Best Practices:

2012 SEAMEO-Japan ESD Award Theme: Education for Disaster Risk Reduction

Best Practices: 2012 SEAMEO – Japan ESD Award Theme: Education for Disaster Risk Reduction Bangkok: SEAMEO, 2013 100 pp. ISBN: 978-616-90041-6-5 Published by Southeast Asian Ministers of Education Organization Secretariat (SEAMEO Secretariat) 920 Sukhumvit Raod Klongtoey, Bangkok 10110 Thailand Tel: +662 391 0144 Fax: +662 381 2587 Email: secretariat@seameo.org Printed by SEAMEO Secretariat, Thailand 2013 Editor: Mr Daniel Calderbank Design: SEAMEO Secretariat The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of SEAMEO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

Contents

Foreword 1

Acknowledgement 2

Background 4

Results of the 2012 SEAMEO-Japan ESD Award 6

Awards Presentation at the 35th SEAMEO High Officials Meeting 9

Study Visit Trip to Japan for the Top Prize Winner 11

Best Practices: 2012 SEAMEO-Japan ESD Award

• 1st Prize Awardee: State High School No.1 Kungyangon, Myanmar 17

• 2nd Prize Awardee: Iliranan Elementary School, Philippines 37

• 3rd Prize Awardee: Jejeran State Islamic Elementary School, Indonesia 63

• Special Prize: Wat Soumpouathong School, Thailand 77

Appendix

• Appendix I: List of Entries 90

• Appendix II: Judging Committee of the 2012 SEAMEO-Japan ESD Award 97

Organizers and Partners 98

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Foreword

Please allow me to offer my congratulations to the winners of the SEAMEO-Japan ESD Award’s scheme. In addition, I would also like to express my appreciation to all of the schools who took part in this award. The world today faces many challenging issues such as problems related to the environment, poverty, human rights, peace and development. ESD (Education for Sustainable Development) views these issues to be those of its own creation and aims to confront them from a local point of view to come up with solutions that lead to new values and action plans to create a more sustainable society. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) made contributions to SEAMEO in 2011 with the aim to promote ESD in SEAMEO Member Countries. MEXT also created the SEAMEO-Japan ESD Award in April 2012 in order to jointly honour - together with SEAMEO - elementary and secondary schools in Southeast Asia that have made significant efforts to promote ESD. The schools that won the awards made fantastic efforts, together with their local communities, to be better prepared to deal with disaster scenarios. We hope that these activities will not simply be kept within the confines of each individual school, but that a large number of schools in the area will learn from one another and these activities will continue to flourish through the exchange of ideas and information. In closing, please allow me to express my appreciation to the SEAMEO Secretariat and the Bank of Tokyo-Mitsubishi UFJ, Ltd., who showed such great understanding of what we were endeavouring to achieve through this project and I thank them for their cooperation. I would also like to express my gratitude to Professor Kazuyuki Mikami, President of the Miyagi University of Education; Dr Art-ong Jumsai Na Ayudhaya, Director of the Institute of Sathya Sai Education, Thailand; and Mr Danilo Padilla, ESD Programme Coordinator and Liaison Officer, UNESCO Asia and Pacific Regional Bureau for Education (Bangkok) who helped us select the winners.

Mr Shigeharu KATO Director-General for International Affairs Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan

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Acknowledgement As SEAMEO advances into a new stage of growth in the 21st Century - described in our ten-year strategic vision as “the Golden SEAMEO”- The organization’s focus, among other key priority areas, remains in Education for Sustainable Development (ESD). Through long years of collaboration between SEAMEO and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) Japan to jointly intensify efforts to further the development of education, science and culture in Southeast Asian countries, the “SEAMEO-Japan ESD Award” was initiated to promote, share and exchange knowledge and school practices on ESD in schools across Southeast Asia and Japan. This report: “Best Practices: 2012 SEAMEO-Japan ESD Award” highlights outstanding programmes on Education for Disaster Risk Reduction implemented by four schools across Southeast Asia which were the overall winners of the 2012 SEAMEO-Japan ESD Award. We hope this report will improve schools and educators’ knowledge about Education for Disaster Risk Reduction and expand their current Education for Disaster Risk Reduction practices. The SEAMEO Secretariat wishes to express our appreciation to MEXT for its partnership in promoting ESD among schools and communities in Southeast Asian countries. We would also like to thank Southeast Asian Ministries of Education and SEAMEO Regional Centres for promoting this initiative to schools in their respective countries. Special appreciation goes to the UNESCO Asia and Pacific Regional Bureau for Education and the Bank of Tokyo-Mitsubishi UFJ Ltd for their collaboration and contribution as supporting partners. We would also like to thank the Judging Committee, namely: Professor Kazuyuki Mikami, President of the Miyagi University of Education; Dr Art-ong Jumsai Na Ayudhaya, Director of the Institute of Sathya Sai Education, Thailand; Mr Takashi Asai, Director, Office for International Cooperation, MEXT, Japan, and; Mr Danilo Padilla, ESD Programme Coordinator and Liaison Officer, UNESCO Bangkok. We are thankful to all the participating schools and for their willingness to share and exchange their school practices on the SEAMEO website. This generosity of this knowledge sharing will enable more schools and communities to plan Disaster Risk Reduction strategies and develop programmes that reduce risk and losses caused by natural disasters.

Dr Witaya Jeradechakul Director

SEAMEO Secretariat

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2012 SEAMEO-Japan ESD Award Theme: Education for Disaster Risk Reduction

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Background Education for Sustainable Development (ESD) is one of the priority areas of SEAMEO. To support the United Nations Decade of Education for Sustainable Development from 2005 to 2014, SEAMEO - in collaboration with the Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT) - organized the first joint initiative between Southeast Asia and Japan to promote ESD among schools and communities in Southeast Asian countries. The initiative is called the “SEAMEO-Japan Education for Sustainable Development (ESD) Award”. The SEAMEO-Japan ESD Award holds annually every year from 2012 to 2014 to promote and share best practices in ESD in schools across Southeast Asia. The objectives of the award scheme are:

1. To raise awareness of ESD in schools and communities across Southeast Asia;

2. To promote ESD best practices in schools and communities across Southeast Asia;

3. To share and exchange knowledge and best practices on ESD in schools across Southeast Asia and Japan, and;

4. To encourage networking among schools and communities which implement ESD practices in both Southeast Asian countries and Japan.

Each year the award will be held under a new theme that highlights emerging issues in the region related to ESD. Theme for 2012: Education for Disaster Risk Reduction Due to recent natural disasters such as earthquakes, floods, tsunamis, landslides, droughts, cyclones and storms that have caused massive destruction, including the loss of lives and a devastating effect on communities in Japan and in Southeast Asian countries, the organizers agreed to organize the very first award under the theme of “Education for Disaster Risk Reduction”. The year’s theme of 2012 aims:

1. To raise awareness of Education for Disaster Risk Reduction among schools and communities in Southeast Asia;

2. To promote and share best practices of Education for Disaster Risk Reduction within schools and communities in Southeast Asia, and;

3. To enable schools and communities in Southeast Asia plan strategies that help reduce risk and losses caused by natural disasters.

All public and private schools in the 11 SEAMEO Member States (Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-

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Leste and Vietnam) were invited to submit the school projects/ programmes related to the theme. In the first year of the scheme in 2012, the award was supported by the UNESCO Asia and Pacific Regional Bureau for Education and the Bank of Tokyo-Mitsubishi UFJ, Ltd. Entries were assessed on the following criteria:

1. Innovation and creativity. 2. Strategy/ modality of implementation 3. Reliability 4. Sustainability 5. Impact 6. Applicability

The 2012 judging committee consists of the experts from Japan and Southeast Asia in the areas of education, ESD, and Education for Disaster Risk Reduction.

Announcement Poster

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Results of the 2012 SEAMEO-Japan ESD Award Due to the support of the Southeast Asian Ministries of Education, the announcement of the award was disseminated to schools in each individual country in April 2012. As a result, the Secretariat received 70 entries from 69 schools in Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam. Considering the judging criteria, the Judging Committee considered the followings schools as the awardees of the 2012 SEAMEO-Japan ESD Award under the theme of Education for Disaster Risk Reduction.

The 1st Prize Awardee:

State High School No. 1 Kungyangon Yangon, Myanmar

Title of the Entry:

“School Disaster Management Plan (SDMP) and Activities of the State High School No. 1 Kungyangon, Myanmar”

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The 2nd Prize Awardee:

Iliranan Elementary School San Carlos City, Negros Occidental, Philippines

Title of the Entry:

“IDEP - Iliranan Disaster Education Programme and SCAPED - School and Community Always Prepared and Equipped for Disaster”

The 3rd Prize Awardee:

Jejeran State Islamic Elementary School (MIN Jejeran) Yogyakarta, Indonesia

Title of the Entry:

“Disaster is not Our Enemy - Mobilising School Community to Implement Disaster Risk Reduction Efforts in MIN Jejeran”

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The Special Prize from the Bank of Tokyo-Mitsubishi UFJ, Ltd. for the best Disaster

Risk Reduction activity carried out in small schools of less than 150 students:

Wat Soumpouathong School Suphan Buri Province, Thailand

Title of the Entry:

“Coping with Adversity through the Adoption of Local Technology”

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Awards Presentation at the 35th SEAMEO High Official Meeting The awards presentation of the 2012 SEAMEO-Japan ESD Award was held at the 35th SEAMEO High Officials Meeting on 28 November 2012 at the Grand Millennium Sukhumvit Hotel, Bangkok, Thailand. Thailand Deputy Prime Minister and Education Minister, H E Mr Phongthep Thepkanjana, presided over the opening of the 35th SEAMEO High Officials Meeting and presented the Plaques of Recognition to the school principals of the four winning schools.

Mr Shigeharu Kato, Director-General for International Affairs, MEXT, Japan delivers an address and announces the winning

schools at the Opening Ceremony of the 35th SEAMEO High Officials Meeting on 28 November 2012.

H E Mr. Phongthep Thepkanjana, Thailand Deputy Prime Minister and Minister of Education, presented a Plaque of

Recognition to Ms. Saw Phone Kyi, School Principal of State High School No.1 Kungyangon, Myanmar (Top left), Mr Gary P. Magnanao, School Principal of Iliranan Elementary School, Philippines (Top right), Dr. Abdul Haris Nufika, School Director,

Jejeran State Islamic Elementary School, Indonesia (Bottom left), and Dr. Amolwan Sriprasert, School Director of Wat Soumpouathong School, Thailand (Bottom right).

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The awardees are pictured in a group photo with H E Mr Phongthep Thepkanjana, Thailand Deputy Prime Minister

and Minister of Education. From left are Mr Nobuhiro Matsumoto (Deputy General Manager of the Bank of Tokyo-Mitsubishi UFJ, Ltd., Bangkok Branch), Dr Witaya Jeradechakul (Director of SEAMEO Secretariat) and

Mr Shigeharu Kato (Director-General of MEXT).

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Study Visit Trip to Japan for the Top Prize Winner The study visit trip to Japan was organised for the State High School No.1 Kungyangon of Myanmar - the 1st prize winning school from 25 to 28 January 2013. The programme was organized to enable teachers and students from the top placed school in the competition to learn about the implementation and best practices of ESD in Japanese schools. The tour party also had the opportunity to exchange examples and share knowledge about best practices in Education for Disaster Risk Reduction at the 4th Annual Meeting of UNESCO ASPnet on 26 January 2013 in Nara, Japan. The school principal, one teacher and three students, from grades 7 to 10, participated in the study visit programme. The itinerary included a visit to the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the Bank of Tokyo Mitsubishi UFJ. The travelling party also got the opportunity to do some sightseeing in Tokyo; participate in the 4th Annual Meeting of UNESCO ASPnet; view the UNESCO listed Historic Monuments of Ancient in Nara, and visit the Osaka City ABENO Life Safety Learning Center. At the Meeting of UNESCO ASPnet, the State High School No.1 Kungyangon of Myanmar made a presentation on “School Disaster Management Plan (SDMP) and Activities”. After the presentation, they exchanged opinion and practices of Disaster Risk Reduction with Japanese Junior High School teachers, who had experience of the Great East Japan Earthquake. On the last day, looking back to the Study Visit Programme in Japan, the participants expressed that they could learn a lot about the Disaster Risk Reduction through exchanging opinion with the Japanese teachers and visiting the Osaka City ABENO Life Safety Learning Center. They wished to share what they had learned from Japan to other schools in Myanmar.

Visiting Mr. Shigeharu Kato, Director General of

International Affairs, MEXT and expressing appreciation for receiving 1st prize.

Visiting Bank of Tokyo Mitsubishi UFJ, Ltd. which contribute to the special prize of the SEAMEO-Japan ESD Award.

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Participating in the 4th Annual Meeting of

UNESCO ASPnet in Nara. Presenting the experience in Disaster Risk Reduction at the

4th Annual Meeting of UNESCO ASPnet.

Exchanging opinion and information about experience and practices of Disaster Risk Reduction with Japanese junior

high school teaches.

Visiting to Yakushiji Temple, one of the UNESCO World Heritage in Nara.

Cleaning before entering the temple. Touching a baby deer at the park.

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Visiting Todaiji Temple, one of the UNESCO World Heritage - the world’s largest wooden structure.

Visiting “Osaka City ABENO Life Safety Learning Center” and

learning what they should do at home after earthquakes. Learning what they should pay attention to outside just

after earthquakes.

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BEST PRACTICES: 2012 SEAMEO-Japan ESD Award

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Education for Disaster Risk Reduction

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Evacuation Map, Created by the students of State High School No. 1 Kungyangon, Myanmar

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The 1st Prize Awardee: State High School No. 1 Kungyangon

Yangon, Myanmar

“School Disaster Management Plan (SDMP) and

Activities of the State High School No. 1 Kungyangon, Myanmar”

Address: Kungyangon Township, Yangon Region, Myanmar Education Level: Grade 1 to 11 Number of Teachers: 45 Number of Students: 1,458 School Principal: Ms Daw Saw Phone Kyi Email: sawphonekyi@gmail.com

1. Project title School Disaster Management Plan (SDMP) and Activities of the State High School No. 1 Kungyangon, Myanmar 2. Summary of the programme After being affected by Cyclone Nargis in May 2008, the State High School No. 1 Kungyangon initiated Disaster Risk Reduction (DRR) activities during the recovery period. During the 2012-131 academic year, the State High School No. 1 Kungyangon prepared a School Disaster Management Plan (SDMP) in order to activate a DDR preparedness plan in the school. This SDMP was prepared with the participation of district and township level administrative authorities, the School Board of Trustees, Parent-Teacher Association (PTA) members, School Council members, teachers, students, parents, security personnel and community members. The plan was written in a simple way to make it easily understandable and it was shared with all interested parties at the school and community level. As a result, the SDMP was widely accepted and the collaboration has been encouraging.

1 In Myanmar, the school academic year starts in June and ends in March the following year.

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The plan covers disaster preparedness activities which include educational programmes on disaster preparedness and response before, during, and after disasters. In order to make the SDMP sustainable and to achieve long-term benefits, DRR education activities are incorporated into the School Activities Calendar and monitoring will be conducted on a regular basis. Based on findings from monitoring and changes in the local situation, revisions and improvements will be made in the SDMP as necessary. The SDMP includes nine activities listed below:

1. Formation of School Disaster Management Committee (SDMC)

2. Preparation of the School Disaster Management Plan (SDMP)

3. Activities to raise awareness about natural disasters among students, teachers, parents and communities

4. Identification of risk factors and resources in the school by students and teachers

5. DRR education orientation for SDMC members

6. Organizing disaster preparedness and response activities

7. Sharing the plan with local authorities and community leaders - and carrying out DRR activities on a regular basis

8. Preparation of a map to identify the possible types of disaster that can hit the school and the community; the existing risk factors; plus an additional map to give advice on where to get assistance in the event of a disaster, and how to minimize losses

9. Monitoring, evaluation and improvement of all the SDMP activities mentioned above

3. Background information about why the school initiated the programme The State High School No. 1 Kungyangon is situated in the Myoma Ward of Kungyangon Township in the Yangon Region. The school compound occupies eight acres of land and the school has four buildings and two gates. Gate one is close to the Mahayadana and Golden Jubilee buildings; and Gate two is near the Pearl and Ruby buildings. There are twenty-one classrooms and one Assembly Hall. On 2 and 3 May 2008, the Yangon and Ayeyawady Regions were seriously hit by Cyclone Nargis. The State High School No. 1 Kungyangon was badly damaged by heavy rain, strong winds, flooding and a storm brought by Cyclone Nargis. Many of the school’s roof panels were blown away, and all four school building units and school furniture within were damaged. Trees in the school compound were either uprooted or broken. Teachers, as well as students, lost their homes and personal belongings. The loss of life did not occur at the actual school site as the disaster struck during the school holidays. However, two students were killed: one male student who had completed the matriculation examination; and a female student who had passed the 9th grade examination. This was a very bad and sad experience for State High School No. 1 Kungyangon. The school administration recognized that they were caught by surprise and unprepared for this natural disaster, both physically and mentally. In view of this incident, the school

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administration realized they had to be more prepared for such an incident. In 2009 and 2010, the Township Education Officers (TEO) and several teachers from the school became involved in capacity building training in DRR education which was conducted by the Ministry of Education, in collaboration with UNESCO as participants and facilitators. Since this time, they have become the focal persons to share DRR knowledge and organize DRR education activities with colleagues and students. This positive development further motivated the school to prepare the School Disaster Management Plan (SDMP) which aims to provide orientation and training on disaster preparedness and risk reduction to all concerned, starting from the principal and involving teachers, students, school staff, parents, and the local community. The increased awareness of disaster, together with training on disaster preparedness and risk reduction, is expected to have many benefits, such as a reduction in number of deaths, reduced loss of property, and a reduction in the overall impact of disasters in affected schools and communities. 4. Objectives/goals of the programme The objectives of the SDMP are:

1. To train and educate students and teachers on DRR so that they will understand how to identify and record hazards and risk factors in the school environment.

2. To motivate parents and community members to become involved in DRR activities through the dissemination of relevant information by students who are trained in DRR.

3. To achieve a “Culture of Prevention” among the students, parents and community members through implementation of the SDMP.

4. To provide guidance and support to disaster preparedness activities, and relief and response activities before, during, and after a disaster.

5. To achieve sustainability of DRR activities by conducting annual reviews and incorporating new and innovative activities in the school activities calendar.

5. Period of time This SDMP and associated activities are being implemented during the academic year 2012 -2013. 6. Activities (Short-term actions and strategies for implementation)

6.1 Strategies of implementation of the short-term actions Under the overall guidance and leadership of the School Disaster Management Committee (SDMC), the three sub-committees and emergency teams form the backbone structure which supports all DRR activities within the scope of the SDMP.

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The School Disaster Management Plan (SMDP) is prepared after making an assessment and analysis of disaster risks in the school, followed by planning, implementation, monitoring and evaluation with the involvement of all concerned. The main strategies of the SDMP are orientation, education and training, awareness raising, social mobilization, empowerment and participatory planning and implementation. The SDMC received training with the support of government sector staff, international development organizations, multi-sector partners and NGOs. The SDMC arranged orientation and training for students, teachers and community members using participatory methods in the assessment of risks, planning, and implementation. Social mobilization using the mass media and school and community level activities is an important strategy to develop a culture of prevention and self-help among the students, teachers and parents. In the training programmes, empowerment of students and teachers are given emphasis so that they will be able to take appropriate actions for preparedness and response. Emergency/disaster drills are conducted several times so students and teachers are confident to deal with disaster situations without getting into a panic. Students are also selected as members of the emergency teams and the role of emergency teams are clearly spelled out so that students and teachers can mobilize available resources in the community before, during, and after a disaster. 6.2 Implementation of activities The SDMP consists of three phases:

• Preparation of the SDMP

• Implementation of SDMP

• Monitoring and evaluation of the SDMP

6.2.1 Preparation of the SDMP

As a first step, the School Disaster Management Committee (SDMC) was formed with members consisting of school staff and students as listed below:

i) Principal.............................................................................. Chairman

ii) Teacher .............................................................................. Vice-Chairman

iii) Representative of Local authorities..................................... Member

iv) Parent-Teacher Association (PTA) representative ............... Member

v) Representative of School Board of Trustees........................ Member

vi) Community Representative ................................................ Member

vii) NGO Representatives (Township Myanmar Women ........... Members Affairs Committee, War Veteran Organization, Myanmar Maternal and Child Welfare Association)

viii) School Council representative teachers .............................. Members

ix) School Council representative students .............................. Members

The SDMC has three sub-committees listed below:

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• Sub-committee for planning and assigning tasks

• Sub-committee for disaster risk assessment

• Sub-committee for resource mobilization Under the aforementioned sub-committees, the following emergency teams were formed with members selected from school staff and students. The teams are required to implement activities according to the SDMP under the supervision and guidance of the SDMC.

Emergency Teams:

• Early Warning Team

• Evacuation Team

• Search and Rescue Team

• Relief, Resettlement and Rehabilitation Team • Health Care Team

6.2.2 Implementation of SDMP

The SDMC is responsible for effective and systematic implementation of the SDMP with the involvement of the five teams on the School Council, students, teachers, school staff, and communities. Activities fall within three categories as listed below:

• Disaster preparedness activities

• Immediate activities in response to disaster

• Activities to be implemented post-disaster

6.2.2.1 Disaster preparedness activities

• DRR education, training and awareness raising - The SDMC conducted meetings with teachers, students, and parents to discuss the importance of preparing an action plan which will ensure the school has a safer environment. During the meeting, the meaning of “hazard”, “risk” and “disaster” were explained and the potential losses that will occur if disaster preparedness and risk reduction action are neither understood nor adopted. The ways and means by which teachers and students can protect themselves through disaster preparedness and safety measures in a time of disaster were explained, and the benefits of reducing losses to the school was highlighted.

As it is necessary for teachers and students to be aware of the hazards, the committee encouraged students to inspect the school and school compound under the guidance of teachers. They were instructed to record hazards and the available supplies and equipment in their personal note books .

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Based upon identified hazards and disaster risk factors, the SDMC members explained ways and means to remove risk factors and improve the situation. Students and teachers were also advised to list or collect resources that are necessary for use in an emergency situation, such as fire extinguishers, safety jackets, emergency kits, and first aid boxes.

The SDMC then prepared the School Disaster Management Plan that covers disaster preparedness activities and the disaster response during and after a disaster. The committee meets four times a year to discuss the plan and conduct practice drills. Practice drills are conducted twice a year, once in the first six months; and the second in the second six months of the academic year. The first drill is conducted after officially announcing the date so students can be prepared, but the second drill is conducted unannounced to test the student’s preparedness in the case of a real emergency. The performance during the drills is reviewed and improvements made to the SDMP. The committee also prepared “Dos” and “Don’ts” lists of actions to be taken, and not to be taken, when disaster strikes the community at large.

• The school map - It is necessary for school children and teachers

implementing disaster preparedness, risk reduction, and mitigation activities, to take part in drawing up the school map. The five teams on the Student Council also prepared Risk and Resource Maps after collecting the relevant information. The maps display important information such as hospitals, multi-sector offices, markets, and monasteries where the teams can get help during a time of emergency. The maps also highlight disaster prone areas and the “safe routes” to take when evacuating to shelters. The maps are displayed in classrooms in order to share information and knowledge about DRR activities.

• Dissemination of Information - Once the SDMP and the maps are in place,

it is very important that the information is disseminated effectively. The school has declared 13 October as “School Safety Day”, a specific date on the school calendar when activities are carried out to strengthen knowledge and activities related to DRR. Many activities are held to mark the significance of this important day, such as competitions, plays, games, songs, poems, debates, essay writing contests, role plays, drawing activities, leaflets, posters etc., on themes such as how to reduce damage caused by natural disasters. The activities may last for a week and the winning entries from the competitions are displayed at the school and in the wider community. These activities promote behaviour change among students and communities towards disaster preparedness and risk reduction. The principal and school teachers give talks on natural disasters that can affect the school, and appropriate safety measures are discussed at school meetings and PTA meetings.

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• Community participation and collaboration - The five teams on the School Council met with community members to share information and discuss issues related to hazards in the school environment. With the assistance of construction experts and from study visits to cyclone shelters in the community, students and community members learned how to build, repair and reinforce schools to be more resistant to natural disasters. In addition, students and community members planted trees to hinder the force of strong winds and rain that hit the school during adverse weather, and they also cut potentially dangerous tree branches that can damage the school and injure or kill people if they become detached from a tree in a severe storm.

• Empowering students - To ensure that students understand in detail their

tasks in DRR, students were assigned to draw up their own disaster preparedness plan and to discuss this plan with their families. This plan includes checking the school buildings and their own homes for safety; identifying safe areas, such as cyclone shelters; and preparing emergency first aid and survival kits. In addition, the plan is also required to specify the need to attend to disaster risk areas, such as strengthening the banks of rivers to stop them being breached; and the renovation or strengthening of buildings at risk of damage during storms in or around the school. Students were trained to understand the weather forecast through the colour coding of emergency situation messages as follows:

Yellow Indicates a storm has formed in the Bay of Bengal and the Andaman Sea.

Orange The storm is heading towards Myanmar’s coastline.

Red The storm is heading towards Myanmar’s coastline and may cross the country’s coastal areas within the next 12 hours.

Brown The storm is now crossing Myanmar’s coastal areas.

Green The storm has abated and the danger has passed.

• Specific tasks of emergency teams - In order that the emergency teams

can carry out their assigned tasks, before, during, and after a natural disaster, each team was provided with appropriate training.

6.2.2.2 Immediate actions in response to disaster

With training, it is expected that the respective emergency teams have the ability to respond to disaster situations. For example: • The Early Warning Team is responsible for storm warnings and timely

dissemination of information. They are tasked with reminding teachers and students to listen to the radio and watch TV and Sky-net – a Myanmar

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direct to home (DTH) TV broadcasting company – in order to receive timely information on weather forecasts and special notifications. Team members listen closely to the radio for special weather forecasts and tide levels. They provide timely warning signals for the community to be aware of the situation and to take action as necessary.

• The Evacuation Team assist students and community members to move to

the designated safe area, along the safe route as planned when a cyclone hits. The Evacuation Team carries out drills in order to be prepared for this eventuality. If there is a severe cyclone there is a risk of extensive flooding and the team is trained to guide community members to higher ground where cyclone shelters are in place.

• The Search and Rescue Team is tasked with helping young

children/students, people with disabilities, pregnant women, elderly people and the injured to move to safer areas, through the designated safe routes, with the help of student council members. The team is also trained to search for and rescue people trapped in school buildings or other buildings.

• The Relief, Resettlement and Rehabilitation Team is responsible for

collecting and providing lifesaving supplies and equipment, dry foodstuffs, household utensils and fresh water for use after a natural disaster when food and water supplies are cut off. The team safeguards food, water, and household utensils until normal supplies can be restored.

• The Health Care Team provides first aid and medical treatment to sick and injured people. The team ensures that emergency drugs and items such as cotton wool, bandages, methylated spirit and other essential supplies are well stocked in the emergency medical supply boxes.

6.2.2.3 Activities to be implemented post-disaster

The SDMC is responsible for action that will help students affected by the cyclone to attend school and resume normal activities as soon as possible. • Accurate data on damage to properties, injury and loss of life will be

collected. The need for food, water, medical care and household utilities will be also listed. The SDMC will present this data, and discuss the situation with local authorities, donors and NGOs, and seek the relevant assistance based on this local data.

• The emergency teams will continue to implement activities after the cyclone has subsided in disaster affected areas. They will monitor the situation and communicate with communities on the appropriate action. For example, they will advise community members not to leave the shelter until there is an official announcement. This is critically important as

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second and third waves of storms can hit ravaged communities. They also advise students and community members to listen to the radio for official notifications and to follow instructions in relation to resuming regular school and community activities.

• The Health Care Team is responsible for taking injured students and community members to the nearest hospital for treatment. They are also tasked with supporting cholera vaccinations among communities and DPT vaccinations and measles immunization for children under five years of age. They also give important health information such as advising communities to drink cooled boil water to prevent gastro intestinal infections.

• The SMDC are tasked with reminding students not to switch on electrical equipment in the school. The committee will educate them on the use of electrical equipment and provide advice about potential dangers and help with contacting electricians and technical experts to assess electrical wires that have fallen down as a result of a natural disaster. These experts can then check electrical lights and equipment and ensure they are safe in order to prevent electrical shocks and injury or loss of life.

• The Search and Rescue Team, Evacuation Team, and Relief, Resettlement and Rehabilitation Teams are responsible for cleaning up the school environment after high tides and flooding has occurred. Their specific task is to clear the roadways, classrooms and do repairs to doors and windows in buildings. The Relief, Resettlement and Rehabilitation Team will also collect medicine, food items and household utensils for distribution to people in need in a post-disaster scenario and help communities with rehabilitation activities. This team is also responsible for collecting accurate data on damage caused by the cyclone, the number of deaths and the number of injured persons. They will also collect data on the available stock of water, food items, medicine and other essential household supplies in coordination and collaboration with local authorities, donors, and NGOs.

• In addition, the Relief, Resettlement and Rehabilitation Team – along with the School Health Team - is trained to conduct many routine activities among the school population such as weight and height measurements, medical checks and health education on the prevention of diarrhoeal diseases among students as well as among food vendors at the school’s food stalls. For the prevention of dengue haemorrhagic fever, four activities namely: “cover”, “throw away”, “change” and “sieve” are to be followed.

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7. Resources used for the implementation of the programme The following resources are mobilized from the government as well as from the local community.

Human Resources Regional and local administrative authorities; Township Education Officers (TEO); Assistant Township Education Officers (ATEOs); School Board of Trustees; PTAs; teachers; doctors; nurses; Red Cross workers; fire brigade and volunteers; police; engineers; construction workers; parents; community members; NGOs; students; and school staff.

Financial resources School funds, government cash grants, contributions from NGOs, donations from local authorities and well-wishers.

Capital/Infrastructure resources

School buildings; hospitals; monasteries; township playgrounds and gyms; warehouses; designated safe places; and cyclone shelters.

Technical resources IEC equipment, including loudspeakers; whistles; TVs; radios; early warnings; and announcements from the Department of Meteorology and Hydrology; plus Internet and website searches for relevant information.

8. Monitoring and evaluation mechanisms and results The SDMC places emphasis on regular monitoring and evaluation of the School Disaster Management Plan and implementation of activities. The members selected for monitoring and evaluation includes the principal, an experienced teacher, student leaders, class teachers, school council members and students. The monitoring team reviews activities every other week and make notes. Findings are analysed twice a year; once at the end of the first half of the academic year; and at the end of the second half of the academic year. Regional and township school inspectors also participate in the review process and give comments and advice for improvement. 9. List of partners and their roles in the programme The following is a list of members who participated in the preparation and implementation of SDMP by providing input, suggestions, and technical and financial assistance.

Name Organization

U Kyaw Ze Yar Lin Township General Administrator (member)

U Soe Lwin Township Education Officer (member)

U Myint Win Assistant Township Education Officer (member)

U Aung Han Htun Assistant Township Education Officer (member)

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Name Organization

U Naing Htun Myat Myanmar Telecoms (member)

U San Shwe School Board of Trustees (member)

Daw Khin San Myint School Board of Trustees (member)

U Than Htun Community leader (member)

U Han Thein U PTA representative (member)

U Kyaw Shwe Ward General Administrator (member)

U Aye Win A responsible person for overseeing construction, Moe Kyaw Construction Company, (member)

10. Benefits/impacts of the programme to teachers, students, and the communities

The benefits included as follows:

1. The Implementation of SDMP resulted in students, teachers and communities developing the habit of “self-help” in taking action to reduce disaster risks and promote safety in the school and villages.

2. Students become more motivated to promote the construction of cyclone-resistant structures from observing reinforcements being made to their school buildings and this influenced their parent’s interest in the same direction.

3. Students developed skills and confidence in dealing with disasters and they became more interested in environment issues and more involved in tree planting.

4. Communities benefited from social and resource mobilization activities and through messages conveyed by the students, which in turn increased, their participation in DRR activities.

5. Notably the empowerment of students enabled them to win prizes, such as first prize, second prize, and a special prize at the national level drawing competition held in cyclone-affected townships to commemorate “International Day for Disaster Reduction” in October 2010.

11. Plan for sustainability and plan for the future The principal who is the chairperson of the SDMC plans to strengthen the SDMP by hosting regular meetings with committee members. Annual reviews of the SDMP will be made and changes incorporated based on the existing situation. In addition to allocating school funds, the SDMC will conduct advocacy to seek funds and resources needed to implement SDMP from donors, NGOs, and regional and township education offices. Future plans will be based upon progress achieved in the current plans, which can be adjusted to focus more on knowledge sharing and empowerment of students and community members at a later stage. It is expected that incorporation of DRR activities in the school curriculum will be a major step forward towards sustainability.

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12. Attachments Annex A: School Activities Calendar (Academic Year 2012-2013) Annex B: Hazards in the School Vicinity Identified by Students (sample) Annex C: Hazard Map of the School (sample) Annex D: Resource Map of the School (sample) Annex E: Photos of the School Activities on EDRR

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Annex A: School Activities Calendar (Academic Year 2012-2013)

30

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Annex B: Hazards in the School Vicinity Identified by Students (sample)

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Annex C: Hazard Map of the School (sample)

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Annex D: Resource Map of the School (sample)

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Annex E: Photos of the School Activities on EDRR

State High School No. 1 Kungyangon:

Damage caused by Cyclone Nargis

SDMC Meeting

Risk assessment by students

Drills at the school

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Students helping a disable boy in evacuation drill Students working on a Map

Visit to cyclone shelter in the community Winning student (SHS No. 1 KGN) of IDDR 2010 Drawing

Competition

Participation of the local communities Meeting with the local authorities

(4 times per year)

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Walkathon Activity by Students of Iliranan Elementary School, Philippines

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The 2nd Prize Awardee: Iliranan Elementary School

San Carlos City, Philippines

“IDEP- Iliranan Disaster Education Prgramme and

SCAPED – School and Community Always Prepared and Equipped for Disaster”

Address: So. Iliranan. Brgy, Codcod, San Carlos City, Negros Occidental, Philippines Education Level: Kindergarten to Grade 6 Number of Teachers: 15 Number of Students: 439 School Principal: Mr Gary P Magnanao Email: gary.magnanao@yahoo.com

1. Project title IDEP - “Iliranan Disaster Education Programme” and SCAPED - “School and Community Always Prepared and Equipped for Disaster”. 2. Summary of the programme Iliranan Elementary School started its active involvement in Disaster Risk Reduction and Management (DRRM) in 2009 and this project has been ongoing ever since. The first step was to create the Iliranan Elementary School Disaster Risk Reduction and Management Council, and a school evacuation plan. Every year, the school conducts various activities to promote disaster awareness. These activities support the local city authority’s disaster risk reduction efforts - primarily the City Disaster Risk Reduction and Management Council - with its disaster management programme. Recently, the school officially launched the Iliranan Disaster Education Programme (IDEP) with the objective to strengthen education about DRRM, and advocacy for disaster preparedness, prevention, and rehabilitation for both the school’s internal and external clientele. They did this through a series of seminars, symposia, film screenings, the distribution of reading material such as brochures and pamphlets, and the posting of slogans and signage about disaster risk reduction efforts. The campaign was carried out in both the school and throughout the local community.

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School authorities, teachers, students and others involved expanded the programmes and activities related to DRRM beyond the school premises in order to reach out to the entire community and stress the critical need for the community at large to get involved in disaster risk activities. The “School Community Always Prepared and Equipped for Disaster” (SCAPED) project is one of the school’s main initiatives to disseminate the school’s disaster advocacy and to equip people in the community with the knowledge and skills on what to do before, during, and after a disaster, and what preparations should be in place to prepare for a potential disaster. This programme provides drills, training activities and conducts various innovations related to DRRM. The school also created an Active Iliranan Disaster Squad, or AIDS. There are five groups of AIDS teams within the community linked to the school known as the “Five Purok” (Purok is a political sub-division in the rural areas of the Philippines). The significance of the creation of the AIDS teams is to ensure that each purok will have disaster volunteers to help rescue and assist pupils and community members in the event of a disaster. They are also tasked with helping the school in various activities related to the prevention and rehabilitation process. Aside from being an agent of education on DRRM, the school also innovates in its approach on how to prevent natural loss and destruction during a disaster. One such approach was a series of tree planting activities within the school and in some parts of the local community to mitigate the hazardous consequences of a natural disaster, such as landslides, floods and soil erosion. It is a fact that the roots of trees hold the soil more firmly and absorb water and this is a very effective disaster preparedness activity. Another effective approach is the school’s strict implementation and adherence to R.A. 9003, or the Ecological Solid Waste Management (ESWM) Act. This Act encourages students, parents and community members to reduce, reuse, recycle and segregate waste - an initiative known as the “3R’s” - rather than dump or burn it which are detrimental to the environment and produces negative results such as climate change, the greenhouse gas effect and extreme floods, just to name a few. The school also conducted coastal and street clean-up activities to help prevent the spread of disease and sickness caused by overflowing water and inefficient refuse disposal as water-borne diseases become more prevalent when rain floods rubbish-strewn streets. 3. Background information about why the school initiated the programme Iliranan Elementary school is located in a mountainous part of Barangay Codcod, San Carlos City, in the Philippines’ province of Negros Occidental. The school is on an elevated area, especially the back portion of the building. Hence, possible landslides might occur during typhoons, or heavy rainfall which may cause the destruction of the school. This is one of many reasons why disaster preparedness activities are so important.

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This approach also applies to residents of nearby communities as most of them live on mountains, in elevated areas, or near to riverbanks which are more susceptible to the adverse consequences of natural disasters. Similarly, most of the pupils pass through a creek or over a river on their way to and from school and it is not safe for them to pass through these areas when there is a typhoon, heavy rain or floods. Therefore, the school had to prepare solutions to these potential threats to minimise the risk of danger or loss. Consequently, school managers decided to strengthen education on DRRM in the school and the wider communities. As a whole, the school wants to contribute to a reduction of the risk and natural loss through effective DRRM education as it is an agent of education and its vital role is to teach individuals not only for their own benefit but also for the benefit of everyone in the community. 4. Objectives/goals of the programme

IDEP (Iliranan Disaster Education Programme) aspires to educate both internal and external clientele on DRRM and to promote disaster preparedness, prevention and rehabilitation. It also aims to provide the educational community with an innovative and interactive tool for risk management. This activity also aims to establish a real and long lasting “culture prevention”, both through action and new attitudes. This approach is achieved through seminars, symposia and film screenings on DRRM in order to stimulate various activities related to information dissemination on DRRM and to provide the public with reading materials on DRRM. The School and Community Always Prepared and Equipped for Disaster programme (SCAPED) aims to train and enhance knowledge, skills and ability related to DRRM within the school’s internal and external stakeholders, and to create and conduct innovations related to DRRM to strengthen disaster awareness in order to make the school and the wider community at large more prepared for a potential disaster. This approach includes providing survival kits and equipment needed during a disaster; conducting training and drills within the school and the community; providing sustainable disaster preparedness and prevention training; and teaching families and communities about natural hazards and encouragement to take preventive measures. 5. Period of time The School Disaster Risk Reduction Programme started in 2009 and the project has become more intensive over the last three years.

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6. Activities (Short-term actions and strategies for implementation) As previously outlined, Iliranan Elementary School has implemented a wealth of activities related to disaster preparedness, prevention and rehabilitation. As highlighted, the initial approach was the creation of the School Disaster Risk Reduction Management Council (SDRRMC) to perform a wide variety of functions. This body is composed of teachers, students, school guards, parents, Barangay (administrative division) officials, P.T.A. officers and some local government units. The council is comprised of the over-all chairman, school disaster coordinator, and assistant-school disaster coordinator. It is split into four major committees such as the Response Committee; the Preparedness Committee; the Rehabilitation Committee; and the Mitigation and Prevention Committee. Bodies under these committees include the Communication Team; the Medical Team; the Site Security Team; the Evacuation Team; the Safety Inspection Team; and the Relief Operation Team. The officers and members of the entire council were given direction towards the stages of development and training respective to their own particular duties and responsibilities so that they can implement management tasks more effectively. The school has a DRRM Office, Structural Organization Chart, and a School Evacuation Map that are visible in different areas of the school. The SDRRMC has focused on three key areas: Prevention, Preparedness and Rehabilitation for disaster. In the prevention of disaster, the SDRRMC went through a series of activities, practices and innovations on environmental protection, conservation and reformation. Since school managers agreed that disasters are the consequences of different environmental conditions such as climate change and the greenhouse gas effect to name just a few, the school decided to create activities that would restore a clean and green environment. The school strictly adopted and implemented R.A 9003 - also known as the Ecological Solid Waste Management, or ESWM Act - from 2007 up to the present. Several environmental policies were imposed - not only inside the school but also within the entire community. For example, “No Smoking”; “No Illegal Cutting of Trees”; “No Dumping and Burning of Garbage Anywhere” and other prevention signs were erected to promote the campaign on environmental protection and restoration. Pupils, parents and teachers were trained to follow the “Reduce, Reuse, Recycle and Segregate Waste” (3R’s) approach, rather than dump or burn waste products. Recyclable waste was turned into recycled products such as bags, curtains and other useable objects. Biodegradable waste was deposited in pits and compost piles to produce organic fertilizer for plant and vegetable cultivation. Other recyclable material and items were sold to junkshops and the generated income served as additional funds for SDRRM activities. Teachers also launched the “Iliranan Green Education Programme” (IGEP) to educate not only pupils and parents, but also people in the community, about the ESWM Act, environmental protection, conservation and reformation. This has been done through different symposia, seminars, film screenings and the distribution of reading and promotional material. Interested parties also conduct monthly household monitoring to determine if the local community is following the 3R’s approach.

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The school also initiated new ideas to strengthen links between both the school’s internal and external stakeholders and to make them part of disaster prevention activities. In 2009, the school held the “3R’s Fair”, an exhibition on recycled products and activities implemented by both pupils and parents. An aqua-ecosystem exhibit was also held to teach pupils and parents about the importance of water resources and how to preserve them. In April 2011, the school implemented the “Waste Brigade” street cleaning activity and on 22 April 2012, teachers joined in with International “Earth Day Celebrations” by conducting coastal and street cleaning activities. These actions helped Barangays (small groups of administrative communities in the city) to maintain community hygiene and help reduce sickness, disease and problems related to refuse disposal, especially during heavy rain, extreme floods or typhoons when water-borne diseases are more of a threat. To sustain a green environment, the school conducted a series of tree planting activities involving pupils, parents, community members, Barangay officials, P.T.A officers and ESWM parent and pupil officers and teachers. The activity was inaugurated in 1997 by Japanese members of the OISCA (Organization for Industrial, Spiritual and Cultural Advancement) who donated planting tools to the school which enabled the eco-park to be created within the school site. These mature trees now help protect the school from possible soil erosion or landslide in the event of hazardous, extreme weather. Teachers now integrate environmental and DRRM learning into their everyday lesson plans so students are aware and knowledgeable about DRRM and are therefore more prepared in the event of a disaster. Aside from prevention activities, school managers have also taken steps to prepare for a natural disaster scenario. Knowledge about what precautions to take beforehand; what equipment is needed; and what action to take - both during and after a disaster - form the roots of this knowledge base. Therefore, the school launched the Iliranan Disaster Education Program (IDEP) on 10 January 2012. This initiative aims to educate pupils, parents and people in the community about DRRM. The school conducted thorough information dissemination on DRRM a General P.T.A assembly. Pupils posted signage with their own home-made posters and slogans which were used as part of a campaign for disaster awareness and preparedness. Pupils and parents underwent seminars, drills and training on disaster and on how to administer first aid to disaster victims. This activity involved teachers, PTA officers and Barangay representatives. The school now serves as a tool for DRRM awareness for the entire Barangay in which it is situated. The SDRRMC conducted DRRM seminars, trainings and drills for Barangay officials, Barangay health workers and Barangay tanods (local volunteers) and at the same time helped with the creation of the Barangay Disaster Risk Reduction Management Council (BDRRMC). To assure that every Purok or community will have someone to call on during a disaster the school also organized the creation of the Active Iliranan Disaster Squad (or AIDS). Since the school’s main aim is to educate, the DRRM learning was expanded beyond seminars, drills and trainings to symposia, film screenings, recreational shows such as role

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playing, demonstrations, songs and jingles, poems and even beauty pageants such as the “Search for Miss DRRM” and the Miss ESWM” pageants. Another effective approach is the distribution of reading material. On 9 June 2012 the school officially introduced and distributed two brochures known as SCAPED and IDEP. The content of SCAPED is centred more on ways to be prepared for a disaster, while IDEP gives insights, facts and updates about disasters and DRRM. The purpose of these brochures is to spread information on DRRM in the school and the wider community. To make pupils more aware about DRRM, teachers constructed a “DRRM Corner” where clippings of facts related to disaster preparedness and prevention and charts were posted and medicine and survival kits were also displayed. The school also initiated some innovations to make disaster awareness more meaningful. On 12 January 2012, the school initiated contests such as a poster and slogan making contest” under the themes of: “Awareness and Preparedness Prevent Disasters”; the search for the “Best School Disaster Risk Reduction Management Team and Purok Aids”; and the “Best in First Aid Demonstration”. To raise money to finance activities and programmes, the school generates funds through soliciting donations, raffle draws and the sale of recyclable waste. Iliranan Elementary School does not only extend help and support throughout the community, but it also reaches out to other Barangays especially to victims of calamities. On 10 February 2012, the SDRRMC assisted the local government in the distribution of relief goods to victims of the 6.9 magnitude earthquake that struck on 6 February 2012 in Guihulngan City, a city close to San Carlos City. To measure the acquired level of awareness and knowledge on DRRM, the teachers conducted assessments through an evaluation test using a checklist. After the series of activities conducted under the IDEP, the school gave and administered some assessment and evaluations to pupils, parents and people in the community through a written test in the form of a checklist that identified their preparedness and how focused they are on DRRM. The school also conducts monthly physical and inspections in conjunction with barangay officials within the school and in every purok, and in the entire community, using the inspection form. The SDRRMC and the barangay office keep records on areas prone to possible disasters, especially landslides and floods. After a series of inspections, local people were advised to avoid living near riverbanks and highly elevated areas that are at greater risk during a disaster All programmes, projects and activities in relation to DRRM were made possible through the unselfish and unwavering support of the pupils, parents, barangay officials, local and international organizations and private individuals.

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The school received a peace bell from Japanese visitors and this is presently used as a school bell, which is a very important warning alarm device during a disaster. Mr Shegime Watanabe, Mr Kimio Tsukamoto, and associates who are members of OISCA also donated 10,000 Yen which was used to purchase a school generator for emergency purposes. Iliranan Elementary school will act on this good will and the lessons learned and continue to be a driving force in the community to continue education efforts to prepare everyone for the possibility of a natural disaster and how to deal with it and cope with a post-disaster scenario. 7. Resources used for implementing the programme Iliranan Elementary School used the following resources in educating pupils, parents and people in the community on DRRM: reading materials, such as brochures, pamphlets, manuals, charts, magazines and books; discs; projectors; and DVD players to view films. During training exercises and drills, the following items were utilized: the school bell; samples of medicines; survival materials, such as flashlights, portable radios, alcohol for sterilizing wounds, knives, whistles etc. For the monitoring, inspection and evaluation process, SDRRMC used different forms: such as the Inspection Form, Household Monitoring Form, and the Checklist. 8. Monitoring and evaluation mechanism and results The SDRRMC conduct their assessments within the school and the entire community. Pupils and parents were evaluated through written tests using the DRRM checklists created by the council to evaluate their knowledge of DRRM preparedness, prevention and rehabilitation. To determine pupil and parents’ capability, alertness and preparedness, the school conducted disaster drills and initiated contests such as the “Best First Aid and Rescue Demonstration” using the criteria form. The SDRRMC conducts monthly monitoring on school buildings, classrooms, the grounds and trees to determine safety. This approach is also used in the community especially those areas noted as prone to a disaster such as floods and landslides. Meanwhile, members of the AIDS teams were evaluated on their performance.

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9. List of partners and their roles in the programme

Name of Partners Roles or contributions

a) City Local Government Unit Provided financial assistance

b) OISCA (Japan) Donated 10,000 Yen and planting tools

c) City Disaster Risk Reduction Mgt. Council Conducted seminars, drills and training

d) Barangay Officials Extended financial assistance during training

e) Department of Agriculture Provide seedlings and planting tools

f) Solid Waste Management Office Resource Speakers

10. Benefits/impacts of the programme to teachers, students, and communities The IDEP had a very positive impact on the pupils, teachers and the community at large. They were found to be alert and prepared for any disaster that might arise. Through the DRRM, facts and updates were imparted to them and it was found that they realized the significance of taking preventative measures. They became more disciplined, especially when it came to waste management and environmental protection, preservation and conservation. They showed great awareness about what is expected of them as individuals and as a collective group. Pupils also became more committed to render services to the school and their communities. Some households were found to have already prepared their own medicine and survival kits at home. They also developed the right attitude to face any disaster by applying the: “Don’t Panic” policy. This was proven when on 6 February 2012 the school experienced a 6.9 magnitude earthquake. It was a school day but fortunately, no one was hurt inside the school or in the wider community, with no damage to school property reported. Everyone reportedly stayed calm during the earthquake and students followed the correct procedure of hiding under the tables. Teachers also directed their pupils correctly. These actions confirm that the school put into practice what they had been taught in theory. These are some of the many positive developments, but the most constructive fact is that DRRM activities and programmes have established strong linkages to the school’s internal and external stakeholders making everyone more collectively prepared to face potential disasters.

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11. Plan for sustainability and plan for the future 11.1 Plan for sustainability Iliranan elementary School will continue the IDEP programme even to the extent of reaching out to other schools and communities. The SDRRM will remain integrated within the school curriculum, programmes and activities. SDRRM will maintain its annual action plan, and teams of officers and members to allow every stakeholder to take part in the school’s projects, programmes and activities linked to DRRM. In order for the project to thrive and grow, teachers must have a separate budget outlay of lessons on DRRM in every subject. Every graduating pupil, every school year, is required to have a certificate of training in DRRM. The school will also continue to generate funds for donation purposes and to finance SDRRM activities such as training, seminars and others. 11.2 Plan for the future The school has a plan to continue disaster management education in an artistic and unique way. DRRM learning will be introduced to pupils through various activities such as art, solving puzzles and games. Pupils will not only have a clear and exact understanding, but they will also enjoy these potentially life-saving activities while learning. Through this approach, the children will have retention about the DRRM concept which they can share with family members, therefore, family members will learn more directly from them. With this approach, the school promotes the concept that every pupil has a vital role to play in Disaster Management Education. It is intended with this concept to continue reaching out, not only to local communities but also to other schools by sharing and giving symposia, seminars, drills and training exercises. The school also plans to publish their own DRRM school paper and handbook; to construct an evacuation map for the community; and to make Iliranan Elementary School the centre of excellence of DRRM in the community. 12. Attachments Annex A: School Memos Annex B: School Disaster Management Committee Annex C: Action Plan on SDRRM (3 School Years) Annex D: School Evacuation Map Annex E: Integrated Lesson Plan on SDRRM Annex F: Checklist for Grade 1-3 Annex G: Checklist for Grade 4-6 Annex H: Checklist for the Most Functional AIDS Annex I: Photos of Activities on Iliranan Disaster Education Pogramme and

Preparedness

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Annex A: School Memos

Department of Education Division of San Carlos City

District III

ILIRANAN ELEMENTARY SCHOOL

School Memo No. 16, S. 2012 January 16, 2012 To: All Teachers Subject: Maintain and Make a Follow-up on the Different Programs and Projects

Regarding School Disaster Risk Reduction Management For the safety and preparedness of our pupils and community in case calamity may occur, all programs and projects coordinators and officers are hereby advised to make a follow-up and monitor the different activities undertaken in the school and in the different communities. You are hereby requested to do the following: 1. Make a monitoring and prepare narrative report supported with pictures of the

different activities undertaken. 2. Provide the office with the said reports. For your guidance and strict compliance.

Truly yours,

GARY P MAGNANAO ESHT III

Department of Education Division of San Carlos City

District III

ILIRANAN ELEMENTARY SCHOOL

School Memo No. 17, S. 2012 January 23, 2012 To: All Teachers Subject: Intensive Monitoring on the Integration of Disaster Risk Preparedness in your

Lesson Plan on a Weekly Basis Pupils should be aware of the different disasters and its effects to their lives and environment. With this, you are hereby advised to integrate disaster risk preparedness in your lesson on a weekly basis and drills and demonstration on disaster risk reduction should be conducted in your classroom on a regular basis. This will be strictly monitored to ensure that this matter is really implemented. For your guidance and strict compliance.

Truly yours,

GARY P MAGNANAO ESHT III

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Annex B: School Disaster Management Committee ILIRANAN ELEMENTARY SCHOOL

SCHOOL DISASTER RISK REDUCTION AND MANAGEMENT COMMITTEE STRUCTURAL ORGANIZATION

GARY P MAGNANAO Over-all Chairman

MA ANNABELLE R BAYBADO School Disaster Coordinator

MILDRED A SILVA Assistant School Disaster Coordinator

REPONSE COMMITTEE REHABILITATION COMMITTEE MITIGATION AND PREVENTION COMMITTEE

Nelly T Trabadillo Chairman

Rosa Maria B Barrios Chairman

Leah V Caballero Chairman

Kag Noemi Samillano Co-Chairman

Kag Wilfredo Alfajora Co-Chairman

Kag Herbert Asentista

Co-Chairman

PREPAREDNESS COMMITTEE

Flordeliza V Omboy Chairman

Leah V Caballero Co-Chairman

COMMUNICATION TEAM

ARCHIE

SALVARINO Coordinator

MEMBERS Ceasar Salas

Baranggay Officials

Members

Members

Members

Members

COMMUNICATION TEAM

ARCHIE

SALVARINO Coordinator

MEMBERS Ceasar Salas

Baranggay Officials

SITE SECURITY TEAM

REZIN JUST D TAN

Coordinator

MEMBERS Reynaldo Manila Jozeth Cabanes

4K’s officers

RELIEF OPERATION TEAM

RODILIX C JULATON

Coordinator

MEMBERS DSWD BHW

SITE SECURITY TEAM

REZIN JUST D TAN

Coordinator

MEMBERS Reynaldo Manila Jozeth cabanes 4K’s Officers

SAFETY INSPECTION

TEAM

CARMEN M ADALID Coordinator

MEMBERS

Elvie Maribong ESWM Parent

Officers

MEDICAL TEAM

JOCELYNDA B

GONZAGA Coordinator

MEMBERS

Cenderilla Nemenzo Supreme Pupil

Government

EVACUATION TEAM

CLINT SALVADOR

Coordinator

MEMBERS PTA Officers

ESWM Pupil officers

SAFETY INSPECTION

TEAM

CARMEN M ADALID

Coordinator

MEMBERS Elvie Maribong

ESWM Parent Officers

EVACUATION TEAM

CLINT SALVADOR

Coordinator

MEMBERS PTA Officers

ESWM Pupil Officers

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Annex C: Action Plan on SDRRM (3 school years)

ILIRANAN ELEMENTARY SCHOOL DISASTER RISK REDUCTION MANAGEMENT

ACTION PLAN School Year 2010-2011

OBJECTIVE STRATEGIES/

ACTIVITIES TIME FRAME RESOURCES BUDGET SOURCES PERSONS

INVOLVED OUTPUT

A. Pre-Implementation Phase

1. Create structural organizations for the school Disaster Risk Reduction and Management Committee

Organize school Disaster risk Reduction Management Committee

Jun 2010 ------------ --------- ------------ Teachers, Parents, Pupils

Organized

2. Promote disaster risk Reduction Management Awareness

Conduct seminars and symposia

Jul 2010 Streamers, manila papers,

pens

P500 SDDRM Fund

Teachers, Parents, Pupils

Conducted

3. Educate pupils on Risk reduction Management Awareness

Integrate in the lesson plans

Jul 2010 Instructional devices

--------- ------------ Teachers and Pupils

Integrated

4. Train pupils on disaster preparedness and prevention

Conduct workshops and training

Aug 2010 Disaster Kit --------- SDRRM Fund

Trainers, Teachers and Pupils

Conducted

B. Implementation Phase 1. Allow pupils to apply learned knowledge and skills on disaster preparedness and prevention.

Conduct disaster drill

Sep 2010 Medical Kit P500 SDRRM Fund

Teachers and Pupils

Conducted

C. Monitoring and Evaluation 1. Align goals and objectives of activities of the school with the school action plan

Conduct Assessment

Monthly Checklist P150 SDRRM Fund

School Head/SDR

RM Coordinator

Conducted

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ILIRANAN ELEMENTARY SCHOOL DISASTER RISK REDUCTION MANAGEMENT

ACTION PLAN School Year 2011-2012

OBJECTIVE

STRATEGIES/ ACTIVITIES

TIME FRAME RESOURCES BUDGET SOURCES PERSONS

INVOLVED OUTPUT

A. Pre-Implementation Phase

1. Create structural organizations for the School Disaster Risk Reduction and Management Committee

Organize school disaster risk reduction and management officers

Jul 2011 ------------ --------- ------------ Teachers/Pupils

Organized

2. Advocate disaster risk reduction management awareness

Conduct awareness programs

Aug-Oct 2011

cartolina, manila papers,

pens

P500 SDDRM Fund

Pupils, Teachers

and Parents

Conducted

B. Implementation Phase 1. Train internal and external stakeholders on disaster preparedness and prevention

Conduct school training and drill

Oct-Nov 2011

charts, bond

papers and pens

P1500 SDRRM Fund

Teachers, Pupils, Parents

and Resource Persons

Conducted

C. Monitoring and Evaluation 1. Keep records on school activities related to disaster risk reduction management

Conduct school assessment

Monthly Checklist P200 SDRRM Fund

Teachers Conducted

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ILIRANAN ELEMENTARY SCHOOL DISASTER RISK REDUCTION MANAGEMENT

ACTION PLAN School Year 2012-2013

OBJECTIVE STRATEGIES/

ACTIVITIES TIME

FRAME RESOURCES BUDGET SOURCES PERSONS INVOLVED OUTPUT

A. Pre-Implementation Phase 1. Create yearly school disaster risk reduction management committee in school and community

Organize school and community disaster risk reduction management committee

Jun 2012

------------ --------- ------------ Teachers, Pupils and

Parents

Organized

2. Update self-awareness on disaster risk reduction management, preparedness and prevention

- Attend high level seminars, drill and trainings - Search to internet

Jul 2012 SCCDRRMO P500 SDRRM Fund

Teachers, Trainers

Attended

3. Promote/Advocate disaster risk reduction awareness in school and communities

- Conduct seminar, symposia or advocacy program - Initiate film viewing - Create and post signage in school and community - construct school reading materials such as brochures, clippings, pamphlet, etc.

Jul 2012-Mar 2013

Paints, papers,

plywood, pens

P800 SDRRM Fund

Teachers, Pupils, Parents

and Barangay Officials

Conducted

4. Construct evacuation plan/map for the school and every purok community

Create evacuation plan/map

Jul 2012 pens, papers P100 SDRRM Fund

Teachers, Pupils and

Parents

Created

5. Construct School Disaster Risk Reduction Office

Make SDRRM Office Aug 2012

Construction materials

P10,000 Solicitation PTA Officers

Made

6. Integrate DRRM learning in all subject areas

Lesson integration Jun 2012-Mar 2013

Instructional devices

--------- ------------ Teachers and Pupils

Integrated

7. Provide medical kit or disaster kit

Supply medical and survival kit

Aug 2012

Kit P2000 SDRRM Fund

Teachers and Pupils

Supplied

8. Provide every pupil with materials needed during the disaster like whistle and flashlight

Give materials needed by the pupils for the disaster

Jun 2012

whistle and flashlight

P2000 Solicitation Pupils Given

B. Implementation Phase 1. Involve internal and external stakeholders in disaster preparedness and rehabilitation activities of the school

- Conduct training and drill in communities or barangays - Initiate various contest and search such as: Search for Most functional

Jul 2012 Projector, brochures, cartolina,

pens, papers

P1500 SDRRM Fund

Teachers, Pupils and

Parents

Conducted

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OBJECTIVE STRATEGIES/

ACTIVITIES TIME

FRAME RESOURCES BUDGET SOURCES PERSONS INVOLVED OUTPUT

Community Risk Reduction Management Committee, Search for Most Active CDRRM Team, Search for Best Alternative Disaster Material - Conduct tree planting activities for prevention - conduct trimming trees in the dwellings

2. Create strong linkages with the Barangay Officials and Local Government unit

Schedule conference and meetings

Aug 2012

Communi-cation Letter

--------- ------------ Barangay Officials,

LGU, Teachers,

and Parents

Created

3. Generate funds for SDRRM activities, rehabilitation and to support victims during disaster

Produce funds for the victims during disaster

whole year

round

Solicitation letter

--------- ------------ Teachers Produced

C. Monitoring/Evaluation 1. Keep updated records and reports on SDRRM in school and community

Conduct monthly inspection on school buildings, trees, buildings and ground

Jun 2012-Mar 2013

Checklist --------- ------------ Teachers, Parents,

and Pupils

Conducted

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Annex D: School Evacuation Map

ILIRANAN ELEMENTARY SCHOOL

SCHOOL EVACUATION MAP

Evacuation Site Evacuation Site

KINDER Comfort Rooms

Comfort Rooms

Head Teacher’s

Office

Grade One - 1

Grade One -

2

Grade One -

3

Grade Two-

2

Grade Two-

1

Grade Three-

2

Grade Three-

1

Grade Four

Grade Five

School Stage

Grade Six

DRRM Office

Teachers’ Quarter

Relief Operation Site

School Gate Exit

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Annex E: Integrated Lesson Plans on SDRRM

LESSON PLAN IN ENGLISH I

I. Identify the different risks areas of the Philippine archipelago II. Identifying the different risks areas of the Philippine archipelago

References: Materials: charts, pictures, map Value Focus: Preparedness

III. Procedure

Teacher’s Activity Pupils’ Activity A. 1. Drill Dolch Words

Pupils’ read the words

2. Review B. 1. Unlocking of Difficult Words

(Showing pictures and let pupils pick the best word from the word cards that describe the picture posted on the board.)

risk, storm, cyclone, coastal area swamp, tectonic plates, storm surge

2. Motivation Group activity (Jigsaw Puzzle, Philippine map with the different risks areas colored)

Do you know what is important to learn about the colored places?

Let’s find out. 3. Presentation

(Teacher points to the colored part of the map. Read the label of the colored part of the map (Group Activity)

Pupils read the label

4. Analysis a. Reporting/Checking Pupils answered by group b. Discussion with support pictures, if the

place is near the body of water, what would usually affect the place?

The place would be affected by flood.

What about if the place is near the volcano? (Discussion continues)

The place would be affected with ash fall, volcanic gases, ballistic projectiles, tsunami, etc.

5. Abstraction What are the risks areas of the Philippine

archipelago?

The risk areas of the Philippines archipelago are the low-lying areas, coastal areas, mountain cliffs, rivers, seas, etc.

6. Valuing What is the best thing to do to prevent any

form of disasters?

The best thing to do is to be prepared always.

IV. Evaluation Teacher will make a drawing of a community and the pupils will encircle the risks areas.

V. Assignment: Ask your parents or any resource persons, to where are the risk areas in your community.

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DISASTER RISK REDUCTION MANAGEMENT LESSON PLAN FOR GRADE ONE

I. Name the possible risks found in school Tell measures on how to prevent such risks from turning to a disaster

II. Naming the possible risks found in school

Telling measures on how to prevent such risks from turning to a disaster References: Excerpts from chapter II PP, 33-35, Into the Future Science and Health 6 Materials: charts, pictures Value Focus: Alertness and Concern to our Environment

III. A. Preliminary Activities

1. Drill Reading of words Typhoon Flood Earthquake Fire Landslide

2. Review What are the kinds of weather in our country?

B. Developmental Activities 1. Unlocking of Difficulties (through pictures) Typhoon Flood Earthquake Fire Landslide 2. Motivation Was there a big disaster or a frightening incident that happened in your life? Give a particular disaster incident. 3. Presentation Present pictures that show the different disasters that happen in our city, examples, fire,

flood, earthquake or typhoon. 4. Comprehension Check-up

a. What happen to the people in the picture? b. Are they injured? c. What disasters that caused or affected the victims in each picture? d. Does it happen in our places? e. Why does it happen? f. Do these risks turn into a disaster? g. What are the things we should do to prevent such risks from turning into a disaster?

5. Discussion Teacher discusses the possible risks that may happen in school. And what preparation

should be made so as not to worsen the effect of calamities? 6. Generalization

a. What are the possible risks found in our school? b. How can we prevent such risks from turning into a disaster? c. What preparations should we make lessen the damage caused by the disaster?

7. Application Group Activity Each group will have a role playing. Each group will act out as the disaster happens in school like fire, typhoon and earthquake. Each member of the group will do the role as the victims, the rescuers or aides.

IV. Evaluation

A. Name the different risks found in the picture below. Encircle the letter of the correct answer. 1. picture (octopus connection of electrical wires)

a. Flood b. Fire c. Earthquake 2. picture ( a house made of light materials and at the side of the river)

a. Flood b. Fire c. Earthquake

B. Underline the letter of the correct answer. 3. Before I go to sleep at night I must_________________.

a. leave electrical switch on. b. leave the electrical switch off. c. turn on all the electrical switches. d. go to the open field far from falling objects.

V. Assignment:

List down some other necessary precautionary activity done before, during and after the disaster.

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Annex F: Checklist for Grade 1-3

ILIRANAN ELEMENTARY SCHOOL

DISASTER RISK REDUCTION MANAGEMENT

CHECKLIST Instructions: Put a check ( ü ) on the box if the object should be found in a survival kit and

X if not needed.

1. Knife

2. Medicine Kit

3. Napkins

4. Shoes

5. Bottled Water

6. Comb

7. Whistle

8. Pen and Paper

9. Laptop

10. Toiletries

11. Food

12. Make-up Kit

13. Lighter and Matches

14. Magazines

15. Radio

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Annex G: Checklist for Grade 4-6

ILIRANAN ELEMENTARY SCHOOL

DISASTER RISK REDUCTION MANAGEMENT

CHECKLIST

Instructions: Identify the type of disaster being describes in each item. Write your answer on the space provided for.

_______________ 1. A sudden shaking or disturbance of the earth’s surface caused by movements in

the earth’s outer layer. _______________ 2. The unusual and sudden shift of land, rocks, mud and other materials from higher

ground because of the gravitational pull of the planet. _______________ 3. A storm system characterized by a low pressure center and numerous

thunderstorms that produce strong winds and heavy rains. ______________ 4. An atmospheric electrical discharge accompanied by thunder, usually associated

with and produced by cumulonimbus clouds, but also during volcanic eruptions or in dust.

______________ 5. A large destructive ocean wave caused by an underwater earthquake or another

movement on the Earth’s surface. Annex H: Checklist for the Most Functional AIDS

Checklist for Level of Performance Name: Purok:

Performance Most Often Often Seldom Very Seldom Never

1. Always attends meeting/conference

2. Reports any danger or damages notice

3. Involved in the operations during a disaster

4. Do the weekly monitoring/inspection in the assigned area

5. Assists/Participates activity in the school’s activities and programs of the school particularly in the DRRM

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Annex I: Photos of Activities on Iliranan Disaster Education Programme and Preparedness A. Seminars

Symposium on Safety Measures on 21 September 2010, given to the pupils in all Grade levels with Mrs Elaine Joy T Kyamko (Science Teacher) and Mrs Ma Annabelle R Baybado (SDRRM Coordinator).

School-based seminar and training on DRRM on 9 August

2012, with City Disaster Risk Reduction Management Staff Barangay-Based seminar on DRRM held on 13 August 2012 at Barangay Codcod Gym and it was actively participated by the community health workers, village police officials and

selected Barangay Office B. Drills and Trainings

An earthquake drill held last 9 August 2012 at Iliranan Elementary School, participated by pupils in all grade levels, teachers

and parents conducted by the City Disaster Risk Reduction Management Council.

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First aid training in the school administered by the City

Disaster Risk Reduction Management Council on 9 August 2012 with the Parent-Teacher Association Officers, pupils

and parents as the participants

School “Search for Best in First Aid Demonstration” held on 13 August 2012 at Barangay Codcod Gym with the Active

Iliranan Disaster Squad as the contestants

C. School Reading Materials

D. Activities on DRR Prevention

Tree planting activities Waste Segregation – One of the school best practices before

selling it to the junk shops for generating incomes

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Samples of recycled products made by the pupils and

teachers under the recycling activity Aqua Eco-System Exhibit” held during Science Month

Celebration participated by all grade levels

Search for “SDRRM Mother and Daughter Tandem” and

“Father and Son Tandem” Launching of the Iliranan Green Education Program (IGEP) at Barangay V, San Carlos City, participated by the parents,

community officials held on 15 March 2012.

Coastal and Street Clean –up drive at Barangay VI on 22

April 2012 during the celebration of the International Earth Day, participated by the Barangay Officials and reside

The school’s best practice every 4:00 in the afternoon also known as the “4:00 O’clock Habit”

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E. Innovation on DRRM

Grade IV, V and VI - Slogan and Poster Making Contest on

relation to disaster prevention initiated by the school on 12 September 2011 during the Science Month Celebration

The first “Walkathon” (A walk for the Environment) conducted during the celebration of science month

participated by the Grade IV, V, VI, teachers, parents and Community Officials

The Search for Cleanest and Greenest Community

F. Community Outreach on DRRM

The Search for Cleanest and Greenest Community On 10 February 2012, the SDRRMC assisted the Local Government

in the distribution of relief goods to the victims of the 6.9 magnitude of earthquake happened last 6 February 2012 in

Guihulngan City, a nearby City of San Carlos City

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G. Advocacy Materials

Slogan made by pupils Sample of signage as a campaign to environmental

protection H. DRRM Partners

OISCA Japanese Members headed by Mr Shegime Watanabe. They donated planting tools,

peace bell and 10,000 Yen for the school generator last June 2010

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DRRM Lesson Activity of Jejeran State Islamic Elementary School, Indonesia

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The 3rd Prize Awardee: Jejeran State Islamic Elementary School

Yogyakarta, Indonesia

“Disaster is not our Enemy - Mobilisating School Community to

Implement Disaster Risk Reduction Efforts in MIN Jejeran”

Address: Jati, Wonokromo, Pleret, Bantul, Province Daerah Istimewa, Yogyakarta, Indonesia Education Level: Grade 1 to 6 Number of Teachers: 22 Number of Students: 388 School Director: Drs Abdul Haris Nufika Email: min_jejeran@yahoo.co.id

1. Project title

Disaster is Not Our Enemy - Mobilizing the School Community to Implement Disaster Risk Reduction Efforts in MIN Jejeran. 2. Summary of the programme The implementation of Disaster Risk Reduction (DRR) in MIN Jejeran includes: 2.1 Budget allocation for DRR implementation

DRR implementation is financed through: 1) Fund-raising initiatives, by asking parents to give voluntary contributions/donations; and 2) Special allocation for implementing DRR activities, integrated to other programmes carried out by others, such as scouts, the school health unit, and the school safety patrol unit.

2.2 DRR integration into school curricula

To ensure optimum DRR implementation, DRR is gradually integrated into all learning subjects. DRR materials are integrated into lesson plans, learning materials, and test instruments.

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2.3 Workshop for teachers and stakeholders Teachers, school staff and stakeholders attend training exercises, seminars, and scientific forums related to DRR and actively participate in the implementation of DRR in the school.

2.4 Disaster Simulation

Disaster simulation exercises are conducted regularly to instil appropriate responses in students and school staff during real disaster events. With this approach, they are also prepared mentally so they will not panic or be traumatized when a disaster occurs.

The disaster simulation exercises are lead by the headmaster as the field coordinator. When the signal is given, teachers lead classes away to take cover and they use their training to keep the students calm. After the signal ends, which means that the earthquake/natural disaster has stopped, teachers lead their students to an evacuation point, or other designated safe place. Three teachers and twelve young doctors will be appointed beforehand to administer first aid to victims. One teacher, assigned as the “Information centre”, receives and compiles detailed reports on the students’ condition (survivors, casualties, injuries) from information supplied by each classroom teacher. Four teachers are appointed beforehand to be responsible for making sure the students are calm and to accompany survivors to a safe haven. Thirteen teachers are appointed to contact and communicate with parents, especially the parents of injured students. Students are then released to their respective parents under the coordination of the headmaster. School authorities also conduct coordination activities with relevant organizations and agencies.

2.5 Student DRR Campaign Fifth and sixth grade students deliver DRR materials to younger students in classes.

2.6 Installation of Evacuation Maps and Evacuation Signs; procurement of fire extinguishers.

3. Background information about why the school initiated the programme 3.1 A 6.2-magnitude earthquake that struck Yogyakarta on 27 May 2006 happened without

warning and took the local population completely by surprise. The catastrophe traumatized the city of Yogyakarta and therefore these activities were initiated to prepare the city for another disaster.

3.2 It was found that the headmaster, teachers, staff, students and stakeholders of MIN

Jejeran were not accustomed to DRR activities. 3.3 Disaster Risk Reduction has become one of the subjects that should be learned and

mastered by everyone to be better prepared in terms of psychological and mental awareness, as well as material preparedness.

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3.4 Teaching young children DRR earlier is beneficial in developing their awareness for disaster risk and better preparedness for future disaster events.

3.5 Parents fully support this initiative, and the school receives assistance from

Perkumpulan Lingkar, a local NGO focused on DRR. 4. Objectives/goals of the programme Goal: The establishment of a school community who are well-prepared and well-equipped against disaster and emergency situations. Short-term Objectives: 4.1 School community members understand the importance of DRR as one of the essential

life-skills needed in everyday life. 4.2 School community members are able to at least protect themselves without panicking

during a disaster. 4.3 School community members actively campaign DRR initiatives to other people. 4.4 The school is able to coordinate and collaborate with others in implementing DRR. 5. Period of time The long-term period for this programme is five years and it was started in 2009. At the end of the five years project it will be evaluated. The one-year, short-term programme took place during the 2011/2012 school year. 6. Activities (Short-term actions and strategies of implementation) During the one-year, short-term programme (July 2011 - June 2012), the activities implemented were: 6.1 Establishment of communication and collaboration with other stakeholders - such as

Perkumpulan Lingkar, Bantul Elementary Education Agency, Pleret Health Office, Pleret Governance Forum, and Wonokromo Village Government - to formulate and implement DRR plans and activities. Examples of this activity were regular meetings, DRR training exercises, mock drills and DRR workshops.

6.2 Budget allocation for DRR activities in the school. This was reflected in the Annual

School Budget Plan and it included a budget for coordination meetings, a School DRR Workshop, disaster simulation exercises, and emergency equipment.

6.3 DRR Workshop and Campaign for students, teachers and school staff. DRR Workshops

were conducted to analyze disaster risks in school. The results were then used as the

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basis for the following activities: school emergency plan formulation; DRR campaign; and their subsequent integration to curricula. DRR campaigns are also conducted by students through the Wall Magazine, posters, and peer-to-peer activities.

6.4 Integrate DRR into school curricula. Training exercises and workshops on DRR

integration were conducted for teachers to provide them with the necessary knowledge and skills to integrate DRR into teaching subjects. Each teacher was required to integrate DRR into their respective teachings, as long as this was feasible. This integration was in compliance with graduation /competency standards.

6.5 Instill DRR habits into everyday life. For example; check that vehicles are parked neatly

and facing outwards in order to facilitate a faster evacuation; shoes/sandals are neatly arranged to enable the wearer to grab them faster in the event of an emergency; and desks in classrooms are set in such an arrangement to facilitate faster emergency evacuation procedures.

6.6 Create and install evacuation maps and signs, and provide emergency equipment and

ensure evacuation maps are installed in every room. Evacuation signs should be installed in strategic and visible places. Emergency equipment, such as first aid kits and fire extinguishers should be placed in visible and accessible places.

6.7 Conduct disaster simulations/mock drills. Simulation/mock drills should be conducted

regularly, (At least three times a year.) Through simulation exercises, disaster preparedness responses are ingrained into school community members. Simulations are also used to evaluate and improve the school emergency plan.

6.8 Evaluate and formulate recommendation for DRR implementation. At the end of every

semester, the school will collect input, ideas and feedback from students, teachers, staff, and parents, related to the implementation of DRR education and simulation exercises. Based on these activities, the programme will be improved and enriched.

7. Resources used for implementing the programme 7.1 Human Resources

• MIN Jejeran school community members • Perkumpulan Lingkar • Head of Pleret Sub-district Education Agency, School Superintendent, Islamic

Education Superintendent, Head of Community Health Centre, and other stakeholders

7.2 Facilities and infrastructure already owned by MIN Jejeran 7.3 Fund

• Government regular funding • Parents voluntary contributions

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8. Monitoring and evaluation mechanism and results The DRR implementation process is monitored and evaluated by the headmaster and DRR implementation results are monitored/evaluated by the school superintendent. Fund usage is monitored/evaluated by financial institutions. Schedule: The headmaster conducts monitoring/evaluation once every month/two months while the superintendent conducts it once every three/six months. Fund usage monitoring/evaluation is conducted for every activity. Implementation - Monitoring and evaluation involves students, teachers and staff. Monitoring and evaluation is conducted through school coordination forums and meetings. Students are asked for their impressions, suggestions, and aspirations on DRR implementation in the school. Simple forms are used to analyze the results and accomplishments, and to identify lessons learned. Results from Monitoring and evaluation activities:

• Obtain input and feedback on DRR implementation • DRR-related fund usage is well-monitored and well-spent • Improvement of DRR implementation • Rectify flaws and mistakes of DRR implementation • Increase awareness and DRR attitude of school community members

9. List of partners, and their roles in the programme

Name of Partners Roles or contributions

a) Perkumpulan Lingkar (local NGO) Gives assistance in the implementation of DRR

b) Local Community Health Centre (Puskesmas)

Gives assistance in health services in the school

c) Parent’s Committee Funding and volunteer services

d) TVRI Broadcast disaster simulation

e) Pleret Sub-District Education Agency Gives assistance and directives

f) Corporations/private sectors Sponsorship.

10. Benefits/impacts of the programme for teachers, students, and the community Overall, the benefits of the programme are as follows: 10.1 School community members (teachers, staff, students) became more knowledgeable

and aware about DRR. Through this programme, DRR skills and knowledge are transferred in a simultaneous and systematic manner. This continuous exposure to DRR resulted in students becoming more accustomed to DRR attitudes and they obtained the

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necessary skills to protect themselves in emergency situations. MIN Jejeran also actively instils DRR attitudes into school community members’ daily habits. For example, students, teachers and school staff are required to park their vehicles (motorcycles/bicycles) neatly and facing outwards in order to facilitate a faster evacuation of the site in the event of a natural disaster. Sixth grade students said that they became more accustomed to DRR attitudes and obtained the necessary skills to better protect themselves in an emergency situation.

MIN Jejeran also prepared emergency equipment such as first aid/medicines and fire extinguishers. Evacuation maps and signs were installed, and students were regularly informed about safe places to head to in the event of a disaster, and designated evacuation paths in the school. Parents became aware that they are part of DRR implementation in MIN Jejeran - and through constant exposure to DRR, hopefully they can learn and become more prepared and aware of what to do in a disaster scenario.

10.2 Teachers now realize the importance of DRR and integrate it into subject areas and they

are now actively involved in conveying DRR messages, and increasing students’ awareness through incorporating DRR into classroom subjects.

10.3 Parents have become more aware about the importance of DRR. Parents give feedback

and input on previous DRR programme implementation at end of semester meetings. They also provide financial support for the implementation of DRR programmes, such as mock drills. Through constant exposure to DRR, hopefully, they can learn and change their attitudes towards disaster preparedness, and what to do in the event of a disaster and become an important part of the overall DRR programme.

11. Plan for sustainability 11.1 Plan for sustainability: MIN Jejeran will continue to integrate DRR in school policies and in school teaching. In specific, the sustainability plans are as follows:

• Continuous improvement and enhancement to teaching materials. The teacher board will continuously develop and adopt new DRR-integrated teaching materials which allow students to learn about local hazards and risks. These materials will be regularly reviewed and kept up-to date to ensure conformity to current conditions.

• Improvement and rectification will regularly be made to school safety/emergency policies, based on feedback/input from disaster simulations/mock drill practices.

• Provide new DRR facilities and improve existing ones to meet safety and emergency standards. Not only to be used in emergencies, these facilities will also double as learning tools.

• Actively promote the integration of DRR in school policy and curricula. MIN Jejeran will continue to promote and campaign for DRR integration into other schools and organizations by sharing experiences and knowledge with interested parties who come to MIN Jejeran to do comparative studies. To reach a broader target, MIN Jejeran will

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try to initiate partnerships with related government agencies, the private sector, and NGOs.

11.2 Future Plan:

• Publish the DRR Bulletin - MIN Jejeran plans to publish monthly bulletins on DRR-related topics. This bulletin will be managed by students under teacher supervision. The bulletin will provide DRR information to students, school staff and parents.

• Initiate partnerships with local government. MIN Jejeran plans to establish a partnership with local government, especially the village government, in order to prepare the next generation and implement DRR in everyday life. MIN Jejeran will work together with local government in preparing disaster preparedness procedures and participate/contribute to DRR implementation in the village.

• Initiate partnerships with the District and Province level Disaster Management Agency to support and amplify efforts in promoting the integration of disaster risk reduction in school and to campaign for the education of DRR.

12. List of attachments (The following full attachments in Indonesian language can be downloaded from the website -www.seameo.org)

Annex 1: School Strategic Plan (Rencana Strategis Sekolah) The School Strategic Plan is a document containing the school vision, mission, and

programmes for five years. It contains activities and budget plans to achieve the school’s goals.

Annex 2: School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) KTSP/SBC was developed based on the National Education Act 2003 and the

Government Decree 19/2005 on National Education Standards. Basically, it is a set of education plans developed and implemented at each education level. KTSP is developed by each school, based on actual needs and conditions of the school, in adherence to standards set by the government. MIN Jejeran’s KTSP has integrated DRR and Education for Sustainable Development into the syllabus and lesson plans.

Annex 3: Syllabus The syllabus is an outline and summary of topics to be covered in the syllabus to

create more effective learning and teaching processes. DRR has been integrated in indicators and learning activities.

Annex 4: Lesson Plans (Rencana Pelaksanaan Pembelajaran/RPP) Attached are lesson plans for several subjects which contain integrated DRR subject

matters such as mathematics, civil education, fiqh (Islamic law) and the Indonesian language.

Annex 5: School Contingency Plan The School Contingency Plan is a plan developed by the school community to deal

with a crisis situation that happened suddenly, especially during school hours. The

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formulation of emergency plans involved the entire school community; teachers, school committees, village government, and children. MIN Jejeran has developed a contingency plan for earthquakes and fires. The plan includes evacuation procedures, up to the release of the students to their parents.The plan is tested and evaluated through simulation activities carried out three times a year.

Annex 6: School/Madrassah Budget (APBM, Anggaran Pendapatan Belanja Madrasah) The School Budget is devised using a school-based budgeting system approach. This

budget has been allocated through a special fund for DRR-related activities.

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13. Photos related to the programme

DRR has been integrated into learning process, and delivered using various fun

teaching/learning method/ medium.

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DRR Workshop for teachers and school staff

DRR has integrated into intra curricular activities such as scouts and school health unit.

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Evacuation Map of MIN Jejeran - This map was developed with active participation from students.

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Earthquake Simulation - Children gathered in safe place while protect their heads with schoolbag (above left). Drop cover hold in class (above right). The Young Doctor members looked after the injured students (bottom).

DRR Campaign in MIN Jejeran - Sixth Grade students designed DRR-themed poster. The poster then printed and used as the campaign media (Left). Wall Magazine was utilized to post DRR information (Right)

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Examples of simple efforts to internalize DRR attitude in daily life - Students and school staffs park their vehicles facing

outwards, so they can be moved quickly, especially during emergency situations.

MIN Jejeran actively disseminated DRR-related information in various events, such as seminars, radio talkshow, and workshops.

MIN Jejeran also shared its experience in integrating DRR to other schools/organizations who visit MIN Jejeran.

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Learning about Global Warming at Wat Soumpouathong School, Thailand

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The Special Prize from the Bank of Tokyo-Mitsubishi UFJ, Ltd. for

the best Disaster Risk Reduction activity carried out in small schools of less than 150 students:

Wat Soumpouthong School

Suphan Buri Province, Thailand

“Coping with Adversity through the Adoption of Local Technology”

Address: Bangsam-Bangmaemaye Road, Bangtakean Tombol, Songpenong, Suphan Buri Province, Thailand Education Level: Kindergarten 1 to Grade 6 Number of Teachers: 6 Number of Students: 88 School Principal: Dr Amolwon Sriprasert Email: asriprasert@gmail.com

1. Project title Coping with Adversity through the Adoption of Local Technology 2. Summary of the programme 2.1 Identify problems:

a Informal interviews (with students, teachers, and parents) b Collect data

2.2 Identify the biggest barriers for finding the most effective solutions.

2.3 Planning: a Time b People c Activities and materials d Money e Evaluation methods

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2.4 Planning of activities: a Teacher’s plan on Disaster Risk Reduction b “Save the Earth” concept (students search for knowledge/information) c “Do Something to Save Yourself” concept (create local innovation in conjunction with parents)

2.5 Implementing activities

2.6 Evaluation and monitoring

2.7 Report and present to other people Concept Framework 3. Background information about why the school initiated the programme Wat Soumpouathong School is located next to the Maenam Thajeen (Thajeen River) in Suphan Buri Province and it is susceptible to floods every year. In 2010-2011, the river level was so high that the school had to be closed for 70 days because of severe flooding. The director and teachers expressed the view that this project will equip the students with essential Disaster Risk Reduction (DRR) skills that can help them remain more positive during the recurrent floods. If students have greater knowledge and awareness about environmental problems when they are forced to stay at home, they can remain happy in the knowledge that they can do constructive activities such as cultivating food and implementing other “green” initiatives that will help save the earth for future generations. When the river floods their home communities, the students and their families are deprived of food, clean drinking water and treats such as sweets and fruit. They are also deprived of play activities and home learning. The disruption caused by the floods also deprives the parents of essential interaction time with their offspring.

- Students and their parents gain knowledge and awareness to look after themselves when they face problems such as floods.

- Students have a more positive mental outlook and better physical health.

- Period of time floods affected schools and students’ homes

- No food and water - No existing

knowledge to alleviate suffering

- Teach and intervene to help the students: 1. Disaster Risk Reduction

(teacher’s plan) 2. “Save the Earth” concept

(students search for information)

3. “Do Something to Save Yourself” (by using local technologies)

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Teachers can turn this negative situation into a more positive experience by imparting knowledge to their students so that they are more aware about the causes of floods; how they can better deal with them; and how they can do their part during difficult times to help safeguard the environment. Therefore, teaching and learning about DRR is a highly effective approach to alleviating some of the problems communities face when floods of great magnitude occur on a regular basis. Imparted with a greater knowledge and awareness, the students can act as a force for good for the entire community; help raise the morale of all those affected; and give advice and assistance to the old and those less able to cope with the adverse affects of floods. 4. Objectives/goals of the programme 4.1 For the students and their parents; learning and understanding about natural disasters

and DRR 4.2 To investigate and inspire the creation of local technologies and teaching and learning

about natural disasters and DRR 4.3 For the teachers; to learn about natural disasters and incorporate this new knowledge

and awareness into worksheets for students and their parents 4.4 For the students; to prepare themselves in the event of a natural disaster and to have

knowledge about DRR 4.5 To enhance and improve communications about DRR within the school 5. Period of time 16 May to 10 August 2012 at Wat Soumpouathong School, Suphan Buri Province, Thailand.

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6. Activities

Project Concept Framework

Problem Students and teachers’ houses were flooded in 2011-2012.

Food and water shortages - Need to gain knowledge of how to cope in such an adverse situation.

Hypothesis Lesson plan and activities based on applying local technologies.

Search of technology, or adoption of innovative practices to live more happily during the floods.

Internet search technology model to create online resources, including local materials

+ Create a Disaster Risk Reduction teaching model; and technology

learning and teaching model for science subjects

Materials for solar box energy, easy filter water and hydroponic

Instrument

- Create and design a lesson plan and equipment by applying local technologies and materials: disaster, solar box energy and easy filter waters; - Conduct research on local technologies and materials; - Organise workshops on local technologies by involving parents and students; - Disseminate and share information and innovative equipment developed from the workshops to the communities; - Monitor and evaluate local technologies created by parents and students.

Method

Evaluated by observation; information interviews; local inventory content analysis and knowledge management from

students and their parents.

Summarize

Summarize and Reporting

Collection of data and the subsequent analysis of this data.

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Outputs from organising the workshops with parents and students

• Solar box model

• Materials for easy water filter

• Worksheets or exercises for DRR and technology model learning. 7. Monitoring and evaluation mechanism and results

Activities Time Period Results Monitoring and

Evaluation

Planning Meeting Apr 2012 Meeting Minutes Meeting Minutes

Development of teacher lesson plans and student worksheets for DRR and local technologies applied during the floods

Apr - Jun 1012 School lesson plans, student worksheets, models of local technologies to be used during the flood period

Document of lesson plans and student worksheets

Searching for local technologies and materials that can be applied to develop innovative equipment

May - Jun 2012

Innovative models of local technologies

Monitored by the school director

Organisation of parent and student workshops

Jun - Jul 2012 Parents and students introduced local technologies that can be applied to the invention of innovative equipment to be used during the flood period

Innovative equipment invented by parents and students

Presentation of innovative equipment to the local community

Jul - Aug 2012 Innovative equipment invented by parents and students

Evaluated by the project committee

Evaluation of concept and understanding

Aug - Sep 2012

Evaluation tools Conducted by science teachers

Summarizing and reporting to the Educational Service Area Office

Aug - Sep 2012

Reports Evaluated by the project committee

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8. List of partners, and their roles in the programme

Name of Partners Roles or Contributions

1) School Director Manage, coordinate and monitor the programme

2) School Science Teachers Develop lesson plans and students’ worksheets

3) Students Take part in the committee and share ideas

4) Parents Take part in the workshop and share ideas

5) Monks in the community temple Take part in the workshop and share ideas

6) Office of Educational Service Area Provide resource persons and suggestions to the programme

7) Community Dissemination of ideas from the workshop to the community leaders and people in the community

9. Benefits/impacts of the programme to teachers, students, and the community

• Teachers have a better understanding on Education for DRR and are better equipped to integrate it into their lesson plans and student activities;

• Students have a better understanding, skills and attitudes towards disaster scenarios;

• Student and parents can easily apply local technologies for their survival and their greater comfort during the flood period;

• Students and parents have better life skills to aid their survival and well-being during the flood period;

• People from the community learn together how to live during the flood period; and

• All teachers, students, parents and community people are happy to participate in this project.

10. Plan for sustainability and plan for the future: 10.1 Plan for sustainability:

• Impart knowledge to students in their homework, and integrate this subject matter into their daily learning and school course work;

• Exchange the experiences of everyone in the school/community;

• Activate the student’s inner mind about the environment and the earth; and

• Share knowledge so those involved can collectively help preserve the environment.

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10.2 Plan for the future:

• School camps/workshops with parents and students on DRR and “save the earth activities”;

• Meetings with students and parents every year to share ideas about DRR;

• Develop more teaching activities related to education for DRR; and

• Select some students to be student leaders so they can impart their knowledge to younger students.

11. List of attachments (The following full attachments in Thai language can be downloaded

from the website - www.seameo.org). Attachment 1: School Lesson Plan and Activities Attachment 2: DRRM Manual for Communities, Teachers and Parents 12. Photos of the related activities

Wat Soumpouathong School

Students were brainstorming about how to survive happily

during the flood period Global warming chart developed by students

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Student Worksheets: Understanding about Disaster and Global Warming

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Outputs from the student group works

Presentation of students at the Parent Meeting

Posters to raise awareness on the disaster risk reduction management in the nearby community

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Innovative equipment by applying the local technologies, developed by parents and students.

1. Easy water filter

2. Recycled paper

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3. Convenient solar oven

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4. Easy hydroponics

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Appendix

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Appendix I: List of Entries The followings are the list of 70 entries from 69 schools in Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Vietnam. The best practices and projects on Education for Disaster Risk Reduction of the schools participated in this 2012 competition are shared on the SEAMEO website (www.seameo.org)

School City/

Province

Educational Level/ Number

of Students Project Name

INDONESIA (19 entries)

1. Al Azhar 9 Islamic Junior High School Kemang Pratama(SMP Islam AI Azhar 9 Kemang Pratama, Bekasi)

West Java Grade 7-9,

548 students

Safety Map Project: Education on Natural Disaster Preparedness and Building Students’ Awareness towards Disaster

2. Junior High School 26 Surabaya

Surabaya Grade 7-9,

966 students

Natural Disaster Risk Management Education and Simulation of Fire Fighting

3. MIN Jejeran (Jejeran State Islamic Elementary School)

Yogyakarta Grade 1-6,

388 students

Disaster is Not Our Enemy – Mobilising School Community to Implement Disaster Risk Reduction Efforts in MINJejeran

4. Perek Barat Elementary School

East Java Grade 1-6,

1,049 students

Minimizing the Flood Effect by Using Flood Detector

5. SD Muhammadiyah Pandes (Muhammadiyah Pandes Elementary School

Yogyakarta Grade 1-6,

116 students

School Based Disaster Risk Reduction

6. SDN 003 Balikpapan Selatan Balikpapan (Kalimantan Timur)

Grade 1-6,

980 students

The Participation of SDN 003 Balikpapan Selatan in Given Education for Disaster Risk Reduction in Balikpapan City especially and Kalimantan Island generally

7. SDN1 Balerante Jawa Tengah Primary Level,

106 students

It is the Common Lesson but DRR Material is the Core

8. SDN 2 Banda Aceh Banda Aceh Primary Level,

580 students

Primary Disaster Preparedness Schools

9. SDN2 Parangiritis Yogyakarta Grade 1-6,

196 students

SDN2 Parangtritis: Disaster Preparedness School

10. SMA Pertiwi 1 Padang Sumatera Barat Senior High School,

Kelompok Siaga Bencana Sekolah (KSBS) SMA Pertiwi 1 Padang

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School City/

Province

Educational Level/ Number

of Students Project Name

841 students

11. SMAN 1 Kretek Yogyakarta Grade 10-12,

305 students

Disaster Risk Reduction at SMA Negeri 1 Kretek, Bantul, Yogyakarta, Indonesia

12. SMKN 1 Balikpapan East Kalimantan

Technical Vocational High School,

1,961 students

Flood Avoidance in SMK Negeri 1 Balikpapan

13. SMKN 59 Jakarta (Vocational High School of 59)

Jakarta Senior Vocational High School,

415 students

Let’s Prepare for Disaster

14. SMKN Model Gorontalo (Model Vocational School)

Gorontalo Vocational High School,

365 students

Reduce the Risk of Natural Disaster Landslides and Flooding with Tree Planting and Hole Pore Land

15. SMPN 2 Imogiri Yogyakarta Junior High School (Grade10-12),

536 students

Education for Disaster Risk Reduction at SMPN2 Imogiri at the Year of 2012

16. SMPN 2 Mamuju Sulawesri Barat Junior High School,

1,019 students

Disaster Risk Reduction

17. SMPN 4 Denpasar Bali Junior High School,

1,470 students

The Implementation of ESD Activities at SMPN 4 DENPASAR

18. SMPN 11 Bandung Jawa Barat Junior High School,

n/a

School-Based Waste Management One Way to Reach Safe Schools, Clean and Healthy in SMP Negeri 11 Bandung

19. SMPN 17 Kendari

Kota Kendari Junior High School,

654 students

Local Quality of SMPN 17 Kendari which Born New Environmentalist to Tackle the Natural Disaster in SMPN 17 Kendari

LAO PDR (2 entries)

20. KM 38 Dhamma Centre Parkneum District

Non-formal Education,

200 students

How to Help One Self and the World from Catastrophe

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School City/

Province

Educational Level/ Number

of Students Project Name

21. Sathit Secondary School Vientiane Secondary Level,

1,762 students

Lok Nar Yu Douai Meu Khong Hao (Save World by Hands)

MALAYSIA (11 entries)

22. Canossian Convent Primary School

Johor Grade 1-6,

145 students

Proper Way in Disposal of Used Plastic Bags

23. Johor Bahru Religious National Secondary School (SMK Agama Johor Bahru)

Johor Secondary 1-5,

599 students

Education for Disaster Risk Reduction Programme

24. Ming Tee Primary School Sarawak Grade 1-6,

156 students

DIY Multi-purpose Plant Enzyme Product

25. Sekolah Kebangsaan Cator Avenue

Ipoh Primary Level,

711 students

Safety and Evacuation Procedures During a Fire

26. Sekolah Kebangsaan Sungai Banu Primary School

Perlis Grade 1-6,

280 students

Tsunami Disaster Education Awareness Programme

27. Sekolah Kebangsaan Tasek Permai

Pinang Kindergarten - Grade 6,

418 students

Plants vesus Water (A Greener Solution)

28. Sekolah Tengku Budriah Perlis Grade 1-6,

900 students

Flood Disaster Education and Awareness Programme (2012): Get Ready When It Comes!

29. SMK Bandaraya Kota Kinabalu

Sabah Secondary Level,

5,609 students

The Eco Green Wave Project

30. SMK Benoni Sabah Secondary Level,

1,014 students

The REACT Project (The Rewarding Environmental Awareness Triangle Concept Project)

31. SMK Matunggong Sabah Secondary Level Form 1-5,

587 students

Natural Disaster Preparedness Plan

32. SMK Seri Nibong Nibong Tebal Secondary Level Form 1-5,

780 students

Green School Project

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School City/

Province

Educational Level/ Number

of Students Project Name

MYANMAR (1 entry)

33. State High School No. 1 Kungyangon

Yangon Grade1-11,

1458 students

School Disaster Management Plan (SDMP) and Activities of the State High School No. 1 Kungyangon

PHILIPPINES (18 entries)

34. Abellana National School Cebu Secondary Level,

5,845 students

Motivating the Youth in Disaster Preparedness

35. Bonuan Buquig National High School

Pangasinan Secondary Level,

2,058 students

Safe Town, Prosperous Community

36. Cabasi STA. Rosa Elementary School

Iloilo Kendergarten 1- Grade 6,

566 students

Earthquake, Fire and Evacuation Safety Plan

37. Camotes National High School

Cebu Grade 7-10,

971 students

Disaster Risk Reduction through Red Cross Youth Movement

38. Caraga Regional Science High School

Surigao del Norte

Grade 7 to Fourth Year High School,

467 students

Project S.A.V.E.D. (School’s Advocates and Volunteers for Emergencies and Disasters)

39. Cotabato City Central Pilot School

Cotabato Kindergarten to Grade 6,

7,251 students

Earthquake Drill and Fire Drill

40. College of the Immaculate Conception-Grade School

Cabanatuan Nursery to Grade 6,

1,149 students

Project Alert: All Learners are Empowered and Resilient Transformators

41. Iligan City East High School (ICEHS) – Santiago Annex

Iligan Secondary Level,

513 students

Santiago High School Disaster Risk Reduction Management Programme

42. Iliranon Elementary School Negros Occidental

Kindergarten to Grade 6,

439 students

“IDEP” - Illiranan Disaster Eductaion Programme and “SPAPED”- School and Community Always Prepared and Equipped for Disaster

43. J Marquez Elementary School

Cotaboto Elementary Level,

1,712 students

JMES Flexicurriculum As Innovation to Basic Education during Disaster

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School City/

Province

Educational Level/ Number

of Students Project Name

44. La Curva Elementary School Mindoro Kindergarten to Grade 6,

495 students

Program HELP (Holistic Edutainment for Learning and Promotions)

45. Miriam College High School Quezon City Secondary Level,

2,021 students

The Extent of Integration of Environmental Education in the Curriculum of Miriam College High School: An Evaluation, MCHS Crisis Management Plan, Emergency Drills (Earthquake and Fire) and Enrichment through Seminars/Workshops

46. Noorul Eilm Academy, INC Cotabato Kindergarten to Grade 5 and Technical Vocation Level,

291 students

Disaster Risk Reduction Advocacies through Education towards Income Generating Activities

47. Philippine Normal University – Center for Teaching and Learning

Manila Kindergarten 1 to Grade 10,

496 students

DRR for ESD at CTL

48. Surigao City pilot School Surigao City Kindergarten 1 to Grade 6,

2,658 students

Project A.L.E.R.T (Awareness and Readiness in case of Fire, Landslide, Earthquake, Tsunami and Typhoon)

49. Tabaco National High School Tabaco City Grade 7 to Fourth Year High School,

6,300 students

Project Rain Gauge

50. Tibagan National High School (TNHS)

Bulacan Grade 7 to Year II to IV,

1,274 students

School Hydrological Information Network (SHINe)

51. Venancio Siarza Memorial Elementary School

Mindanao Kindergarten to Grade 6,

122 students

OPLAN: Operation Planning: Earthquake Awareness, Away from Risks

THAILAND (12 entries)

52. Ammartpanichnukul School Krabi Province Grade 7-12,

2,884 students

More O2 Less Co2

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School City/

Province

Educational Level/ Number

of Students Project Name

53. Anubanpinitwittaya Lampang School

Lampang Province

Kindergarten 1-3,

452 students

Education of Disaster Risk Reduction

54. Bangphonua School Pathum Thani Province

Kindergarten 1 to Grade 6,

123 students

Bangphonua School - Life and Living with Water Model

55. Banmuangsampee School Lamphun Province

Kindergarten 1 to Grade 6,

262 students

Education Management Programme for Disaster Risk Reduction of Banmuangsampee School

56. Bangrakam School Phitsanulok Province

Kindergarten 1 to Grade 9,

450 students

Flooding Preparedness Programme

57. Jirasart Whittaya School Phra Nakhon Si Ayutthaya Province

Kindergarten 1 to Grade 9,

3,645 students

Nam Tuam – Rong Rian Ma Hat Sa Jan (Flood –our School is a Wonderland)

58. Kasintorn Academy Bangkok Nursery to Grade 12,

700 students

Disaster Risk Reduction Program by Kasintorn Academy

59. Lampang Wittaya School Lampang Province

Kindergarten 1 to Grade 6,

590 students

Study on Landslide and Flood in Lampang Province, Northern Thailand

60. Rongkham School Kalasin Province

Grade 7-12,

2,115 students

Pre-preparation to Ready with the Disaster Project (Moon and Chi River to Cognizant the Way to Save the Water Floods by the Youth Club)

61. Rongkham School

Kalasin Province

Grade 7-12,

2,115 students

Robot Warning to the Disaster Project

62. Wat Soumpouathong School Suphan Buri Province

Kindergarten to Grade 6,

88 students

Life Happiness with the Natural base on Local Technology

63. Wat Toomhoo School Sing Buri Province

Kindergarten to Grade 9,

141 students

Student’s Skills Development for Spending Lives Effectively during Flooding Disaster

VIETNAM (7 entries)

64. Ben Tre City Secondary School

Ben Tre Province

Grade 6-9,

1,718 students

Small Soldiers of Sacred Forest

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School City/

Province

Educational Level/ Number

of Students Project Name

65. Hung Hoi Secondary School Bac Lieu Province

Grade 6-9,

477 students

Flood Control Plan of Hung Hoi Secondary School

66. Ly Tu Trong Secondary School

Qang Nam Province

Grade 6-9,

1,320 students

The Technique of Crawling Swimming and the Play -Let’s Make Children Laugh

67. Nguyen Du Secondary School

Ho Chi Minh City

Grade 6-9,

n/a

Let’s Hold Hands Reducing the Risk and the Damage of Natural Disasters

68. Nguyen Quang Dieu High School for Gifted

Dong Thap Province

n/a How We Can Prevent the Disaster?

69. Phan Boi Chau Junior High School

Dong Thap Province

n/a Educating Students to Prevent Natural Disaster

70. Ah Thanh 3 Primary School Dong Thap Province

Elementary Level Sustainable Education Development

Country outside Southeast Asian Region (1 entry)

71. Global Indian International School

Rajasthan, India

K1-K10,

282 students

Japan’s the Land of Rising Hope

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Appendix II Judging Committee of the 2012 SEAMEO-Japan ESD Award

Chairman: Dr Witaya Jeradechakul Director, SEAMEO Secretariat

Members: 1. Expert on ESD and Education for Disaster Risk Reduction from Japan

Prof Dr Kazuyuki Mikami President Miyagi University of Education, Sendai, Japan

2. Expert on ESD from Southeast Asian Region Dr Art-ong Jumsai Na Ayudha Director of the Society for the Preservation of Water, Thailand Director of the Institute of Sathya Sai Education, Thailand Chief Administrator of the Sathya Sai School, Thailand Official Trainer of Teachers for the Ministry of Education in Human Values Education Thailand

3. Representative from the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan

Mr Takashi Asai Director, Office for International Cooperation, International Affairs Division, Minister’s Secretariat, Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan

4. Representative from UNESCO Asia and Pacific Regional Bureau for Education (Bangkok)

Mr Danilo Padilla ESD Programme Coordinator and Liaison Officer UNESCO Asia and Pacific Regional Bureau for Education (Bangkok)

5. Representatives from SEAMEO Dr Handoko Deputy Director (Programme and Development), SEAMEO Secretariat Dr Tinsiri Siribodhi Deputy Director (Administration and Communications), SEAMEO Secretariat

Coordinators: Ms Piyapa Su-angavatin, SEAMEO Secretariat, Thailand

Ms Yuriko kawakubo, MEXT, Japan

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Organizers and Partners

In 2002, Japan proposed at the World Summit on Sustainable Development that the ten years from 2005 be established as the “Decade of ESD (DESD)”. This proposal was adopted unanimously by the UN General Assembly in the same year.

In addition, MEXT proposed ESD as one of the most important educational principles in Japan in the Basic Plan for the Promotion of Education. Moreover, this principle was incorporated into the revised Courses of Study in order to enable the provision of education in line with the concept of ESD to elementary, lower secondary, and upper secondary schools throughout Japan.

MEXT and the Japanese National Commission for UNESCO place 2UNESCO Associated Schools as the base for ESD promotion, and the two partners are making determined efforts to increase the number of member schools (550 member schools as of December 2012).

Moreover, Guidelines for the UNESCO Associated Schools were drawn up in August 2012 in order to secure the quality of these schools.

Furthermore, UNESCO and the Government of Japan will jointly host the UNESCO World Conference on Education for Sustainable Development (ESD) in Aichi-Nagoya and Okayama in November 2014, which is the final year of the DESD. www.mext.go.jp/english/

The Southeast Asian Ministers of Education Organization (SEAMEO) is an regional intergovernmental organization established in 1965 among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

Its 11 Member Countries include Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor Leste and Vietnam. It embodies 8 Associate Member Countries: Australia, Canada, France, Germany, the Netherlands, New Zealand, Spain and United Kingdom; and three Affiliate Members, namely the International Council for Open and Distance Education (ICDE), the University of Tsukuba, Japan and British Council.

Over the past four decades, SEAMEO has developed 20 specialist institutions throughout Southeast Asia which provide regional leadership in human resource development and diverse expertise that they offer in education, health, environment, and agriculture and natural resources.

As an organization that has continued to nurture human capacities and explored the peoples’ fullest potential, the SEAMEO maintains its work and aspirations for development with peoples of the region to make lives better in quality and equity in education, preventive health education, culture and tradition, information and communication technology, languages, poverty alleviation and agriculture and natural resources. www.seameo.org

2 UNESCO Associated Schools are schools that have been certified by UNESCO because they offer education in international understanding and environmental education in order to realize UNESCO’s key principles.

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Since 1961, UNESCO Bangkok, the Asia-Pacific Regional Bureau for Education and Cluster Office for the six “Mekong” countries, Thailand, Myanmar, Lao PDR, and Singapore, and indirectly through UNESCO country Offices in Hanoi and Phnom Penh, promotes peace and human development through education, sciences, culture, communication and information.

UNESCO Bangkok works closely with Governments, National Commissions and other governmental and non-governmental partners on making development sustainable and profitable for everyone in a culture of peace and human rights. As Regional Bureau for Education, UNESCO Bangkok provides strategic expertise, advisory, monitoring and evaluation functions to Member States, other UNESCO Field Offices and UN Country Teams in the area of Education. As Cluster Office, UNESCO Bangkok covers all UNESCO mandates: education, sciences, culture, communication and information. www.unescobkk.org/

As a company supported by its customers and society, the Bank of Tokyo-Mitsubishi’s programme is “enhancing and nurturing society’s next generation” and “addressing global environmental issues” in its corporate social responsibility activities. BTMU is promoting ESD as one of the key areas in “nurturing society’s next generation” and it is conducting two projects in cooperation with the National Federation of UNESCO Associated in Japan as follows:

1) Supporting UNESCO Associated Schools This project supports UNESCO Associated Schools’ effectiveness to utilise and promote ESD. 1.1 UNESCO Associated Schools ESD Assist Project

A fund to cover the purchase of educational materials for ESD education activities is provided to UNESCO Associated Schools in Japan.

1.2 ESD International Exchange Programme This programme provides the opportunity for more intensive ESD learning through educational exchanges at overseas educational facilities. UNESCO Associated School students are sent on foreign study trips so that they can increase their ESD knowledge base through interaction with foreign students and teaching staff and learning at overseas educational institutions.

2) Save Our Common Treasures of the Earth This programme aims to nurture young people’s sustainable sensitivities through activities that introduce them to nature, within the confines of ESD policy, so that they can pass onto future generations the common heritage of mankind. To achieve this, the following projects have been created:

2.1 Provision of Educational Materials on the Environment The supply of ESD educational materials to schools helps students learn about environmental issues in a more fun and productive way.

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2.2 Painting competitions Staging painting contests under the theme of nature is a creative and effective approach to increasing environmental awareness. This facet of ESD education has been staged for over thirty years.

2.3 Planting Activity around the Shirakami Mountains World Heritage Site One hundred thousand trees have been planted over the last five years at the Shirakami Mountains World Heritage Site. The aim of this activity is to pass onto future generations an area of natural beauty that also adheres to ESD principles such as the prevention of soil erosion and the absorption of detrimental carbon dioxide.

www.bk.mufg.jp/english/

ESD International Exchange Programme Tree-planing Activity