance
Lack of integrated and dove tailed efforts






From a policy perspective – requirement of national road map – which is
structured and outcome based with clearly defined roles and
responsibilities viz a viz stakeholders (with factors of accountability, and
quality check and control imbedded) – in addition to recommendations,
guidelines and guidance notes, there is a need to have specific policy on
safe education.
From a implementation perspective - The effort needs integration with
the administrative machinery and governance process to be sustainable
and impactful (NSSP) – (Ministry of HRD)
Capacities and capabilities of DM Training institutions to be augmented
Curriculum, methodology to be revisited and appropriately addressed
for improvisations
There should be constant sharing of good practices and lessons learnt by
agencies involved in strengthening this sector
Both structural as well as non – structural mitigation measures must be
addressed.
There needs to be standardization, quality
assurance and evaluation of efforts made at the
primary, secondary and tertiary education levels.
 The training and education material as well as
content needs to be practical oriented and user
friendly.
 There needs to be integration of efforts made by
various agencies with the government efforts
 Media needs to be involved and deployed for
various purposes.
 Private sector engagement - vital

National School Safety Programme - Demonstration Project
Detailed Project Report
The NSSP DP – The Scope
Project
period
2 years (September
2011 – August 2013)
Geographic 22 States & UTs (EQ
al spread
Zone IV & V)
Location
2 districts / States (43
districts & UTs)
Scope
200 schools/ district
(8600 schools)
Picture: Realvpm.org
National School Safety Programme - Demonstration Project
Detailed Project Report
The NSSP DP Components
Budget
(crores)
A
Formulation of Draft National School Safety Policy
0.32
B
Capacity Building (200 schools in two districts each in 22 States)
14.86
C
Information, Education and Communication activities to make
8.05
the school children, parents, teachers, school administrators and
larger community aware of school safety and disaster risk
reduction mechanisms (Covering all districts of 22 States falling
in Zone IV and V).
D
Non-structural Measures
15.58
E
Demonstrative Retrofitting of one school each in 22 States
6.60
F
Project Management and Implementation Support
3.06

Thank you