CARE International Indonesia West Sumatra Earthquake Emergency 2009 Shelter advisor CARE “Supporting the community to build back safer”

CARE International IndonesiaWest Sumatra Earthquake Emergency 2009

Shelter advisor CARE

“Supporting the community to build back safer”

September 30, 2009 an earthquake with a 7.9 magnitude struck the western coast of Sumatra Islands, several aftershocks and two further earthquakes of 7.0 and 5.1 magnitudes

The most severely affected areas were Padang, Padang Pariaman and Agam District with an estimated 1,200,000 people (240,000 families) been affected through the total or partial loss of their homes and livelihoods. Approximately 4,000 persons have been displaced and many more are living with host families or residing in makeshift shelters near their destroyed homes.

Severely damaged Moderately damaged Slightly damaged

135,488 houses(Assessment ongoing)

65,264 houses 78,604 houses

-Building collapsedPhysical damage by >70%

-The building is still standing30%-70% physically damaged

Physical damage <30Cracks in plaster walls;

Do no harm principle and approaches

Engage and integrate assistance with local communities and stakeholders to ensure reconstruction is adapted to local designs and materials.

Acknowledge community resilience and self-recovery.

Promote and build on the strong existing local community structures.

No Cash for work.

Today 12-nov 2009 at 10.00 am jkt time UNOCHA hosted the meeting between donor agencies, international organization & National disaster management board (BNPB) on Rehab & Recon. The important point from this meeting were;

1. Rehab & recon for community housing will cover by GoI with the grant as; severely damage houses will get IDR 15 million, moderate IDR 10 million & slightly IDR 1 million. International agencies really will come for soft programming.

2. Public facilities such as school, community health post, religious place, road & bridge as well as irrigation, they welcome international community to help on hard & soft component; any international agencies interest to work on this should coordinate with BNPB & they will link it to related department.

3. Government facilities will cover by local government through annual budget planning.The blue print or West Sumatra action plan will publish on Nov 15, 09; it is a guidance for any organization to followed if interest on rehab & recon. Mr. Beck gave this explanation on be half of BNPB, He is a director of rehab & recon under BNPB.

Severely damaged Moderately damaged Slightly damaged

135,488 houses(Assessment ongoing)

65,264 houses 78,604 houses

-Building collapsedPhysical damage by >70%

-The building is still standing30%-70% physically damaged

Physical damage <30Cracks in plaster walls;

Government grant Approx. 15,000,000Rp (1,500USD)

Approx. 10,000,000Rp (1,000USD)

Approx. 1,000,000Rp (100USD)

Targeted (landslide area) Targeted

(extreme vulnerable)

+ tools

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Principle of ‘Building – Back Safer’•Disaster risk reduction methodologies and approaches should be the foundation for recovery and reconstruction policies and plans.

Temporary to permanent- challenges of securing educational

facilities

Shelter Meeting, Geneva, 11-12th Nov 09

Garry de la Pomerai COGSS-DPE Coalition for Global School Safety

UN-ISDR TPKE  Thematic Platform Knowledge & Education UK AGNDR UK Advisory Group for Natural Disaster Reduction

UNCRD consultant

Seki Hirano / Annika Grafweg Architects and school infrastructure specialists

• Outline: • Emergency to temporary:

 Emergency school shelters to temporary class rooms example from Padang response 2009. ECB rapid assessment carried out.

 • What is happening at Global level• INEE + Sphere standards• Guidance Notes Safer School Construction   • Global Task Force on Building Codes

 Temporary to permanent:• What can be done at national level • Setting of national standards, Rwanda • School Environment Assessment tool (SEAT)  

Education Continuity - Temporary to Permanent

• This has been a lead topic amongst many recently....how quickly should we expect children / students to be resuming their education after an event classed as a disaster amongst a community?

• In 2005 in Pakistan 0915hrs in Pakistan, lost of 17,500 children/students within three minutes....schools were unrecognisably destroyed, whole towns and villages destroyed. To ask them to instigate formal education within days would have been impractical...considering the trauma....

• In Padang earthquake was during holidays, it was suggested to start school within days.

• So shelter and temporary educational facilities need to be in place asap.

• Important not to allow the use of potentially damaged buildings for education.

Recycling material

3 weeks after Earthquake Community Building Temporary

schools

Preparedness• Temporary intermediary safe shelter must be at hand;

• Funding for shelters must be at hand;

• Counselling agents must be at hand;

• Temporary class rooms must be environmentally and child friendly so as to ensure education continuity, we must be careful that temporary doesn’t become permanent, replacing a properly engineered and specifically designed education

infrastructure. • For each event an early assessment must be

made....

Total number of schools in affected area _______________ schools Number of Public schools ________ Number of Private schools _______Number of Religious schools _________

How many schools are uninhabitable/ destroyed? ____________schools(Uninhabitable = foundation and structure destroyed)

How many schools are damaged but remain usable___________ schools(windows broken, cracks in walls, roof slightly damaged)

What type of salvage material can be used from destroyed schools?Wooden plank Zinc roof Bricks Wooden poles Door frame Table Chairs Books Black/ Whiteboard

Are there any alternative places for studying? Yes / NoCommunity centre /Mosque /Government building /Church /Open area /Other (specify) __________________

How many primary/secondary schools were opening prior to the disaster? _______How many of the primary/ secondary schools are now open and running a regular schedule of class? _____________How many teachers worked in the schools prior to the emergency? ______ people How many teachers have been affected by the emergency? ____________ people(affected = unable to work)How many primary school age children (6-12) are in the affected area? How many are not attending school? How many secondary school age children (13-18) are in the affected area? How many are not attending school?

What are the factors affecting school attendance? School is used for other purpose /School heavily damaged / School destroyed /Desire to remain with family / Lack of schooluniform /Lack of supplies at school / Lack of transport to school /Displaced Children not enrolled in new school

Have schools received or expecting to receive any assistance? Yes / No School tents /Educational material

Joint Initial Rapid AssessmentEmergency Capacity Building Project (ECB)

An update on collaborations and Global initiatives

Revision of INEE standards in Collaboration with

Sphere Standards

• Reflecting developments in the field of education in emergencies and post-crisis recovery

• Being more user-friendly• Incorporating the experiences of

INEE members • http://www.ineesite.org/

Guidance Notes on Safer School Construction

• This present a framework of guiding principles and general steps to develop a context-specific plan to address this critical gap to reaching EFA and the MDGs through the disaster resilient construction and retrofitting of school buildings.

• Should be used by policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations through improved hazard resistant construction and retrofitting of schools buildings.. http://www.ineesite.org/assets/Guidance_Notes_Safer_School_Constructionfinal.pdf

The guidance notes consist of:

1. General information and advocacy points (Sections 2-4) How to use the guidelines, scope and intent, some examples to overcome common challenges.

2. A series of suggested steps (Section 5) Key points to consider when planning safer school construction or retro fit. Process, challenges, good practice tools to facilitate action.

3. A compilation of basic design principles (Section 6) to identify some basic requirements a school building must meet to provide a greater level of protection to make a school building more resilient to hazard forces.

Global task Force for Building Codes

• Although building codes are developed reflecting domestic situations international collaboration, such as sharing best practices and principals of safer buildings, should facilitate the awareness-raising of policymakers and communities.

• It was agreed at the Global Platform that a Global Task Force for Building Codes to address potential coding strategies, to be set up and coordinated jointly by UNESCO and the UNCRD

• It is essential to continuously revise and improve building codes over time, as additional risks are identified. ie introducing climate change and DRR into Building codes. (Maldives)

Global mapping

• COGSS DPE have initiated a Google Mapping system to collate every DR Educational initiative and DR school infrastructure project. Please add your activities to this map through the

COGSS DPE website www.cogssdpe.ning.com

Rwanda’s national construction standards for primary school and Tronc Commun schools, 9-year free basic education

Working with the Ministry of education, seconded by UNICEF to draft and consult on the national standards

Child-friendly school Infrastructure Standards

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Rwanda context• Population density 341 people per sqm/km (industrialised society Japan)*

• Average birth rate of 6.9 children per women*

• Population is estimated to double from 7,096,000 in 1990 to 14,368,000 people in 2030*

• As of the 2002 Census, 57 percent of the population was under the age of 15** UN statistics

Millennium Development Goals• MDG 2 goal of achieving universal

primary education.

• MDG 3, Eliminating gender disparity in primary and secondary education preferable by 2005, and at all levels by 2015.

• MDG 6 combating AIDS, malaria and other diseases -The provision of clean and hygienic school environments  

• MDG 7 ensuring environmental sustainability appropriate construction, material selection and procurement.

•  MDG 7Access to safe water is an important precondition for environmental health

• To promote universal access and equity in education

• To broaden the means and scope of basic education

• To enhance the learning environment

Global frameworks

Education for All

Child-friendly school, UNICEF

6 key child- friendly dimensions:

• Inclusive of children

• Secure and protective

• Healthy

• Effective with children

• Sensitive to gender

• Involved with community

Global frameworks

Guidance Notes on Safer SchoolConstruction

Child-friendly school Infrastructure Standards

• National context:

Rwanda Education Quality Standards 2008

Rwanda Education Quality Standards 2008

Standard D“A school must have adequate and appropriate equipment that support the level of education.”

Description of classroom furniture layouts suitable for various teaching techniques

Standard A“A school must have appropriate, sufficient and secure buildings”

Standard B“A school must be a healthy, clean, secure and learner protecting environment.”

Standard C“A school must have a child-friendly, barrier free environment which promotes inclusive access and equal rights of every child”

Description of barrier free environments, access, special needs

Description of sanitation facilities/provision, water supply and waste management

Description of schedule of accommodation, spatial qualities and facilities

Overall very poor school building and environmental quality

Lack of ventilation, day-light, access, facilities, equipment, water, sanitation and furniture

Staff and pupils feed back:

“Some classes have only two windows and it becomes so hot that children fall asleep”

“Dust falling from roof disturbs my studies”

“When it rains we have to stop teaching because the rain hitting the roof is so noisy , and we have to shut the shutters and then the room is dark”

Rwanda:Inadequate quality/ quality

1) Inclusive debate with all stakeholders about individual standard

2) Flexibility in the framework to allow for progress: “ stepping stones-principle”

EQUITY

To enable the Ministry of Education to state clearly the minimum standards and simultaneously offer best practice guidelines for the future, the document follows terminologies such as must, should and may.

Must States the spaces or a quality that is a minimum requirement.

Should Gives guidance on spaces or a quality that is encouraged which is in line with best practice.

May Gives guidance on spaces and qualities identified as beneficial where resources are available.

Extract from standards

Schools infrastructure check list

category Check

Infrastructure element Section Ref Outline requirements

Category 6Unfit for human

occupation

If any of the items under category 5 is not catered, the facility is deemed unfit for safe human occupation.

“MUST” items

Category 5Facility fit for

human occupationAll Items required

Safe and secure class room

A.1.1

Minimum 1.0m2 enclosed floor space per pupil at an adequate quality; internal temperature, ventilation, daylight, acoustics, waterproof and dust free safe and secure learning environment.

Toilet and Hygiene facilities

B.2.1Separate girls, boys and staff facilities with disabled WC according to ratio.

Non-potable water supply with hand wash points

B.1.2/ 1.2.1

2-20 liters per pupil according to occupancy type.

Safe drinking water B.1.1 1-3litres per pupil according to occupancy type.

Head teachers room A.1.2Adequate space for a table and meeting area, min 13 m2 floor space.

Accessible / Disabled WC C.2.3 1 cubicle per gender.

page 7

Category 4Facility fit to carry out basic educational activity;All items required

Have all “Category 5” items

School Furniture D.1 Adequate quantity and size for teaching and learning for all rooms.

Play / games area A.1.7According to school grounds; Play area, Basketball, football, Handball, Netball, Volleyball, Table tennis.

First Aid Kit D.2 Minimum one full set maintained per school.

Sanitary material D.2 Sanitation products and equipment available to keep healthy

Didactic material D.2 According to curriculum General, Metric, Geography, Science sets.

Sports equipment D.2According to schools needs Play, Basketball, Football, Handball, Netball, Volleyball, Table-tennis, and general kits.

Staff room / Teacher resource room

A.1.3Minimum 16m2 floor area for 6 teachers and additional 2.6m² floor space per teacher.

Library/Learning resource area

A.1.9Allocation of an area to store and display reference material either a library room or an area within the class room.

Category 3Standard facility

fit to carry out effective education:

All items required

Have all “Category 5+4” items

Barrier free-access C.2.1Allowance of ramps, doors and smooth floor surface to allow disable

person’s access to majority of facilities.

ICT room with electricity A.1.6/ .9Tronc Commun schools must have ICT room with adequate equipment

and a supply of electricity.

Drainage B.3.3 Sufficient drainage to avoid stagnate water.

Fence B.4.1 Secure fence gate to the entire perimeter of school grounds.

Storage space A.1.410-15m2 floor space: adequate secure storage for didactic materials,

sports equipment and cleaning material.

Science Laboratory A.1.5 Must have dedicated science lab for Tronc Commun schools.

To conform to standard all items with in Category 3,4 and 5 must be catered for all school community.

“SHOULD” items

Category 2Above standard

facilityRecommended

Items

Have all “Category 5+4+3” items

Outdoor learning area / Habitat area

A.1.8Allowance for outdoors teaching. eg. school garden, shaded area or area for live stock.

Rain water harvest system B.1.3 Appropriate system to obtain clean water.

Tactile surface C.2.7 Floor surface treatment to guide the blind.

Incinerator B.3.2 A safe system for incinerating organic flammable waste.

Compost B.3.1 A system to decompose organic material into soil.

Energy efficient stoves 2.9.1 For schools with cooking facilities, to reduce energy usage.

Sign post / Signage 2.6 / C.2.5

Clear sign post at the entrance and signage to each room.

“MAY” items

Category 1Excellent Facility

Have all “Category 5+4+3+2” items

Use sustainable construction material

2.10 Use of Compressed earth blocks

Uses sustainable energy 2.9.4 Use of solar energy, energy efficient stoves, biogas plant.

Multi-purpose hall A.1.10 According to school needs assembly, dinning, performance.

Special needs room C.2.7Schools may have small-group or medical room. However if the school is not generally accessible, the school must have a special needs room.

Kitchen A.1.12 Adequate space for safe clean cooking, washing, storage.

Medical sick room A.1.11 Adequate space for sick bed and desk.

a. Site visits of various types and conditions of schools in different regions.

b. User group consultation including workshops with pupils, staff and interviews with head teachers.

c. Working with MINEDUC engineers responsible for each region.

d. Hosting expert working session for each standard.

e. Interviewing key experts / directorsin the field and hosting cluster meetings

Process of Standards writing

f. Studied and compared MINEDUC’s major school construction projects such as CREP, BAD/ADB, UNICEF,BCT.

h. Studied and drawn upon international building regulations such as the UK building code, and primary schools design guidelines.

i. Studied and drawn upon UNICEF guidelines on Child Friendly schools, Thailand, Iraq, ect….

g. Studied and drawn upon regional building regulations such as the South African standards.

Process of Standards writing

Child Friendly school- classroom buildingTypical cross section A-A

“The school environment can motivate the pupils to like school” director of education Gicumbi district

“People learn efficiently when they are in a friendly environment” director of education Bugesera district

“The nation is investing a large amount in the construction of facilities, but we often find ourselves disappointed with the end results ie. the final construction. It is so important to make sure we get the most out of our investment by building up proper management systems and investing in building up skilled people to supervise ” Northern Region Inspectorate

“lack of resources at all administrative levels to deal with the amount of rehabilitation and new construction” director of school construction, MINEDUC

“lack of resources at all administrative levels to deal with the amount of rehabilitation and new construction” director of school construction, MINEDUC

“Once you know what you have and don’t have, it becomes easier to know what you need and plan for it.”

This assessment tool will sit side by side to the national school infrastructure standards (or agreed reference). The information and data gained through this assessment will then be used to inform the Annual Schools Infrastructure Action Plan and be monitored against the school Infrastructure Strategic Plan and Policy.

Policy context

Relationship Diagram within National policy documents

PartnershipPartnership

Where do we go from here?

•A field trial adoption at an agency or national level, where this tool can be tested and developed into a user friendly version.

•The Field trails could test different application scenarios, as well as different cultural contexts allowing further development of the tool

•Through this period the system of information flow and method of analysis and planning can be tested and developed further.

•Once a successful trial is complete, perhaps different countries in each continent can be approached to adopt with a further potential of a global adoption.

Further information: http://www.ineesite.org/

Child-friendly infrastructure standards and Guidelines (Rwanda) Guidance Notes Safer School Construction

Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

Garry de la Pomerai [email protected]

Annika [email protected]