Disaster Mitigation & Preparednes for Science Teacher/ Educator

Indonesia ExperiencesPresented by Ninil Jannah

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LINGKAR ASSOCIATION

• Perkumpulan Lingkar or Lingkar Association as a non-profit organization based in Yogyakarta focused on community development especially issues such as community-based disaster risk management, climate change adaptation, and sustainable development.

• Lingkar’s scope of working area is in Indonesia and is currently developing Yogyakarta and Central Java.

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Terminology on Disaster Risk Reduction

Disaster, Disaster Risk, Disaster Risk Reduction, Prevention, Mitigation,

Preparedness

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Disaster

• A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources.

• Comment: Disasters are often described as a result of the combination of: the exposure to a hazard; the conditions of vulnerability that are present; and insufficient capacity or measures to reduce or cope with the potential negative consequences. Disaster impacts may include loss of life, injury, disease and other negative effects on human physical, mental and social well-being, together with damage to property, destruction of assets, loss of services, social and economic disruption and environmental degradation.(UNISDR, 2009)

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Disaster risk

• The potential disaster losses, in lives, health status, livelihoods, assets and services, which could occur to a particular community or a society over some specified future time period.

• Comment: The definition of disaster risk reflects the concept of disasters as the outcome of continuously present conditions of risk. Disaster risk comprises different types of potential losses which are often difficult to quantify. Nevertheless, with knowledge of the prevailing hazards and the patterns of population and socio-economic development, disaster risks can be assessed and mapped, in broad terms at least.

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Disaster Risk Management

• The systematic process of using administrative directives, organizations, and operational skills and capacities to implement strategies, policies and improved coping capacities in to lessen the adverse impacts of hazards and the possibility of disaster order.

• Comment: This term is an extension of the more general term “risk management” to address the specific issue of disaster risks. Disaster risk management aims to avoid, lessen or transfer the adverse effects of hazards through activities and measures for prevention, mitigation and preparedness.

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Disaster Risk Reduction• The concept and practice of reducing disaster risks

through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events.

• Comment: A comprehensive approach to reduce disaster risks is set out in the United Nations-endorsed Hyogo Framework for Action, adopted in 2005, whose expected outcome is “The substantial reduction of disaster losses, in lives and the social, economic and environmental assets of communities and countries.” The International Strategy for Disaster Reduction (ISDR) system provides a vehicle for cooperation among Governments, organisations and civil society actors to assist in the implementation of the Framework. Note that while the term “disaster reduction” is sometimes used, the term “disaster risk reduction” provides a better recognition of the ongoing nature of disaster risks and the ongoing potential to reduce these risks.

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Prevention

• The outright avoidance of adverse impacts of hazards and related disasters.

• Comment: Prevention (i.e. disaster prevention) expresses the concept and intention to completely avoid potential adverse impacts through action taken in advance. Examples include dams or embankments that eliminate flood risks, land-use regulations that do not permit any settlement in high risk zones, and seismic engineering designs that ensure the survival and function of a critical building in any likely earthquake. Very often the complete avoidance of losses is not feasible and the task transforms to that of mitigation. Partly for this reason, the terms prevention and mitigation are sometimes used interchangeably in casual use.

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Mitigation

• The lessening or limitation of the adverse impacts of hazards and related disasters.

• Comment: The adverse impacts of hazards oftencannot be prevented fully, but their scale or severity can be substantially lessened by various strategies andactions. Mitigation measures encompass engineering techniques and hazard-resistant construction as well as improved environmental policies and public awareness. It should be noted that in climate change policy, “mitigation” is defined differently, being the term used for the reduction of greenhouse gas emissions that are the source of climate change.

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Preparedness

• The knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions.

• Comment: Preparedness action is carried out within the context of disaster risk management and aims to build the capacities needed to efficiently manage all types of emergencies and achieve orderly transitions from response through to sustained recovery. Preparedness is based on a sound analysis of disaster risks and good linkages with early warning systems, and includes such activities as contingency planning, stockpiling of equipment and supplies, the development of arrangements for coordination, evacuation and public information, and associated training and field exercises. These must be supportedby formal institutional, legal and budgetary capacities. The related term “readiness” describes the ability to quickly and appropriately respond when required.

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Structural and non-structuralmeasures

Structural measures

• Any physical construction to reduce or avoid possible impacts of hazards, or application of engineering techniques to achieve hazardresistance and resilience in structures or systems;

Non-structural measures

• Any measure not involving physical construction that uses knowledge, practice or agreement to reduce risks and impacts, in particular through policies and laws, public awareness raising, training and education.

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Background

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• Hyogo Framework for Action 2005-2015

• Building the resilience of nations and communities to disasters

• Adopted by 168 Governments at the World Conference on Disaster Reduction, held in Kobe, Hyogo Prefecture, Japan, 18-22 January 2005

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Action Priority # 3 Use knowledge, innovation and education to build a culture of safety and resilience at all levels.

Disasters can be substantially reduced if people are well informed and motivated towards a culture of disaster prevention and resilience, which in turn requires the collection, compilation and dissemination of relevant knowledge and information on hazards, vulnerabilities and capacities.

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Key Activities (1)

• Promote the inclusion of disaster risk reduction knowledge in relevant sections of school curricula at all levels and the use of other formal and informal channels to reach youth and children with information; promote the integration of disaster risk reduction as an intrinsic element of the United Nations Decade of Education for Sustainable Development (2005–2015).

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Key Activities (2)

• Promote the implementation of local risk assessment and disaster preparedness programmes in schools and institutions of higher education.

• Promote the implementation of programmes and activities in schools for learning how to minimize the effects of hazards.

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Disaster Management Law

Law No.24 (Year 2007) concerning Disaster managementArticle 8 - The responsibility of regional governments for disaster management shall include:a. guarantee of disaster-affected community members

and refugees rights in a fair manner and in accordance with minimum service standard

b. protection for community against disaster impactc. disaster risk reduction and integration there of into the

development programd. allocation of sufficient disaster management budget in

government budget

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National Education System

• Section 32 (2) of Law Number 20 (Year 2003) on National Education System also has accommodated the needs for disaster education in terms of special service education

– education for students in remote or disadvantaged areas

– remote indigenous communities,

– and/or those affected by natural disaster and social

– Disaster

– the economically isadvantaged.

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Child RightsLaw No. 20 (2003) on National Education SystemLaw No. 23 (2002) on Child ProtectionLaw No. 24 (2007) on Disaster Management

the foundation for government and civil societies to ensure that children always have access to their rights to education and protection by conducting education services in times of emergency and crisis.

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Disaster Impact on Education

• Due to the severity of certain hazards and resulting disasters, schools are often closed for a significant amount of time. At times of reduced hazard and post-disaster, schools may remain open but classes are not able to operate effectively for the following reasons– Students/teachers taking refuge with their family– Unsafe conditions for travelling to school– School buildings are damaged and not safe to be used for

classes– Students/teachers may be victims– Many schools are used as evacuation points– Local governments may have collapsed

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Psycho-social Impact of Disasters• Children are disproportionately affected by traumatic events /

Disaster (e.g. witnessing deaths, separation from parents, becoming orphaned).

• Secondary Impacts on children can include: Children and teenagers may be abandoned and become vulnerable

to exploitation; Psychosocial impact/effects, such as child stress; Cognitive needs and growth of the child become neglected; More likely to engage in dangerous activity; More likely to drop out of school; and (f) Children and teenagers

become vulnerable to recruitment by armed groups.

• Disaster Traumatized parents become less capable of supporting and protecting their children emotionally. Normally, they deny and abandon their children’s feelings. Children tend do find difficulties describing what they feel. Severe disturbance experienced by parents, such as the violence, may also be traumatic for the children.

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Duty bearer & Key Stakeholders Roles(Indonesia’s Experiences)

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Disaster Management Agency• The functions of BNPB (or BPBD in Province or City/District) are

to coordinate disaster management efforts at the national and local level– to encourage community involvement in efforts to increase

preparedness against disasters – to build public awareness on mainstreaming DRR in all aspects of life– to optimise land use control instruments for DRR, – to increase resources for emergency responses and humanitarian aid

and - together with other government institutions– to accelerate the recovery processes for disaster affected areas

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Indonesia’s Experience –Consortium for Disaster Education

• The CDE was established in October 2006. • Network that consists of representatives from

universities, government institutions, scout organisations, teacher associations/organisations, the Red Cross and Red Crescent Movement, NGOs and UN agencies.

• Aim to – support development of sustainable policy – DRR education practices at national and local levels through

formal, non-formal, and informal approaches – Improving capacity, coordination, and synergy among parties – drive DRR education. \

• Activities across the network include: i) Advocacy and ii) Capacity Building.

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Indonesia’s Experience –Indonesia Education Cluster

• The Indonesian Education Cluster provides a formal framework • Consists of organizations working on education response in

emergencies and early recovery. • UNICEF and Save The Children (co-leads) work to strengthen system-

wide preparedness and technical capacity to respond to humanitarian emergencies including the early recovery phase, and to ensure greater predictability and more effective inter-agency responses in education in the main areas of standards and policy setting, building response capacity, and operational support.

• NGOs that work in the disaster management education sector are obligated to coordinate efforts in this cluster when the system is activated.

• The Education Cluster actively runs a coordination mechanism for school safety and education in emergencies in Indonesia, either when there is no disaster event or during the emergency response, and when education cluster is activated.

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Indonesia’s Experience –Consortium for Disaster Education

• CDE and The Indonesian Education Cluster (Education Cluster) run a joint advocacy program to ensure that the existing umbrella policies for school safety initiatives and education in Emergencies affairs are considered and implemented by local governments in Indonesia (33 provinces and more than 360 cities/districts).

• As a networked organization it allows members to share and disseminate teaching-learning materials and attend and jointly conduct learning sessions and information exchange forums. As of 2012, the CDE had 62 member organizations. The CDE has become the primary advocating body for DRR education in Indonesia.

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Multy Stakeholders Forum Forum that is uniting organizations of multi-

stakeholders working to supporting efforts of disaster risk reduction

A DRR local platform at provincial level that is providing coordination mechanism in order to advance collaboration among various stakeholders for sustaining DRR activities through consultative as well as participatory processes to successfully performing the Hyogo Framework for Action on Disaster Risk Reduction (2006-2015).

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MoEC Policy Mainstreaming DRR into school

• MoEC have encouraged DRR integration and DRR education mainstreaming through a ministrial decree.

• Decree provides founding building blocks for national advocacy of “safe school” program implementation in Indonesia

• Decree is Guideline for decision makers and school managers at the education unit level (headmasters, teachers and school committees) to prepare DRR programs in their schools.

• Mainstreaming DRR into the education system incorporates – Planning, – Development, – Implementation of activities across institutions addressing both

structural (phisical) and non stuctural (non phisical) needs.

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DRR Integration Modules

• In 2009 MoEC published a series of DRR Integration Modules

• flood, building-fire, earthquake, tsunami, landslide

• Elementary School, Junior High School, and High School.

• Total 15 modules and intended for teachers or curriculum development teams, provide a step-by-step guidance on how to integrate DRR content into school subject (Indonesian language lesson, science, social science, civics, and extracurricular programs)

• And how to develop a special ‘local content’ (school subject) curriculum on DRR

• Provide enriching materials for each hazard and possible DRR efforts.

DRR Contents Integration

• Samples of Lesson Plans on Integrating Disaster Preparedness into Elementary School Subjects

• The lesson plans were distinctive by grade level and were fully integrated into the curriculum providing a model that can be used across a number of subject areas.

Training module - DRR integration into the education system

• For Facilitators/Trainers

• Guidance to train teacher/school staff/ principal and school stakeholders – how to integrateting/mainstreaming DRR into school/education system

Extra Curricular Program

• The Indonesian Red Cross published the Disaster Preparedness Module for Junior Red Cross. The modules were provided for each level in Junior Red Cross, and for volunteer/elders.

• Each book explains various disaster types in Indonesia and necessary actions before/during/after each disaster.

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Elementary School: 1-6 grade

• Muhammadiyah Disaster Management Centre (MDMC) published modules, aimed at elementary school students

• Modules are divided into six books-one for each level (1-6 grade), for use by students.

• Explains various disaster types in Indonesia and necessary actions before/during/after each disaster.

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• Several provinces in develop their own modules for teachers and modules for students

• Advantages of their products: • highly contextual with the phenomenon of hazard,

vulnerability, and local disaster management capacity• multi-hazard (in accordance with local disaster risk priorities)

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School Based Disaster Risk Reduction(Comprehensive Safe School Program)

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Aims of comprehensive safe school program(1) To protect children and workers

in the education sector of deaths and injuries in school

(2) To plan for sustainability education in the face of danger that is predictable

(3) To protect the investment in the education sector; and

(4) To strengthen community resilience to disasters through education.

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Establishing Safe School Facilities

• Select safe school sites and implement disaster-resilient design and construction to make every new school a safe school.

• Implement prioritization schema for retrofit and replacement (including relocation) of unsafe schools.

• Minimize building and facilities non-structural and infrastructural risks from all sources, including design and interior layout and furnishings safe for survival and evacuation. Include disability access in these considerations.

• If schools are planned as temporary community shelters, design to meet these needs.

• Ensure that children’s access to schools is free from physical risks (pedestrian paths, road and river crossings)

• Water and sanitation facilities adapted to potential risks (rain-fed and lined latrines)

• Implement climate-smart interventions such as rainwater harvesting, solar panels, renewable energy, school gardens

• Plan for financing and oversight for ongoing facilities maintenance.

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Indonesia - School Facilitiesmust conform to the Regulation of National Education on School

Facilities and Infrastructure Standards

• Building standards (Public Works, regional government regulation etc.)

• Safety requirements - ability to withstand earthquake and other hazards (area dependent), and prevent and manage fire and lightning hazard

• Health requirements, for example, ventilation, lighting, sanitation, and preference for healthy building materials

• Ease of access, safe and comfortable buildings – including for the disabled; vibration and noise reduction, temperature and humidity control, and must not exceed three floors

• Security systems - hazard warning, emergency exits, highly accessible and clearly signed evacuation paths for fire and/or other disaster.

• School sites locations - far from potential hazard (e.g rivers); have emergency evacuation access; terrain <15% slope, on land allocated for development and obtain land use permit.

• Routine maintenance. – Minor maintenance should be carried

out at least once every five years.– Major maintenance, including roof

replacement (roof truss, ceiling, ceiling frames, and other parts), should be carried out at least once every 20 years.

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School Disaster Management

• Develop, roll-out, institutionalize, monitor and evaluate the establishment or empowerment of school-site disaster risk management committee involving staff, students, parents and community stakeholders.

• Adapt standard operating procedures as needed, for hazards with and without warnings, including: drop cover and hold, building evacuation, evacuation to safe haven, shelter-in-place and lockdown, and safe family reunification.

• Practice and improve on response preparedness with regular school-wide and community-linked simulation drills.

• Establish national and sub-national contingency plans to support educational continuity, including plans and criteria to limit the use of schools as temporary shelters.

• Incorporate the needs of pre-school and out-of-school children, children with disabilities, and both girls and boys.

• Provide policies, guidance at provincial and school-site levels for ongoing site-based assessment and planning, risk reduction, and response preparedness as part of normal school management and improvement.

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Education for Disaster Risk Reduction

• Develop consensus-based key messages for reducing household and community vulnerabilities, and for preparing for and responding to hazard impacts as a foundation for formal and non-formal education.

• Develop scope and sequence for teaching about hazards, disasters, and problem-solving for risk reduction.

• Infuse risk reduction throughout the curriculum and provide guidelines for integration of DRR into carrier subjects.

• Provide teacher training for both teachers and teacher trainees on risk reduction curriculum materials.

• Develop strategies to scale-up teacher involvement for effective integration of these topics into formal curriculum as well as non-formal and extra-curricular approaches with local communities.

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LINGKAR -School-Based for Disaster Risk Reduction Program

• Lingkar implement a School-Based for Disaster Risk Reduction with the interest of developing disaster preparedness in school communities through initiating “Safe and Prepared Schools” Program.

• Besides using a participatory approach, this program also applies the whole school management approach in order to achieve the goal of developing schools as disaster risk reduction centers, that motivate communities around the school to be engaged and provide supports (enabling environment), and engage stakeholders in DRR activities (children and adults).

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• Lingkar has implemented Safe & Prepared School (SASB) or School-based Disaster Risk Reduction program in elementary schools as well as junior and high school.

• One of Lingkar’s school partner win the third prize of SEAMEO Award, 2012 (Madrasah Ibtidaiyah Negeri – Jejeran, Bantul District)

• Lingkar develop teaching materials (book) for Student in Elementary School, Junior High School, and High School; and teacher guidance (book) about how integrating disaster risk reduction into school curriculum (for Early Childhood Education, Special Need Education). These material later used in the Teacher Training on Integration of DRR into School Curriculum - in collaboration with Department of Education of Yogyakarta.

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Integration of DRR content

Indonesia Experiences

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Indonesia’s Objective of Education for DRR

1. Develop values and attitudes of humanity 2. Develop attitude and awareness of disaster risks (including safety

culture ) 3. Develop understanding of disaster risk (i.e understanding of social

vulnerability, physical vulnerability, and motivational vulnerability) 4. Improving knowledge and skills for prevention/mitigation and

disaster risk reduction (including natural resource management, land use, and adaptation to disaster risk)

5. Improving the knowledge and skills of disaster preparedness 6. Improve the ability of emergency response 7. Improving the ability to cope/adapt to a great and sudden changes 8. Develop readiness to support rebuilding of their communities after

disasters occur and reduce the impact caused by disaster 9. Develop disaster risk reduction - both individually and collectively

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Integration in School Curriculum

• It depends on the school - model of DRR integrated curriculum using all approach opportunities– DRR learning integrated into school subjects

approach – subjects, extracurricular (even local content subject)

– Material that may not be taught in the subjects will be taught or conducted in extracurricular activities so that it can complement each other

– DRR (special) local content subject

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Disaster risk

• The potential disaster losses, in lives, health status, livelihoods, assets and services, which could occur to a particular community or a society over some specified future time period.

• Comment: The definition of disaster risk reflects the concept of disasters as the outcome of continuously present conditions of risk. Disaster risk comprises different types of potential losses which are often difficult to quantify. Nevertheless, with knowledge of the prevailing hazards and the patterns of population and socio-economic development, disaster risks can be assessed and mapped, in broad terms at least.

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Disaster Risk Equation

Disaster Risk = Natural Hazard x Vulnerability

Capacity of Societal System

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Hazard

• A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage

• Comment: Such hazards arise from a variety of geological, meteorological, hydrological, oceanic, biological, and technological sources, sometimes acting in combination. In technical settings, hazards are described quantitatively by the likely frequency of occurrence of different intensities for different areas, as determined from historical data or scientific analysis.

• Natural Hazard: Natural process or phenomenon that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage.

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Vulnerability

• The characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard.

• Comment: There are many aspects of vulnerability, arising from various physical, social, economic, and environmental factors. Examples may include poor design and construction of buildings, inadequate protection of assets, lack of public information and awareness, limited official recognition of risks and preparedness measures, and disregard for wise environmental management. Vulnerability varies significantly within a community and over time. This definition identifies vulnerability as a characteristic of the element of interest (community, system or asset) which is independent of its exposure. However, in common use the word is often used more broadly to include the element’s exposure.

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Capacity

• The combination of all the strengths, attributes and resources available within a community, society or organization that can be used to achieve agreed goals.

• Comment: Capacity may include infrastructure and physical means, institutions, societal coping abilities, as well as human knowledge, skills and collective attributes such as social relationships, leadership and management. Capacity also may be described as capability. Capacity assessment is a term for the process by which the capacity of a group is reviewed against desired goals, and the capacity gaps are identified for further action.

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Lessons Learned

• a great deal of DRR curriculum is limited to exploring the basic science of environmental hazards before moving on to instruction in safety measures.

• Often missing is systematic coverage of the hazard, its prevention, mitigation, and, finally, preparedness to confront it.

• Moreover, addressing the coverage of and preparedness for the hazard without considering its prevention and mitigation is insufficient.

• Understanding the science of a hazard alone does not develop the propensity for pro-action – focusing exclusively on safety without examining prevention and mitigation implies the inevitability of what is to happen. Attention is therefore diverted from the social, economic and political dimensions of disasters, and also from addressing vulnerabilities and building resilience.

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A Systematic Way Forward

• A basic disaster risk equation is not generally being followed through on in any systematic way in the development of curriculum and lesson materials.Disaster Risk = Natural Hazard x Vulnerability

Capacity of Societal System• A curriculum that aims to build 'proactivity' in

those facing risks must explore locality (hazards), community (Vulnerability) as well as wider societal, economic and political structures and dynamics (Capacity of System)

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Indigenous knowledge or wisdom

• capitalize on local and indigenous knowledge and wisdom concerning hazard and disaster prevention as well as long-proven local coping skills

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e.g. Indigenous knowledge

• Tsunami “early warning system” - Known as smong, a lyric chants in the local language among the people of Simeulue Island. From generation to generation used as a bedtime song for the children so that it becomes a collective memory that kept waking up to date.

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Batik patern

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KAP SurveyDRR Action Research by Lingkar in 3 village of Bantul District (2008)

Recapitulation (%) Respondents answer on Cause of Disasters

Cause of Disaster Answer

1. Development that does not pay attention to the environmental impact. 14,2%

2. Fate Almighty God that cannot be avoided. 38,2%

3. Natural conditions that cause disasters (volcanoes, fault areas, etc..) 15%

4. Supernatural powers other than God Almighty. 1,5%

5. Failure of technology. 0,3%

6. Climate change (global warming). 3,7%

7. Other (more than one answer choice). 27,1%

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Teacher/ Educator in Disaster Mitigation & Preparednes

• Conveying the information (important)

• Facilitating learning (learning experience)

• Role Model (an example)

• Giving protection (the right of children to protection from disaster)

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forms of activity• Participatory Workshop • Training • Focus group discussions

(FGD) • Facilitation / mentoring • Development of school

networking and advocacy.

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Children (Student) Activity

Video Show

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School Risk AnalysisIdentify hazard, vulnerability, capacity, and it disaster risk

Identify measures (action) to disaster risk reduction

Children (Student) Activity

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Disaster Risk Assessment

Core Competency Competencies / Indicators

• Implement disaster risk analysis on the neighborhood or school

• Identify natural hazard• Identify vulnerabilities• Identify capacities • Evaluation (Analysis) disaster risk - of

the neighborhood or school

Activities & Media

• Brainstorming ‘perception on disaster’ • Play ‘definition card’ • Interview parents or neighbor – disaster history• discusion to list all natural hazard of the neighborhood or school• Buzz group, discusion to Identify characteristics of hazard, local vulerability

and capacity toward disaster• Analysis disasteri risk using a table that compare ‘vulnerability’ and ‘capacity’• Etc.

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eg. Table of hazard ‘volcanic eruptiption’analysis

Hazard Effected what/who

Phiroplastic and Lava Death of people

Damage to the ecosystem (environment)

Wildfires

Damage to property and houses

threats soul

Loss of livelihood (death of livestock and agricultural crops)

Lahar damage to the environment

Damage asset population

Threats inhabitants

Damage to infrastructure

Eruption Rain material (dust, sand, gravel)

Damage to residential facilities

Damage to crops folk

Volcanic Dust Interfere breathing

Interfere visibility

Cause respiratory disease, skin

Volcanic Earthquake Fears in children and elderly parents

Damage to houses especially glass

Landslide damage settlement

Damage to agriculture, livestock, forest)

Petir akibat awan panas Death of people 66

e.g Vulnerability and Capacity AnalysisVulnerability Capacity

Demographic:

The number of elderly / toddler

pregnant women

Lack of knowledge about disaster

Persons with disability

provided transportation

prepared evacuation point in strategic place

Information and EWS guidance easily

understood by seniors

Coordination of government and related

agencies

Geographic

• Located in around danger-zone

• Flanked by two rivers (Opak and

Gendol)

• Access roads damaged/not feasible

Prohibition policies lived in the danger zone

Siren/alarm easily available and understood

Created connecting road for emergency

access

Roads Improved with better quality and

expanded (widened) for evacuation route

Myth

• Mount Merapi is friendly

Guardian of Mount Merapi

Mount Merapi have the desire

Scientific Outreach about volcanology

religious services

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Children Action for DRR and Climate Change• Children's Action Team, preparing maps/school evacuation route, DRR

and climate change campaigns through posters, emergency bag, and a puppet performance)

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Children (Student) Activity

Child Peer to Peer Education on DRR

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Media

Film

Dokumenter

Emergency “Siaga” Bag Posters

Sticker Pin

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Activities of teacher/staff, school committee, parent and community members

School Disaster Risk Analysis and Development of School Disaster Risk Profile

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Activities of teacher and school committee

Integrating DRR curriculum development

Training Workshop

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Activities of teacher/staff and school committee

Integration of DRR in Schools PolicyWorkshop for drafting school policy

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Activities of teacher/staff and school committee

School Emergency (contingenty) Planning (1)Training on Safe and Preparedness

SchoolReview of Draft Contingenty Plan

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School Policy Development

School Emergency (contingenty) Planning (2)First Aid Training Table top simulation

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Activity of teacher/staff, children, and local stakeholders

School Emergency (contingenty) Planning (3)Simulation and Evaluation

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Key Stakeholder engagement (Head and staff from Education office at District/Sub-District level)

• Enabling environment

• Participate to encourage the school's commitmen for integration of DRR in the curriculum, and school plan

• Commitment to continue to ensure the implementation of the Safe and Preparedness Schools (sustainability)

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Engagement of Stakeholders in VillageThe village government, village DRR Forum, and surrounding communities

• establish enabling environment and participation in activities/ practices of DRR at school

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Terima kasih – Thank You

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Thank You - Terimakasih

• Name of Organization: Perkumpulan Lingkar• Office Address: Jl. Banteng Perkasa 40,

Sinduharjo, Ngaglik, Sleman, D.I.Yogyakarta, Indonesia – 55581

• Telephone/Fax: +62 274 886 320• Email: lingkar06@yahoo.co.id• Website: http://www.lingkar.or.id/• Contact Person: Ninil R. Miftahul Jannah

(Executive Director) Email:ecologidiot@gmail.com

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