MODULE 3

PILLAR 3 - RISK REDUCTION AND

RESILIENCE EDUCATION

MINISTRY OF EDUCATION
AND CULTURE
 MODULE 3
PILLAR 3 - RISK REDUCTION AND
RESILIENCE EDUCATION

PLANNING AND FOREIGN COOPERATION

BUREAU SECRETARIAT-GENERAL OF THE
MINISTRY OF EDUCATION AND CULTURE
JAKARTA, 2015
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PILLAR 3 - RISK REDUCTION AND
RESILIENCE EDUCATION

Prepared by:
Gogot Suharwoto
Nurwin
Nur’amiaty TD
Rubadi Supatma
Dirhamsyah
Rudianto
Endang Dwi Jayanti
Adinanto Mahulae
Anwar Taufik
Desi Elvera
Inu Kertapati
Kartika Paramitha S.
Nandana Bhaswara
Diana Sari
Nur Hidayati
Indah Meiwanty
Erita Nurhalim (World Bank)
Ida Ngurah (Plan Indonesia)
Jamjam Muzaki (Kerlip)
Maharani Hardjoko (UNICEF)
Yusra Tebe (Plan Indonesia)

Prepared under the cooperation with

ii
FOREWORD
ndonesia is one of the countries whose areas are vulnerable to disasters, including earthquake

I and tsunami. One of the impacts of the earthquake and tsunami that occurred in Indonesia was
damage to building facilities and infrastructure, including school buildings, which resulted in
disrupted students’ learning process at school. More than 7,000 schools have been severely
damaged by the earthquake and tsunami since 2004.

The impact will be more severe if the disaster occurs when the teaching and learning process is taking
place at school; the ruins of buildings and surrounding objects can fall on and or bury the students,
teachers, and other education personnel. Therefore, school is required to be able to guarantee the
safety and security of all people at school at all times, including protecting from the threat of natural
disasters.

In line with the passion for protecting children's rights to protection, security, and survival as well as the
right to obtain quality and sustainable basic education, the Ministry of Education and Culture intends to
disseminate the knowledge on disaster risk reduction, safe learning facilities, and school disaster
management through the teachers and facilitators, one of which is by compiling modules that can be
used as references for teachers.

The first step is to map the Regulation of the Head of National Disaster Management Agency (Perka
BNPB) No. 4 of 2012 on the Guidelines of the Implementation of Safe School/Madrasa based on the
Comprehensive School Safety Framework, in which the Framework along with its three pillars have
been agreed by the international community, especially UNISDR as the UN Agency for Disaster Risk
Reduction.

Furthermore, a material review was carried out from various sources, both from ministries/agencies
(Ministry of Education and Culture, BNPB, and Ministry of Public Works), organizations/institutions
(ChildFund, INEE, Consortium for Disaster Education, MDMC, Plan Indonesia, Save the Children,
World Bank, and World Vision), as well as UN agencies (UNDP - SCDRR Project, UNESCO, and
UNICEF). After compiling and analyzing them, these materials were arranged and divided into three
modules that refer to the Comprehensive School Safety Framework:
• Module 1 – Pillar 1: Safe Learning Facilities
• Module 2 – Pillar 2: School Disaster Management
• Module 3 – Pillar 3: Risk Reduction and Resilience Education

In these three modules, school is defined as the schools under the auspices of the Ministry of
Education and Culture and also the madrasas under the auspices of the Ministry of Religious Affairs.

The preparation of these reference modules is the result of collaboration between the Planning and
Foreign Cooperation Bureau and UNICEF Indonesia in the Disaster Risk Reduction Program which
aims to build the communities that are safe from disaster threats through various disaster risk reduction
efforts.

It is hoped that the reference modules can serve as valuable learning for many different parties in the
implementation and development of the Safe School Concept in the future.

Jakarta, July 2015

Head of Planning and Foreign Cooperation Bureau

Ananto Kusuma Seta

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GREETING FROM THE SECRETARY GENERAL

OF THE MINISTRY OF EDUCATION AND
CULTURE

I
ndonesian government has enacted the Law No. 24 of 2007 on Disaster Management which
emphasizes that Disaster Management is not only limited to the emergency response phase, but
also includes the pre-disaster (preparedness) and post-disaster (recovery) stages. The Law clearly
states that everyone has the right to obtain education, training, counseling, and skills in the
implementation of disaster management, both in situations where there is no disaster or a situation of
potential disaster.

It is through education that disaster risk reduction efforts are expected to be able to achieve broader
goals and can be introduced earlier to all students, for example by integrating disaster risk reduction
education into school curricula and extracurricular activities, etc. It encompasses the objective to
ensure that the educational environment—schools and educational facilities—are safe from disasters
and do not impose dangers to the lives of students, teachers, and other education personnel.

This module is a manifestation of Indonesia's commitment in supporting WISS (Worldwide Initiative

Safe Schools) as declared in Sendai, Japan at the Third UN WCDRR. This commitment will be
implemented to schools in Indonesia and more importantly to schools in disaster-prone areas.

These modules are structured with the idea that teachers and other relevant parties in education field
can use them as references to risk reduction and resilience during the emergency and post-disaster
response stages.

The Secretariat-General of the Ministry of Education and Culture of the Republic of Indonesia
welcomes the preparation of Safe School Modules which are the results of the collaboration between
the Planning and Foreign Cooperation Bureau of the Secretariat-General and UNICEF Indonesia.

We would like to present our gratitude to those who have actively supported the completion of this safe
school module. Finally, we hope that the publication of the Safe Schools Modules can truly serve as
useful references for teachers and education observers in Indonesia in ensuring the implementation of
Safe Schools.

Jakarta, July 2015

Secretary General of the Ministry of Education and Culture

Dr. Didik Suhardi

iv
TABLE OF CONTENTS

FOREWORD iii
GREETING FROM THE SECRETARY GENERAL OF THE MINISTRY OF
EDUCATION AND CULTURE iv
TABLE OF CONTENTS v
CHAPTER I – INTRODUCTION 1
Background 1
Purposes and Objectives 2
Legal Framework 3
Comprehensive School Safety Framework 4

CHAPTER II – PILLAR 1 - SAFE LEARNING FACILITIES 8

A. Preparatory stage 10
A.1 Education Sector Analysis 11
A.2 Multi-Hazard Risk Assessment 12
A.3 Child-Centered Assessment and Planning 14
B. Implementation and Training Stages 15
B.1 Teacher Training and Staff Development 15
B.2 Disaster Education 16
B.3 Extracurricular and Community-Based Informal Education 18
C. Advocacy Stage 21
C.1 Integration into Curriculum 21
C.2 Key Messages based on Consensus 34

CHAPTER III – ACHIEVEMENT INDICATORS 36

A. Preparatory stage 36
A.1 Education Sector Analysis 37
A.2 Multi-Hazard Risk Assessment 37
A.3 Child-Centered Assessment and Planning 38
B. Implementation and Training Stages 38
B.1 Teacher Training and Staff Development 38
B.2 Disaster Education 39
B.3 Extracurricular and Community-Based Informal Education 40
C. Advocacy Stage 40
C.1 Integration into Curriculum 40
C.2 Key Messages based on Consensus 41

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CHAPTER I INTRODUCTION
Background

Indonesia is an archipelago country with 17,508 islands, but 6,000 of them are uninhabited. It is located
in Southeast Asia, between the Pacific and the Indian Oceans. Indonesia covers a total area of
5,180,053 km2, consisting of 1,922,570 km2 of land mass (37.1%) and 3,257,483 km2 of seas (62.9%) with
the coastline of 81,000 km. Geographically, Indonesia in situated on a series of tectonic plates:
Australasia, Pacific, Eurasia, and Philippine, thus making Indonesia vulnerable to any geological
changes. In addition, there are 5,590 Watersheds (DAS) from Sabang to Merauke that contribute to
the formation of the archipelago.

Indonesian climate is greatly influenced by its location and geographical characteristics. Spread as
vast as 6,400 km between the Pacific Ocean and the Indian Ocean, Indonesia has 3 basic climate
patterns: monsoon1, equatorial, and local climate system. This causes dramatic differences in the
rainfall patterns in country.

Due to its geographical location in one of the most active disaster areas in the world, the area of the
Republic of Indonesia is consequently prone to disaster. There are at least 12 disaster threats
categorized as geological disasters (earthquake, tsunami, volcano eruption, land motion/landslide),
hydrometeorological disasters (flood, flash flood, extreme weather, rogue waves, forest and land fires),
and anthropogenic/man-made disasters (epidemy and technology failure-industrial accident). Based on
the data from the National Disaster Management Agency (BPNB), in the last 30 years (1982-2014)
there have been 13,729 disaster occurrences dominated by flood. It was followed by landslide, strong
winds, drought, and other disasters. The highest number of fatalities, however, was caused by
earthquake that is followed by tsunami (resulting in 174,101 deaths), earthquake (15,250 deaths), flood
and landslide (7,555 deaths) and other disasters (28,603 deaths) 2. The complex and challenging
condition is made worse with the impacts of climate change due to the environmental degradation.
Climate change will continue to create great impacts on the intervention of humanity program and
developmental program. Further, it will pose more challenges to the development and organization of
education sector.

From the data in the 2013 Indonesia Disaster Risk Index (IRBI 2013) issued by BNPB, 80% of
Indonesia's areas are at high risk of disasters, including 205 million people exposed to disaster risk
with 107 million of whom are school-age children. Considering the disaster risk and the extent of its
exposure, an integrated, synchronous, and synergic effort is needed between ministries/agencies,
communities, and the business world to prevent disaster risk, strengthen the capacity of institutions
and communities, reduce the impact of disasters, prepare the communities, ensure early warning
systems, and strengthen emergency response and recovery capabilities.

1 This seasonal phenomenon can be divided into 2, those are when the sun is on the north of the equator line and south of the equator line. For high latitude
areas, the seasons are divided into 4: autumn, winter, spring, and summer. Meanwhile, there are only 2 seasons in tropical areas, such as Indonesia: dry and
rainy seasons, which are greatly influenced by the monsoon wind patterns.
2 Based on the 2013 National Disaster Risk Reduction Study Report issued by BNPB in 2013.

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Related to the efforts to protect the citizen from disaster, the Government of Indonesia has
implemented the Law No. 24 Year 2007 on Disaster Mitigation. The law clearly stated that everyone
has the right to obtain education, training, and skills in the implementation of disaster management,
both in situations where there is no disaster and situations of potential disaster. It is through education
that disaster risk reduction efforts are expected to achieve broader targets and can be introduced
earlier to all students, for example by integrating disaster risk reduction education into school curricula
and extracurricular activities, etc.

Purposes and Objectives

a. Purposes
In line with the passion for protecting children's rights to protection, security, and survival as well as
the right to obtain quality and sustainable basic education, the Ministry of Education and Culture
intends to disseminate the knowledge on disaster risk reduction, safe learning facilities, and school
disaster management through the teachers and facilitators.

b. Objectives
1. Provides standard reference for teachers and/or facilitators in distributing information on
Safe School through a series of Safe School Standards Modules consisting of 3 (three) modules,
namely:
• Module 1 – Safe Learning Facilities
• Module 2 – School Disaster Management
• Module 3 – Risk Reduction Education

2. Provides opportunities for parties that are interested in helping the distribution of the information,
allowing them to contribute to the distribution of this knowledge with standard results, especially
in providing training to facilitators (through Training of Trainer or ToT).

2
Legal Framework

1. The 1945 Constitution of the Republic of Indonesia, amendments to Article 28, Article 31, and
Article 34 Paragraph 2.
2. Law No. 39 Year 1999 on Human Rights.
3. SNI 03-1726-2002 on Procedures for Planning earthquake resistant building.
4. Law Number 23 Year 2002 on Children Protection.
5. Law Number 20 Year 2003 on National Education System (The Republic of Indonesia Staatsblaad
Year 2003 Number 78, Supplement to Staatsblaad of the Republic of Indonesia Staatsblaad
Number 4301).
6. Ministry of Public Works Regulation No. 29/PRT/M/2006 on Guidance for Technical Requirements
of Building.
7. Technical Guidance for Earthquake Resistant House and Building, Directorate General Cipta Karya,
2006, equipped with Methods and Procedures of Construction Repair.
8. Law Number 24 Year 2007 on Disaster Mitigation.
9. Ministry of National Education Regulation Number 24 Year 2007 on Standards of Facilities and
Infrastructure for Elementary School/Madrasa Ibtidaiya (SD/MI), First Middle School/Madrasa
Tsanawiya (SMP/MTS), and High School/Madrasa Aliya (SMA/MA).
10. Ministry of Public Works Regulation No. 45/PRT/M/2007 on Technical Guidance for the
reconstructions of national buildings
11. Ministry of National Education Regulation Number 33 Year 2008 on Standards of Facilities and
Infrastructure for Special Elementary School (SDLB), Special First Middles School (SMPLB), and
Special High School (SMALB).
12. Ministry of National Education Regulation Number 40 Year 2008 on Standards of Facilities and
Infrastructure for Vocational High School/Vocational Madrasa Aliyah (SMK/MAK).
13. Circular Letter of the Minister of National Education No. 70a/MPN/SE/2010 on Prioritization of
School Disaster Risk Reduction.
14. Head of the National Disaster Management Agency Number 4 Year 2012 on Implementation
Guidance for Safe School/Madrasa.
15. Law No. 35 Year 2014 on Amendment for Law Number 232 Year 2002 on Children
Protection.
16. Law No. 23 Year 2014 on Regional Government.
17. Government Regulation In Lieu of Law No. 2 Year 2014 on Amendment for Law No. 23 Year 2014
on Regional Government.
18. Government Regulation In Lieu of Law No. 2 Year 2014 on Amendment for Law Number 23 Year
2014 on Regional Government.
19. Indonesian National Standard Number 7937 Year 2013 on Humanity Service during Disaster.
20. Law Number 10 Year 2012 on Enactment of Optional Protocol to the Convention on the Rights of
the Child on the Sale of Children, Child Prostitution, and Child Pornography.
21. Law Number 19 Year 2011 on Enactment of Convention on The Rights of Children with disabilities
22. Law Number 7 Year 1984 on Enactment of Convention on Eradication of All Forms of
Discrimination against Women.

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Comprehensive School Safety Framework

Every child has the rights to safety and survival, as well as the rights to have quality and sustainable
elementary education. The rights are often failed to fulfill due to natural disaster and dangers related to
technology that result in big and small disasters. This disaster, be it in big, middle, or small in scale,
has impacts on children safety and education. When education is disturbed, a child education may be
disconnected. In several cases it is forever, which imposes permanent negative impacts economically
and socially, on the child, family, and community.

For the education sector, the worst impact of a disaster is the loss of life or severe injury at school.
There are many consequences that can permanently influence the children’s future:
• Schools that cannot be used due to damage
• School that cannot be used as the building changes in function, that is temporary shelter or place of
refugee
• Inaccessible school
• Unavailability of physical access to child-friendly playground
• Unavailability of school equipment and educational materials
• Inability of the teachers to work
• Students are expected to earn a living, to help in recovery as well as taking care of younger
brothers or sisters full time
• Psychosocial disturbance in teachers, students, and other education workers

Educational sector plays important role in dealing with various challenges emerging from disaster and
in preventing potential hazards. By conducting a review on hazards and risks, planning, providing
physical and environmental protection, as well as creating alertness plan, the hazards can be
prevented from becoming disaster. School is the institution for sharing knowledge and skills, that it is
highly expected to an example for disaster prevention. The success in disaster mitigation is one of the
major tests for the success of education from generation to generation.

In 2012, the National Disaster Management Agency (BNPB) issued Perka BNPB No. 4 Year 2012 on
Guidance of the Implementation of Safe School/Madrasa (SMAB), where the regulation has the
objectives to:

1. Identify school/madrasa location in the prioritized area vulnerable to earthquake and tsunami;
2. Provide reference in the implementation of Disaster Safe School/Madrasa structurally as well as
non-structurally.

The scope of the guidelines of the implementation of safe school/madrasa is directed to fundamental
aspects, namely:
(1) Structural Framework, consists of:
• Safe location
• Safe building structure

4
 • Safe class design and arrangement
• Safe facilities and infrastructure support
(2) Non-Structural Framework, consists of:
• Knowledge, attitude, and action improvement
• Safe school/madrasa policy
• Alertness planning
• Resources mobility

At the global level, there is the Comprehensive School Safety Framework that includes both
Frameworks included in Perka BNPB No. 4 year 2012.

Aims of Comprehensive School Safety

The aims of the comprehensive school safety in dealing with expected dangers, whether natural or
man-made in nature, are to:
• Protect students, teachers, and other education workers from fatalities and injury risks at school
• Plan sustainable education in dealing with expected dangers
• Strengthen the community toughness against disaster through education
• Protect investment in education sector

Three pillars of Comprehensive School Safety

Comprehensive school safety can be achieved through policy and plans that are in line with the
disaster management in national, provincial, district/city, and school levels. This Comprehensive School
Safety is supported by the following three pillars:
1. Safe Learning Facilities
2. School Disaster Management
3. Risk Reduction and Resilience Education

Pillar 3
Risk Reduction
and Resilience
Education

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Safe Learning Facilities

School buildings and learning facilities which are unsafe from disasters will be vulnerable to damage
and will threaten students’ safety. The damage and destruction of physical facilities and
infrastructure is also a loss of economic assets to the state and community, and the costs of
rebuilding will burden the economy.3

In establishing Safe Learning Facilities, parties in charge of education sector and planning,
architects, engineers, builders, and school community members are the ones deciding the safe
location, design, construction, and maintenance (including the safe access) for the facility.

Dissemination of knowledge on Safe Learning Facilities is the first step to ensure that schools
located in hazard prone areas are designed and built to ensure that the users (students, teachers
and other educational personnel) are protected. This knowledge can also be used in retrofitting the
school buildings to make sure that the learning environment becomes a safe place for them.

The construction and retrofitting approach for safe schools involving the community in the
integration of new knowledge and disaster preparedness skills may provide benefits not only to the
schools, but also the broader audience. The said approach may serve as a construction model to
increase the security level for the construction of houses, community health centers, and other
public facilities.

School Disaster Management

School Disaster Management is an assessment process which is then followed by planning for
physical protection, emergency response capacity, and education continuity, at each school level up
to education authorities in district/city, province, and national levels.

School Disaster Management is determined by the education authorities in all levels through a
collaboration with the disaster management counterparts, to maintain the safety of learning
environment and plan education continuity, both in the absence of disaster and in the event of a
disaster, in accordance with international standards.

Risk Reduction and Resilience Education

Risk Reduction and Resilience Education, or more commonly referred to as Disaster Risk Reduction
(DRR) Education, is a long-term activity and is a part of the sustainable development program.
Through education, disaster risk reduction efforts are expected to reach broader goals and be
introduced earlier to all students, that ultimately can contribute to individual and community
preparedness in the event of disasters.

3 Guidance Notes on Safer School Construction, the Inter-Agency Network for Education in Emergencies (INEE) and the Global Facility for Disaster Reduction
and Recovery (GFDRR) at the World Bank, in partnership with the Coalition for Global School Safety and Disaster Prevention Education, the IASC Education
Cluster and the International Strategy for Disaster Risk Reduction

6
 Risk Reduction and Resilience Education must be designed to build a safe culture and a strong
community.

The linkages between the Structural and Non-Structural Frameworks indicated in Perka BNPB No. 4 of
2012 concerning Safe School/Madrasa (SMAB) with the global Comprehensive School Safety
Framework are as follows:
• The coverage of the Structural Framework is registered in Pillar 1 of the Comprehensive School
Safety Framework
• The coverage of the Non-Structural Framework is registered in Pillar 2 and Pillar 3 of the
Comprehensive School Safety Framework

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CHAPTER II
RISK REDUCTION AND RESILIENCE
(RRR) EDUCATION
Disaster Risk Reduction (DRR), which is a long-term effort to promote sustainable development by
using knowledge, innovation and education to build a culture of safety and resilience at all levels, as
stated in the Hyogo Framework for Action (HFA), has become Indonesia’s commitment. DRR in the
education sector, as articulated in the HFA and the 2015-2030 Sendai Framework for Disaster Risk
Reduction, should be a priority by implementing DRR education in schools.

DRR education is an interactive learning process between the community and the relevant agencies.
The scope of DRR education is broader than that of formal education at school and university. This
includes the recognition and application of indigenous knowledge in the natural disaster management 4.
In addition, DRR education is crucial to build a culture of disaster preparedness and promote Education
for Sustainable Development (ESD).

Based on this understanding, the purposes of DRR education are:

1. To cultivate human values and attitudes;
2. To develop attitudes and awareness towards disaster risk;
3. To grow an understanding of disaster risk, social vulnerability, physical vulnerability, and
motivational/attitudinal vulnerability;
4. To improve knowledge and skills in disaster risk reduction and resilience, responsible natural
resource and environmental management, and adaptation to disaster risks;
5. To develop the above disaster risk reduction efforts, both individually and collectively;
6. To improve the disaster preparedness knowledge and skills;
7. To improve the disaster response skills;
8. To develop the preparedness to support post-disaster community rebuilding and impact reduction;
9. To improve the ability to adapt to major and sudden changes.

3 UNISDR (United Nation International Strategy for Disaster)

8
The school safety concept which is recently developed into the Comprehensive School Safety
framework includes the supporting elements for DRR education as detailed in the following chart:

DRR education is designed to build a culture of safety and resilience to hazards in the community. In
the Comprehensive School Safety framework, the pillar of DRR education comprises eight strategies
as summarized in the table below:

A. PREPARATORY STAGE B.TRAINING AND EDUCATION C. ADVOCACY STAGE

IMPLEMENTATION STAGE
1. Education sector analysis 4. Teacher training and 7. Integration into
staff development curriculum
2. Multi-hazard risk assessment 5. Disaster education 8. Consensus-based
key messages
3. Child-oriented assessment 6. Extracurricular and
and planning community-based informal
education

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A. PREPARATORY STAGE
The preparatory stage of the Risk Reduction and Resilience Education consists of three steps as
follows:

A.1. EDUCATION SECTOR ANALYSIS

In Law No. 20/2003 concerning the National Education System, it is stated that national education
serves to build the capacity, character and dignified civilization of the people in order to develop the
intellectual life of the nation, and is aimed at developing the potential of students to become God-
believing, God-fearing, noble, healthy, knowledgeable, competent, creative and independent human
beings, as well as democratic and responsible citizens. In order to fulfill the function and objective of
the National Education, it is necessary to conduct analyses of the national and local educational
policies every two years. The education sector analyses cover:

a. Demographic context
1. Information on population estimates, aggregated by level of education, from Early Childhood
Education (PAUD) to Higher Education. Detailed information about the conditions of each level is
expected to be provided here, such as types of schools (public or private), funding received by
schools, etc.
2. Information on the academic calendar.

b. Socio-economic and political context

Description of the economic, political, social and environmental vulnerabilities which have an
impact on the education sector. The source of this information is secondary, namely from local
Education Offices or local government.

c. Education sector policy and management context

1. Information on the structure and the roles and responsibilities of each policymaking stakeholder
in the education sector, both at the local and national levels. The management, administration
and policy systems of both public and private schools should be described according to the
local context.
2. Information about the performance and achievements of the local education sector, such as
matriculation rate, literacy rate and other measurements.
3. Information about the decision-making mechanisms at the school,
local and national levels.
4. The organizational structure of stakeholders in the education sector, including identification of
focal points of each school safety pillar and education implementors in emergencies, at the
local and national levels.
5. Education sector funding framework for the implementation of school safety program.
6. References used by stakeholders in the preparation of school safety standards and policies,
such as:
• Safe school construction
• School disaster management (including educational continuity
in emergencies)

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 • Incorporation of DRR and climate change adaptation (CCA) into curriculum
• Education for sustainable development
7. Information about the scope and capacity of the national education information management
system
8. Information on education sector aggregate data, such as the number of girls and boys, minority
groups, children with disabilities both at the school and local levels. Information about the
distribution of educational resources is also needed in this context.

d. Multi-hazard risk assessment

1. Hazards that need to be assessed are man-made hazards, such as social conflicts, armed
conflicts and territorial conflicts, and natural hazards, such as earthquakes,
hurricanes/typhoons, storms and others. Man-made-and-natural hazards, such as floods,
droughts, epidemics, famine, and others should also be assessed.

2. Historical records of the impact of disasters may cover:

• Physical impact on the safety of students and teachers;
• Physical impact on the conditions of school infrastructure and access to schools;
• Economic impact on the participation of children in schools;
• Educational impact on students and the quality of education;
• Psychosocial impact on students and teachers;
• Management challenges and problems;
• Information on hazards and risks collected by Regional Disaster Management Agency
(BPBD) and the National Disaster Management Agency (BNPB).

e. School facilities
The analysis on school facilities in the context of disaster risk reduction can be conducted by
asking the following questions:
1. Are norms and policies governing safe school location selection, safe building design, quality
construction and building maintenance in place?
2. What is the condition of school facilities? (types of construction materials, scope and
accessibility)
3. How to access schools? (common routes to schools from the residential areas)
4. How is the construction quality control?
5. Who is responsible for the maintenance and construction of school buildings, including the
financing mechanism, especially in the event of a disaster?

f. Educational continuity and disaster-management-based school management planning

which covers:
1. Types of education and training available to teachers and other educational personnel for
school disaster management (including disaster response skills);
2. Standard operating procedures in place for evacuation, shelter, and family reunification
processes as well as the scope and quality of the existing simulation drills.

g. Incorporation of DRR and CCA into curriculum

Information about the measurement of the incorporation of DRR, CCA, Health and conflict
prevention into the curriculum.

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h. Policy development and integration

1. Information about the partnership mechanisms to support the development and integration of
policies and the monitoring and evaluation of school safety development process.
2. Information about the funding and financing in the education sector, especially for the
promotion of Comprehensive School Safety.

A.2. MULTI-HAZARD RISK ASSESSMENT

The effectiveness of disaster management can be measured, among others, through disaster risk
assessment. Disaster risk assessment is an approach to show potential negative impact of a
potential disaster. Potential negative impact is calculated based on the level of vulnerability and
capacity within the school area. This can be seen from the potential number of people exposed,
property losses and environmental damage.

Disaster risk assessment in schools is carried out by identifying, classifying and evaluating the risks
through the following steps:

a. Hazard Assessment
Hazard is any natural or man-made situation that has the potential to cause damage, loss, or
death. Hazards have the potential to cause a disaster, but not all hazards constitute a disaster.

Hazards include potentially damaging events, natural signs and human activities that may cause
death or injury, property damage, social and economic disruption or environmental damage.
Identification of a hazard means description of its specific nature and form.

Hazard assessment is a way to understand the types and elements of potential hazards in a
school and its surrounding area. Disaster risk assessment is based on an assessment of the
probability or likelihood of occurrence of a disaster and its impacts. Hazard characters vary from
one area to another.

b. Vulnerability Assessment
Vulnerability is a set of conditions and/or consequences of physical, social, economic or
environmental factors that adversely affect disaster prevention and management efforts.
Vulnerability factors include:
1. Physical factor: Structural resilience (school buildings, roads, gates, fences) against hazards;
2. Social factor: conditions of school components (gender, age, health, nutrition, behavior) against
hazards;
3. Economic factor: Financial capability of communities and parents in facing hazards in their
areas;
4. Environmental factor: Availability of resources (land, water, air) and level of environmental
damage in schools and surrounding areas.
Vulnerability assessment is carried out by examining the socio-cultural, resource/environmental,
infrastructural and economic aspects in relation with hazards and their impact.

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 c. Capacity Assessment
Capacity is the strength and potential of individuals (students, teachers, principals, and other
education staff), families/parents and school committees/communities that enable them to
prevent, reduce, prepare for, respond quickly and recover immediately from emergencies and
disasters. Capacity assessment is carried out by identifying the status of capability of coping with
hazards with the available resources to prevent, mitigate, and prepare for emergencies, and to
address or reduce the existing vulnerabilities.

d. Risk Assessment and Rating

Risk is the amount of loss or likelihood of human casualties, economic damage and losses
caused by a certain hazard in an area at a certain time. School-based risk assessment is an
assessment of the results of school-based hazard, vulnerability and capacity/resilience
assessments. The results of the assessment are in the form of a school disaster risk rating. The
results of disaster risk assessment will be the basis for determining the priority scale of actions in
work plans and recommendations to reduce disaster risks.

School-based disaster risk assessment applies the assessment principles based on:
1. Existing data and history of events;
2. Integration of scientific approach and local wisdom to assess the likelihood of hazard
occurrence;
3. Data on the potential number of people exposed, school property loss and environmental
damage;
4. School-based disaster risk reduction policies.

Based on the aforementioned principles, the general requirements for risk assessment include:
1. Detailed risk analysis;
2. Basic school map;
3. Calculation of the number of people exposed to disasters;
4. Calculation of the value of school property loss and environmental damage (in rupiah);
5. Usage of 3 classes of risk levels, namely high risk, medium risk and low risk.

The results of disaster risk assessment consist of two parts, namely:

1. Disaster Risk Map;
2. Disaster Risk Assessment Document.

Disaster risk map is an overlay of three maps, namely hazard map, vulnerability map and capacity
map. Based on the making, there are technical maps and participatory maps. Technical map is a
map created using scientific rules for map making by people with cartographic expertise. Among
the rules are the usage of the actual size (scale), coordinate system, and north-up orientation.
Participatory map is a map that can be made by anyone collectively. It is made without applying
scientific rules and based on the understanding and memory of the makers about the condition of
the area being mapped. Usually participatory maps are made to understand certain problems and
find the solutions. Disaster risk maps usually have the following elements:

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1. Roads/access to school;
2. School building;
3. Houses with vulnerable residents around the school;
4. Houses around the school that have vehicles for the evacuation process;
5. Safe evacuation route;
6. Evacuation destination point;
7. Areas likely to be exposed to hazards;
8. Direction of arrival of hazards;
9. School gardens;
10. Location of the alarm system;
11. Hill/valley or river around the school;
12. School area borders.

Disaster risks commonly found in school environments include earthquakes, hurricanes, floods,
landslides and fires. Since tsunamis, volcanic eruptions and abrasions are the typical hazards in
Indonesia, these need to be taken into account, especially during the selection of school location.

A.3. CHILD-CENTERED ASSESSMENT AND PLANNING

Child-oriented assessment and planning are risk assessment activities that are centered on
children, including follow-up planning with children to reduce the risks. Child-oriented risk
assessment can be carried out in a participatory manner, involving adults and children, but it should
still pay attention to the interests and safety of children as the main objective and the most
fundamental indicator of the assessment results.

Among the objectives of risk assessment is to identify the characteristics of schools or communities
that have a direct or indirect impact on children, the existing vulnerabilities and the steps to be taken
with children to reduce the vulnerabilities and prevent the potential disasters.
Disaster risk assessment and child-oriented planning can be carried out through several steps of
assessment as follows:

a. Mind mapping
Participatory mind mapping with children aims to find out the background and initial knowledge
that children have about disasters. Mind mapping will make it easier for children to present
concepts, ideas, tasks or information about disasters that they know in the form of non-linear
radial-hierarchical diagrams. Children are allowed to be creative using their imagination because
there are no standard rules in mind mapping. However, three main components are required in
mind mapping, namely central topics, main topics and sub-topics. Central topics are the main
ideas or focuses to be developed. Main topics are part of the central topic while sub topics are
more detailed part of the main topic.
Further information about mind mapping is provided in the School Disaster Management Module.

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 b. Basic school map
Basic school map making is aimed at making it easier for children to know the scope of risk
assessment to be implemented. The elements of basic school map include: classroom building,
building for teachers, sports building, playground, canteen, toilet, school gate, evacuation route,
signage, and surrounding environment.

c. Hazard Identification and rating

This activity is aimed at finding out the perspectives of children on any hazards found in schools
while providing information about the character of hazards, pre-disaster warning and special
signs, the speed, frequency, period and duration of hazards. Based on this knowledge, children
can rate the hazards

d. Seasonal calendar and disaster history

Seasonal calendars can be made in a participatory manner with children to find out the history of
disaster events that have been experienced by the school and its surrounding environment and
the impacts.

e. Mapping of actors or agencies in the community

Children are facilitated to identify which parties are involved in implementing the school safety
framework, such as schools, parents, communities, government.

f. Identification of vulnerabilities
Children are invited to identify vulnerabilities in schools, the size and scope of their exposure,
including in terms of infrastructure and resources in schools.

g. Causes and impacts of disasters

To find out the impacts and causes of disasters, children can be facilitated to carry out
participatory planning on action plan efforts to be done to create safer schools.

B. TRAINING AND EDUCATION IMPLEMENTATION STAGE

The implementation stage in Disaster Risk Reduction and Resilience Education consists of three steps
as follows:

B.1. TEACHER TRAINING AND STAFF DEVELOPMENT

Teachers and education staff in schools are the most important components for creating Safe
School. Therefore, teachers and education staff should have the skills and knowledge about Safe
School, the principles and parameters used, dissemination to students and other school
components, including parents and local government officials. The training can be done using
several forms of learning media.

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The teacher training and staff development steps are as follows:

1. Evaluate the level of skills and knowledge of teachers and education staff about safe school and
disaster response;
2. Conduct teacher and staff training sessions based on the evaluation results;
3. Continuously improve teacher professionalism through participation in seminars,
community-based events, and dissemination to students.

B.2. DISASTER EDUCATION

Due to its natural conditions, Indonesia is very vulnerable to all types of disasters. In fact, almost all
of the regions have experienced disasters. Therefore, the Indonesian government feels the need to
develop preparedness for disasters, among others through ratification of the 2005-2015 Hyogo
Framework for Action (HFA) and the 2015-2030 Sendai Framework for Disaster Risk Reduction.

Its commitment to Disaster Risk Reduction was expressed through the issuance of Law Number 24
of 2007 on Disaster Mitigation. The Law clearly defines disaster and vulnerability as follows: (1)
disaster is any event or series of events that threaten and disrupt the life and livelihood of the
community caused by natural, non-natural and human factors resulting in human casualties,
environmental damage, property losses and psychological impacts; while (2) vulnerability is the
geological, biological, hydrological, climatological, geographical, social, cultural, political, economic
and technological conditions or characteristics of an area for a certain period of time which reduce
the ability to prevent, reduce, get prepared for and respond to the adverse effects of certain
hazards. The table below shows the classification of disasters:

A. PREPARATORY STAGE B.TRAINING AND EDUCATION IMPLEMENTATION

STAGE Disasters
I. Geological 1. Earthquake
2. Tsunami
3. Volcanic Eruption
4. Landslide
II. Hydrometeorological Disasters 1. Flood
2. Flash Flood
3. Drought
4. Extreme Weather
5. Extreme Heatwave
6. Forest and Land Fire
III. Anthropogenic Disasters 1. Epidemic
2. Technological Hazard – Industrial Accident

Both the HFA and Law Number 24 of 2007 (article 26) state that DRR priority should be included in the
education sector, that everyone has the rights to obtain education, training, and skills in the
implementation of disaster management, both in disaster situations and potential disaster situations.
Through formal and nonformal disaster management education and training, it is hoped that a culture
of safety and disaster preparedness can continue to be developed.

16
With disaster preparedness, it is expected that everyone can reduce disaster risks and vulnerabilities
through: a) identification and monitoring of disaster risks; b) participation in disaster management
planning; c) development of disaster awareness culture: d) increased commitment of disaster
management actors; and e) application of physical, non-physical and disaster management efforts.

School-based disaster preparedness education is practical thoughts and efforts to reduce or eliminate
all forms of disaster risks by prioritizing learning process or other educational activities so that students
can actively develop a culture of preparedness to face hazards.

Disaster education for all people including children is a must, because children are the most vulnerable
group during disasters, especially those who are attending school during the events. In times of
disaster, school buildings are destroyed, reducing the valuable lifespan of students and teachers and
disrupting the rights to education.

To start school-based disaster preparedness education, schools should conduct a series of activities
as follows:
1. Participate in the training or briefing on disaster management and disaster risk reduction;
2. Identify disaster risks around the school area;
3. Incorporate the curriculum into Annual, Monthly, Weekly and Daily Learning Plans
and monitor learning outcomes by:
a) Incorporating DRR materials into learning materials;
b) Incorporating DRR materials into key and local content subjects;
c) Incorporating DRR materials into self-development programs.
4. Provide the DRR Education subject.
5. Incorporate disaster preparedness education into school policy.

The components that have roles in School-based Disaster Education activities include:
1. School
School as a pedagogical service system for students has a role to:
a) Cultivate the spirit of excellence intensively to improve the school quality, among others by
building a disaster awareness culture and incorporating DRR into the school curriculum;
b) Help and encourage students to reach their full potential, by providing disaster education;
c) Implement the learning process of DRR education effectively, pleasantly and contextually;
d) Invite stakeholders to work together to improve the school quality, especially with regard to the
implementation of DRR strategies;
e) Involve all school components in making decisions for the implementation of DRR mainstreaming
strategies in schools.

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2. School Committee and Parents

School committees, as independent agencies, are formed to play a role in improving the quality of
services by giving consideration, direction and support of personnel, facilities and infrastructure, and
supervision in the implementation of DRR at school. The parents' knowledge about Earthquake
Disaster Preparedness in the learning process of students at school cannot be separated from that
at home. Parents' support is crucial to help students understand disaster preparedness properly.5

3. Government
Central and local government policies largely determine the success of school-based DRR
education implementation. Ongoing involvement of local Education Offices, BPBD, local Public
Works Offices, Regional Offices of the Ministry of Religious Affairs (Kemenag) and other
organizations related to DRR is required, including in the school monitoring and evaluation process.

B.3. EXTRACURRICULAR AND COMMUNITY-BASED INFORMAL EDUCATION

Extracurricular
Extracurricular activities are carried out by students outside the standard curriculum hours. These
activities exist at every level of education, from primary to higher school. These are aimed at
encouraging students to develop their personalities, talents, and abilities in various fields outside the
academic field. These activities conducted outside the school hours are organized independently
by schools and students.

Extracurricular activities can take the form of activities such as: arts, sports, personality
development, and other activities that aim positively for the progress of students. The development
of extracurricular activities is part of the development of school institutions. Extracurricular activities
aim to develop the talents, personality, achievements and creativity of students in order to develop
the education of students as a whole.

Specifically, extracurricular activities aim to:

1. Provide an environment that allows students to develop their potential, talents and abilities
optimally, so that they are able to realize their true identity and function fully in accordance with
their own needs and society;
2. Guide (identify and nurture) and cultivate (develop and improve) the full potential of students;
3. Develop affective aspect (moral and social values) and psychomotor aspect (skills) to balance the
cognitive aspect of students. Help students develop their interests and have the spirit to be more
active in learning as well as instill a sense of responsibility as independent human beings
(because these are done outside of school hours).

5 Earthquake Disaster Preparedness Education as an Effort to Improve Student Safety (Case Study at SDN Cirateun and SDN Padasuka 2 in Bandung
Regency) By: Dr. Krishna S. Pribadi, DEA*) and Ayu Krishna Yuliawati, S.Sos.,MM

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 Extracurricular activities consist of:
1. Compulsory Extracurricular Activities; are Extracurricular Activities that must be provided by an
educational unit and attended by all students;
2. Optional Extracurricular Activities; are Extracurricular Activities developed and organized by an
educational unit according to the talents and interests of the students.

School-based DRR is carried out structurally and non-structurally with the aim of building a culture
of preparedness and safety in the event of a disaster at school. School-based DRR can be carried
out, among others, through:
1. Empowerment of agencies and school communities;
2. Incorporation of disaster risk reduction into formal curriculum, both intra-curricular and extra-
curricular;
3. Development of partnerships and networks among various parties to support the implementation
of school-based disaster risk reduction.

Teachers can give guidance for school-based DRR education through its incorporation into
compulsory and optional extracurricular activities.

Examples of DRR integration into extracurricular activities:

1. Scouts
Scouts have important roles to form personalities, life skills, and noble character through
appreciating and practicing fundamental values of scouting for students in Elementary
School/Madrasa Ibtidaiya (SD/MI), Junior High School/Madrasa Tsanawiya (SMP/MTs), High
School/Madrasa Aliya (SMA/MA), and Vocational High School/Madrasa Aliya Vocational
(SMK/MAK). The Scouts or known as praja muda karana (Pramuka) in Indonesia, is a group of
young people with work or are working. A member of the scout movement is an Indonesian citizen
who voluntarily and actively joined the scouting introduction program and has been appointed as
a member. Scout Education contains a combination process of developing attitudes and skills.
The Scouts education activities are carried out through ceremony and scouting skills with various
methods and techniques. Scouting skills are formed through habituation and strengthening
attitudes and skills according to the learning needs. Methods and techniques used are interactive
and progressive learning, according to the physical and mental abilities of the members. The
development of attitudes and awareness becomes easy to integrate into scouting development
activities.

2. Red Cross Youth (PMR)

The Indonesian Red Cross Youth or known as palang merah remaja (PMR) is an organization
centered in schools or community groups (studios, study groups, etc.) under the auspice of
Indonesian Red Cross, which aims to build and develop red cross characters to prepare them to
become future Indonesian Red Cross Youth (PMI) members. It was established at the PMI
Congress on January 1950 in Jakarta. The development of PMR in schools is official based on
Circular Letter issued by the Director General of Education No. 11-052-1974, on June 22, 1974.
PMR recognizes 7 Fundamental Principles which are in accordance with the principles of disaster
management, those are:

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a) Humanity
The International Red Cross and Red Crescent Movement, born of a desire to bring assistance
without discrimination to the wounded on the battlefield and to prevent and alleviate human
suffering. Its purpose is to protect human life and health and to ensure respect for the human
being. It promotes mutual understanding, friendship, cooperation, and lasting peace amongst
all people.
b) Similarity
It makes no discrimination as to nationality, race, religious beliefs, class, or political opinions.
It endeavors to relieve the suffering of individuals, being guided solely by their needs, and to
give priority to the most urgent cases of distress.
c) Neutrality
In order to continue to enjoy the confidence of all, the movement may not take sides in
hostilities or engage at any time in controversies of a political, racial, religious or ideological
nature. d) Independence
The Movement is independent. The National Societies, while auxiliaries in the humanitarian
services of their governments and subject to the laws of their respective countries, must
always maintain their autonomy so that they may be able at all times to act in accordance with
the principles of the Movement.
e) Voluntary services
It is a voluntary relief movement not prompted in any manner by desire for gain.
f) Unity
There can be only one Red Cross or one Red Crescent Society in any one country. It must be
open to all. It must carry its humanitarian work throughout its territory.
g) Universality
The International Red Cross and Red Crescent Movement, in which all Societies have equal
status and share equal responsibilities and duties in helping each other, is worldwide.

The examples of PMR material that is in accordance with disaster response, for example, are First
Aid material and evacuation of accidents in the form of:
1. pure accidents such as physical trauma caused by objects, heat, chemical objects, etc.);
2. medical emergencies, for example due to seizures, unconsciousness (fainting), and so on.

Community-based DRR education

Community based DRR is a series of efforts to reduce disaster risk through awareness, capacity
building to deal with disaster threats and/or the application of active and participatory and organized
physical and non-physical efforts by community members.

In general, the objectives of implementing DRR activities in the community are:

1. Increasing community preparedness in community-based DRR,
2. Increasing community capacity development based on DRR,
3. Developing community development plans participatively based on DRR, and
4. Implementing the development model based on DRR.

20
 The fundamental principles of community-based DRR are as follows:
a. Fast and precise, disaster management must be carried out quickly and precisely in accordance
with the demands of the situation. Delays in mitigation will impact the high material losses and
fatalities;
b. Priority, in the event of a disaster, mitigation activities must be prioritized in saving human lives;
c. Coordination and integration, disaster management is based on good coordination and mutual
support. The integration principle in disaster management is carried out by various sectors with
good cooperation and mutual support;
d. Utility, disaster management activities must be effective in overcoming the difficulties of the
community by not wasting time, energy, and excessive costs;
e. Transparency and accountability, disaster management is carried out openly and responsibly;
f. Cooperation, prioritizes collaboration among individuals, groups, and organizations to carry out
activities and achieve common goals;
g. Participatory, the community is actively involved in every process of decision making and in
mutual cooperation in carrying out the development;
h. Non-discriminatory, disaster management does not make any different treatments as to gender,
ethnicity, religion, race and beliefs.

C. ADVOCACY STAGE
The advocacy stage in Risk Reduction and Resilience Education consists of three stages, those are:

C.1. INTEGRATION INTO CURRICULUM

Schools are believed to have a direct influence on the young generation, including instilling cultural
values and conveying traditional and conventional knowledge. In order to protect children from the
threat of natural disasters, two different but inseparable priorities are needed which is the disaster
risk reduction education and the school safety and security.

Schools must also be able to protect children from natural disasters. Investment in strengthening the
structure of a school building before a disaster occurs, will reduce long-term costs/budgets, protect
the next generation, and ensure the education continuity after the disaster. Organizing disaster risk
education into the school curriculum is very helpful in building awareness of the issue in the
community.

Children potentially affected by disaster are mostly students; thereby it is necessary to integrate
DRR education into the formal curriculum with the aim of developing children's abilities and
preparedness in facing disasters. The Integration of DRR into the curriculum should be implemented
in all educational level from the Early Childhood Education (PAUD), to High School/Madrasa Aliyah
(SMA/MA).

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The challenges in integrating DRR efforts into the education system are:
1. Weighing curriculum load of students;
2. Lack of teacher understanding of disasters;
3. Lack of teacher capacity and expertise in integrating DRR into the curriculum;
4. The lack of guidelines, syllabus, and teaching materials that are distributed and accessible to
teachers;
5. Limited resources (energy, costs and facilities); and
6. The condition of the school's physical buildings, facilities, and infrastructure is generally of
concern, not oriented to the Environmental Impact Assessment (EIA), and earthquake-resistant
construction.

Integration of DRR into the curriculum aims to allow students to gain a deep understanding through
cross-subjects which are connected through the central themes and their relevance to everyday life.
Integration of DRR learning material into the curriculum can be implemented through the following
models:
1. Integration of DRR education learning material into the main subjects;
2. Integration of DRR education learning material into local content subjects according to the
characteristics of disasters in the local area;
3. Integration of disaster risk reduction into extracurricular activities in accordance with the
characteristics of the disaster
in the local area.

The prerequisites for integrating DRR into the formal curriculum are:
1. Preparing Training modules for teachers in the development of disaster teaching materials that
can be used by students in class;
2. Organizing training for principals, teachers, and supervisors in integrating DRR into various intra
and extracurricular activities and developing disaster teaching materials for teachers.

Disaster curriculum indicators must include at least four aspects, those are:
1. Preventive education, is preventive efforts so that damage and victims can be reduced if a
disaster occurs;
2. Emergency response education, is efforts to search, rescue, and evaluate as well as providing
emergency assistance such as clothing, food, medicine, protection and others;
3. Rehabilitation education, is physical and non-physical improvement and empowerment and
restoration the lives of disaster victims; and
4. Reconstruction education, is rebuilding damaged facilities/infrastructure and public facilities so
that life may returns to normal.

Steps to integrate disaster preparedness into subjects can be done through:

a. Identification of learning material about disasters and disaster preparedness
Instructional materials are materials needed for the formation of knowledge, skills, and attitudes
that must be mastered by students in order to meet standards competency.

22
 Learning material consists of:
1. Fact material, are learning material in the form of reality and truth, including the names of
objects, historical events, symbols, place, people, parts or components of objects, etc.;
2. Concepts material, are learning material in the form of new understandings that can arise as
a result of thought, including definition, understanding, special characteristics, essence,
core/content, and so on;
3. Principal material, are learning material consisting of the main, principal, and the most
important things, including theorem, formula, adage, postulate, paradigm, and relationships
between concepts that illustrate causal implications;
4. Procedure material, are learning material which includes systematic or sequential steps in
working on an activity and chronology of a system;
5. Attitudes or values material, are learning material which is the result of learning affective
aspects, such as honesty, affection, help, enthusiasm, and spirit in learning and working, etc.

In identifying learning material, the following principles must be considered:

1. Principle of relevance
Learning materials should be relevant to the achievement of competency standards and basic
competencies. If the students have mastered facts memorizing, then the learning material
taught must be in the form of facts, not in the form of concepts, principles or other types.
2. The principle of consistency
If there are four basic competencies that must be mastered by students, then the teaching
material that must also include four types.
3. Principle of sufficiency
This means that the material taught should be sufficient enough to help students master the
basic competencies. Material should not be too little and should not be too much. In order to
be able to identify learning material about disasters and disaster preparedness properly, the
teacher have to read books about disaster or get training on disaster learning material.

The following is the examples of learning material identification in SD/MI by using cases of
Tsunami disaster in the Province of Nanggroe Aceh Darussalam as in the table below:

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HAPPENING PHASE LEARNING MATERIALS

1. Before the disaster a. Definition of tsunamis
A Tsunami is a series of high waves which come at incredible speeds
and are capable of breaking anything around.
b. Map of areas with tsunami threat in NAD

c. The causes of tsunami

1. Earthquake
2. Avalanches on the seabed
3. Meteor collision
4. Underground explosion (nuclear test)
5. Movement of the earth's crust
d. Signs of a tsunami
1. The occurrence of a very strong earthquake
2. Sudden receding of the sea water
3. Large waves

2. When the disaster a. The process of a tsunami

happens The two tectonic plates experience fractures on the seabed when one
of the plates rises or falls, leading to the changes of the volume of the
surrounding water. If the plate drops, the volume of water in that area
increases. If the plate rises, the volume of water will decrease.

Changes in the volume affects water waves. Water on the beach will
be sucked into the epicenter, the water will recede. This water will
return to a stable condition. The waves get tremendous energy.
b. Rescue system when a tsunami occurs.
1. At school:
- Keep calm
- Listen to the cue from the teachers
- Look for a safe place
2. At home:
- Keep calm. Be with parents, look for a safe place
3. At beach:
- Immediately look for a higher place
c. Actions shortly after the tsunami
- If there are signs of a tsunami coming, especially when we are on the
beach, where there is an earthquake and there is a strange sound
from the sea, immediately take people around to escape to a higher
place.
- Keep looking for information

3. After the disaster The negative impact of the tsunami:

1. The loss of lives and property
2. Damage to agricultural areas
3. Damage to public or social facilities
4. Lack of clean water
5. The emergence of epidemics
6. Deep trauma

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 b. Basic competency analysis that can be integrated with learning material about disasters
and preparedness
Basic competency analysis is a study of basic competencies in each subject in content standards
that can be integrated with learning material about disasters and disaster preparedness. The
analysis is carried out because not all basic competencies can be integrated with disaster
learning material and disaster preparedness.
The following is the examples of basic competency analysis in SD/MI by using cases of tsunami
disaster in the Province of Nanggroe Aceh Darussalam that are integrated in Indonesian
language subjects as in the table below:

HAPPENING LEARNING BASIC COMPETENCY

PHASES MATERIAL THAT CAN BE INTEGRATED
Before a. Definition of tsunamis Class IV Semester I
the Disaster A Tsunami is a series of high waves 1.1 Make an image/floor plan
which come at incredible speeds based on what is heard
and are capable of breaking
anything around.

b. Map of areas with tsunami threat in 2.1. Describe the place according to
NAD the plan or picture with coherent
sentences
3.1. Find the main idea of
a long text (150-200 words) by
skimming.
4.1. Complete unfinished conversation
by paying attention to the use of
punctuation (colon, and quotation
marks).
c. The causes of tsunami Class V Semester I
1. Earthquake 1.1. Responding to the explanation of
2. Volcanic eruption the speakers (farmers, traders,
(underwater volcanic eruption) fishermen, employees, etc.) politely.
3. Avalanches on the seabed 2.1. Responding to a problem or event
4. Meteor collision and suggesting a solution by paying
5. Underground explosion attention to the choice of words and
(nuclear test) politeness.
6. Movement of the earth's crust

d. Signs of a tsunami
1. The occurrence of a very strong
earthquake
2. Sudden receding of the sea water
3. Large Waves

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RESILIENCE EDUCATION

HAPPENING LEARNING BASIC COMPETENCY

PHASES MATERIAL THAT CAN BE INTEGRATED
When a. The Process of Tsunamis 3.1. Simple interview with resource
a disaster Two tectonic plates experience persons (farmers, traders,
happens fractures on the seabed when one of fishermen, employees, etc.) by
the plates rises or falls, the volume paying attention to the choice
of the surrounding water changes. If of words and politeness.
the plate falls, the volume of water in 4.1. Find the main idea of a text that is
the area increases. If the plate read at speed
rises, the volume of water will 75 words per minute.
decrease.

Changes in the volume will affect the

ocean waves. Water on the beach will
be sucked into the epicenter, the
water will recede. This water will
return to a stable condition. The
waves get tremendous energy.

b. Rescue system when a tsunami Class V Semester II

occurs. 4.2. Responding to stories about
1. At school: events that took place around
- Keep calm them that were delivered verbally.
- Listen to the cue from the teachers 4.3. Playing a drama character with
- Look for a safe place proper pronunciation, intonation and
2. At home: expression.
- Keep calm. Be with parents, look
for a safe place
3. At beach
- Immediately look for a higher place

c. Actions shortly after the Tsunami Class VI Semester I

- If there are signs of a tsunami 4.4. Delivering messages/information
coming, especially when we are on obtained from various media with
the beach, where there is an coherent, good, and correct
earthquake and there is a strange language.
sound from the sea, immediately 4.5. Making a summary of the text
take people around to escape to a that is read or heard.
higher place.
- Keep looking for information

After the The negative impact of the tsunami:

disaster 1. The loss of lives and property
2. Damage to agricultural areas
3. Damage to public or social facilities
4. Lack of clean water
5. The emergence of epidemics
6. Deep trauma

c. Compilation of syllabus that integrates learning material about disasters and disaster
preparedness
Syllabus is a learning plan in particular subject/theme that includes competency standards, basic
competencies, subject matter/learning, learning activities, indicators, assessment, time allocation,
and resources/materials/learning tools. Syllabus is the elaboration of standard competencies and
basic competencies into subject matter/learning, learning activities, and indicators of competency
achievements for assessment.

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 Principles for Developing Syllabus:
a. Scientific
The entire material and activities that become the content of the syllabus must be correct and
can be accounted scientifically.
b. Relevant
Coverage, depth, level of difficulty, and order of material presentation in the syllabus should
be in accordance with the level of physical, intellectual, social, emotional, and spiritual
development of the students.
c. Systematic
The syllabus components are related functionally in achieving competence. d. Consistent
The existence of a consistent relationship among basic competencies, indicators, subject
matter, learning experience, learning resources, and assessment system.
e. Adequate
The indicators coverage, subject matters, learning experiences, learning resources, and
assessment system is sufficient to support the achievement of basic competencies.
f. Actual and contextual
The indicators coverage, subject matter, learning experience, learning resources, and
assessment systems consider the development of the latest science, technology, and art in
real life and events that occur.
g. Flexible
The entire syllabus component can accommodate the diversity of students, teachers, and the
dynamics of changes that occur in schools and the demands of the community.
h. Comprehensive
The syllabus component covers the entire domain of competence (cognitive, affective,
and psychomotor).

Steps for developing syllabus:

1. Reviewing the Competency Standards and the Basic Competencies
Reviewing the competency standards and basic competencies of the subjects as stated in
Content Standards, by taking into account the following:
a. the order is based on the concept’s hierarchy of the scientific discipline and/or the level of
difficulty of the material, not necessarily in the order in the Standard of Content;
b. the relation between competency standards and basic competencies in the subjects;
c. the relation between competency standards and basic competencies between subjects.

2. Identifying the Principal Learning Material

Identifying the basic learning material that supports the achievement of basic competencies by
considering:
a. potential of the students;
b. relevance to the regional characteristics;
c. level of physical, intellectual, emotional, social, and spiritual development of the students;
d. usefulness for the students;
e. scientific structure;
f. the actuality, depth, and breadth of the learning material;
g. relevance to the needs of learners and the demands of the environment; and
h. time allocation.

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3. Developing Learning Activities

Learning activities are designed to provide learning experiences which involve mental and
physical processes through interaction between students, students with teachers, the
environment, and other learning resources in order to achieve basic competencies. These
learning experiences can be realized through the use of varied learning approaches and
learner-centered. It also contains life skills that need to be mastered by the students. The
things that must be considered in developing learning activities are as follows.
a. Learning activities are arranged to provide assistance to educators, especially teachers, in
order to carry out the learning process professionally;
b. Learning activities contain a series of activities that must be carried out by students in
sequence to achieve basic competencies;
c. Determination of the sequence of learning activities must be in accordance with the
hierarchy of learning material concepts;
d. The statement formulation in learning activities must contain at least two elements of
character that reflect the management of learners' learning experiences, i.e. the materials
and activities of students.

4. Formulating the Indicators of Competency Achievement

Indicators are markers of achieving basic competencies which are characterized by behavioral
changes that include attitudes, knowledge, and skills. Indicators are developed according to the
characteristics of the students, subjects, educational units, regional potential and formulated in
operational verbs that are measurable and/or observable. Indicators are used as a basis for
compiling assessment tools.

5. Determining the Assessment Types

The assessment of student basic competency achievement is based on indicators. The
assessment is carried out by using tests and non-tests in written and oral forms, observing
performance, measuring attitudes, as well as evaluating work in the form of tasks, projects
and/or products, portfolio use, and self-assessment.

The assessment is a series of activities to obtain, analyze, and interpret data about the process
and learning outcomes of the students, which is conducted systematically and continuously, so
that it becomes meaningful information in decision making. Things that need to be considered
in the assessment are:
a) Assessment is directed at measuring competency achievement;
b) Assessment uses criteria reference; that is based on what can be done by the students after
following the learning process, and not to determine a person's position towards the group;
c) The planned system is a continuous assessment system. Sustainability means that all
indicators are insisted, then the results are analyzed to determine the basic competencies
that have been owned and those that have not and to find out the difficulties of students;
d) The assessment results are analyzed to determine the follow-up. The follow-up is in the
form of improvement of the next learning process, remedial program for the students whose
achievement competency below the completeness criteria, and enrichment programs for
those who have met the completeness criteria;

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 e) The assessment system must be adapted to the learning experience taken in the learning
process. For example, if learning uses field observation task approach, evaluation must be
given both to the process (process skills) such as interview techniques and to the
information of products/results of conducting field observations.

6. Determining the Time Allocation

Determination of time allocation in each basic competency is based on the number of effective
weeks and time allocation of subjects per week by considering the number of basic
competencies, breadth, depth, level of difficulty, and level of importance of basic competencies.
The time allocation listed in the syllabus is an average time estimated to master the basic
competencies needed by the students.

7. Determining the Learning Resources

Learning resources are references, objects, and/or materials used for learning activities in the
form of printed and electronic media, resource persons, as well as physical, natural, social, and
cultural environments. Determination of learning resources is based on competency standards
and basic competencies and also subject matter/ learning, learning activities, and indicators of
competence achievement.
The following is an example of the syllabus format for competency standards as in the table
below:

d. Preparation of a Learning Implementation Plan (LIP) that Integrates Learning Materials

about Disasters and Disaster Preparedness.
The LIP is derived from the syllabus to direct students' learning activities as an effort to achieve
Basic Competency (BC). Each teacher in the education unit is obliged to prepare a lesson plan
in a complete and systematic manner so that learning can be interactive, inspirational, fun, and
challenging. The lesson plan should motivate student to actively participate and provide
sufficient space for initiative, creativity, and independence in accordance with their talent,
interests, and physical and psychological development. LIP is prepared for each BC which can
be held in one or more meetings. The teacher designs a piece of LIP for each meeting that is
adjusted to the scheduling in the education unit.

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Principles in Preparing Lesson Plans:

1. Paying attention to the students’ individual differences
The lesson plan is prepared by taking into account the differences in gender, initial abilities,
intellectual level, interests, learning motivation, talents, potential, social abilities, emotions, learning
styles, special needs, learning speed, cultural background, norms, values, and/ or the environment
the students live in.
2. Encouraging the students’ active participation
The learning process is designed to develop the students’ love for reading, understanding on
various readings, and ability to express themselves through various forms of writing.
3. Developing the culture of reading and writing
The learning process is designed to develop the students’ love for reading, understanding on
various readings, and ability to express themselves through various forms of writing.
4. Providing feedback and follow-up
The lesson plan contains a program design that provides positive feedback, strengthening,
enrichment, and remedies.
5. Indicating interconnectedness and integration
The lesson plan is prepared by taking into account the interconnectedness and integration of SK,
KO, learning material, learning activities, indicators of competence achievement, assessments, and
learning resources in a comprehensive learning experience. The lesson plan is arranged to
accommodate the thematic learning, integration between subjects, cross-learning aspects, and
cultural diversity.
6. Applying the information and communication technology
The lesson plan is prepared by considering the application of information and communication
technology in an integrated, systematic and effective manner in accordance with the situation and
conditions.
Components of the lesson plan:
1. Subject identity
Subject identity includes: education unit, class, semester, program/expertise program, subjects or
subject theme, number of meetings.
2. Competency standards
Competency standards are the minimum ability qualifications of students that describe the mastery
of knowledge, attitudes, and skills expected to be achieved in each class and/or semester on a
subject.
3. Basic competence
Basic competence is a number of abilities that must be mastered by students in certain subjects as a
reference in the preparation of competency indicators for a lesson.
4. Indicators of competence achievement
Competency indicators are the behaviors that can be measured and/or observed to show the
achievement of certain basic competencies which become the reference for subject assessment.
Indicators of competence achievement are formulated using the operational verbs that can be
observed and measured, which include knowledge, attitudes and skills.
5. Learning objectives
Learning objectives describe the process and learning outcomes expected to be achieved by the
students in accordance with the basic competence.

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 6. Teaching material
Teaching materials contain the relevant facts, concepts, principles and procedures written in
the form of items in accordance with the formulation of indicators of competence achievement.
7. Time allocation
Time allocation is determined according to the requirements for KO achievement and learning
load.
8. Learning methods
Learning methods are used by the teacher to create a learning atmosphere and process
enabling the students to reach the basic competence or a set of predefined indicators. The
selection of learning methods is adjusted to the students’ situation and conditions as well as the
characteristics of each indicator and competence to be achieved on each subject. The thematic
learning approach is used for grade 1 to grade 3 students of SD/MI.
9. Learning activities
a. Introduction
Introduction is the initial activity in a meeting that is intended to generate motivation and
focus the students’ attention to actively participate in the learning process.
b. Core activity
The core activity is the learning process to reach KO. Learning activity is conducted through
an interactive, inspiring, fun, and challenging manner; motivates the students to actively
participate; and provides enough space for initiatives, creativity, and independence in
accordance with their talents, interests, and physical and psychological development. This
activity is carried out systematically through the process of exploration, elaboration, and
confirmation.
c. Closing
Closing is an activity carried out to end the learning activity that can be done through the
provision of summaries or conclusions, assessments and reflections, as well as feedback
and follow-up.
10. Learning outcome assessment
The procedures and instruments to assess the learning process and outcomes are adjusted
to the indicators of competence achievement and referring to the Assessment Standards.
11. Learning resources
The determination of learning resources is based on the competency standards and basic
competence, as well as the teaching materials, learning activities, and indicators of
competence achievement.

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The following is an example of the lesson plan format for competency standards as shown in the
table below:

Example of Lesson Plan Format:

LESSON PLAN:
SYLLABUS

SD/MI :
Subject :
Class/Semester :
Competency Standards :
Basic Competence :
Indicator :
Time allocation : x 35 minutes (... meeting)

A. Learning Objectives
B. Learning Materials
C. Learning Methods
D. Learning Steps
Meeting 1
1. Initial Activity
2. Core Activity
3. Closing Activity
Meeting 2
1. Initial Activity
2. Core Activity
3. Closing Activity
E. Learning Resources
F. Assessment

e. Preparation of Teaching Materials Integrating the Learning Materials on Disasters and

Preparedness
Teaching material is a set of materials that is systematically arranged in writing or other way to
help create an environment/atmosphere that allows students to learn. Teaching materials are
prepared based on the developed syllabus and lesson plan. This model compiles the teaching
materials into a module as summarized below.

Types of teaching materials:

• Printed materials: handouts, books, modules, worksheets for students, brochures, leaflets, wallcharts
• Audio Visual : video/film, VCD
• Audio : radio, cassette, audio CD
• Visual : photos, pictures, models/mock-ups
• Multi Media : Interactive CD, computer-based, internet

Function of teaching materials:

• Guidelines for Teachers
• Guidelines for Students
• Evaluation Tool

Objectives of teaching material:

• To help the students
• To provide choices
• To facilitate the teacher
• To make the learning process more interesting

Benefits of teaching materials:

a. For Teachers
• Help the teachers in teaching-learning process
• Add credit numbers
• Increase income

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 b. For Students
• Make the learning process more interesting
• Encourage self-learning
• Provide ease of learning

Components of teaching material:

• Title, Learning Materials, SK, KD, Indicators
• Learning instructions (instructions for the students/teachers)
• Objectives to be achieved
• Supporting information
• Exercises
• Work instructions
• Grading

Characteristics of a good teaching material:

• Evokes the interest in reading
• Is provided in written form and designed for the students
• Is compiled based on the flexible learning patterns
• Its structure is based on the needs of the students and the final competencies to be achieved
• Gives the opportunity to practice for the students
• Addresses the difficulties faced by the students
• Provides a summary
• Is given in communicative and semi-formal writing style
• Has a mechanism to gather feedback from students
• Explains the way to learn the teaching material

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MODELS OF TEACHING MATERIALS BASED ON THE INTEGRATION OF LEARNING

MATERIALS OF DISASTER AND DISASTER PREPAREDNES INTO TEACHING MATERIALS

Grade IV – VI Teaching Materials

1. Islamic Education
2. Civics
3. Mathematics
4. Indonesian Language
5. Natural Sciences
6. Social Sciences
7. Art, Culture, and Craft
8. Physical, Sport, and Health Education

C.2. KEY MESSAGES BASED ON CONSENSUS

The global consensus for disaster management is known as the Hyogo Framework for Action (HFA).
HFA was declared in Kobe, Japan in 2005 and agreed upon by 168 countries worldwide. The
government of Indonesia then ratified the HFA in 2006 and issued Law No. 24 of 2007 concerning
Disaster Management followed by the establishment of National Disaster Management Agency (BNPB)
and Regional Disaster Management Agency (BPBD) at both provincial and district/city levels.

Consequently, a number of policies were made, such as the National Action Plan for Disaster Risk
Reduction (RAN DRR) and National Disaster Management Plan (RENAS PB). The regulations issued
by the government include Government Regulation No. 21 of 2008 concerning the Implementation of
Disaster Management, Government Regulation No. 22 of 2008 concerning Disaster Relief Funding and
Management, Government Regulation No. 23 of 2008 concerning the Participation of International
Agencies, Presidential Regulation No. 8 of 2008 concerning BNPB and others. At the regional level,
BPBD is formed.

The part of the overall mandate of the Law on Disaster Management that the government must realize
is to carry out disaster risk reduction. This includes disaster prevention and mitigation activities that
must be carried out on all fronts by involving as many elements as possible within the government and
the community. The goal of disaster risk reduction is to increase the community resilience in the face
of disasters. In this context, the education sector has a very strategic role to introduce the values,
knowledge and understanding on disaster risk reduction to children since the early age.

The Law on Disaster Management itself specifically mentions the disaster risk reduction activities
related to education in article (26) stating that everyone has the rights to education, training and skills
regarding the implementation of disaster management. As an embodiment of responsibility and
commitment to realize a society that is ready and empowered to withstand disasters, the Indonesian
Ministry of Education and Culture issued the Circular Letter No. 70a/MPN/SE/2010 on Mainstreaming
Disaster Risk Reduction (DRR) at Schools.

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This mainstreaming strategy is needed because:
1. Students (including those with special needs) are members of the community who are vulnerable to
natural disasters;
2. School community, especially students, are agents and communicators to disseminate knowledge
on disaster education to parents and their environment;
3. Students are assets of the development and the nation's future, so they must be protected
from various disaster threats.

Learning and sharing the key/main messages about DRR

At the school level, after the existing hazards have been identified, it is necessary to share this
information with the school community, parents of the students and the local community. In addition,
information about the main concepts of DRR also need to be shared for then to be integrated into a
habit by the school community, parents of the students and the local community.

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CHAPTER III
ACHIEVEMENT INDICATORS
Indonesia has the potential to experience many natural disasters. Therefore, the community
preparedness in dealing with disasters is one of the important issues in disaster risk reduction efforts.
No party wishes to deal with a disaster. However, when there is a potential disaster, the actions that
can be taken are increasing the alertness when disaster strikes and preparedness when there is no
disaster or prior to a disaster occurrence. These actions are taken based on the fact that disasters are
unpredictable.

The following are the achievement indicators in the preparation of pillar 3 of the Disaster Risk
Reduction (DRR) and Resilience education:

A. PREPARATORY STAGE

The indicators of Risk Reduction and Resilience Education for the preparation stage are:

A.1. EDUCATION SECTOR ANALYSIS

Various indicators used as parameters in analyzing the education sector are:
a. Knowledge and Attitude towards Disasters
Knowledge on disasters is the main reason for someone to carry out the protection activities or
the existing preparedness efforts (Sutton and Tierney, 2006). Such knowledge influences
people's attitudes and awareness on staying ready and alert in anticipating disasters, especially
for those living in areas prone to natural disasters.
b. Emergency Response Plan
Emergency Response Plan is a plan owned by individuals or community to face emergencies in
the region due to natural disasters (Sutton and Tierney, 2006). Emergency response plan
becomes an important part of the preparedness process, especially that of evacuation, relief and
rescue, to minimize the number of victims (ISDR/UNESCO, 2006). Emergency response plan is
very important especially on the first day of a disaster or a period where relief has not yet arrived
(ISDR/UNESCO, 2006). This emergency response plan is a situation where the community
ensures the division of existing labor resources during a disaster.
c. Early Warning System
One of the indicators of the community preparedness is how the early warning system works in
the community especially that living in the disaster-prone areas. The warning system includes
warning signs and information distribution in the event of a disaster. In addition to the existence of
a disaster warning system, a good system ensures the community also understands the
information given by a warning sign or knows what to do when the warning signs go off/light up
(Sutton and Tierney, 2006). Therefore, trainings/simulations relevant to disaster warning system
are required. The disaster warning system is the initial step of the preparedness carried out by the
community. A good disaster warning system minimize the casualties caused by the disaster to the
smallest possible number.

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 d. Supporting Resources
Supporting resources are one of the preparedness indicators that considers how various existing
resources can be used to restore the normal condition following an emergency (ISDR/ UNESCO,
2006). This indicator generally focuses on the various resources needed by individuals or
communities in recovery efforts or to survive disasters or emergencies that are available at both
inside and outside the disaster area. Resources according to Sutton and Tierney are divided into
3 parts namely human resources, funding/logistics resources, and technical guidelines
and materials provisions.
e. Social Capital
Social capital can also serve as a determiner for other preparedness indicators such as
agreement on the same evacuation place, training attendance, and collaboration on other
preparedness actions (Sutton and Tierney 2006). Social capital is an indicator that can be used to
observe the preparedness level. Social capital is often interpreted as the ability of an individual or
a group to work with others. Solid social capital within the community will make people
mobilization easier during evacuation.

A.2. MULTI-HAZARD RISK ASSESSMENT

The achievement of indicators for disaster risk assessment is carried out by identifying, classifying
and evaluating the risks through several steps, namely:
1. Ensuring that disaster risk reduction becomes a national and local priority with a strong
institutionalization basis for its implementation with the following achievement indicators:
a. National/local legal and policy frameworks for disaster risk reduction exist with explicit
responsibilities established for all levels of government;
b. Availability of the resources specifically allocated for disaster risk reduction activities at all
levels of government;
c. Realization of the community participation and decentralization through the distribution of
authorities and resources at the local level;
d. Functioning regional forums/networks specifically designed for disaster risk reduction.

2. Ensuring the availability of Regional Disaster Risk Assessments based on hazard and
vulnerability data covering the risks for main regional sectors with the following indicators:
1) Availability of regional disaster risk assessment based on hazard and vulnerability data which
includes the risks for main regional sectors;
2) Availability of systems ready to monitor, archive and disseminate data on the main potential
disasters and vulnerabilities;
3) Availability of an early warning system ready to operate on a large scale with a broad outreach
covering all levels of society;
4) Regional risk assessment considers the cross-border risks in order to establish cooperation
between regions for risk reduction.

3. Realizing the use of knowledge, innovation and education to build resilience and safety culture at
all levels with the following indicators:
1) Availability of the relevant information on disasters accessible at all levels by stakeholders
(through networks, development of systems for sharing information, etc.);

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2) School curriculum, relevant education and training materials include the concepts and practices
regarding disaster risk reduction and recovery;
3) Availability of research methods for multi-disaster risk assessment and cost-benefit analysis
developed based on the quality of the research results;
4) Implementation of the strategies to build awareness of the entire community in conducting the
disaster-resistant cultural practices to reach the wider community both in urban and rural areas.

A.3. CHILD-CENTERED ASSESSMENT AND PLANNING

The indicators for child-oriented planning are made based on:
1. Developmental and active learning approach;
2. Child-oriented learning with the following characteristics:
• Children initiate the developmental activities.
• Children choose the materials and decide what to be done with them.
• Children actively apply the materials with all their senses.
• Children find the cause-and-effect relationship through direct experiences with objects.
• Children transform and combine materials.
• Children use their gross motor muscles.

B. TRAINING AND EDUCATION IMPLEMENTATION STAGE

Implementation stage in achieving the indicators of Disaster Risk Reduction and Resilience Education
include:

B.1. TEACHER TRAINING AND STAFF DEVELOPMENT

The indicators of teacher training and staff development include:
1. Attitude and action
2. School policies
3. Preparedness planning
4. Resource mobilization

The explanations of the information above for achieving the indicators of teacher training and other
education personnel development include:
1. Attitude and action
The basis for each teacher's attitudes and actions is the perception, knowledge and skills they
have to build the ability of all students to deal with disasters quickly and effectively.
2. School policies
School policy is a decision made formally by the school on matters that need to be supported in
the implementation of DRR in schools, both specifically and in an integrated manner. This
decision will be used by teachers and other education personnel in training to improve
competency/ability to deal with disasters in schools.
3. Preparedness planning
Preparedness planning aims to ensure that there are quick and effective actions from teachers or
other education personnel in schools in the event of a disaster by integrating and utilizing the
disaster management systems. The forms or products of this plan are documents, such as

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 preparedness SOPs, emergency/contingency plans, and other related preparedness supporting
documents, including the early warning systems prepared by taking the local accuracy and
contextuality into account.
4. Resource mobilization
Schools must prepare the human resources, facilities, and infrastructures as well as the financial
management to ensure the school disaster preparedness. Resource mobilization is based on the
ability of teachers and staff to improve disaster preparedness.

B.2. DISASTER EDUCATION

Disaster Risk Reduction Education is an interactive learning process in the community and the
existing institutions. The scope of disaster risk reduction education is broader than that of formal
education in schools and universities. This includes the recognition and use of traditional wisdom
and local knowledge for protection against natural disasters. The Indicators of Disaster Education
can be seen from various parameters, including:

The Indicators for Disaster Prepared School Parameters on Knowledge and Skills:
1. Knowledge on the types of hazard, sources of hazard, magnitude of hazard and the impacts of
hazard as well as hazard signs in the school environment;
2. Access for all school components to increase the knowledge, understanding and skills on
preparedness (reference materials, participation in training, teacher meetings, village meetings,
student jamborees, etc.);
3. Knowledge on the history of disasters that have occurred at school or regional environment;
4. Knowledge on the vulnerabilities and capacities existing in schools and the surrounding
environment.

The Indicators for Knowledge and Skills Parameters:

1. Knowledge on the efforts that can be made to minimize disaster risk in schools;
2. Skills of all school components in carrying out emergency response plans;
3. The existence of regular simulation activities;
4. Preparedness promotion and training for school community and stakeholders.

The Indicators for Policy Parameters:

There are policies, agreements, school regulations that support preparedness efforts in schools.

The Indicators for Emergency Response Plan Parameters:

1. The existence of a disaster risk assessment document that is jointly prepared in a participatory
manner with the school community and stakeholders;
2. The existence of communication and coordination protocols;
3. The existence of School Preparedness SOPs that are agreed and implemented by all
school components;
4. The agreement and the availability of the nearest evacuation/shelter location to the school are
informed to all school components and parents of students, the local community and government.
Important school documents are copied and stored well, so that they can still be available, even
though the school is affected by the disaster;

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5. Important information records that are easy to use by all school components, such as the
nearest emergency aid, nearest community health center/hospital, and the related officials;
6. The existence of a school evacuation map, with marks and signs installed, that are easily
understood by all school components;
7. Access to hazard information, both on the natural signs as well as the information from the
environment and the authorities (local government and BMKG);
8. Preparation of tools and hazard signs that are agreed upon and understood by all school
components;
9. The mechanism for disseminating hazard warning information in the school environment;
10. Good understanding by all school components on how to react to hazard warning information;
11. The availability of an official responsible and authorized to operate and maintain early warning
devices.

The Indicators for Resource Mobilization Parameters

1. The availability of school disaster preparedness groups including the student representatives;
2. The availability of basic equipment and supply of post-disaster basic needs that can be
immediately fulfilled and accessed by the school community, such as first aid kits and
evacuations, medicines, tarpaulins, tents and clean water sources;
3. Participatory monitoring and evaluation of school preparedness on a regular basis (testing
or training the school preparedness regularly);
4. Cooperation with the parties related to the implementation of disaster management both at the
local level (village/kelurahan and sub-district) and BPBD/government institutions responsible for
the coordination and implementation of disaster management in cities/districts.

B.3. EXTRACURRICULAR AND COMMUNITY-BASED INFORMAL EDUCATION

The achievement of indicators for extracurricular development activities can be carried out through
the following:
1. Analysis of resources needed in conducting extracurricular activities;
2. Identification of needs, potentials and interests of students;
3. Establish the form of activities held;
4. Seek resources according to the choice of students or distribute them to the educational units or
other institutions;
5. Develop a program of extracurricular activities.

C. ADVOCACY STAGE
The advocacy stage in achieving the indicators of Risk Reduction and Resilience Education includes
the following:

C.1. INTEGRATED INTO CURRICULUM

The disaster curriculum indicators have at least four aspects, namely:
1. Resilience education, a preventive effort to reduce damage and the number of victims in the
event of disaster;
2. Emergency response education, an effort to search, rescue, and evaluate, and also to provide
any emergency assistance (clothing, food, medicine, protection, etc.);

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 3. Rehabilitation education, a physical and non-physical improvement and empowerment for the
lives of the disaster victims;
4. Reconstruction education, focusing on the effort to rebuild damaged infrastructure and restore
normal function of public facilities.

C.2. KEY MESSAGES BASED ON CONSENSUS

The indicators in providing key messages to students, teachers, and principals include:
1. The number of teachers perceiving the key messages on disaster preparedness;
2. The information about the key messages on disaster preparedness displayed at school;
3. The dissemination of the key messages on disaster preparedness to students.

Based on the various indicators above, the stages, i.e. the preparation stage to the advocacy stage,
can be seen in the table below.

STAGE PILLAR PARAMETERS INDICATORS VERIFICATION

Preparation The analysis of The availability of the The analysis
the education analysis documents for the documents for the
sector education sector updated education sector
per 2 years

Child-centered The availability of the simple The simple risk maps

assessment and risk maps and multi-risk and multi-risk
planning assessment documents at assessment documents
the school level at the school level

The availability of the The documents on

documents on child-centered child-centered
assessment and planning at assessment and
the school level planning at the school
level

The Teacher training Attitudes and The implementation of DRR The amount of
Implementation and staff Action integration training into training conducted by
of Training and development KTSP the school
Education
School There are policies,
Policies agreements, and/or school
regulations that support
disaster risk reduction efforts
at school

Preparedness The availability of the disaster

Planning risk assessment documents
which are prepared
participatively with the school
community and
stakeholders.
Resource The school teachers have The frequency and type
mobilization collaborated with other of the collaboration
teacher associations in the activities between the
region such as the MGMP boards, teachers, and
forum related to DRR other teacher
efforts at school associations related to
DRR efforts at school

PLANNING AND FOREIGN COOPERATION BUREAU, SECRETARIAT-GENERAL OF THE MINISTRY 41

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PILLAR 3 - RISK REDUCTION AND
RESILIENCE EDUCATION

STAGE PILLAR PARAMETERS INDICATORS VERIFICATION

The Disaster Attitudes and The dissemination of the The number of
Implementation education Action DRR knowledge, Disaster dissemination
of Training and Preparedness School, and activities at school
Education preparedness to conducted regularly
the school community and and continuously
stakeholders

School The availability of the access The school information

policies for all school community to system (e.g. bulletin
information, knowledge, and boards, libraries,
training to increase capacity books, modules) which
in DRR (reference material, contains the DRR
training participation, teacher information and can be
meetings, village meetings, accessed by the
student jamboree, etc.) school community.

The number of
opportunities and
participation of the
school community in
training, teacher
meetings, village
meetings, student
jamboree, etc.

Knowledge The availability of the training

and attitude and efforts to increase
towards knowledge regarding disaster
disasters risk reduction.
The implementation of
integrating the DRR training
into the school curriculum
(learning material, local
content, extracurricular
activities)

The disaster simulation

activities conducted regularly

Skills of all school community

in carrying out risk reduction
and emergency response
plans

Extracurricular • Carrying out the analysis

activities and of resources in
community- extracurricular activities
based informal • Identifying the needs,
education potential, and interests of
the students
• Determining the type of
activities
• Seeking resources
according to the students’
choice
• Developing extracurricular
programs

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 STAGE PILLAR PARAMETERS INDICATORS VERIFICATION
Advocacy Integration into • Resilience education, a
curriculum preventive effort to reduce
damage and victims in the
event of disaster
• Emergency response
education, an effort to
search, rescue, and
evacuation, and also to
provide emergency
assistance (clothing, food,
medicine, protection, etc.)
• Rehabilitation education, a
physical and non-physical
improvement and
empowerment for the lives
of the disaster victims
• Reconstruction education,
focusing on the effort to
rebuild damaged
infrastructure and restore
normal function of public
facilities.

Key messages • The number of

based on teachers perceiving
consensus the key messages on
disaster preparedness
• The information about the
key messages on disaster
preparedness displayed at
school
• The dissemination of the
key messages on disasters
to students

43
BIBLIOGRAPHY

• Guide for Compiling an Education Sector Analysis – Safe School. (2013). Save the Children
• Modul Pelatihan Kajian Risiko. (2010). Plan Indonesia
• Modul Pelatihan PRB. World Vision
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• Pedoman Teknis Pengurangan Risiko Bencana Berbasis Komunitas. PNPM Perkotaan,
Kementerian PU
• Pengintegrasian Kesiapsiagaan Bencana ke dalam Mata Pelajaran Sekolah Dasar. (2010). Pusat
Kurikulum Ministry of Education and Culture and Save the Children
• PERKA BNPB No 02/2012 tentang Pedoman Umum Pengkajian Risiko Bencana. (2012). BNPB
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Pendidikan Menengah
• Rencana Penanggulangan Bencana Provinsi DKI Jakarta 2013-2017. (2012). BPBD Provinsi DKI
Jakarta
• UU No. 20/2003 tentang Sistem Pendidikan Nasional
• Badan Penanggulangan Bencana Daerah: Yulianto K.N, S.Km, M.Kes Kabid. Kedaruratan Logistik
Rehabilitasi Rekonstruksi (Anggota Gugus Tugas Kota Layak Anak)
• LIPI-Prakoso Bhairawa Putera S, Junior Researcher on the Policies and Development of Science
and Technology
• Regional and Rural Planning Research Group, Urban and Regional Planning Engineering Study
Program, SAPPK, Institut Teknologi Bandung.
• A Framework of School-Based Disaster Preparedness. (2011). Consortium for Disaster Education
• Regional and Rural Planning Research Group, Urban and Regional Planning Engineering Study
Program, SAPPK, Institut Teknologi Bandung.
• A Framework of School-Based Disaster Preparedness. (2011). Consortium for Disaster Education

PLANNING AND FOREIGN COOPERATION BUREAU, SECRETARIAT-GENERAL OF THE MINISTRY 43

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3
PILLAR 3 - RISK REDUCTION AND
RESILIENCE EDUCATION

MINISTRY OF EDUCATION
AND CULTURE

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