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Comprehensive
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Programme
(CDMP)
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CDMP EC-Funded
Component 4a
Earthquake & Tsunami
Preparedness
CDMP-EC-4a-RFP V
Assignment RFP V: Training, advocacy and awareness
with regard to earthquake and tsunami hazards
September 06, 2008
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Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Table of Contents Introduction
Session 1: Pre-training activities 09 1.1. Participants
Registration Form 10 1.2. Inauguration and objective of the
training 11 1.3. Introduction of the participants 12
Session 2: Concept of earthquake 13 2.1. Definition of
Earthquake 14 2.2. Causes of Earthquake 15 2.3. Impacts of
Earthquake 16 2.4. Earthquake risk in Bangladesh 17 2.5. Past
history of Earthquake in Bangladesh 18
Session 3: Earthquake and School safety 19 3.1. Importance of
Earthquake and School safety 21 3.2. Causes behind much casualties
in school due to earthquake 21 3.3. Structural and non-structural
dangers in school 22
Session 4: Title: Mitigation measures towards school safety 26
4.1. Relocation furniture, equipments and other contents 28 4.2.
Secure non-structural building elements and furnishings 30 4.3.
Consultation with engineers and maintenance personnel 33
Session 5: Identification of non-structural dangers 34 5.1.
Methodology and tools (Hazards Hunt) 35 5.2. Steps to implement
methodology and tools 38
Session 6: School safety drill 39 6.1. Introduction and
objective 40 6.2. Strategies to plan, organize and demonstrate
safety drill 41 6.3. Fire safety drills 45 6.4. Responsibility of
the facilitator in implementing simulation drills. 47
Session 7: Emergency response at school in earthquake situation
48 7.1. Emergency Response during emergency (earth quake) 49 7.2.
Inside Building 49 7.3. Outside building 50 7.4. During school and
non-school hour 50 7.4. Service providers for emergency response
50
Session 8: Post training activities 51 8.1. Course evaluation
form 52 8.2. Closing and certificate distribution
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Introduction
The geographical location of Bangladesh has made the country
highly vulnerable to earthquake. It may be noted that Bangladesh is
located near to the Alpine-Himalayan earthquake belt. During the
past one hundred years, no major scale earthquake event occurred in
Bangladesh, but if we go further back it is found from record that
significant earthquake events occurred in the region now called
Bangladesh. The country, including the capital city of Dhaka, has
recently experienced moderate scale earthquakes though no major
damage was done. But a stronger event might result in severe damage
and destruction of massive proportion with serious consequences for
the entire country.
When earthquake occurs nothing is spared; may it be a dwelling
house, a commercial building, a school, a temple or a mosque. If an
earthquake should strike during the day, children would be the
worst sufferers as they are not matured. They may be killed or
stranded at the schools and face a terrible situation. So, while
developing any earthquake preparedness plan school safety issue
should be given extra importance. We can imagine the agony of the
parents in case of an earthquake event when all communications are
likely to be disrupted.
The Comprehensive Disaster management Programme (CDMP) of the
Government of Bangladesh (GoB) is being implemented by the Ministry
of Food and Disaster Management (MoFDM) and is supported by UNDP,
DFID-B and the EC. CDMP is designed to strengthen the Bangladesh
Disaster Management System and more specifically to achieve a
paradigm shift from reactive response to a proactive risk reduction
culture. CDMP has taken a number of disaster management initiatives
including one on earthquake covering different aspects including
the school safety issue. Under this plan, training on school safety
would be imparted to selected number of school teachers of
vulnerable areas and the trained teachers would subsequently
conduct awareness sessions with the students.
A Training module has been developed on school safety and its
users would be school teachers of the vulnerable areas. The module
contains concept on earthquake, structural and non-structural
vulnerability at educational institutions, mitigation measures to
reduce structural and non-structural vulnerability and the method
of organizing and conducting simulation drills.
It is expected that the module would fully serve the purpose
which it is meant for.
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Training organization and conduction
Participants
The participants of this training will be the selected teachers
of junior secondary and secondary level schools and madrasas of
vulnerable areas with regard to earthquake hazard.
Number of participants for each course
The number of participants for each course will vary from 25-30.
Necessary steps will be taken to ensure womens participation.
Facilitator
The facilitator of this training will be the selected teachers
who have received ToT on the subject.
Relation between the facilitator and the participant
Friendly relationship will prevail between the facilitator and
the participant. The facilitator will act as a friend so that the
participants will be encouraged to express their comments/feedback
freely and frankly.
Duration
The training module is designed in such a way that training will
be provided to the selected teachers for 02 days. Specific time is
allocated for each course and is flexible. If required, the
facilitator can change the time. It totally depends upon the
management of the training considering local culture and
environment.
Daily schedule
The training activity will be carried out for 06 hours every
day. But the time at which the training will be conducted will
depend upon the availability of the participants.
Training venue
Educational institutions will be used as the training venue so
that the facilities available can be used by the participants as a
part of practical learning.
Training environment
An open, fair free and enabling environment where the
participants will be able to give their full concentration in the
training course. Also the environment should be friendly and
healthy.
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Training method
A participatory training method and tools will be adopted for
conducting the training course. This will involve the following
method/ tools: Brainstorming Lecture discussion Knowledge sharing
Group discussion Demonstration Mock Creative games Role play
Survey
Instructions for the facilitator
The facilitator will have to participate in a ToT course to
learn how to use this training module.
Every day the facilitator will come to the class and exchange
greetings with the trainees and will take necessary steps to solve
if any problem exists.
At the beginning the facilitator will brief on the current days
activities and review on the previous days activities.
Before conduction of the training the facilitator will learn and
memorize the objectives of the session and techniques to conduct
the session.
Before conduction of the training the facilitator must keep the
training materials in hand so that he can use it when required.
During session conduction the facilitator will maintain the
sequence of the questions and he/she will raise the next question
after finishing the first one.
The facilitator will provide assistance to each group in the
small group discussion. The facilitator will encourage active
participation. The facilitator will read out any material to the
trainees slowly, clearly and loudly. The facilitator will use
practical experience in line with the contents of the training
module. Every day at the end of the session, the facilitator
will review the present days activities.
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Training Sessions
Session 1: Pre-training activities 1.1 Registration 1.2
Inauguration and objective briefing 1.3 Introduction of the
participants 1.4 Expectation
Session 2: Concept of earthquake 2.1 Concept 2.2 Causes 2.3
Impacts 2.4 Earthquake risk in Bangladesh 2.5 Past history
Session 3: Earthquake and School safety 3.1 Importance 3.2
School tragedies due to earthquake 3.3 causes behind much
casualties in school 3.4 Structural and non-structural dangers in
school
Session 4: Mitigation measures towards school safety 4.1
Relocation furniture, equipments and contents 4.2 Secure
non-structural building elements and furnishings 4.3 Consultation
with engineers and maintenance personnel
Session 5: Identification of non-structural dangers 5.1
Methodology and tools 5.2 Steps to implement methodology and
tools
Session 6: School safety drill 6.1 Introduction and objective
6.2 Strategies to plan, organize and demonstrate safety drill
Session 7: Emergency response at school in earthquake situation
7.1 Inside building 7.2 Outside building 7.3 During school and
non-school hour 7.4 required services and service providers
Session 8: Post training activities 8.1 Course review 8.2
Closing and certificate distribution
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Training Schedule on School Safety and Evacuation Participants:
Teachers from selected educational institutes of Dhaka, Chittagong
and Sylhet City
Duration: 2 Days Type : Non-residential
Day (10.00-10.45) T
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First
Pre-training activities Registration Inauguration and
objective briefing Introduction of the
participants Expectation
Concept of earthquake Concept Causes Impacts Earthquake risk
in
Bangladesh Past history
Earthquake and School safety Importance School tragedies due
to earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
Earthquake and School safety Importance School tragedies due
to earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
Mitigation measures towards school safety Relocation
furniture,
equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
Mitigation measures towards school safety Relocation
furniture,
equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
Day (10.00-10.45)
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Second
Identification of non-structural dangers Methodology and
tools steps to implement
methodology and tools
Identification of non-structural dangers Methodology and
tools steps to implement
methodology and tools
School safety drill Introduction and
objective Strategies to plan,
organize and demonstrate safety drill
School safety drill Introduction and
objective Strategies to plan,
organize and demonstrate safety drill
Emergency response at school in earthquake situation Inside
building Outside building During school and
non-school hour required services
and service providers
Post training activities Course review Closing and
certificate distribution
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Training Curriculum on School Safety and Evacuation
Participants: Teachers from selected educational institutes of
Dhaka, Chittagong and Sylhet City Duration: 2 Days
Type : Non-residential
Day Session Title Topics Objective Time Methodology
Materials
First
Pre-training activities Registration Inauguration and
objective briefing Introduction of the
participants Expectation
At the end of the session participants will be able to
understand and also will be able to explain to others about the
objective of the course
45 mins Lecture discussion Creative game
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip
Concept of earthquake Concept Causes Impacts Earthquake risk
in
Bangladesh Past history
At the end of the session the participants will be able to
understand and also will be able to explain to others about
earthquake, its causes, impact, earthquake risk in Bangladesh and
past history
1 hour 30 mins
Lecture Discussion Demonstration Open forum discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking
Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Earthquake and School safety
Importance School tragedies due to
earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
At the end of the session the participants will be able to
understand and also will be able to explain to others about
importance of school safety, school tragedies due to earthquake,
causes behind much casualties in school and structural and
non-structural
1 hour 30 mins
Brain storming Lecture Discussion Case study Demonstration Open
forum discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking
Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
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Day Session Title Topics Objective Time Methodology Materials
dangers in school
Mitigation measures towards school safety
Relocation furniture, equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
At the end of the session the participants will be able to
understand and also will be able to explain to others about
importance of relocation furniture, equipments and contents and how
to secure non-structural building elements & furnishings
2 hours Case Studies Lecture Discussion Demonstration Small
group Discussion
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, Power Point, Hazard Maps and Hand Outs
Day 2
Identification of non-structural dangers
Methodology and tools steps to implement
methodology and tools
At the end of the session the participants will be able to
understand and also will be able to explain to others about how to
identify non structural dangers for school safety
1 hour 45 mins
Brain storming Lecture Discussion Demonstration
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, Power Point and Hand Outs
School safety drill Introduction and objective Strategies to
plan,
organize and demonstrate safety drill
At the end of the session the participants will be able to
understand and also will be able to explain to others about how
to
1 hour 45 mins
Brain storming Lecture Discussion Role play Group discussion
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, and Hand Outs
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Day Session Title Topics Objective Time Methodology Materials
plan organize and demonstrate
safety drill Open forum discussion
Emergency response at school in earthquake situation
Inside building Outside building During school and non-
school hour required services and
service providers
At the end of the session participants will be able to
understand and also will be able to explain to others about detail
information on emergency response at school in earthquake
situation
1 hour 15 mins
Brain storming Lecture Discussion on Demonstration Open forum
discussion
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, Role play Guideline and Hand Outs
Post training activities Course review Closing and
certificate
distribution
At the end of the session the participants will be able to
understand and also will be able to explain to others about
learning and its effectiveness
1 hour Questionnaire fill up Evaluation format fill up Lecture
Discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking
Tape, Doc Clip and evaluation format
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Session - 1
Title: Pre-training activities
Contents
1.1 Registration 1.2 Inauguration and objective briefing 1.3
Introduction of the participants 1.4 Expectation
Objective of the session
At the end of the session participants will be able to
understand and also will be able to explain to others about the
objective of the course
Time: 45 minutes
Methodology
Lecture discussion Creative game
Materials: White board, Board Marker, Poster Paper, Permanent
Marker, Masking Tape, Doc Clip
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will start the session by exchanging greetings with the
trainees
and will thank them for their participation 2 min
02. Through participatory discussion the facilitator will
sensitize the participants about the objective of the training
course
5 min
03. Then the training course will be inaugurated by the
facilitator or by the respectable guests
5 min
04. Then through creative games the facilitator will invite the
participants to introduce themselves
20 min
05. At this stage, the facilitator will ask the participants
about their expectations out of the training course. The
facilitator will then write the participants expectations in a
poster paper and will discard those irrelevant to the training with
the consent of the participants. Then the participants will paste
the poster paper on the wall as their expectations chart.
10 min
06. The facilitator will end the session by thanking the
participants 3 min
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1.1. Participants Registration Form
School Safety and Evacuation Training Venue :
.......................................................... Date :
......................................
Sl. # Name Designation Educational Institute Address
Signature
1 2 3 4 5 6 7 8 9 10 11
will be continued
as per need
N.B.: Please fill-up the format by the participants before the
inauguration of the training course
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1.2. Inauguration and objective of the training
Objective of the training
To enhance knowledge and skill of the selected teachers of
vulnerable areas on school safety and evacuation for risk reduction
with regard to earthquake hazard.
Specific objectives
To aware students, teachers, school authorities and guardians
regarding earthquake and earthquake risk in Bangladesh
To raise awareness on the structural and non-structural
vulnerability of educational institutions and its risk reduction
measures
To motivate and activate school authority for the development of
evacuation plan of educational institutions and initiate mock
demonstration on school safety and evacuation.
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1.3. Introduction of the participants
Guideline for conducting introductory session
The facilitator would ask the participants to be divided in two
equal groups After that the facilitator would request the
participants to stand face to face making two
circles at the centre of the room. One group would make inner
circle and the other group would make the outer circle. Then the
facilitator would start a song or music. With the song/music the
participants of the outer circle would start moving clock wise
and those in the inner circle would move anti-clock wise. The
participants would stop when the facilitator stops the song/music
Then one from the inner circle and another from the outer circle
would stand face to face
and make a pair. If the participants fail to stand face to face
, the facilitator would start the song/music for
the second time and ask the participants to act again. After
making of pairs the facilitator would give five minutes time to the
participants to
know each other. The facilitator would say that we know each
other as we are from the same locality. Now
we would like to know from each other something which we
generally do not get chance to know.
It may be that some one was once very much terrified by the idea
of ghost; may be something about his father-in laws house or about
the memory of first seeing his wife.
After five minutes, the facilitator would request each pair to
introduce his/her fellow participant to others.( Here the
facilitator may adopt some creative strategy in view of time
constraints)
Here one would mention the name of his fellow, place of duty,
and any other information gathered on the day( not known
earlier).
The newly introduced person would then recite first two lines
from a poem or a song . Some local proverb or sayings may also be
cited. However, all should get pleasure from that.
Care should be taken so that everybody speaks in brief. In this
way everybody would be introduced to one another.
As a result training environment would be created and everybody
would be known to one another.
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Session - 2
Title: Concept of earthquake
Contents 2.1 Concept 2.2 Causes 2.3 Impacts 2.4 Earthquake risk
in Bangladesh 2.5 Past history
Objective of the session:
At the end of the session the participants will be able to
understand and also will be able to explain to others about
earthquake, its causes, impact, earthquake risk in Bangladesh and
past history
Time: 1 hour 30 minutes
Methodology
Lecture Discussion Demonstration Open forum discussion
Materials: White board, Board Marker, Poster Paper, Permanent
Tape, Masking Tape, Doc Clip, Power Point, Audio-Video CD and Hand
Out
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of
the session 5 min
02. The facilitator will ask the participants about their
concept regarding earthquake, its causes and consequences. After
getting their feedback, the facilitator will give a clear
understanding on the topic through a participatory manner.
30 min
03. The facilitator will show video documentary on earthquake
and then through participatory discussion will highlight the
consequences of earthquake
20 min
04. The facilitator will ask the participants about earthquake
hazard risk in Bangladesh and make conceptual clarity on the
subject through participatory discussion.
20 min
05. At this stage, the facilitator will present the past history
of earthquake in Bangladesh in a written poster paper
10 min
06. The facilitator will conclude the session by getting
feedback from the participants
5 min
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2.1. Definition of Earthquake
An earthquake is a sudden movement in earths crust that is
caused by the interacting of plate tectonics. An earthquake occurs
because of the release of stress let out by a environmental
fault.
CRUST MANTLE
CORE
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2.2. Causes of Earthquake
An Earthquake is a sudden tremor or movement of the earth's
crust, which originates naturally at or below the surface. The word
natural is important here, since it excludes shock waves caused by
French nuclear tests, man made explosions and landslides caused by
building work.
There are two main causes of earthquakes.
Firstly, they can be linked to explosive volcanic eruptions;
they are in fact very common in areas of volcanic activity where
they either proceed or accompany eruptions.
Secondly, they can be triggered by Tectonic activity associated
with plate margins and faults. The majority of earthquakes world
wide are of this type.
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2.3. Impacts of Earthquake
Disrupt Normal Life. Affects a Large number of People. Losses to
Lives, Livelihoods, Property. Loss of housing. Damage to
infrastructure Disruption of transport and communication.
Disruption of marketing systems. Breakdown of social order. Loss of
business. Loss of industrial output.
Effects of Earthquake
Changes in the earths surface; rivers may change course,
mountains may collapse, hills appear where there were no hills
before.
Destruction of man-made structures; buildings are destroyed or
severely damaged, roads and bridges are destroyed, crops and
livestock may be destroyed or severely damaged.
Psychological damage to human beings; when people die suddenly
and in traumatic conditions (such as an earthquake), the families
suffer much more than just the normal grieving process. When whole
groups of people die suddenly the psychological impact is enormous.
Return to normalcy is not easy when infrastructures are
destroyed.
For the education system in particular, the loss of teachers and
students, the loss of buildings and records, the movement of people
(to find shelter elsewhere), the rebuilding which takes time and
energy; all these things make it very difficult to reinstate
education programs, even though we know how much they are needed to
help the psychological recovery.
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2.4. Earthquake risk in Bangladesh
Geographically Bangladesh is located close to the boundary of
two active plates: the Indian plate in the west and the Eurasian
plate in the east and north. As a result the country is always
under a potential threat of earthquake of any magnitude at any
time.
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2.5. Past history of Earthquake in Bangladesh
Year Date magnitude epicenter Remarks
1865 Not recorded
Not recorded Not recorded No serious damage
1869 Not recorded
Not recorded Not recorded
Severely felt in Sylhet but no loss of life
1885 14 July 7.0 Manikganj This event was generally associated
with the deep-seated Jamuna Fault
1869 10th January 7.5 Jaintia Hills It affected most parts of
Sylhet town and surrounding areas
1885 July 14 7.0 near the
Bogra fault system
considerable damage in Sirajganj-Bogra region and more severe
damages have been reported in Jamalpu-sherpur-Mymensingh
regions
1897 12th June 8.7 Not recorded
This earthquake caused serious damage to masonry buildings in
Sylhet town where the death toll rose to 545
1930 3 July 7.1 Dhubri, Assam The earthquake caused major damage
in the eastern parts of Rangpur district
3 July 7.1 Dhubri of Assam, India
The earthquake caused considerable damages in greater Rangpur
district of Bangladesh.
1950 15 August 8.4 Assam, India The tremor was felt throughout
Bangladesh but no damage was reported
1997 May 8 5.6 north east
Sylhet near Jaintiapur
There was an impact to Sylhet airport buildings, Grameen Bank
building in Barlekha, school building near Jaintiapur
1997 22 November 6.0 Not recorded It caused minor damage around
Chittagong town
1999 22 July 5.2 Maheshkhali Island Severely felt around
Maheshkhali island and the adjoining sea
2001 19th
December
4.2 23.70N
90.40E Depth 36km
At Dhaka central jail 100 prison inmates were hurt in a
stampede.
2003 27 July 5.1 Barkal upazila, Rangamati two people have been
killed and around 100 have been injured
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Session 3
Title: Earthquake and School safety
Contents
3.1 Importance 3.2 School tragedies due to earthquake 3.3 Causes
behind much casualties in school 3.4 Structural and non-structural
dangers in school
Objective of the session
At the end of the session the participants will be able to
understand and also will be able to explain to others about
importance of school safety, school tragedies due to earthquake,
causes behind much casualties in school and structural and
non-structural dangers in school
Time: 1 hour 30 minutes
Methodology
Brain storming Lecture Discussion Case study Demonstration Open
forum discussion
Materials
White board, Board Marker, Poster Paper, Permanent Tape, Masking
Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Session Plan
Step Instruction for the facilitator Time 01. The facilitator
will thank the participants and brief them about the objective
of
the session 5 min
02. The facilitator will ask the participants about the
importance of school safety for the reduction of risk with regard
to earthquake hazard and write their opinions in a poster paper.
Later, the facilitator will discuss on the importance of school
safety in a participatory manner.
10 min
03. In this stage, to create a sense of feelings and emotions
among the participants, the facilitator will discuss and highlight
some tragic case studies with regard to earthquake hazard which
occurred in the past.
10 min
04. Through participatory discussion the facilitator will give
clear idea about the 30 min
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huge damages and causalities caused due to earthquake in
educational institutions
05. The facilitator will explain and about the structural and
non-structural dangers of educational institutions and will also
cite examples in order to enrich the concepts on structural and
non-structural dangers.
30 min
06. The facilitator will verify on the participants learning of
the session by asking them about the risk of structural and
non-structural dangers of their educational institutions.
5 min
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3.1. Importance of Earthquake and School safety
If an earthquake should strike during the day, children may be
stranded at the schools. Therefore, you should have a earthquake
preparedness plan in place before an earthquake. Meet with school
officials and discuss their earthquake preparedness plan. History
has shown us that the school telephone system will be overwhelmed
following such an event. Often schools will come to an agreement
with parents that they will contact them if needed. If the school
does not contact the parent, then they can assume everything is
fine.
This type of understanding between parents and school personnel
will help ensure the telephone lines are available for emergency
calls.
Identify someone in writing that you authorize to pick your
children up from school in the event you or your spouse is unable
to do so. Provide the school with the written authorization, give a
copy to those you authorize to pick up your child, and keep a copy
for yourself.
3.2. Causes behind much casualties in school due to
earthquake
Lack of awareness on the part of students, teachers, school
authorities and guardians about earthquake disaster.
Lack of rescue plan for school safety during earthquake
disaster. Lack of awareness programs at school levelsuch as
discussion or drills
in class rooms. Possibility of more looses if earthquake hits
when classes are going on. There is nothing on school safety in
school syllabus Lack of awareness of the policy makers and proper
steps by them.
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3.3. Structural and non-structural dangers in school
What is Structural and Non structural
The structural elements of a
building carry the weight of the
building itself, the people and the
things inside, and the forces of
nature. These load-bearing
elements include the frame
(columns, beams) and in masonry
or adobe construction also the
shear walls.
The non-structural elements of
a building do not carry the
weight of the building, and
include windows, doors, stairs,
partition walls, pipes and ducts.
They include building contents
that users bring with them, such
as furniture, appliances, coolers,
water tanks, etc.
What is structural
What is non-structural
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Non-Structural Dangers in schools
Tall or narrow furniture can fall!
Objects that are taller than their
width or depth can easily topple
forwards, backwards or sideways.
Objects that are heavier on the top
than at the bottom can easily
topple as well.
Large or small things can knock
into each other!
Objects can bang and collide with
each other.
Small Objects can fall, and cause
dangerous breakages and spills.
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Hanging objects can fall!
Heavy objects that are hung on walls or from the ceiling can
fall.
Cabinet doors can swing open and shelf contents can tumble
out
Items on wheels or smooth surfaces
can slide!
Objects on wheels, or on slippery
surfaces can slide.
Objects that are heavier at the
bottom than on the top can also slide
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In an earthquake, items inside a
building can fall harming people and
blocking exits
Securing such items with
simple devices can prevent
them from falling and thus
save lives and prevent
injuries.
Non-structural risk reduction is a fairly new field of research.
We have learned quite a bit from
scientific research in this field. However, we do not have
enough information to fully predict the
performance of non-structural items or the effectiveness of the
many possible fastening mechanism
in future earthquakes.
Individual situations vary, and earthquakes themselves are
unique. It is the readers responsibility to
consider carefully how to apply these methods, and to seek
expert guidance when in doubt.
It is important to remember that there are many walls that are
made of brick or other filler and may
not be stable. In these cases very heavy furnishings should be
fastened to the building frame, not to
the wall. With the help of a qualified engineer the walls
themselves can also be stabilized through
appropriate connections to the frame.
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Session 4
Title: Mitigation measures towards school safety
Contents
4.1 Relocation furniture, equipments and contents 4.2 Secure
non-structural building elements and furnishings 4.3 Consultation
with engineers and maintenance personnel
Objective of the session
At the end of the session the participants will be able to
understand and also will be able to explain to others about
importance of relocation furniture, equipments and contents and how
to secure non-structural building elements & furnishings
Time: 2 hours
Methodology
Case Studies Lecture Discussion Demonstration Small group
Discussion
Materials
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, Power Point, Hazard Maps and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of the
session 5 min
02. Through a participatory approach, the facilitator will
explain in detail about how heavy furniture, equipment and material
increases risk during earthquake.
15 min
03. Now, by asking questions to the participants the facilitator
will be sensitized about the conceptions and misconceptions of the
participants regarding how non-structural building elements
increases risk and come to a consensus through a participatory
discussion.
15 min
04. The facilitator will divide the participants into four
groups. Two groups will work on how to reduce the risk of heavy
furniture, equipment and material during earthquake and the other
two groups will work on how to reduce the risk of non-structural
building elements
30 min
05. Along with the group presentation, the facilitator in a
participatory discussion will 30 min
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sensitize the participants on how to reduce the risk of heavy
furniture, equipment, material and non-structural building elements
in earthquake situations
06. Through participatory discussion the facilitator will
emphasize on the importance of consultation with engineers and
maintenance personnel together for risk reduction
20 min
07. The facilitator will conclude the session by getting
feedback from the participants 5 min
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4.1. Relocation furniture, equipments and other contents
Relocate Heavy, Tall and Narrow Furniture, equipments and
Content
Heavy furniture should be kept away from the places where people
sit. If items cannot be secured to a sound structural member they
may need to be moved to a place where they will not cause a hazard.
Be sure that corridors and exits routes are open. Try to have at
least two ways to exit each classroom. Doors should open outward
where large numbers of students may need to exit.
The simplest thing to do to reduce risks
is to move some furniture items so they
will not hit anyone or block exits.
Move Furniture
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Clear Corridors, Doorways and Exists Paths
Relocate or re-position items that cannot be secured, so that
they do not block exit
corridors.
Heavy and breakable items that cannot be secured should be kept
below the height of the
shortest user of the area. Lighter objects can be placed higher
up.
Place Heavy Items Down Low
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4.2. Secure non-structural building elements and furnishings
Secure Non-Structural Building Elements: Furniture and
Equipments
Most of this can be done with easily available supplies and
simple methods. Secure objects to the structure of the building, so
that they shake with the building. Some objects can be secured to a
table or counter top
Fasten Tall and Heavy items
Use L-brackets or nylon strap option to secure furniture to
wall.
Secure Picture Frames and Hanging Objects
To avoid injury from broken glass and falling objects is to use
a hook that is almost
closed, or tie picture frames and similar items to a hook in the
wall.
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Each item should be considered separately for the simplest
solution
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Secure objects that can Slide
Short squat items with
wheels on slippery
surfaces can be chained to
a hook on the wall, IF their
width/height ratio is 2/3 or
more). Taller items may
need to be secured with
straps.
Lock the wheels where
possible. Different
equipment and different
models will require
different solutions.
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4.3. Consultation with engineers and maintenance personnel
Consultation with Engineers and Maintenance Personnel
Together
If you need to secure very large or heavy objects, get help from
both a professional engineer who can design a solution, and
maintenance personnel who can implement the solution.
Secure Water Tanks and Large and Heavy Items on Roof, or Items
that Hang from Windows
or on Walls
If you need to secure very large or
heavy objects, get help from both
a professional engineer who can
design a solution, and
maintenance personnel who can
implement the solution.
Water tanks and similar items
should be secured not only
vertically, to prevent falling from
gravity, but also laterally to
prevent being shaken off the side.
This can be done with a deep lip
for short items, and with straps,
chains and hooks.
Coolers and Air Conditioners
COOLERS and similar items should be secured not only vertically
to prevent falling from
gravity, but also laterally to prevent toppling off the side. A
qualified engineer should be
sought to design and check this work. From the outside the
cooler may need a metal frame
designed to resist earthquake loads and fastened securely to the
building. It may be held in
place in the frame by either a latched gate or chains and
carabineer hook. From the inside
the cooler can be attached with steel cables to the interior
wall or windowsill, but only if the
wall or windowsill is strong enough to resist the loads from the
cooler.
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Session 5
Title: Identification of non-structural dangers
Contents
5.1 Methodology and tools 5.2 Steps to implement methodology and
tools
Objective of the session
At the end of the session the participants will be able to
understand and also will be able to explain to others about how to
identify non structural dangers for school safety
Time: 1 hour 45 minutes
Methodology
Brain storming Lecture Discussion Demonstration
Materials
White board, Board Marker, Poster Paper, Permanent Marker,
Masking Tape, Doc Clip, Power Point and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of
the session 5 min
02. The facilitator will discuss on how to identify the
non-structural dangers of educational institutions through
conducting survey
5 min
03. As per need the facilitator will divide the participants
into two or three survey teams. Later on, the facilitator will
brief the participants about the steps of the survey and introduce
a specific format on which the survey findings are to be inserted.
Then request the survey team for conduction of survey.
60 min
04. Through the presentation of the survey teams the facilitator
in a participatory manner will brief the participants about how to
systematically identify non-structural dangers on a priority
basis.
30 min
05. The facilitator will conclude the session by getting
feedback from the participants
5 min
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5.1. Methodology and tools (Hazards Hunt)
The second step is to identify all of the non-structural hazards
in a systematic way, so that you end up with a list of things to
do, and so that you know which ones should be done as soon as
possible, and which ones can be done as more resources permit.
Work in a small group to do an Earthquake Hazard Hunt walk to
identify those things that could be dangerous in case of
earthquake. Go room by room and list out the items which may fall,
slide or break when the earth shakes.
You may use the Survey and Planning Form to record all of the
details, and to guide your mitigation work. Consider whether the
item poses a threat to life, could cause injury, would disrupt
business continuity, cause economic hardship if lost, and would
cause loss of cultural or historical heritage. Think about and
decide how you would tackle each item. In each case decide whether
the item is of high, medium or low priority. The life threatening
items should always be a high priority. Do the easy things right
away. Tackle the others systematically one-by-one.
It is important to search in each and every room and corridor of
your school. Dont forget the kitchen, the library, and the science
labs where some of the most hazardous items can be found.
This is a good activity to be undertaken by the school welfare
committee school safety or disaster preparedness committee. The
Earthquake Hazard Hunt should include administrators, teachers,
staff, older students, parents and community members. As you
identify these risks be sure to consult with all the users of the
room or area in order to understand the simplest solutions to make
the environment safer - and the solutions that everyone can live
with. This is the best way to be sure that your efforts will be
maintained.
The Earthquake Hazard Hunt can also be carried out, in a
simplified way, as an activity with students participating. This is
a good way to sensitize everyone, and students will often recognize
hazards that adults might miss. Children can think of themselves as
detectives at work and use their imaginations to think about what
can happen when the shaking starts. They can take the ideas home
with them and make their living environment safer as well
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Non-Structural Hazards Survey and Planning Form
Items and description
Risk Type (check all that apply) Priority (High,
Medium, Low)
Notes Life safety
Economic value (cost to replace)
Operational Continuity
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How to use the Non-Structural Hazards Survey and Planning
Form
The form is very simple to use. Make a copy of one form for each
room or area of the building. You will also need one form for the
perimeter of the school, outside the buildings. As you identify
each item that needs fastening, write them in the boxes in the left
hand columns. Similar items can be grouped together, especially if
the fastening solutions are the same. As you identify the hazardous
items in the room, discuss the different solutions that can be used
to stabilize the item, and select the safest and lowest cost
method.
Item
In the first column write the name of the hazardous item and the
number of such items with similar characteristics.
Risk Type
For each item, depending on its characteristics and location,
identify what type or types of risk it poses. If it can cause
death, serious injury, or even moderate injury, check the box that
says Life Safety. This includes items that could explode or cause a
release of hazardous materials, or rupture of gas lines, and fire
hazards. If the item can be damaged or destroyed and would
represent a significant cost to replace, check the Economic Value
box. You may even want to write in this box the estimated cost,
which will help you identify the cost benefits of mitigation. If
the item is vital to continued operation of school functions (as
both an educational facility and community shelter), then check the
Operational Continuity box.
Priority
Every item posing life safety item should be deemed a High
priority. Suppose that you do not have enough funds to take care of
everything at one time. You will want to do the work in 3 phases.
Keeping in mind the type of risk posed decide whether each item is
a High, Medium, or Low priority. These are somewhat subjective
decisions and are best made based on group discussion or input.
Notes
Make any other notes here to help plan your mitigation
measures.
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5.2. Steps to implement methodology and tools
1. divide the participants into survey team as per need 2. brief
about the objective of the survey 3. introduce the data entry
format to the participants 4. through participator discussion
prepare a check list to identify structural and non-
structural dangers of educational institutions 5. advise each
team to select the structural or non-structural dangers of
educational
institutions in consultation with other group members 6. Analyze
the impact of structural or non-structural dangers of educational
institutions
by considering possibility of life losses, injury, economic
losses etc. 7. give input of the selected structural or
non-structural dangers of educational
institutions in the data entry format 8. analyze all the data
and prioritize the dangers in consultation with the group
members 9. prepare group presentation 10. presentation by the
participants
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Session 6
Title: School safety drill
Contents 6.1 Introduction and objective 6.2 Strategies to plan,
organize and demonstrate safety drill
Objective of the session At the end of the session the
participants will be able to understand and also will be able to
explain to others about how to plan organize and demonstrate safety
drill
Time: 1 hour 45 minutes
Methodology Brain storming Lecture Discussion Role play Group
discussion Open forum discussion
Materials White board, Board Marker, Poster Paper, Permanent
Marker, Masking Tape, Doc Clip and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of
the session 5 min
02. The facilitator through participatory discussion will
discuss on school safety drill and its objective
5 min
03. Through participatory discussion the facilitator will
explain the participants about the chronological steps of
conducting the school safety drill.
30 min
04. In this stage, the facilitator will invite the participants
to demonstrate school safety drill in the light of the lessons
learned under step 03. During the demonstration, the facilitator
will note down both the positive and negative sides of the school
safety drill.
30 min
05. After the school safety drill demonstration, the facilitator
will emphasize the learnings of the drill by discussing both the
positive and negative sides of the demonstration with the
participants.
30 min
06. The facilitator will conclude the session by getting
feedback from the participants
5 min
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6.1. Introduction and objective
It is important to orient people on earthquake preparedness in
order to be informed of what to do before, during and after an
earthquake. During an earthquake, school children are one of the
most vulnerable. As such, it is important for school administrators
and teachers to be informed on how to properly conduct an
earthquake drill. Teachers are the ones who will guide the
students. They are the ones who will teach students how to protect
themselves.
The conduct of an earthquake drill requires planning and
designing of evacuation procedure, as well as orienting teachers
and ultimately students on how to do the earthquake drill.
Earthquake drills are simple and easy to do. It only requires
planning ahead and constant practice!
The conduct of an earthquake drill is different from that of a
fire drill. In a fire drill, the sound of a siren/bell means that a
fire is ongoing and all occupants of the building are to
immediately evacuate to ensure their safety. In an earthquake
drill, the sound of a siren/bell indicates that a strong shaking is
ongoing and the level of ground shaking prevents people to stand
and move around. To do so can cause more injury to the person as
debris can fall and hurt him. One is not supposed to get out of the
building while the shaking is ongoing.
Objectives:
1. To ensure the safety of parents, students, teachers and staff
during and after a damaging earthquake;
2. To help school administrators and their disaster action
groups to design a specific response plan of the school for
earthquakes;
3. To train teachers, school staff and students on how to
practice proper action and response during earthquakes; and
4. To test various elements of the response plan designed by the
School Disaster Management Committee (SDMC).
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6.2. Strategies to plan, organize and demonstrate safety
drill
Stage-1: Planning/Organizing Earthquake Drills
(A) Form a School Disaster Management Committee
SDMC composed of several teams with specific tasks (e.g. First
Aid Team, Site Security Team, Fire-Safety Team, Evacuation Team,
Communications Team) and designate an over-all coordinator.
Members of the SDMC should evaluate the school
1. Have the following information available yearly: total number
of students, teachers and staff; total number of students occupying
each room, total number of students occupying each floor, total
number of students occupying each building; and identify students
or teachers with special needs (sick, old, disabled) and their
location.
2. Acquire the most recent school grounds layout or plan/map.
Use this to identify open spaces and determine the total area of
available space that can be utilized as area of temporary refuge
that will be designated for the occupants of each building.
Determine how many persons can occupy this open space. (Is the
space enough for the total number of students and teachers?
3. Obtain a building lay out/ floor plan for each building that
shows the rooms, corridors, staircases and exit points. (Is the
width of the corridor wide enough to accommodate the flow of
traffic during an emergency?)
(B) Conduct building watching exercise
Members of the SDMC should conduct building watching exercise
and identify safe and unsafe spots inside the school grounds. This
is necessary for stressing the dos and donts.
Observe hazardous areas/practices within the school premises and
dangerous conditions that may exist which people have not noticed
before. This should be plotted on the layout. (e.g. Any hanging,
unstable objects or structure; condition of power lines and utility
poles; narrow alleys between buildings; elevators; corridors are
too narrow; are there blockages along the corridors and exit
points; do exit point remain open during school hours; doors of
classroom that swing in instead of swing out).
Stage-2: Developing the School Earthquake Evacuation Plan
After identifying the safe and unsafe spots, the next step is to
develop the School Earthquake Evacuation Plan.
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1. The School Earthquake Evacuation Plan should have provision
to utilize all available open spaces nearest the building that are
evaluated as safe from falling debris and other materials that may
cause injuries to student;
2. Determine if there is sufficient open space for all. Areas to
be occupied should be computed assuming 4 to 5 students would
occupy a 1 sq m area.
3. Consider the number of students in each building (morning and
afternoon session). Designate a specific open area for each class
as their area of temporary refuge.
4. Once each class has been assigned a specific evacuation site,
come up with evacuation procedure using the available map.
Initially, all exit points nearest the room of occupants should be
suggested as their exit routes; assuming that these are passable
after the earthquake.
5. Determine the flow of traffic from each room along the
corridors using the information on actual number of occupants per
room and their designated evacuation area.
6. Indicate by arrows, the flow of student evacuation coming out
of each room up to their designated evacuation site. This will be
the suggested earthquake evacuation route for the students.
7. Prepare the final evacuation route and orient all the
teachers and school staff about this. (Figure 1)
8. Prepare Earthquake Survival Kits (flashlight, battery
operated radio, water, rope, blanket, candle, matches, tissue
papers, tools like wrench, pliers, hammer, etc);
9. Prepare First-Aid Kits.
HALL
STOREPHYSICAL EDU LAB
BIO LAB
STORE
TOILETS
ROOM - 4
EXAM ROOM
EXAM ROOM
STAFF ROOM
V.P. ROOM
PRINCIPAL'S ROOM
OFFICE
TOILETS
ROOM - 3
CHEMISTRY LAB
ROOM - 2 ROOM - 1
ROOM 4ROOM 1
VERANDAH
ROOM 2 ROOM 3 ROOM 5
GROUNDS
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Stage-3: Orientation prior to the conduct of Earthquake
Drill
(A) Prepare the students a week before the scheduled earthquake
drill. For each class, instruct the homeroom adviser to do the
following:
1. Allot a specific time for lecture on earthquakes- what it is,
how and why they occur, what to do before during and after an
earthquake.
2. Conduct a classroom observation activity: Draw floor plan of
classroom (desks, teachers table, cabinets, etc) Identify the safe
spots in the classroom (tables, desks, doors, etc.) Identify danger
zones (e.g. windows and glass, book shelves, machinery,
cabinets
and furniture that may topple or slide inside the classroom as
well as all hanging and heavy objects)
When dangerous areas within the classroom have been identified,
ask the students what can be done to correct these and encourage
them to take actions toward correcting this.
3. Introduce to the students the suggested evacuation route
prepared by SDMC.
4. Introduce to the students the assigned open area where they
will evacuate after an earthquake.
5. Assign somebody who will be in charge of making sure the door
is open during the shaking
(B) The main concern during an ongoing shaking is how to protect
oneself.
1. Give specific instructions on what to do during an
earthquake. Introduce duck, cover and hold
-Take cover under a sturdy table or strongly supported doorway.
-Watch out for falling objects. -Keep calm and dont panic.
2. Give specific instructions about what to do as soon as the
shaking stops: Be alert. Listen to teachers instructions. Walk out
of the classroom in an orderly
manner. While walking along the corridors to the
nearest exit of the building, be alert and look out for falling
debris.
DONTRun, DONT Push, DONT Talk, DONT Return, DONT bring your
things. Quietly, but quickly proceed to the
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designated evacuation area for the class and wait for further
instructions from the teacher.
NEVER go back to the building once you are outside. Buildings
should be inspected by engineers for possible damage after an
earthquake. Students should stay in the open area and wait for
their parents/guardians to pick them up.
3. For the teacher, make sure all students are accounted for
once in the designated evacuation area.
Stage-4: Demonstration and Role Play to Conduct the Earthquake
Drill
1. Prior to the scheduled drill, inform the neighborhood
regarding the conduct of the drill.
2. Identify and assign observers for each exit points of the
building and evacuation areas. They will give their comments and
observations during the evaluation of the drill.
3. For the Actual Drill: Assumptions:
- 1-minute strong shaking signified by 1 minute siren/bell
- Person cannot stand - Buildings may have been damaged but
no
collapse - Possible falling objects including glass
windows - No immediate assistance will be available for
at least several hours. Self help and sustenance are
required.
- Possible injuries, fear, panic among students and teachers
Give instructions/reiterate the what to dos: Once the siren is
heard, do the proper and
expected actions. Participants during this 1-minute siren
should perform the duck, cover and hold After the 1-minute
siren, students quietly
go out of room and proceed to previously designated open
space
Teacher should make head count while in the ground
Phases of an Earthquake Drill
Phase-1: Alarm
A pre-arranged signal such as siren/bell
should be known to all. During the drill, the
siren/bell indicates earthquake/shaking.
Students and teachers will be alerted by this
signal.
Phase2: Response
While the siren/bell is ongoing, everyone
should move away from windows, glass or
light fixtures. In this phase, everyone should
perform duck, cover and hold under desks,
tables or chairs. Remain in this position until
the shaking stops.
Phase-3: Evacuation
Once the shaking stops, teachers and
students should evacuate the school building
and proceed using predetermined routes to
go to identified evacuation areas.
Phase-4: Assembly
At the designated evacuation area, students
must be grouped together according to the
class where they belong.
Phase-5: Head count
Teachers should check and make sure all
students are accounted for.
Phase-6: Evaluation
An evaluation of the drill must be conducted
to identify problems encountered during the
drill and how this can be corrected in future
earthquake drills.
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6.3. Fire safety drills
Fire safety is important always but especially after earthquakes
when fire-fighting capacity is at its lowest. The best remedy is
prevention:
While you are doing your earthquake hazard hunt be sure to check
the following important fire safety measures:
Check that all classroom door open outwards, to make easy exit
possible.
Be sure that there is fire suppression equipment in every
corridor and in every laboratory and kitchen. These can be fire
extinguishers, buckets with sand, fire blankets, tire hose and
similar equipment. All staff and older children should learn how to
use this equipment, and where it is kept, or it will be
useless.
Reduce fire hazards. Fire hazards include electrical lines and
appliances, heaters and stoves, liquid propane gas (LPG)
containers, and natural gas in pipes, and flammable or combustible
liquids. Common causes of fire include: leaving flammable things
close to a heat source, faulty wiring, too many electrical plugs in
one outlet, cigarettes, matches, and playing with fire.
Fires need fuel, heat and air to bum. Eliminate any one and the
fire is out. Almost all fires start out small and there are many
methods to learn to extinguish fires. A small fire can be
suppressed by covering it with a towel or blanket, pouring sand or
dirt onto it, using a fire extinguisher, or using a fire hose
(careful, do not use water on electrical or oil fires).
Teach children fire safety: Smoke kills more people than fire.
To exit during a fire: Crouch down low. Cover your face with a wet
cloth. Crawl to a safe exit. Dont open a door that is hot. If
trapped, close the door and place wet towels at the bottom of the
door. If there is a small fire between you and the only exit, then
you should run quickly through to the exit.
If someone on fire they should STOP, DROP, and ROLL, or be made
to STOP, DROP and ROLL. They should not run, as the air blowing
around them will feed the fire. They should not stand as the flames
will rise to vital organs, and head. Covering the person for
example, with a blanket, or rolling on the ground, will stop the
oxygen and extinguish the fire.
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Learn how to use a fire extinguisher, remembering this phrase:
P.A.S.S. (Pull, Aim, Squeeze, Sweep)
PULL the pin to activate the hose.
AIM towards the fuel. Hold the
extinguisher low and perpendicular to
the fire; avoid inhaling the poisonous gas
and the splashing material.
SQUEEZE the nozzle to splash the
extinguishing material on fire. Start from
a distance and approach as fire gets
smaller.
SWEEP from one end to the other until
fire is suppressed. If fire does not gets
smaller after the first response continue
scanning.
Fire extinguishers must be checked and
maintained annually. Once the fire extinguisher
has been used, even if its not empty, it must be
refilled.
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6.4. Responsibility of the facilitator in implementing
simulation drills.
Select required number of leaders from amongst the participants
for implementing the drills.
Take decision through participatory discussion as to which
topics would be presented through drills.
Identify through participatory discussion the sequence of events
for the drills and on the basis of that prepare a checklist for
role play.
Select actors from amongst the participants as per checklist to
play rolesuch as school authority, student, guardian, rescue tem
etc.
Request the participants to discuss amongst themselves who will
play which role in the chronological scenes .
Collect necessary equipment and materials for implementation of
the drills with the assistance of the participants.
Assist the participants in implementation of the drills as per
plan. During the drills identify the strengths and weaknesses for
learning and note
themif necessary give responsibility to the Assistant
facilitator or some one from amongst the participants.
After the drills take the feedback from the participants about
the learning of the drills. In this case discuss the strengths and
weaknesses of the drills as noted down earlier.
Close the drills after giving thanks to all.
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Session 7
Title: Emergency response at school in earthquake situation
Contents 7.1 Inside building 7.2 Outside building 7.3 During
school and non-school hour 7.4 Service providers for emergency
response
Objective of the session At the end of the session participants
will be able to understand and also will be able to explain to
others about detail information on emergency response at school in
earthquake situation
Time: 1 hour 15 minutes
Methodology Brain storming Lecture Discussion on Demonstration
Open forum discussion
Materials White board, Board Marker, Poster Paper, Permanent
Marker, Masking Tape, Doc Clip, Role play Guideline and Hand
Outs
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of
the session 5 min
02. Through participatory discussion the facilitator will
discuss about how to evacuate students, teachers and staffs trapped
inside the school buildings due to earthquake
20 min
03. In this stage, the facilitator will get the participants
feedback on the measures to be taken by the students, teachers and
staffs residing outside the school buildings during earthquake.
After getting their feedback the facilitator will give a clear
understanding on the subject
20 min
04. Now the facilitator will brief the participants about what
measures should be taken to reduce the risk in educational
institutions with regard to earthquake hazard during non-school
hours
15 min
05. In this stage, the facilitator through participatory
discussion will discuss about the required services and service
providing agencies in emergency response
10 min
06. The facilitator will conclude the session by getting
feedback from the participants
5 min
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7.1. Emergency Response during emergency (earth quake)
Earthquakes strike without warning. Fire alarms or sprinkler
systems may be activated by the shaking. The effect of an
earthquake from one building to another will vary. Elevators and
stairways will need to be inspected for damage before they can be
used. The major shock is usually followed by numerous aftershocks,
which may last for weeks.
The major threat of injury during an earthquake is from falling
objects, glass shards and debris. Many injuries are sustained while
entering or leaving buildings. Therefore, it is important to
quickly move away from windows, free-standing partitions and
shelves and take the best available cover under a sturdy desk or
table, in a doorway or against an inside wall. All other actions
must wait until the shaking stops. If persons are protected from
falling objects, the rolling motion of the earth may be frightening
but not necessarily dangerous.
7.2. Inside Building
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Direct inspection and assessment of school buildings. Report
building damage and suspected breaks in utility lines or pipes to
fire department responders.
Send search and rescue team to look for trapped students and
staff. Post guards a safe distance away from building entrances to
assure no one re-enters. Notify concerned education office of
school and personnel status. Determine who will
inform public information media as appropriate. Do NOT re-enter
building until it is determined to be safe by appropriate
facilities
inspector. Determine whether to close school. If school must be
closed, notify staff members,
students and parents.
STAFF ACTIONS:
Give DROP, COVER and HOLD ON command. Instruct students to move
away from windows, bookshelves and heavy suspended light fixtures.
Get under table or other sturdy furniture with back to windows.
Check for injuries, and render First Aid. After shaking stops,
EVACUATE building. Avoid evacuation routes with heavy
architectural ornaments over the entrances. Do not return to the
building. Bring attendance roster and emergency backpack.
Check attendance at the assembly area. Report any missing
students to principal/site administrator.
Warn students to avoid touching electrical wires and keep a safe
distance from any downed power lines.
Stay alert for aftershocks Do NOT re-enter building until it is
determined to be safe.
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7.3. Outside building
STAFF ACTIONS:
Move students away from buildings, trees, overhead wires, and
poles. Get under table or other sturdy furniture with back to
windows. If not near any furniture, drop to knees, clasp both hands
behind neck, bury face in arms, make body as small as possible,
close eyes, and cover ears with forearms. If notebooks or jackets
are handy, hold over head for added protection. Maintain position
until shaking stops.
After shaking stops, check for injuries, and render first aid.
Check attendance. Report any missing students to principal/site
administrator. Stay alert for aftershocks. Keep a safe distance
from any downed power lines Do NOT re-enter building until it is
determined to be safe. Follow instructions of principal/site
administrator.
7.4. During school and non-school hour
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Inspect school buildings with Maintenance/Building and Grounds
Manager to assess damage and determine corrective actions.
Confer with District Superintendent if damage is apparent to
determine the advisability of closing the school.
Notify fire department and utility company of suspected breaks
in utility lines or pipes. If school must be closed, notify staff
members, students and parents. Arrange for
alternative learning arrangement such as portable classrooms if
damage is significant and school closing will be of some
duration.
Notify concerned education office, who will inform public
information media as appropriate.
7.5. Service providers for emergency response
Fire Service and Civil Defense Nearest Police Station Nearest
Hospital / Health Center / Medical Center Power Development Board
WASA Titas Gas Bangladesh Scouts Red Crescent Society Sandhani
N.B.: Please keep the emergency contacts of the above mention
service providers
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Session 8
Title: Post training activities
Contents 8.1 Course review 8.2 Course evaluation 8.3 Closing and
certificate distribution
Objective of the session At the end of the session the
participants will be able to understand and also will be able to
explain to others about learning and its effectiveness
Time: 1 hour
Methodology Evaluation format fill up Lecture Discussion
Materials White board, Board Marker, Poster Paper, Permanent
Tape, Masking Tape, Doc Clip and evaluation format
Session Plan Step Instruction for the facilitator Time 01. The
facilitator will thank the participants and brief them about the
objective of
the session 5
02. Through participatory question-answer session, the
facilitator will review each session of the training course
20
03. Now the facilitator will invite the participants to evaluate
the training course by filling out a pre-designed format
10
04. In this stage, the facilitator will conclude the training
course by thanking the participants for their active and
enthusiastic participation and request the invited guests to give
their closing remarks. Later, certificates will be distributed
among the participants
20
05. The facilitator will thank the participants and brief them
about the objective of the session
5
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8.1. Course evaluation form
Training Evaluation Format (not necessary to mention The name of
the participants)
School Safety and Evacuation Date :
..........................
1. Was this training course up to your expectation and relevant
with the objective? Not at all 1 2 3 4 5 Fully
2. Was the subject matter/course contents adequate to achieve
the objectives of the training/ course?
Not at all 1 2 3 4 5 Fully
3. Was the training course conducted efficiently?
Not efficiently 1 2 3 4 5 Very efficiently
4. Was the training course lively? Not at all 1 2 3 4 5
Fully
5. What is your comment about the quality of the training?
Not
satisfactory 1 2 3 4 5 Excellent
6. What is your comment about the total management of the
training course? Not
satisfactory 1 2 3 4 5 Excellent
7. What were the strong/positive sides of the course?
8. What were the negative sides?
9. How much confident you are in applying this training
experience in the field?
10. What are your comments regarding the training/course...
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8.2. Closing and certificate distribution
PROGRAMME OF CLOSING CEREMONY
Guests take their seats Welcome address by the representative of
the organizer Closing remarks by the selected representatives of
the participants Closing remarks by the representative of the
facilitators Certification distribution Closing remarks by the
Guests Photo session with Guest End of the training course
Training material for Teachers on School Safettable of
contentsTeachers Training material by BDPC