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7/28/2019 Solexchange Ssa

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Query: Integrating Disaster Risk Reduction in Sarva Shiksha Abhiyan- Advice; Experiences

Compiled by G Padmanabhan, Resource Person; Anand Kumar, Coordinator; and Nupur Arora

and Sudakshina Mallick, Research Associates

Issue Date: 31 October 2008

FromAmit Tuteja, SEEDS (for National Alliance for Disaster Risk Reduction),New DelhiPosted 13 October 2008

The National Alliance for Disaster Risk Reduction (NADRR) was formed in 2007 with an aim to bringtogether regional, national and local stakeholders in order to integrate Disaster Risk Reduction (DRR)concerns into mainstream development planning and actions on the ground. As part of the allianceactivities, it has taken up a grassroots campaign titled, Demystifying DRR, where in the alliance with

its constituent members would learn, share, guide, advocate and partner to promote disaster resilientprogrammes and policies that enhance capacities of vulnerable communities.

In view of this NADRR has initiated the Action Group on Collaborative Efforts for Disaster Risk Reduction:Demystifying DRR with the Disaster Management Community of Solution Exchange. Among otheractivities planned, we wish to generate discussion on possibilities of integrating DRR with ongoing

programmes of Government of India.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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And as a first step, we would like to carry out a discussion on Sarva Shiksha Abhiyan (SSA). Out ofvarious components of SSA and National Curriculum Framework (NCF), the Alliance (NADRR) would liketo explore possibilities of integrating disaster risk reduction in the following:

Formal inclusion of Disaster Risk Education in curriculum, like inclusion of life skills, practical trainings(Mandate of NCF)

Focus on special groups, including participation of children with special needs, in DRR and developing

IEC material on safety and disaster mitigation/ risk reduction Maintenance and repair of school buildings, also including construction of model school design,restoration and retrofitting, considering various hazards and vulnerable zones in India

Facilitating teacher orientation and training on disaster risk reduction through the Block ResourceCentres/CRCs

Effective involvement of DM related agencies, School Management Committees and Parents Teachers

Associations, Village/ Urban slum level Education Committees etc.In this regard, we would request members to:

What suggestions/guidance can you provide on how best to integrate DRR components into SSA (inthe above mentioned areas)?

What experiences have you had including DRR components into SSA activities for various

stakeholders (including any challenges faced)?Based on the feedback received from members, the NADRR would prepare a comprehensive note to beput forth for consideration to the Government of India.

Responses were received, with thanks, from

1. Sarat Panda, GoI- UNDP Disaster Risk Management Programme, New Delhi2. Abhishek Mendiratta, Independent Consultant, New Delhi3. Sanjaya Bhatia, World Bank, USA4. U. C. Pandey, Indira Gandhi National Open University (IGNOU) Regional Centre, Jabalpur5. Johnson Rhenius Jeyaseelan, WaterAid India, Bhopal6. Praveen Srivastava (Retd Lt. Col.)., Tranzlease, Pune7. Jyotsna Bapat, Independent Senior Consultant, New Delhi8. V. Palaniappan, Centre For Ecology and Research, Thanjavur, Tamil Nadu9. Ravishwar Sinha, Independent Consultant, New Delhi10.Ranjini Mukherjee,UN/ISDR-UNDP, New Delhi11.Venkatesh P., Sri Siddhartha Medical College, Tumkur12.Syama Prasad Datta, P. N. Das College, Palta and KAIKALI JIBANDISHA, West Bengal13.Arun Jindal, Society for Sustainable Development, Karauli, Rajasthan14.Lalit Mohan Mishra, YOJANA, Puri, Orissa15.Nagesh Tekale, NAVDRUSHTI, Mumbai16.Mahesh Arora, Anubhooti Society, Jaipur17.Ashok Ghule, GoI-UNDP Disaster Risk Management Programme, Thane18.Subir Shukla, Independent, New Delhi19.Prasad Sankpal, GoI-UNDP Disaster Risk Management Programme, Kolhapur20.Bhasker Bhatt, WAPCOS (I) Limited, Surat21.Naaz Khair, Independent Consultant, New Delhi22.Meena Raghunathan, GMR Varalakshmi Foundation, Hyderabad23.B. L. Kaul, Society for Popularization of Science and Progressive Educational Society,

Jammu24.Mini Shrinivasan, Independent Consultant, Pune25.Kiran Dasaranna Mattegunta, Independent, Hyderabad


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26.Shalina Mehta, Punjab University, Chandigarh27.Nupur Arora, United Nations Development Programme (UNDP), New Delhi** Offline Contribution

Further contributions are welcome!

Summary of ResponsesComparative ExperiencesRelated ResourcesResponses in Full

Summary of Responses

The query on Integrating Disaster Risk Reduction (DRR) in Sarva Shiksha Abhiyan (SSA) drew a surgeof insightful responses. Members welcomed the idea of integrating DRR into SSA and offered various

suggestions on how best to integrate DRR components into SSA, shared experiences integrating DRR intoSSA activities, and highlighted the need to develop a proper framework and implementation strategy.

On formallyincluding disaster risk reduction education in school curriculum, respondents stressedthe necessity of incorporating disaster management (DM), and felt there is space within existingcurriculum to make linkages to DM. There is a variety of options regarding how to do this, such asteaching it as a separate subject, studying it with other subjects, or covering in as an extracurricular.

Members argued that DM is best viewed as a life skill and has maximum impact when taught throughhands-on learning and experimentation, rather than teaching it solely as an academic subject. Therefore,they suggested carrying out disaster preparedness programmes, including mock drills, first aid, searchand rescue, swimming and crowd management training. Another idea mentioned was to integrate DMinto the activities of the Boy Scouts/Girl Guides, National Cadet Core and National Service Scheme.

Discussing how to assess students understanding of DM, members pointed out that 'disasterpreparedness and life skills' are not areas that can be 'tested for marks,' but felt that the science ofdisasters may be dealt with at an appropriate level in science and social science courses.

Discussants shared various experiences integrating DM in school curriculum, such as in Shimla, wherean NGO successfully used informal teaching aids to educate schoolchildren and an NGO in Uttarakhandthat conducts regular mock drills and trains teachers on DM in primary schools. Additionally, in Delhi aschool introduced DM as an extra-curricular activity and trained other schools on DM and preparedness.

The discussion on maintenance and repair of school buildings, including construction of modelschools, restoration and retrofitting based on the various hazards and vulnerability, focused on how todesign and construct safe schools. Members were unsure if all states are following the necessary safety

norms while constructing schools under SSA. Therefore, they recommended taking up this matter at thepolicy level to ensure proper enforcement of safety norms under SSA. Some states, such as UttarPradesh have taken the lead on constructing safe school buildings following the hazard zones.

Respondents also advised including child friendly features and spaces in school buildings. Additionally,they advised designing disable friendly buildings and making emergency exits mandatory in all schools.Further, for the fabrication of building and furniture, they recommended using locally available materialand resources. Pointing out the importance of site selection, they suggested giving due importance to it.Discussants also felt school construction could serve as a technology demonstration.


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Sharing examples, members mentioned that in Tamil Nadu, after the 2004 Tsunami, an NGOsuccessfully built child friendly houses and integrated child development service centers into their

reconstruction efforts. Another experience from Tamil Nadu highlighted unintended consequences ofpoor planning. Following the Tsunami, upgrading of schools in a village in Cuddalore district hadunintended negative impact on the mitigation friendly feature of the school. Thus, they advised designing

schools in a way that does not become a hindrance to traditional mitigation and preparedness efforts.

Respondents also highlighted the challenges involved with incorporating structural safety measures inschool buildings, noting that adjusting to cost escalations and ensuring construction follows the originaldesign are major obstacles.

Stressing the need for community involvement in preparation of design, management and executionof the building development programme, members cited a successful SSA initiative, where the DistrictPrimary Education Programme engaged in a decentralized planning process and involved thecommunity in the construction work. They also recommended training Village Civil Works Committee(VCWC) members on safe construction techniques and orientating them on how to build safe schools,since they are responsible for monitoring construction and repair work of schools. Additionally, theysuggested having a third party agency to carry out timely safe school audits in government and private

schools to reduce the risk of unsafe schools.

Respondents felt it is important to facilitate teacher orientation and training on DRR, andhighlighted the successful efforts of the Government of India-United Nations DevelopmentProgramme (UNDP) Disaster Risk Management Programme to train and build the capacity ofteachers under SSA on school safety. Along with training teachers, members suggested capacity buildingprogrammes for other key players in education including staff from the State Council of EducationResearch and Training; District Education Research and Training; District Project Coordinator (SSA);engineer responsible for civil work; members of Village Education Committee (VEC), block resourcecentre and cluster resource centre staff; Siksha Sahayaks; Anganwadi workers and masons. Moreover,they noted that the 73rd Amendment states the responsibility for ensuring universal access to elementaryeducation may be conferred to the Panchayati Raj Institutions (PRI), therefore it is essential that theircapacity be developed as well.

Understanding the difficulty in requiring teachers to travel to receive training, discussants recommendedexploring the possibility of utilizing information communication technology (ICT) tools. For example,Indira Gandhi National Open University has used innovative efforts to train teachers through its DistanceEducation Programmes. Another idea was to train students on DRR using ICT and HAM radios, andsuggested using schemes like the Member of Parliament Local Area Development Division (MPLAD) toaccess funding for such trainings. Finally, noting the heavy workload of teachers members advisedincorporating DRR trainings with the routine training programmes.

Commenting on how to involve DM related agencies, School Management Committees, ParentsTeachers Associations (PTAs) and VECs in the process of incorporating DRR components into SSAactivities, discussants felt linking Disaster Management Committees with VECs, PTAs, Mother-Teacher

Associations and VCWCs was essential. They also suggested training VECs on DRR concept andoperations to make them the focal point for disaster safety equipment in their area.

Finally, respondents advised adding road safety into the curriculum of SSA, to ensure students learn howto protect themselves from all forms of hazards.

Overall, members felt SSA has a major role to play in integrating DRR into school curriculum andimplementing it in the field, and stressed the need for advocacy campaigns on safe school concepts atthe national and state level.


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Comparative Experiences

Uttar Pradesh

Orinentation Efforts Helo Ensure School Safety (from Sarat Panda, GoI- UNDP Disaster RiskManagement Programme, New Delhi)To integrate earthquake resistant design into the construction of new buildings under SSA, theElementary Education Department orientated 500,000 teachers and para-teachers on safety measures,conducted emergency drills and retrofitted one school building. This helped the Government tomainstream the concept "DRR for safer schools" and make additional allocations under SSA forconstructing new school buildings, which conformed to safety norms.

UttarakhandFromNupur Arora, United Nations Development Programme, New Delhi

Training Teachers on Disaster Preparedness, Uttarkashi and Tehri Districts

RELK runs 16 primary schools for the children from marginalized, SC/ST hill communities in the Chakrataregion. Although disaster management in not in the formal school curriculum, they conduct regular mockdrills, and have trained and sensitized sixty RLEK teachers on Disaster Mitigation and Management. RELKhas also made provisions for two exit doors in each classroom. Read moreDelhi

Disaster Management Education as an Extra-Curricular Activity, New Delhi

Sadhu Vaswani International School for Girls is successfully teaching disaster management as an extra-curricular activity to students in senior secondary classes. Because of their efforts, Vellore Institute ofTechnology, which is the agency for training schools on disaster management, has identified this schoolas a training hub to train other schools on DM. Read more

Himachal Pradesh

Earthquake Safety InitiativeThe NGO SEEDS successfully carried out a project called the School Earthquake Safety Initiative. Theyused informal teaching aids such as activity books, cards, board games and audio-visual material toeducate schoolchildren on disaster risk reduction. As a result of the project SEEDS learned that informalteaching methods are far better in terms of attracting attention and interest of school authorities andchildren than traditional methods. Read more

Tamil Nadu

Child Friendly Houses Built Following the Tsunami, Nagapattinum

Save the Children through its Tsunami response programmme made child friendly houses and established97 integrated child development service centres in Tamil Nadu and Andaman Islands. The centres haveregion specific disaster resistant features as well as child friendly features to enable children to use thepremises effectively. Read morePost-Tsunami Reconstruction Alters Traditional Mitigation Feature, CuddalorePost-Tsunami upgrading of schools had an unintended negative impact the mitigation friendly features

established before the disaster. Pre-Tsunami children sat on the floor, but after the Tsunami, long
mailto:[email protected]:[email protected]


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benches were put classrooms- severely limiting the amount of open space. Villagers revealed that it waseasier to find shelter in the school when it had floor sitting.

Madhya Pradesh

Using ICTs to Train Teachers, Jabalpur(from U. C. Pandey, IGNOU Regional Centre, Jabalpur)

IGNOU has extensively usied various technologies like telecasts, interactive video conferencing andinteractive radio transmissions for educating and training teachers. They have also used methods likesynchronized telecasting with regular classroom based teaching learning practices particularly keeping inmind the problems of remote and rural tribal set ups where the availability of teachers and schoolinfrastructure is in poor shape.Read more

Multiple States

Training and Capacity Building of Teachers and Students (fromSarat Panda, GoI- UNDP DisasterRisk Management Programme, New Delhi)Under the GoI-UNDP Disaster Risk Management Programme, initiatives for training capacity building ofstudents and teachers under SSA on various aspects of school safety have been taken up. Block andCluster Resource Coordinators have been trained on how to develop a school safety plan. Also the

Education Department has taken up initiative to integrate DM in Primary Teachers Training Curriculum.

Community Involvement Model Increases Participation in the Planning and ImplementationProcess (fromNupur Arora, United Nations Development Programme, New Delhi)Under a SSA initiative, the District Primary Education Programme used a decentralized planning processto involve community members in local construction projects. Village Education Committees were formedwith teachers, parents, villagers, elected ward members, the Sarpanch and members of the MahilaSamooh. Then local people were trained to take responsibility for designing, managing and executingbuilding development programmes in their village. The model was quite successful in certain states.

Related Resources

FromAmit Tuteja, SEEDS, New Delhi

Collaborative Efforts for Disaster Risk Reduction: Demystifying DRRPresentation; by Manu Gupta; SEEDS; New DelhiAvailable at http://www.solutionexchange-un.net.in/drm/resource/res13020805.ppt (PDF Size: 253 KB)

Explains the rationale for a campaign to include disaster management in all areas of developmentactivities and for establishing cross-linkages with the education sector

Safe Schools for the Community: Earthquake Resistant School Buildings in Uttar Pradesh(fromSanjay Bhatia, World Bank USA)Article; GOI- UNDP Disaster Risk Management Programme, UNDP

Available at www.solutionexchange-un.net.in/drm/cr/res13100801.doc (Doc Size: 51 KB)Discusses the plan to require earthquake resistant designs for all new buildings constructedunder Sarva Shiksha Abhiyan (SSA) by Government of Uttar Pradesh.

Rajiv Gandhi Project- A Pilot to Provide Education Through Massive Satellite ConnectivityUpto Grassroot Level (fromU. C. Pandey, IGNOU Regional Centre, Jabalpur)Article; Indira Gandhi National Open University; New DelhiAvailable at http://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htm
mailto:[email protected]:[email protected]://www.solutionexchange-un.net.in/drm/resource/res13020805.ppthttp://www.solutionexchange-un.net.in/drm/cr/res13100801.docmailto:[email protected]://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htmhttp://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htmmailto:[email protected]://www.solutionexchange-un.net.in/drm/cr/res13100801.dochttp://www.solutionexchange-un.net.in/drm/resource/res13020805.pptmailto:[email protected]:[email protected]


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Describes use of innovative methods like telecasts and synchronizing it with regular class roombased teaching learning practices . Can be used for teachers training under SSA.

Manual on Environmental Health in Emergencies and Disaster (from Venkatesh P., SriSiddhartha Medical College, Tumkur)Manual; World Health Organization (WHO); New Delhi

Available at http://www.whoindia.org/linkfiles/publications_water_sanitation_chapter01.pdf (PDF Size:30.12 KB)

Provides guidance on environmental health actions necessary for disaster prevention,preparedness, response and recover. .Similar manuals can be made on disaster safety.

FromSudakshina Mallick, Research Associate

Comprehensive School Safety PlanBill; District Administration Indore; Madhya PradeshAvailable at http://indore.nic.in/Earthquake/ssp.pdf(PDF Size: 299.19 KB)

Bill includes an assessment of school climate and safety, disaster preparedness, school disciplineplan and school safety action plans in Madhya Pradesh.

Safe Learning- Safe CitizensBooklet; United Nations Development Programme (UNDP); Chennai

Available at http://www.un.org.in/untrs/reports/safelearningbook.pdf(PDF Size: 2.96 MB)Booklet contains information on the role of students in school safety initiatives, reduction ofstructural and non-structural hazards and school safety plan preparation.

FromNupur Arora, Research Associate

Childrens Right to a Safer School: Lessons from AsiaJournal; Southasiadisasters.net; May 2007Available athttp://www.southasiadisasters.net/downloads/snet/30%20Sad.net%20school%20safety%20campaign.pdf(PDF Size 368 KB)

Page 10 of the document provides a general framework for a disaster risk reduction programmein education and specifically discusses the school safety programmes in Tamil Nadu

Disability ActProvisions; by Ministry of Social Justice and Empowerment; New Delhi; Feb 7, 1996;Available at http://socialjustice.nic.in/disabled/act.htm#topact (HTML)

Act provides both preventive and promotional aspects of rehabilitation including mandatoryeducational and safety entitlements for disabled children

Delhi Schools Get Ready with Disaster Management PlansArticle; UNDP; India;Available at

http://www.undp.org/cpr/disred/documents/news/2005/may/india240505.pdf?OpenDocument&rc=3&cc=geo (PDF 136KB)

Article describes the manner in which private and public schools in Delhi have initiated their owndisaster management plans to confront emergencies.

Disaster Management Plans for Schools in MumbaiArticle; by Basu. Mihika; Indian Express; Mumbai; May 20, 2007;Available at http://cities.expressindia.com/local-news/fullstory.php?newsid=237188 (HTML)
http://www.whoindia.org/linkfiles/publications_water_sanitation_chapter01.pdfmailto:[email protected]://indore.nic.in/Earthquake/ssp.pdfhttp://www.un.org.in/untrs/reports/safelearningbook.pdfmailto:[email protected]://www.southasiadisasters.net/downloads/snet/30%20Sad.net%20school%20safety%20campaign.pdfhttp://www.southasiadisasters.net/downloads/snet/30%20Sad.net%20school%20safety%20campaign.pdfhttp://socialjustice.nic.in/disabled/act.htm#topacthttp://www.undp.org/cpr/disred/documents/news/2005/may/india240505.pdf?OpenDocument&rc=3&cc=geohttp://www.undp.org/cpr/disred/documents/news/2005/may/india240505.pdf?OpenDocument&rc=3&cc=geohttp://cities.expressindia.com/local-news/fullstory.php?newsid=237188http://cities.expressindia.com/local-news/fullstory.php?newsid=237188http://www.undp.org/cpr/disred/documents/news/2005/may/india240505.pdf?OpenDocument&rc=3&cc=geohttp://www.undp.org/cpr/disred/documents/news/2005/may/india240505.pdf?OpenDocument&rc=3&cc=geohttp://socialjustice.nic.in/disabled/act.htm#topacthttp://www.southasiadisasters.net/downloads/snet/30%20Sad.net%20school%20safety%20campaign.pdfhttp://www.southasiadisasters.net/downloads/snet/30%20Sad.net%20school%20safety%20campaign.pdfmailto:[email protected]://www.un.org.in/untrs/reports/safelearningbook.pdfhttp://indore.nic.in/Earthquake/ssp.pdfmailto:[email protected]://www.whoindia.org/linkfiles/publications_water_sanitation_chapter01.pdf


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Article outlines the process in which schools in Mumbai have initiated the school disastermanagement plan under the leadership of the Brihanmumbai Municipal Corporation

Improving School Earthquake Safety in IndiaArticle; by Rodgers. Janise; GeoHazards International; Organization for Economic Co-operation andDevelopment ; United States; Publication date;

Available at https://www.oecd.org/document/40/0,3343,en_2649_35961311_38525544_1_1_1_1,00.html(HTML)

Article describes the initiative by GeoHazards International to provide an earthquake-safelearning environment for the Ludlow Castle School in Delhi.

Non-Structural Risk Reduction Measures in SchoolsPictoral Presentation; by Delhi Disaster Management Authority; New Delhi;Available at http://www.quakesafedelhi.net/trial/NSM1.pdf(PDF 323.14KB)Outlines non-structural mitigation measures, which includes information on gadgets that would minimizeloss of property, exit routes and equipments that are more suitable.

Disaster Management in Education- National Perspective (from Sudakshina Mallick, ResearchAssociate)PowerPoint presentation; by Bhanja. Dillip Kumar; GOI-UNDP Disaster Risk Management Programme;Publisher; New Delhi;

Available athttp://disastermgmt.bih.nic.in/PPT%20Slides/Disaster%20Management%20in%20Education.ppt (PPT7.77 MB)

Presentation on the importance of disaster management in school education covering issues ofschool safety initiatives undertaken by the government and NCERT.

Recommended Organizations and Programmes

FromAmit Tuteja, SEEDS, New Delhi

National Alliance for Disaster Risk Reduction (NADRR), New Delhi15 A, DMA Building, Sector 4, R. K. Puram, New Delhi 110063; Tel: 91-11-26174572;[email protected]; http://www.nadrrindia.org/resources.html

Works towards integrating disaster risk reduction (DRR) concerns into mainstream developmentplanning (including in the education sector), a flagship programmes of the government.

Sarva Shiksha Abhiyan (SSA), Department of School Education and Literacy, New DelhiMinistry of Human Resource Development, Government of India, Shastri Bhavan New Delhi-110001; Tel:91-11-23383226; Fax: 91-11-23381355; [email protected]; http://ssa.nic.in/index.html; Contact SarupVrinda; Joint Secretary; Tel: 91-11-2338322

Government programme for universalization of elementary education that emphasizes issuesrelated to physical infrastructure and educational facilities, including safety measures.

(fromSarat Panda, GoI-UNDP Disaster Risk Management Programme)

Government of India-United Nations Development Programme (UNDP) Disaster RiskManagement Programme, New Delhi55 Lodhi Estate, Post Box No. 3059, New Delhi 110003; Tel: 91-11-46532333; Fax: 91-11-

24627612;[email protected]; http://www.undp.org.in/index.php?option=com_content&task=view&id=80&Itemid=163ebsite
https://www.oecd.org/document/40/0,3343,en_2649_35961311_38525544_1_1_1_1,00.htmlhttp://www.quakesafedelhi.net/trial/NSM1.pdfmailto:[email protected]://disastermgmt.bih.nic.in/PPT%20Slides/Disaster%20Management%20in%20Education.pptmailto:[email protected]:[email protected]://www.nadrrindia.org/resources.htmlmailto:[email protected]://ssa.nic.in/index.htmlhttp://[email protected]/http://www.undp.org.in/index.php?option=com_content&task%20=view&id=80&Itemid=163ebsitehttp://www.undp.org.in/index.php?option=com_content&task%20=view&id=80&Itemid=163ebsitehttp://www.undp.org.in/index.php?option=com_content&task%20=view&id=80&Itemid=163ebsitehttp://www.undp.org.in/index.php?option=com_content&task%20=view&id=80&Itemid=163ebsitehttp://[email protected]/http://ssa.nic.in/index.htmlmailto:[email protected]://www.nadrrindia.org/resources.htmlmailto:[email protected]:[email protected]://disastermgmt.bih.nic.in/PPT%20Slides/Disaster%20Management%20in%20Education.pptmailto:[email protected]://www.quakesafedelhi.net/trial/NSM1.pdfhttps://www.oecd.org/document/40/0,3343,en_2649_35961311_38525544_1_1_1_1,00.html


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Aims to reduce vulnerabilities of communities at risk to natural disasters in 169 multi-hazardprone districts in 17 States, has taken initiatives to include DRR into SSA agenda in some states.

State Council of Educational Research and Training, New DelhiVarun Marg, Defence Colony, New Delhi 110024; Tel: 91-11-24331355; http://www.scertdelhi.org/

Autonomous government body for admission, curriculum construction, examination and

certification of the pre-service training programme for elementary school teachers under SSA.

FromAbhishek Mendiratta, Independent Consultant, New Delhi

Central Board of Secondary Education, New DelhiCentral Board of Secondary Education, PS-1-2, Institutional Area, I. P. Extn. Patparganj, New Delhi110092; Tel: 91-11-22239177-80; Fax: 91-11-22248990; [email protected] ;http://cbse.nic.in/welcome.htm; Contact. Vineet Joshi; Secretary; Tel: 91-11-22023737; [email protected]

Board focuses on innovations in teaching-learning methodologies, examination reforms andpublishes textbooks on disaster management for school children.

School Safety Initiative, SEEDS, New Delhi15 A, Institutional Area, Sector IV, R.K. Puram, New Delhi 110022; Tel: 91.11.26174272; http://www.seedsindia.org/schoolsafety/prm.pdf(PDF, Size: 147 KB)

Facilitates rural and urban schools to prepare their own school disaster management plans toensure seismic safety in schools and create a disaster resilient community.

Member of Parliament Local Area Development Division (MPLAD) Schemes, Ministry ofStatistics and Programme Implementation, New Delhi (fromV. Palaniappan, Centre For Ecologyand Research, Thanjavur, Tamil Nadu)Sardar Patel Bhawan, Parliament Street, New Delhi 110001; [email protected];http://mplads.nic.in/tsunami_statesel.htm

Provides information on availability of funds for disaster management in different states and thestatus of work completed in Tsunami affected areas

Educational Consultants India Limited (Ed.CIL), Uttar Pradesh (from Ranjini Mukherjee,UN/ISDR-UNDP, New Delhi)Ed.CIL House, 18 A, Sector 16 A, Noida 201301 Uttar Pradesh; Tel: 91-120-2512001-06; Fax: 0091-120-2515372; [email protected]; http://www.edcil.co.in/

Organization offers consultancy services in all areas of education including the incorporation ofdisaster management and facilitates the implementation of SSA.

Centre for Environment Education (CEE), Ahmedabad (from Meena Raghunathan, GMRVaralakshmi Foundation, Hyderabad)Nehru Foundation for Development, Thaltej Tekra, Ahmedabad 380054 Gujarat; Tel: 91-79-26858002;Fax: 91-79-26858010; [email protected]; http://www.ceeindia.org/cee/reb_lives.html

Works on issues environmental issues and in disaster affected areas and has developed IECmaterial for DRR training for teachers and students. Can be used for training under SSA..

School Water and Sanitation towards Hygiene and Health SWASTHH Plus Project, New Delhi

(fromNaaz Khair, Independent Consultant, New Delhi))American Embassy, Chanakyapuri, New Delhi 110021; Tel: 91-11-2419-8000; Fax: 91-11-2419-8454;http://www.usaid.gov/in/our_work/activities/OSD/edu_swasthh.htm

Works to improves school infrastructure, conducts health and hygiene education for children,building life skills for behavioural changeCan be studied for taking experiences for structural mitigation of school buildings.
http://www.scertdelhi.org/mailto:[email protected]://cbse.nic.in/welcome.htmmailto:[email protected]://www.seedsindia.org/schoolsafety/prm.pdfmailto:[email protected]://mplads.nic.in/tsunami_statesel.htmmailto:[email protected]://www.edcil.co.in/mailto:[email protected]://www.ceeindia.org/cee/reb_lives.htmlhttp://www.usaid.gov/in/our_work/activities/OSD/edu_swasthh.htmhttp://www.usaid.gov/in/our_work/activities/OSD/edu_swasthh.htmhttp://www.ceeindia.org/cee/reb_lives.htmlmailto:[email protected]://www.edcil.co.in/mailto:[email protected]://mplads.nic.in/tsunami_statesel.htmmailto:[email protected]://www.seedsindia.org/schoolsafety/prm.pdfmailto:[email protected]://cbse.nic.in/welcome.htmmailto:[email protected]://www.scertdelhi.org/


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FromNupur Arora, United Nations Development Programme, New Delhi

Save the Children, Tamil Nadu (fromNarendra Singh, Save the Children, Colombo)

Save the Children, No. 1 Vijayaraghava Lane, Vijayaraghava Street, T. Nagar, Chennai ; Tel: 91-44-28170459; [email protected];savethechildren.in/india/emergencies/tsunami4pager.doc; ContactCaleb. Latha; Director, Tsunami Rehabilitation Programme; Tel: 91-44-28170459

Programme supports rehabilitation efforts of tsunami affected people in seven districts of TamilNadu and Andaman by focussing on education of children and shelters for all.

Rural Litigation and Entitlement Kendra (RLEK), Dehradun68/1, Suryalok Colony, Rajpur Road, P.O Box No. 10, Dehradun 248001 Uttarakhand; Tel: 91-135-2746071/5539; http://www.rlek.org/

Works on issues of, disaster preparedness, education and health in Uttarakhand and imparts disasterrisk education to children through activity based learning and mockdrills.

Sadhu Waswani International School for Girls, New Delhi2nd Street, Shanti Niketan, New Delhi; Tel: 91-11-24110242; [email protected];http://www.sadhuvaswani.org/svisgdelhi/aboutus.htm;

Linguistic minority school which has included Disaster Management as an extra-curricular activity

in their senior secondary school.

School Earthquake Safety Initiative, New ShimlaD-25, Sector-1, Main Road, New Shimla 171009 Himachal Pradesh; Tel: 91-177-3295128;[email protected] ; http://www.seedsindia.org/SESIS/

Programme aims to ensure seismic safety in schools was part of the agenda to create a disasterresilient community.

Related Consolidated Replies

Incorporating Disaster Management Education in School Curriculum, from SiddharthaChoudhury Gujarat State Disaster Management Authority, Gandhinagar (Experiences;

Examples). Disaster Management and Education Community.Issued on 26 September 2008. Available at: http://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-08080701.pdf(Size: 115 KB)

Seeks experiences on introduction of textbooks and views on how dealing disaster managementas a separate subject can lead to more preparedness at school level

Structural Mitigation for Schools Buildings from A.S. Arya, Ministry of Home Affairs, NewDelhi (Advice, Experience). Disaster Management and Education Community.Issued on 16 October 2007. Available at: http://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-21090701.pdf

Seeks advice on various issues that need to be factored in for reducing risks arising out of unsafeschool buildings and experiences of effective structural mitigation in Schools.

Responses in Full

Sarat Panda, GoI- UNDP Disaster Risk Management Programme, New Delhi

The attempt to initiate discussion on exploring the possibilities of integrating DRR into SSA is a welcomestep!

Several attempts have already been made in this direction. However, there is still a felt need to develop a

proper framework and implementable strategy to materialize proper integration of DRR into SSA. We
mailto:[email protected]://savethechildren.in/india/emergencies/tsunami4pager.dochttp://www.rlek.org/mailto:[email protected]://www.sadhuvaswani.org/svisgdelhi/aboutus.htmmailto:[email protected]://www.seedsindia.org/SESIS/http://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-08080701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-08080701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-21090701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-21090701.pdfmailto:[email protected]:[email protected]://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-21090701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-21090701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-08080701.pdfhttp://www.solutionexchange-un.net.in/drm/cr/cr-se-drm-ed-08080701.pdfhttp://www.seedsindia.org/SESIS/mailto:[email protected]://www.sadhuvaswani.org/svisgdelhi/aboutus.htmmailto:[email protected]://www.rlek.org/http://savethechildren.in/india/emergencies/tsunami4pager.docmailto:[email protected]


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have already had a seismic safe design for construction of safe schools prepared by National SeismicAdvisor Prof. Arya and circulated via Ministry of Human Resource Development. But one can not say forsure that states are following the safety norms while constructing schools under SSA. Hence, the need is

to take up this matter at the policy level for proper enforcement of safety norms under SSA.

States such as Gujarat and Uttar Pradesh have taken the lead on constructing safe school buildings

following the hazard zones. Even states like UP have made additional allocations under SSA forconstructing new school buildings confirming to the safety norms. Similarly, in Gujarat, all the new schoolbuildings coming up after earthquake are confirming to earthquake zonation specifications. This needs tobe replicated in all the SSA states.

Under DRM programme, training and capacity building of teachers on various aspects of school safetyhas been taken up. In fact, schools, teachers and students have participated proactively in spreadingpreparedness related information both at the school and community level. Block and Cluster ResourceCoordinators (the Teacher Educators under SSA) have been trained on development on school safetyplan. Even the Education department has taken up the initiative to integrate DM in Primary TeachersTraining Curriculum. There are even initiatives, wherein Teachers Grant has been utilized for developingvarious scientific modules on early warning, measuring rising flood water at water reservoirs and so onand have been disseminated during the Annual Science Fair in Gujarat. This is a good practice which

needs to be institutionalized across the country.

Few measures which could go a long way in integrating DRR in SSA are: Linking DMCs with Village Education Committee, Parent Teacher Association, Mother Teacher

Association and Village Civil Works Committee (VCWC) for articulating need for safe school andpromoting safe school advocacy. This has not been attempted much; this need advocacy at the statelevel with the SSA implementing Agency.

Training of VCWC members on safe construction techniques and basic orientation on safe schools

could be taken up as they are the people who monitor the construction and school repair work. Safe school audits should be taken up both for Govt and private schools through a third party agency

to articulate the need for reducing the risk of unsafe schools. Grading system may be introduced for promoting safe schools as a policy.

Building the capacity of the State Council of Education Research and Training (SCERT), and DistrictEducation Research and Training (DIETs) the training wing of SSA need to be emphasized. Possibilityof integrating DM in the in-service teachers training programme should be explored.

There is an absolute need for conducting advocacy campaigns for promoting safe school conceptsboth at the National and state level.

These are some of the learning from DRM programme implementation and cross exchange of ideas andgood practices across the states.

Hope this would further stimulate discussion among the community members and contribute towardsNational level advocacy for integrating DRR in schools through Sarva Shiksha Abhiyan.

Abhishek Mendiratta, Independent Consultant, New DelhiThe following can be done to integrate DRR & SSA:

Framing of Disaster Management Act and Policies.

Development of training modules and conducting training programmes for various stakeholders in thefield of Disaster Management at various levels.

Development of awareness campaign strategy.

Disaster Management in School Education (Primary and Secondary) levels and Preparation of SchoolDisaster Management Plan.


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Under this following activities can be carried out:

Preparation of emergency plan Structural and non - structural safety Revision of the CBSE textbooks on Disaster Management. Inclusion of Disaster Management in the State Education syllabi Inclusion of Disaster management in primary schools. Life skill education programme Book of games for teachers Short jingle Crosswords/colouring/activity books etc. Audio Visual aids, IEC DRM to be integrated with environment, health and hygiene education. Disaster Management as part of the school curriculum in open schooling. Ensure preparation of School Safety Plans in all the schoolsHope this helps.

Sanjaya Bhatia, World Bank, USA

I had done some work on safer schools in Uttar Pradesh. The most important fact is that under the SSAsignificant school building construction work is done.This is a great opportunity to integrate DRR into theschool building designs. When we did this in 2006, the costs of the building increased by only 8%, whichis negligible as compared to the loss from collapse of the building.

Please refer to an article on this experience and encourage all associated with SSA to contact theEducation department officials or the World Bank staff to replicate in all areas, so that our schools can besafer. To view the article please clickwww.solutionexchange-un.net.in/drm/cr/res13100801.doc. Hopethis helps.

U. C. Pandey, Indira Gandhi National Open University (IGNOU) Regional Centre, Jabalpur

Training of teachers is one of the most crucial issue in the Sarva Shiksha Abhiyan (SSA).Planners of SSAhave been facing this issue of how to upgrade the skills of teachers involved in SSA without displacingthem from their place of posting. The ICT techniques proved to be a big help for this purpose.

In fact a range of innovative efforts have already been made to train the teachers through DistanceEducation Programmes in IGNOU. Apart from this a very popular project of IGNOU with its main hub atJabalpur has also been using innovative methods like telecast and synchronizing it with regular classroom based teaching learning practices particularly keeping in mind the problems of remote and ruraltribal set ups where the availability of teachers and school infrastructure is in poor shape.

Members may like to see details of this innovative scheme at:http://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htm

I feel that for effectively carrying out the Disaster Risk Reduction (DRR) within the framework of SSA wecan explore the possibilities of utilising such ICT networks for the teachers' training in DRR and also toinvolve community in DRR. Such networks based on ICTs are at present being utilised only for givingacademic support to learners and to a limited extent for training of teachers. I think such connectivityavailable up to grassroots can definitely prove fruitful for DRR within the framework of SSA.

Johnson Rhenius Jeyaseelan, WaterAid India, Bhopal
mailto:[email protected]://www.solutionexchange-un.net.in/drm/cr/res13100801.docmailto:[email protected]://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htmmailto:[email protected]:[email protected]://www.ignou.ac.in/Special_Activities/rajiv_gandhi_edusat/edusat_writeup.htmmailto:[email protected]://www.solutionexchange-un.net.in/drm/cr/res13100801.docmailto:[email protected]


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The idea of integrating the same into SSA is good. But I think it should be disaster preparedness. Waterand sanitation are the most affected components and crucial during disasters. Thus when SSA makesplans for construction activities they should ensure that all water sources have a raised platform and

connected with a force lift HP system for water storage in tank and distribution thereof for drinking,cooking and washing/toilet.

The toilets also should be constructed in a raised manner. As during floods schools are the first place forrefuge and if during installation of water sources itself HPs are raised and either eco san latrines or raisedlatrines be done. A curriculum analysis can be done as to whether key aspects are included in thecurriculum and after the same disasters and preparedness can be included. They can be trained ondiarrhea management, first aid etc and each school be give a first aid kit, emergency kit, sanitation kitand a water filter.

In each school one teacher should be trained as TOT in disaster risk reduction and 10 to 15 students bealso trained. During Tsunami in Cuddalore it was trained youth who saved many lives in their village.

Praveen Srivastava (Retd Lt. Col.), Tranzlease, Pune

Types of disaster expected will vary from place to place due to its very nature of geographical naturealthough common type of disaster are applicable to all for e.g. large scale fire, earthquake, floods etc.

Thus at a school level, following actions are required to be performed: Basics of disaster as how it starts and its effects. How to mitigate the effect and practice the same at small scale? Every school must have basic expedients at a smaller scale.Two responsible people must represent every school for this activity and be responsible for training allstudents and teachers periodically on quarterly basis. Training must be combined with fun activity tocreate interest.

At the village and district level, training to representative must be carried frequently in the initial stages

followed by at suitable time.

Jyotsna Bapat, Independent Senior Consultant, New Delhi

I recall during my visit to USA my daughter was in primary school and she had as part of the schoolcurriculum emergency evacuation drills once a month. Once in the one year she spent, she had toactually do the evacuation when there was a short circuit and small fire in her school. She was only 9years old.

More recently in Delhi when the earth quake happened, it was 6 years since she had left that school andshe was at home with her dog and her grandfather. She knew exactly what she had to do and told hergrandfather to follow suite. What more reasons and justifications can I give to include the emergency

drills and knowledge about DRR in the SSS, beyond this?

V. Palaniappan, Centre For Ecology and Research, Thanjavur, Tamil Nadu

In any disaster the first and the worst affected is electricity, if electricity fails every thing fails, all yourinfo gadgets like phone, computer etc will fail , even the cell phone has also failed during the 2004tsunami at Nagapatinam. We need communication. HAM or amateur Radio is the only solution for this,

this has been proved in many regional, National and international disasters.
mailto:[email protected]:%[email protected]:[email protected]:[email protected]:%[email protected]:[email protected]


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As an individual God has given me opportunity to serve in disasters like Mahamaham stampede, Karaikalcyclone, Big temple fire accident and Tsunami and saved many lives. Through SSA students can be

trained on this scientific hobby which will create scientific temper in their mind and develop universalbrotherhood in addition to disaster management communication. Funds are available under Member ofParliament Local Area Development Division (MPLAD) scheme for this component. So let us make use of

this and develop young disaster management communicators availing the facility of SSA and MPLADschemes.

Ravishwar Sinha, Independent Consultant, New Delhi

Thank you for the nice articles that bring forth the needs of integrating disaster management more inSSA.

As it is, many parts of daily living skills are already there. When one talks of hygiene, health and socialstudies in the curricula these are needed in daily life and emergencies.

Literacy per se is perhaps the best empowerment for better living and better social and communityinteractions and governance-- so very essential for the management of disaster in all four stages.

Knowledge so gained is a lifetime asset, for example cleanliness and hand washing is as essential in daily

life as in emergencies. If one practices these in daily life through the behavior change that knowledgebrings about, there is all the reason to believe that this will be practiced even in difficult circumstances.Community will prioritize it in their planning and coping with emergencies.

I fully endorse the view that SSA should be a pillar of the emergency response. Without being repetitive Iwould like to put forward the following suggestions:-

Youth and the teachers who play so vital a role in their development should be involved at all levels

of the disaster preparedness and response-- who else but them know the community best. They are the vital assets not only in the present but also future. Best return for time and money

invested! Such training will be a life cycle capability that will be passed on to the community and futuregenerations.

Topics of health, Immunization, childcare, safe motherhood, nutrition should be emphasized inteachings and discussions-- they are very important in disaster planning and response.

Community and social leaders should also be involved in these exercises--this will enhanceownership.

Knowledge about the rights and duties will lead to better and transparent follow through of thedisaster response-- a very fragile link if we look at the reports of mismanagement and worse thatchallenge disaster management .

Capacity to plan and implement: Such education will better our general social works managementcapability at community level through transparency, sharing and greater probity.

Maximal usage of local strengths and capability to pinpoint the shortcomings and finding solutions to

them will enhance community sensitivity and response having force multiplier effectThank you for the opportunity to participate.

Ranjini Mukherjee, UN/ISDR-UNDP, New Delhi

Under the SSA scheme the major areas where we need to intervene are:
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Ensuring structural safety of the school building against natural hazards-by inserting disaster resistant

features during construction and by sitting them appropriately in such areas where the risks areminimal.

Buildling the capacity of the key players on disaster preparedness, mitigation and prevention whichessentially mean the school teachers, students, the engineer and the District Project Coordinator(SSA) responsible for the civil work, the village education committee members, the members of the

block resource centre and the cluster resource centre constituted as a part of the implementationplan of SSA, the siksha sahayaks, anganwadi workers, masons and lastly the PRI members. As weknow that as per the 73rd amendment of the act, 1992 the responsibility to ensure universal accessto elementary education may be conferred to zilla prasihad and other Panchayati Raj Institutions.Hence their capacity building on integrating DRR into the Sarva Sikshya Abhiyaan is of criticalimportance.

Integration of DRR in SSA needs a holistic approach. Starting from the siksha sayahaks to circle schoolinspector, District School Inspector, District Education Officer, District Project Coordinator and stateProject Coordinator need to brought into confidence to ensure its success.

Under the GOI-UNDP Disaster Risk Management Programme support was provided to few state

governments in the country particularly towards mitigating structural risk by evaluating their standardschool designs and ensuring that Disaster resilient features are inserted at the design level and alsoreviewing the cost estimates and provide necessary suggestions on how to adjust the costs as requiredfor incorporating any additional features. Also at the national level meetings were held with EDCIL whoprovides the technical support to Ministry Of Human Resource Development for implementation of SSA.the state project coordinators were oriented towards hazard resistant construction and time to timeEDCIL was provided technical guidance on the subject.

The biggest challenge in incorporating DRR measures (structural measures) is how to adjust the costescalation, how to ensure that the design as developed at the state level gets implemented in practice asit requires capacities and awareness and on top of it overall how to create that enabled environmentwhich ensures that such efforts are carried forward year after year and considered to be as important asany other component under SSA.

A national level guideline on ensuring safe schools under SSA -scheme will be of great use. This mayinclude some standard designs of school buildings, as well as guidelines on adoption of some basic non-structural measures which also help in reducing disaster risks.

Incorporating the concept and importance of school safety in the regular training programmes of DIET aswell as ATI/SIPRD and SIRD as well as designing of special training programmes for SSA projectpersonals with dedicated allocation of funds for it will help.

Venkatesh. P, Sri Siddhartha Medical College, Tumkur

Nice to see your responses with regard to the said topic, in fact, the inclusion of the disaster riskreduction into the SSA is welcome, but it should coincide with the routine schedule of activities adding no

extra burden upon the teachers and the students. If implemented in hands on activity in most of theinstances that should be appropriate.

Another point I would like to mention which is the manual which WHO has in its library about theenvironmental health in emergencies and disaster should be perused, modified, translated and evaluatedor piloted for implementation. This guide could be access and downloaded easily from the WHO library.So researchers/ implementers could use this guide book to suit their needs after appropriatecustomization to the local circumstances.


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Syama Prasad Datta, P.N. Das College, Palta and KAIKALI JIBANDISHA, West Bengal

society,

y organisation conducts Road Safety weeks with Kolkata Police. Schoolchildren volunteer in such weeks

ame example may be followed in other cases. Hope this helps.

As I am also the President of KAIKHALI JIBANDISHA, an association for the development of the

currently involved with Road Safety Awareness in schools, I strongly feel that this should be integrated inthe syllabi of Sarba Shiksha Abhiyan as a safe road is a priority for one and all. This awareness is a mustfrom the child level.

Min a sincere and energetic way. We have also videotaped their experience and collected their suggestions.We have seen that they like to have it on a regular basis. If this is within their syllabi and it is arranged ina way that the children in the schools will conduct the road safety programme in the periphery of theschool throughout the year with a stipulated marks, the mission of disaster management ( here the roadsafety) will cherish its goal. This programme should be from the earliest class with quiz, drawing, poster,as you like, and afterwards, active involvement with marks orientation.

S

Arun Jindal, Society for Sustainable Development, Karauli, Rajasthanle to Integrating Disaster

ll date SSA focus is only to increase child enrolment in school. SSA district authority are less concerned

You have raised a very needful query for present scenario. SSA has a major ro

Risk Reduction in not only curriculum, but also to implement it in the field. We all know that in the timeof disaster school building used for rehabilitation center. In many villages, only pukka governmentbuilding provide rescue for the people. Engineers working in SSA should construct these building useful inflood etc.

Ti

about child retention. They need to look in the aspect of quality education and not bothered to includingother strategies like participation of children with special needs, in DRR and developing IEC material onsafety and disaster mitigation/ risk reduction.

Lalit Mohan Mishra, YOJANA, Puri, Orissa

nsive DRR plan. It has its own strengths and limitations.

he following components may be taken up:terials about Disaster Risk Reduction.

DRR can be part of teachers training curriculum. the VEC can be trained in DRR concept and operations as a part of their capacity building With regard to disaster- proofing- infrastructure, SSA can not be of much help. But some model

Certain disaster preparedness instruments (and warning systems) can be bought and kept withVEC for cyclone and flood prone areas.

The DRR in SSA is a good approach in compreheThe focus group of the SSA is children and more so slow learners or working children. The SSA childrenare therefore more prone to disaster. Another resource available here are the teachers who can play apositive role in DRR. The third element is the Village Education Committee (VEC) who can be anotherstakeholder.

T The syllabus can contain the study ma

school buildings can be developed where there is availability of resource. Secondly, the existingcyclone centers can be used for SSA thereby taking care of maintenance of such buildings fromSSA funds.


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and award on such aspects can be given in

flood and cyclone prone areas.Children can be taught simple skills like swimming

agesh TekaleN , NAVDRUSHTI, Mumbai

awareness programme in the syllabus of Sarba Shikshafunctioning of signal systems and habitual of breaking the

nior citizen as volunteerselping schoolchildren to cross the roads. Duties are allotted to senior citizens by their club themselves to

Its very interesting to include the road safetyAbhiyan. Because of Heavy traffic and nonsignals by car drivers, the children are always exposed to traffic accidents. Because of late marks and

punishment to be faced in schools, many children cross the roads, under such emergencies, the driversshould respect the wards if he or she is crossing the road knowingly or unknowingly but sadly this neverpracticed in our country any where because human life is very cheap in India.

Recently I had been to South Africa where I have seen involvement of sehperform such jobs at the time of school timings. The volunteers hold a placards "STOP CHILDREN ARECROSSING and then THANKS FOR THE HONOUR EXTENDED. Senior Citizen Clubs in India should involvein such type of novel projects to extend their social contribution.

Mahesh Arora, Anubhooti Society, Jaipur

espite best of the efforts to have Safe structures & other preventive steps we may have to face safety

other steps there is a need to sensitise all stake holders to the issue. We couldndertake following steps to effectively manage if anything happens. I would suggest the following:

hool and train it.parents at all stages

Dproblems/Disasters.

Along with the structural/u

Make a plan based on specific and general threats. Form a committee for the purpose. If possible, form a small response force with in the sc

Train everybody in first aid.

Start having regular mock drills.

Involve the local community &

shok GhuleA , GoI- UNDP Disaster Risk Management Programme, Thane

his is a very essential issue raised by you. I have the following suggestions:ster, Teacher &

rallys rallies.

Hop

T

There should be a master trainer on the DRR district level, to guide the Admini

Student also because this issue is new for these people.

Integrated mass level awareness should be there. e.g. Under the DRM initiatives we organizedfor this purpose near about 1200 school participated in thi

e this helps.

Subir Shukla, Independent, New Delhi

's interesting to note that there has been virtually no response from those involved with SSA orse elementary education is perceived by different groups as

Iteducation in general. That is probably becaubeing crucial to the agenda they espouse - whether health and hygiene, conservation, human rights,climate control, legal awareness, HIV-AIDs awareness/prevention... the list is actually fairly long! In the


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meantime, of course, the education sector has its own agenda (e.g. as manifest in the National CurricularFramework 2005), which may or may not include 'extraneous' elements so enthusiastically espoused.

While safety issues and awareness of disaster response (and perhaps in higher classes about disasterevention) should perhaps be part of basic education, creating a pressure for this to be another 'add-on'

nding on disaster related issues isr all to work with their nearest schools to see that the basics (such as literacy, numeracy, higher order

prmight generate the response education system has demonstrated again and again - i.e. include the 'new',

but in such a way that little comes of it. In a situation where a majority/near majority of children are notlearning to read and write (by end of, say, class 4), it is difficult to see how disaster management orhuman rights or global warming or sanitation will gain much traction. See, for example, howenvironmental education has been incorporated: at best, children memorise information but littletranslates into their lives or the immediate environment around them.

Perhaps the best way to ensure that children have adequate understaforeading, mathematics and other cognitive aspects) are actually attained by all children.

Prasad Sankpal, GoI-UNDP Disaster Risk Management Programme, Kolhapur

will add the following things in this:l level. They

s.

ucation Officer, Extension officer for the sensitisation on the

he practical thing like Search and Rescue, First Aid as did this in our Kolhapur district

measures also can do like if the school is having only one exit or the stair case

hanged in long term measure as we

I Disaster management should be the part of curriculum right from the High schoo

should be insert in the syllabu

Also the Training should be imparted to the District & Taluka Heads first such as the DeputyDistrict Education officer, Block Edissue DRR.Then in the next stage we should concentrate on the lower level that the Physical Education

Teacher for tof Maharashtra from all 811 high schools from the district.In next stage the trained people should complete the task of school DM Teams formation, School

DM Plans, etc. The Mock Drills also should have to conduct at school level.

Some structural

are narrow and not enough, building is old then this can be cdo in the one main school in Kolhapur city.

hasker BhattB , WAPCOS (I) Limited, Surat

ted. I did my Dissertation on Road Safety Audit forn of Road Safety to SSA is indeed fantastic. I remember

necessary to take during an event shall be spread throughsing IEC materials. Also, teachers shall be given sufficient guidance to deliver one lecture a week

I am Bhasker Bhatt, Town Planner in WAPCOS LimiUrban Roads during my masters. Idea of inclusioa case which I would like to share with you. Two years back in Delhi, a schoolteacher explained thestudents the pollution contribution due to firing of crackers. They show and explained the reasons in theirown way and some information provided by the administrative authorities thereof. Surprisingly, students,children show really very less involvement in crackers buying and firing it. Also, the level of pollution wasbrought down very interestingly. The reason was in psychology, it is believed that children have and

show great faith in what their teachers tell.

Some basics for disaster risks and actionsuregarding issues, strategies to reduce risks and mitigation steps. Though here children we are consideringare of primary level, so the lectures, their deliveries, the proneness to disasters, their effects, importance

in taking steps shall be provided in understandable way, preferably through graphics and sketches.


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Unfortunately, Road Safety for a common man is something which is still being neglected in our country.If a sense for road safety and its importance related to human lives and properties including technologicaladvancement in automobile sector, avoidance to rash driving and its risks, awareness regarding

pedestrians' safety on roads are taught to children, we can hope for coming generations to take someeffective steps to safeguard the man-made disaster called Road Crashes.

Naaz Khair, Independent Consultant, New Delhi

he following is a small experience sharing from my side:

ny of you would have heard of SWASTHH Plus (School Water and Sanitation Towards Health and

small grassroots challenge I encountered as part of the two member team evaluating SWASTHH Plus in

e PTAs also met mainly to discuss enrollment, attendance, school results, uniform and textbook

Interesting topic!

TMaHygiene-Putting the lessons learnt to Use). This project (2003-2007) ended on a very positive note. Itwas implemented in Jharkhand and Karnataka. It was a GOI (SSA/TSC)-USAID/UNICEF project.

Aboth the States was that VEC/Community Monitoring Mechanism promoted to ensure functionality,

especially of toilets and drinking water source at all times in the schools, were still not there, so to say. Ina number of schools, where toilets were found in a state of 'disaster', the Community Monitoring

Committees did not even have information of the same. According to them, how can they supervise orquestion anything falling inside the school premises. Respect for school authorities, Principal andTeachers stops them from intervening in matters falling inside the school premises. However, theVEC/Community Monitoring Committees were very strong on enrollment and attendance issues, ensuring100% girl child, child labour enrolment in school in many cases.

Thdistribution. Water and Sanitation were yet to become PTA agenda items. Similarly, the school, children,VEC/PTA did not appear to be one 'Community' around the issue of water, sanitation and hygiene (keycomponents of the SWASTHH Plus project) in terms of knowing each others roles and concerns andsharing in strengthening processes towards achieving quality. I feel a successful grassroots

campaign would be one that addresses this challenge.

Meena Raghunathan, GMR Varalakshmi Foundation, Hyderabad

al educational approaches

e carried out a project on Industrial Disaster Preparedness for schools around industrial areas. This was

nother Educators manual, dealing with almost all types of disasters was developed by us with support

both the above cases, Training of Teachers on hands-on methods, drills, etc. is the key.

Following the Gujarat earthquake, my colleagues and I have worked on severfor disaster preparedness. There is enough space within the school curriculum to make links and bring inunderstanding of disasters and preparedness. An effective way to do this is make this learning hands-onand experiential.

Wdone by Centre for Environment Education, with support from the Provention Consortium-The World

Bank, through Asian Disaster Preparedness Centre. An Educators Manual has been prepared based on

this experience.

Afrom Ministry of Human Resources Development (MHRD) and can be used in Standard 6-10, integratingwith the curriculum.

In


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There is also a module on working with children who have experienced a disaster; to help them tide overthe trauma has also been developed.

All these manuals are available with Centre for Environment Education.

B. L. Kaul, Society for Popularization of Science and Progressive Educational Society, JammuDisasters come uninvited. Most of them are natural but some occur due to human error ormismanagement. Recent floods in Bihar caught us unawares with resultant disaster resulting in loss of lifeand property. It should act as an eye opener to us. Majority of us panic and get confused when a disasterhappens. A few years ago, a severe earthquake with its epicenter in Pakistan Occupied Kashmir occurredbringing mass destruction and also affected some parts of Kashmir including Jammu.

I was on the second floor of our Society School when the earthquake occurred. Because of my training indealing with such situations, I was able to evacuate the children safely to the play ground. Since then Ihave invited Fire Fighting Department of the state several times to train our students.

I have also observed a very glaring lapse in the construction of school buildings, hospitals and other

structures. It is the absence of fire escapes. When a disaster occurs, no one knows how and fromwhere to escape. It may result in a stampede. On the contrary, every public building should have public

escape doors with prominent signboards indicating the escape route.

I totally agree that disaster management should form an essential part of our school andcollege curriculum. A teacher or two in every school should be trained and they should carry out drills sothat our children should know what exactly to do in case of a disaster and educate others too.

Mini Shrinivasan, Independent Consultant, Pune

I want to raise the question: Does everything have to be piled on to the school? Disasters involve a wholecommunity, all age groups, and this very crucial aspect of security needs to be addressed at the level ofthe community, i.e. the gram sabha in the village, or the ward level committee in the city.

Disaster, whether natural or man-made like riots, has to be handled by the community, and children arenot going to be able to put anything they learn into practice on their own. Unless the subject is discussedin a community forum and training and 'mock drills' etc are held with all age groups participating, there isa danger that Disaster Management becomes yet another thing that children are 'taught' in school thathas little to do with their daily lives and takes them further away from the real world they live in.

Kiran Dasaranna Mattegunta, Independent, Hyderabad

This is towards SSA at Disaster Management Theme;

1. We need to make sure of ratio between instructor and student as less;

2. We need to understand intellectuals of students;3. We need to highlight individual & group strength towards safety;4. We need to place Surroundings Study and safety of it;5. We need to raise Clean & Green concept in Surroundings as first;6. We need to raise Disaster effect on Clean & Green as second;7. We need to raise Challenges to restore Clean & Green after Disaster;

Shalina Mehta, Punjab University, Chandigarh
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Sarv Shiksha Abhiyan is a programme for universal elementary education and the primary focus of theprogramme is to provide quality basic education. Disaster management requires primary knowledge of

risks involved in both man made calamities and destruction caused by natural catastrophes. To arguethat we are burdening already overburden school curriculum by incorporating awareness for selfprotection and survival is a facile argument. The moot question is about content and how that content is

to be structured and imparted to different levels of stakeholders. By different levels of stake holders oneimplies primary trainers (primary teachers, secondary teachers) and content writers who may or may notbe professional teachers or educationists and individuals responsible for making illustrations for primarychildren. Students in this context are recipients and peer educators ALONG WITH BEING PRIMARYSTAKEHOLDERS. The Sarv Shiksha Abhiyan plans to cover all children in the age group of 6 to 14. Thetraining for providing adequate disaster management education has to proceed in accordance with theeducation plan for this eight year progressive learning period. We also have to plan special leaningpackages for differently challenged children and sensitize other children to the special help needs ofthese children. It is important that in this forum we provide in-puts for lesson writers and illustrationdesigners.

Education is a state subject and guidelines for the SSA programme encourage local scholarship to planteaching modules endorsing local needs. It is essential that local chapters draw inspiration from

traditional disaster management practices prevalent in local cultures. Research capsules documentinglocal practices should be created to support lesson writing. This has distinct advantage as children will

have greater familiarity with what is being taught in the class and what they have been listening to athome. This can be easily incorporated under the first aspect of SSA to provide a wide convergentframework for implementation of elementary education schemes. SSA envisages community ownershipof all its programmes. Given that objective involvement of local knowledge and local scholarship will becritical to developing lessons for disaster management.

There is provision for 20 days In-service course for all teachers each year, 60 days refresher course foruntrained but in-service teachers and 30 days orientation course for trained new entrants to theprofession. Minimum of three to five days in each of these courses should be kept for imparting trainingin teaching methods and mock drills for combating any eventuality. Fire safety drills, evacuation drills,first aid training and setting up emergency community services including making of temporary sheltersare some essential components that need to be repetitively rehearsed.

One of the key components of SSA is decentralization. The framework for implementation states that allfunds to be used for upgradation, maintenance, repair of schools and Teaching Learning Equipment andlocal management to be transferred to VECs/ school management committees/Gram Panchayats/ or anyother village/ school level arrangement for decentralization----. UNDP Disaster management communityhas tremendous potential for providing in-puts for safe school structures. These can be transferred tothese committees as special guidelines and wherever possible provisioning of special expertise inredesigning these school buildings.

The most important component to be incorporated in a phased manner is the long list of safe drinkingwater methods that the community has recently accumulated during Bihar floods. There is so much more

one can suggest but it is possible only if concerted and committed effort is made by all those involved inthe planning programme.

Nupur Arora, United Nations Development Programme, New Delhi

This is an important discussion.

I would like to highlight various issues which emerged in the previous discussions held at SolutionExchange.


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On the component 1 mentioned in the query, of Formal inclusion of Disaster Risk Education in curriculum,

like inclusion of life skills, practical trainings (Mandate of NCF), members felt it is necessary toincorporate DM into school curriculum, and there are varied options regarding how to do it, like it may beincluded as a separate subject, studied within other subjects or as an extra-curricular activity. They feltthat DM is best viewed as a life skill and has maximum impact when taught with practical knowledge

and experience rather than teaching it solely as an academic subject. Therefore, they suggested carryingout disaster preparedness programmes, including mock drills, first aid, search and rescue, swimming andcrowd management training. DM could also be integrated into the activities of Boy Scouts/Girl Guides,National Cadet Core and National Service Scheme. Members felt 'disaster preparedness and life skills' areareas that cannot be 'tested for marks', but agreed that the science of disasters may be dealt with at anappropriate level in science and social science courses.

Here they also shared various experiences from such as in Shimla, where an NGO succesfully used

informal teaching aids to educate school children. Additionally, an NGO in Uttarakhand conducts regularmock drills and trains teachers on DM in their primary schools and in Delhi, a school introduced DM asan extra-curricular activity and trains other schools on DM.

On the component 3 of, Maintenance and repair of school buildings, also including construction of model

school design, restoration and retrofitting, considering various hazards and vulnerable zones in Indiathey, suggested having child friendly features and spaces inside the school buildings. In Tamilnadu, afterthe 2005 tsunami, an NGO effectively demonstrated this by making child friendly houses and integratedchild development service centers. Members also recommended to design disable friendly buildings.Further, for fabrication of building & furniture, members recommended using locally available material &resources, considering it contributed in making the building disaster resistant. Pointing out theimportance of Site Selection, they suggested giving due importance to it. They cited lessons learnt fromTamil Nadu, where post tsunami upgrading of schools in one village in Cuddalore district had unintendednegative impact on the mitigation friendly feature of a school and advised to design the furniture in a waythat it does not become a hindrance in usage of schoolrooms as shelters during emergencies.Respondents also felt that the school construction could serve as a technology demonstration unit. Lastly,they suggested making emergency exits mandatory for all Schools.

Stressing the need of Community involvement in preparation of design, management & and execution ofthe building development programme, members cited experience of an initiative of SSA, where theDistrict Primary Education Programme focused on decentralized planning and involved community in allthe construction work.

* Offline Contribution

Many thanks to all who contributed to this query!

If you have further information to share on this topic, please send it to Solution Exchange for the DisasterManagement Community in India [email protected] and/or Solution Exchange for

the Education Community in India [email protected] with the subject heading Re:[se-drm][se-ed] Query: Integrating Disaster Risk Reduction in Sarva Shiksha Abhiyan Advice;Experience. Additional Reply.

Disclaimer:In posting messages or incorporating these messages into synthesized responses, the UNaccepts no responsibility for their veracity or authenticity. Members intending to use or transmit theinformation contained in these messages should be aware that they are relying on their own judgment.
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