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Assessing School Safety from Disasters A Global Assessing School Safety from Disasters – A Global Baseline Report KEy ConCEpTS Disaster risk reduction 1 The practice of reducing

Feb 07, 2018

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  • Assessing School Safety from DisastersA Global Baseline Report

    ISDR Thematic Platform for Knowledge and Education 2012

  • Assessing School Safety from DisastersA Global Baseline Report

    ISDR Thematic Platform for Knowledge and Education 2012

  • Acknowledgements

    UNISDR wishes to acknowledge the contributions of its committed staff at headquarters and in the field in the preparation of this publication.

    Project Coordinator: Christel Rose, UNISDR Author: Pedro Bastidas & Marla Petal, Independent Consultants

    Production: Sarah Landelle, UNISDR Layout: Neil Menzies

    For additional information, please contact:United Nations Office for Disaster Risk Reduction (UNISDR) 9-11 Rue de Varemb, 1202 Geneva, Switzerland Tel: +41 22 917 89 08

    Rights and permissions The material in this publication is copyrighted. No use of this publication may be made for resale or other commercial purposes without prior written consent of UNISDR. All images remain the sole property of the quoted sources and may not be used for any purpose without written permission from the relevant sources.

    For permission to make available online, distribute or reprint any part of this work please contact UNISDR, headquarters at: isdr@un.org

    UNISDR/GE/2013/4 ICLUX V1 1,000

    The UN General Assembly adopted the International Strategy for Disaster Reduction in December 1999 (GA resolution 54/219) and established UNISDR, the secretariat to ensure its implementation. UNISDR, the UN office for disaster risk reduction, is also the focal point in the UN system for the coordination of disaster risk reduction and the implementation of the international blueprint for disaster risk reduction - the Hyogo Framework for Action 2005-2015: Building the resilience of nations and communities to disasters (GA resolution 60/195).

  • Key Concepts................................................................................................................................................4Foreword .......................................................................................................................................................5Executive Summary .....................................................................................................................................6Background ...................................................................................................................................................8

    Disaster Impacts on Schools ..................................................................................................................9The Thematic Platform for Knowledge and Education .........................................................................11Milestones in Advocacy of School Safety from Disasters .....................................................................14A Framework for Comprehensive School Safety from Disasters ..........................................................16

    Analysis .......................................................................................................................................................18Analysis Methodology ...........................................................................................................................18General Observations ...........................................................................................................................19Assessment of School Safety from Disasters .......................................................................................22

    Approaches to assessment ...............................................................................................................22 Typology of Assessments for Disaster Risks to Schools ...................................................................25 Example of School Facility Safety Checklist ......................................................................................30

    Safe School Facilities ...........................................................................................................................31 ExampleofSafeSchoolConstructionandRetrofitProcess: ............................................................35

    School Disaster Management ..............................................................................................................37 Example of School Disaster Management Checklist .........................................................................41

    Disaster Risk Reduction Education in Schools .....................................................................................42 Example of Framework for Learning Outcomes for Disaster Risk Reduction ...................................46 Example of regional approach to support for DRR in the curriculum ................................................48Recommendations .....................................................................................................................................49 1. Re-Focus on Outcomes, Standards, and Core Commitments ...........................................................50 a) Assessment ......................................................................................................................................52 b) Safe School Facilities .......................................................................................................................53 c) School Disaster Management ..........................................................................................................55 d) DRR in School Curricula ..................................................................................................................58 2. Align Education Sector Indicators with Hyogo Framework for Action .................................................60 3. Develop and Monitor Policies to Safeguard Development Investments .............................................61 4. Follow Best Practices to Drive Progress .............................................................................................62 5. Work with and Support Regional and Sub-Regional Partnerships .....................................................62 6. Develop Knowledge Management Tools for Scaling-Up .....................................................................63 7. Support Impact Research for Scaling-Up ...........................................................................................64Resources ...................................................................................................................................................66Summary of Case Reports.........................................................................................................................70

    Overview ...............................................................................................................................................71Safe School Facilities: Assessment Experiences .................................................................................87Safe School Facilities: New School Construction Experiences ............................................................89SafeSchoolFacilities:SchoolRetrofittingExperiences .......................................................................90Safe School Facilities: Non-Structural Safety Experiences ..................................................................92School Disaster Management: School Continuity Planning Experiences .............................................93School Disaster Management: Drills and Skills Experiences ...............................................................95Disaster Risk Reduction in School Curricula Experiences ...................................................................97

    TABlE oF ConTEnTS

  • 4

    Assessing School Safety from Disasters A Global Baseline Report

    KEy ConCEpTS

    Disaster risk reduction 1

    The practice of reducing the risk of disaster through systematic analysis and management of the causal factors of disasters. This includes reducing exposure to hazards, lessening the vulnerability of people and property, wise land and environmental management, and improved preparedness.

    For education it implies the systematic analysis of and attempt to reduce disaster-related risks to enable the education system to provide (and learners to continue, and out-of-school children to access) quality education for all, before, during, and after emergencies.

    DisasterriskreductionundertheHyogoFrameworkforAction1doesnotincludeconflict,butriskreductionprinciplescanalsobeappliedtocontextsinvolvingconflictandcivilunrest

    Hazard 2A dangerous phenomenon or human activity that may damage, disrupt, or lead to loss of life, health, property, livelihoods, social, and economic services. Hazards arise from a variety of sources and sometimes act in combination. Technically, hazards can be described quantitatively as likelihood x frequency of occurrence x intensity of impact. They can includeconflictandnaturaldisaster.

    Risk 3

    The word risk has two distinctive connotations. In popular usage the emphasis is on the concept of chance or possibility (the risk of an accident). In technical settings the emphasis is usually placed on consequences in terms of potential losses. The relationship between vulnerability and the likelihood and severity of hazards can be represented using this equation: Risk = Hazard x Vulnerability/Capacity

    The worse the hazard, the greater the risk. Likewise, risk also increases when a community, system, or even a school is more vulnerable.

    Retrofitting4 The reinforcement or upgrading of existing structures to become more resistant and resilient to the damaging effects of hazards

    Resilience 5

    Resilience is the ability of an