1. SCHOOL DISASTER RISK REDUCTION ACTIVITIES
in TURKEY
Zeynep M. Turkmen Sanduvaç
zeynepturkmen@zeynepturkmen.com
İstanbul, 2012

2. CONTENT
CONTENT
 Risks in Turkey / Children at Risk
 Safe School Facilities
 DRR in Curriculum
 School Disaster Management
 INNE MS Advocacy on TR MoNE

3. SEISMICITY in TURKEY 1900 - 2012
Katılımcılara ana
konuları ve Bilgi ve
temaları becerilerin
göstermek için uygulanması, Var olan politika,
test edilmesi için uygulama, prosedür
ve boşlukların ortaya
konması için
Courtesy: Suha Ulgen, Interactive Media & Geographic
Information Systems, Inc.
Major earthquakes happen with frequency along the major fault lines
that run through Turkey
76% of disasters in Turkey from earthquakes

4. RISKS in TURKEY
Katılımcılara ana
konuları ve Bilgi ve
temaları becerilerin
göstermek için uygulanması, Var olan politika,
test edilmesi için uygulama, prosedür
ve boşlukların ortaya
konması için
Courtesy: Suha Ulgen, Interactive Media & Geographic
Information Systems, Inc.
Seismic safety of school buildings constant concern
for public authorities and parents

5. RISKS in TURKEY _ Earthquake
Katılımcılara ana
konuları ve Bilgi ve
temaları becerilerin
göstermek için uygulanması, Var olan politika,
test edilmesi için uygulama, prosedür
ve boşlukların ortaya
konması için
Courtesy: Polat Gülkan
Celtiksuyu Regional Primary Boarding School
Bingol, 2003

6. RISKS in TURKEY _ Landslide
Katılımcılara ana
konuları ve Bilgi ve
temaları becerilerin
göstermek için uygulanması, Var olan politika,
test edilmesi için uygulama, prosedür
ve boşlukların ortaya
konması için
Tuzlatasi Village Primary School
PHOTO: Erzurum Internet Newspaper, 19 March 2010
10 % of disasters in Turkey from landslides

7. RISKS in TURKEY _ Flood
Katılımcılara ana
konuları ve Bilgi ve
temaları becerilerin
göstermek için uygulanması, Var olan politika,
test edilmesi için uygulama, prosedür
ve boşlukların ortaya
konması için
PHOTO: Anonymous
9 % of disasters in Turkey from floods

8. CONTENT
CONTENT
 Risks in Turkey / Children at Risk
 Safe School Facilities
 DRR in Curriculum
 School Disaster Management
 INNE MS Advocacy on TR MoNE

9. STRUCTURAL and NON STRUCTURAL MITIGATION
SINCE 1999 Marmara Earthquakes
SAFE SCHOOL FACILITIES
New School Construction Oversight:
included changes in design,
construction, procurement
mechanism and processes.
Katılımcılara ana
konuları ve Bilgi ve
Retrofit of Existing Schools:
temaları becerilerin
göstermek için
WB and EDB funded the projectsuygulanması,
test edilmesi için
for comprehensive retrofit and
replacement program of
more than 1,800 buildings
(80% of building stock predated
the 1998 Building Code)
Non-Structural Mitigation:
. Production and distribution of 80,000 steel desks to more than 500 schools.
Education in non-structural risk reduction initiated.
. Fire extinguishers and fire drills.

10. DISASTER PREPAREDNESS EDUCATION
SAFE SCHOOL FACILITIES (cont.)
2000 - 2005:
Basic Disaster Awareness Projects
I. Istanbul Community Impact Project (2000-2003)
Marmara Region:
4 Provinces - Istanbul and Bursa, Sakarya, Çanakkale
Program reached; 3,600 school-based instructors,
121,000 school personnel, 1.8 million students and
700,000 parents in 4 provinces.
Earthquake Preparedness Day (Nov.12th) included in
TR MoNE School Specific Days Calendar

11. DISASTER PREPAREDNESS EDUCATION
SAFE SCHOOL FACILITIES (cont.)
2000 - 2005:
Basic Disaster Awareness Projects
Istanbul Community Impact Project (2000-2003)
Courtesy: Bodrum District
Chamber of Engineers

12. Basic Disaster Awareness Projects_ 2000 - 2005:
Basic Disaster Awareness in Turkish Schools
SAFE SCHOOL FACILITIES (cont.)
(2003-2005 )

13. DISASTER PREPAREDNESS EDUCATION
2000 - 2005:
SAFE SCHOOL FACILITIES (cont.)
Basic Disaster Awareness Projects
Basic Disaster Awareness in Turkish Schools
(2003-2005)

14. Basic Disaster Awareness Projects (cont.)
Basic Disaster Awareness in Turkish Schools
SAFE SCHOOL FACILITIES (Cont.)
Cascading Model (2003-2005 )
2,000+ volunteer teachers from 50 provinces
participate in Distance Learning BDA self study program
130 Basic Disaster Awareness Instructor Trainer Candidates Selected for 5-day
training program, on basis of strength of application. (minimum 2/province)
Instructor-Trainers provided 1-day training program to
26,000+ Basic Disaster Awareness Instructors. 14,000+ Registered
3,650,000+ Students 245,000+ Teachers 1,000,000+ Parents

15. DISASTER PREPAREDNESS EDUCATION
Basic Disaster Awareness Projects (cont.)
SAFE SCHOOL FACILITIES (cont.)
Basic Disaster Awareness in Turkish Schools
Educational Materials (2003-2005 )

16. CDRR in CURRICULUM
CONTENT
ONTENT
 Risks in Turkey / Children at Risk
 Safe School Facilities
 DRR in Curriculum
 School Disaster Management
 INNE MS Advocacy on TR MoNE

17. DISASTER PREPAREDNESS EDUCATION
CDRR in CURRICULUM (cont.)
Basic Disaster Awareness in Turkish Schools
ONTENT
DRR in Curriculum (2005)
40 Classroom Activities 40 School Activities
• 20 grades 1-5 • 20 grades 1-5
• 20 grades 6-8 • 20 grades 6-8

18. DISASTER PREPAREDNESS EDUCATION
CDRR in CURRICULUM (cont.)
Basic Disaster Awareness in Turkish Schools
ONTENT
DRR in Curriculum (2005)
 The national primary school curriculum in Turkey was updated
in the 2005-2006 academic year.
 Safe Life and Disaster Awareness interdisciplinary lesson
content was integrated with major lessons.
 For more information:
Disaster Risk Reduction in School Curricula:
Case Studies from Thirty Countries

19. EXAMPLES OF LESSONS TEXTBOOKS
CDRR in CURRICULUM (cont.)
UNIT: Natural Disasters
ONTENT
UNIT: Getting to Know our Region/ World
Topic: Tsunami

20. CDRR in CURRICULUM (cont.)
ONTENT
UNIT: Getting to Know our Neighborhood
Topic: What Shall we do inside and/or
outside during the E.Q

21. CDRR in CURRICULUM (cont.)
ONTENT
UNIT: Exponential #’s
Topic: Richter Scale/ E.Q Magnitute

22. CDRR in CURRICULUM (cont.)
ONTENT

23. CSCHOOL DISASTER MANAGEMENT
CONTENT
ONTENT
 Risks in Turkey / Children at Risk
 Safe School Facilities
 DRR in Curriculum
 School Disaster Management
 INNE MS Advocacy on TR MoNE

24. CCOMPREHENSIVE SCHOOL SAFETY
ONTENT

25. SCHOOL DISASTER MANAGEMENT
E-LEARNING
for
SCHOOL DISASTER and EMERGENCY MANAGEMENT (SDM)
PROJECT
2009 - 2011

26. OUTPUTS
SCHOOL DISASTER MANAGEMENT (Cont.)
1) Improved knowledge and self-efficacy of primary
and secondary school-teachers and administrators to
lead school disaster reduction and readiness.
(1 A) Courseware developed
2 self-study courses
 Individual and Family Disaster Prevention
 School Disaster Management
Physical Protection (esp. for facilities staff)
Response Skills for School Staff

27. COURSE 1:
INDIVIDUAL AND FAMILY DISASTER PREVENTION
SCHOOL DISASTER MANAGEMENT (Cont.)

28. COURSE 2 :
SCHOOL DISASTER MANAGEMENT
SCHOOL DISATER MANAGEMENT (Cont.)

29. Basic
Click
Emergency to edit Master title style
Procedures

30. Incident
Command Click to edit Master title style
Systems
for
Schools

31. SCHOOL DISASTER MANAGEMENT (Cont.)
INEE is an open, global network of
practitioners and policy makers
working together to ensure all
persons have the right to quality
education and a safe learning
environment in emergencies and
post-crisis recovery.
INEE Minimum Standards for Education
is a framework of good practice based on
international standards for human and
children’s rights.
www.ineesite.org

32. SCHOOL DISATER MANAGEMENT (Cont.)
Education is a fundamental human right for all people.
Education is especially critical for children and youth
affected by emergencies and disasters.
Quality education provides physical, psychosocial and
cognitive protection that can sustain and save lives.
Keeping learners and education personnel safe, and
making contingency plans for continuity of education is
an important part of educational planning for all of us.

33. The Minimum Standards are organized into 5
SCHOOL DISASTER MANAGEMENT (Cont.)
domains. We’ll learn more about these in Topic 10.
But you can explore these now for a quick overview.
1.
Foundation
Standards
2.
5. Access and
Education Learning
Policy Minimum Environment
Standards
for
Education
4. 3.
Teachers Teaching
and Other and
Education Learning
Personnel
For a brief description click on each domain button.
(Details will be covered in Lesson 10).

34. SCHOOL DISATER MANAGEMENT (Cont.)
Education is is a right. It is of critical importance for
children and youth affected by disasters and
emergencies
On a scale of 1 (low) to 5 (high)
how strongly do you agree with this statement?
1 2 3 4 5

35. SCHOOL DISATER MANAGEMENT (Cont.)
These resources are available for download:
INEE Minimum Standards Handbook 2009 -
Overview Turkish
INEE Minimum Standards Handbook 2010 –
English
Comprehensive SDM Schema

36. (1 B) Courseware delivered: # for DL as of first 9 months
SCHOOL DISASTER MANAGEMENT (Cont.)

37. (1 B) Courseware delivered: # for DL as of first 9 months
SCHOOL DISATER MANAGEMENT (Cont.)
Course 1: Individual and Family DP:
102,000 users
½ million page views
71,000 completed at least 1 lesson
34,052 completed all 10 lessons and passed the test
Course 2: School Disaster Management:
107,000 users
1 million page views
56,000 completed at least 1 lesson
34,700 completed all 10 lessons and passed the
test

38. (1 C) Leadership capacity developed
SCHOOL DISASTER MANAGEMENT (Cont.)
 Introductory SDM PPT presentation developed
. core principles of school disaster management
. training provided to 9 lead instructors
. who have presented this introductory presentation in
face-to-face 2-hour training sessions with virtually every high
school principal in the country
A 4-day Instructor-training program was held for 27 individuals
in May/June 2011
. Participants included 20 teachers from 14 provinces
. 2 MoNE instructors,
. Project Liaison from MoNE’s Project Coordination Unit
. MoNE’s representative from Support Services which will be
taking on the projt leadership
. 3 participants from Boğaziçi University

39. (1C) Leadership capacity developed (cont.)
Instructor-trainers have created and are making use of a
SCHOOL DISATER MANAGEMENT (Cont.)
Facebook Page
 11 of the group are administrators, and 31 are “friends”
 The page has been used to share information and messages.
http://www.facebook.com/pages/Okul-Afet-ve-Acil-Durum-Y%C3%B6netimi-
E%C4%9Fiticileri/207145392655136

40. (1 D) Leadership study tour for 12 MoNE members
SCHOOL DISASTER MANAGEMENT (Cont.)
regarding school disaster management and community-
wide drills. October 2010 Great California ShakeOut.

41. 2) Improved School Safety through School Disaster
SCHOOL DISATER MANAGEMENT (Cont.)
Management.
(2 A) School Disaster Management Policies Developed
. A School Disaster and Emergency Management
Handbook was developed.
. Reviewed and approved by the policy committee and
edited and authorized by MoNE’s Talim Terbiye
department.
. The Handbook codifies policies and procedures,
includes all forms and checklists, and serves as a
summary of the core content covered in the School
Disaster Management course.

42. (2 B) Family Disaster Plan, School Reduction and
SCHOOL DISATER MANAGEMENT (Cont.)
Readiness Checklist
. A Family Disaster Plan, and School Reduction and
Readiness Checklist were both developed as part of the
policies and procedures and educational materials
distributed.
. We do not have any data yet from the MoNE regarding
implementation of these two key behavioral indicators.
(2 C) School Disaster Management Committee
established
. Establishment or activation of site-based School Disaster
and Emergency Management Committees are a key
feature of the School Disaster Management Policies
developed.

43. SCHOOL DISASTER MANAGEMENT (Cont.)
• Presidency of the Board of Education ( curriculum development)
• Board of Inspection
• General Directorate of Primary Education
• General Directorate of Secondary Education
• General Directorate of Technical Education for Boys
• General Directorate of Technical Education for Girls
• Directorate General of Trade and Tourism Education
• General Directorate of Teacher Training and Education
• General Directorate of Religious Education
• General Directorate of Private Education Institutions
• Guidance and Counseling Services
• General Directorate of Special Education
• General Directorate of Educational Technologies
• In-Service Training Department
• Administrative and Financial Affairs Department
(including Civil Defense and Mobilization Services)
• Department of Health
• Project Coordination Center
• Ankara Provincial Directorate of National Education

44. SCHOOL DISATER MANAGEMENT (Cont.)
• Prime Ministry Disaster and Emergency Management Presidency
• Ministry of Health General Directorate Health Services
• Turkey Red Crescent Society
Department of Education Services
• UNICEF

45. SCHOOL DISATER MANAGEMENT (Cont.)
(3) Learning management system infrastructure
developed and deployed to support school disaster
management education.
(3 A) Learning management system infrastructure
developed
(3 B) Learning management system implemented
.

46. CONTENT
INNE MS ADVOCACY on TR MoNE
 Risks in Turkey / Children at Risk
 Safe School Facilities
 DRR in Curriculum
 School Disaster Management
 INNE MS Advocacy on TR MoNE

47. İstanbul Province National Education Directorate
Bogazici University, Disaster Management Center
INNE MS ADVOCACY on TR MoNE
EDUCATION CONTINUITY IN EMERGENCIES (ECE) PROGRAM
WORKSHOP REPORT

48. INNE MS ADVOCACY on TR MoNE
2.1.Agenda
9.00 – 9.30: Opening; Welcome, Why are we here?
9.30 – 10.30: Minimum Standards for Education in
Emergencies (MSEE) Introductory Presentation
10.30 – 10.45: Break
10.45 – 11.30: Scenario-based MSEE work
11.30 – 11.45: Break
11.45 – 12.30: MSEE Evaluation: Opinions and Suggestions
12.45 – 13.45 Lunch ( BU Kennedy Lodge)

49. INNE MS ADVOCACY on TR MoNE
2.2. Method
 Informing about the continuity of education in disaster
and emergencies,
 PPT presentation
 Table-top scenario study
 Interactive assessment methods were used.

50. 2.4. Objectives of Workshop:
INNE MS ADVOCACY on TR MoNE
i. to introduce Minimum Standards for Education
Continuity in Emergencies (MS ECE) Training
Package to authorities working as decision
makers and implementer at Istanbul National
Education Directorate
ii. to receive opinions of the participants regarding
MS ECE package within the frame of their
positions, authorizations and responsibilities that
they represent as decision makers-implementer.
iii. to receive participants’ assessments within the
perspective of Ministry of Education Strategic Planning of MS ECE and
within the existing legislative framework and practices in Turkey.

51. INNE MS ADVOCACY on TR MoNE
2.5. Expected Outputs of Workshop:
i. Following of workshop, in the light of participants’
assessments, a proposal report is prepared for
conceptualizing Education Standards: Preparedness,
Response, Recovery Handbook and ToT package to
our country and dissemination.
ii. This report is submitted to T.R. MoNE with support
of Istanbul NED. An informative study is conducted on
MS ECE in the Ministry. Approval and support is received
from the Ministry about dissemination of
MS ECE throughout Turkey.
iii. The proposal of dissemination of MS ECE throughout Turkey
is prepared. It is submitted to Secretary of INEE, which is comprised of
19 international org anizations to request/ look for funding support

52. EDUCATION CONTINUITY IN EMERGENCIES WORKSHOP
PARTICIPANTS LIST
INNE MS ADVOCACY on TR MoNE
Name Place of Duty and Position Telephone E-mail
Surname
Kartal Bedri Rahmi
1 Adnan Eyüboğlu Primary 05323776994 adnanyildirim05@
Yıldırım School/Principal gmail.com
Vali Recep Yazıcıoğlu
2 Dilek Primary School/Class 05057763517 dilozgul@gmail.com
Özgül Teacher
Istanbul National Education
3 Mehmet Directorate, 05055403930 gultekinmehmet@
Gültekin Research&Development hotmail.com
Branch Chief
Arnavutköy Örfi Çetinkaya
4 Ömer Technical and Industrial 05327889505 omerhoca67@gmail.com
Çalışkan Vocational High School/
Principal
Kaptan Hasanpaşa Primary
5 Ömür School/Principal 05058446135 omur.akarsu@hotmail.com
Akarsu
Istanbul National Education
6 Zerrin Directorate, 05062531835 sirinzeren@yahoo.com
Sarıgül Research&Development
Branch Assistant Chief
7 Seyhun BU KRDAE-AHEB/Manager 05372164218 seyhun.puskulcu@
Püskülü gmail.com
Prof.Dr. Fikret
8 Adaman BU CENDIM Director 02122872453 adaman@boun.edu.tr
Zeynep M.
9 Türkmen BU CENDIM Member 05334397092 zturkmen@boun.edu.tr
Sanduvaç
(moderator)

53. EDUCATION STANDARDS: Preparation, Response, Recovery
SCENARIO 1: Education Continuity in Emergencies
INNE MS ADVOCACY on TR MoNE
BACKGROUND:
An earthquake which affected Istanbul seriously occurred in
Marmara Sea. You and your family are fine. Even though
there are many problems around, Ministry of National
Education has been working seriously in order to maintain
the continuity of education.
İstanbul National Education Director will present his
.
opinions about continuity of education to Ministry of
National Education.
The director asked you to submit your extensive suggestions
for the continuity of education in a systematic fact sheet.
After this study, you will have a meeting with Provincial
Director of National Education and one of group members
will present your group work to the director.

54. EDUCATION STANDARDS: Preparation, Response, Recovery
SCENARIO 1: Education Continuity in Emergencies
INNE MS ADVOCACY on TR MoNE
Group Work and Presentation: (60 min.)
1. Please deal with this subject in this group work.
How to use Minimum Standards on Education: Preparedness,
Response and Recovery Handbook in below 5 domain and sub-
standards within the frame of “A School
Action Plan for the Continuity of Education”?
a) Foundational Standards
b) Access and Learning Environment
c) Teaching and Learning
e) Teachers and Other Education Personnel
f) Education Policy
2. What can be the benefits of using “Minimum Standards on Education:
Preparedness, Response and Recovery Handbook” on provincial level?
3. Which additional information, instruments and supports are
necessary as well as “ Education Standards : Preparadness, Response
and Recovery Handbook”?

55. SCHOOL ACTION PLAN for EDUCATION CONTINUITY IN EMERGENCIES
ACTIONS RELATED DOMAINS-STANDARDS EXAMPLES (not limited with below
INNE MS ADVOCACY on TR MoNE
items)
1. Assesment- Needs Analysis; Evaluating the Overall Foundational Standards:
Situation Analysis Standard 1_ Assesment (Identifying the Situation)
Standard 2_Response Strategies
Standard 3_Monitoring
Standard 4_Evaluation
1.1 Safety&Security; Maintaining Safety&Security Foundational Standards: Coordination
Environment Standard 1_Coordination
Foundational Standards: Community Participation
Standard 1_Participation
Access and Learning Environment:
Standard 2_Protection and Well-Being
1.2 Assessing structural risks; Assessing the security of Foundational Standards: Coordination
the school as a building assessing whether entrance to Standard 1_Coordination. Guide notes 3.Identifying-evaluating a
school should be enabled common situation. Identifying a multi-sectorial situation.
For instance; Need to education and water and environmental
hygiene are evaluated collectively.
Access and Learning Environment:
Standard 2_Protection and Well-Being
Standard 3_Facilities and SErvices

56. 1.4 Handling non-structural damage losses
2. Assessing and mobilizing the resources (human Foundational Standards: Community Participation
resource); Duties are assigned and support ar received Standard 1_Participation
by matching the necessary duties with individual and/or Standard 2_Resources
group background information-by capacities- Standard 3_ Coordination
(Repairing infrastrucre, distributing food and water,
classifying and distributing the aids, support to classes;
assistant mother-brother roles, security-observation etc.
3. Revising and adapting the Curriculum on current Teaching and Learning:
situation. Standard 1_Curricula
· Re-prioritizing the curriculum in a way to apply Standard 2_Training, Professional Development and Support
it gradually; reorganizing theeducation hours, Standard 3_Instruction and Learning Processes
choosing the course subjects Standard 4_Assesment of Learning Outcomes
· Adding new course subjects according to the
situations;
Water treatment, washing hands, personal security
(foreign-suspicious people, paying attention to street
animals as the food chain will be spoiled)
4. Constituting education personnel/Organizing Teachers and Other Education Personnel:
education according to available teachers Standard 1_Recruitment and Selection
Standard 2_Conditions of Work
Standard 3_Support and Supervision

57. 5. Psycho-social support: Dealing & Improving teachers Teachers and Other Education Personnel:
and students’ mood. Standard 3_Support and Supervision
Teaching and Learning:
Standard 2_ Training, Professional Development and Support
6. Starting the education (possibilities for adult Teaching and Learning:
education are put into use as well as education to Standard 3_ Instruction and Learning Processes
school students; distribution, logistics, life saving skills, Standard 4_ Assesment of Learning Outcomes
first aid, nutrition etc.)
Foundational Standards: Community Participation.
Standard 1_Participation.
Guide Notes 2: Community –Education- Committee
(Parent-School Unit)
Guide Notes 5: Activities such as music, art, theatre could be started
immediately to enable the students to express themselves for
Chidren and Youth Partipacition to Education activities.
7. Coordination with Provincial and District Education Policy:
Directorates of National Education (other Standard 1_Laws and Policy Formulation
stakeholders) _Action plan is applied considering Standard 2_Planning and Implementation
current laws and policies

58. General suggestions by the school
community participants:
The INEE MS content/handbook is suitable for inserting to the
curriculum of teacher faculties. Each teacher should be aware
of this concept when graduated from his/her teacher faculty.
General Suggestions
The INNE MS should be promoted and advocated to MoE’s top-
level 3 decision makers who are respectively the Minister, the
undersecretary and the deputy under secretary.
There should be a clear strategy for the adaptation,
contextualization and dissemination of INEE MS under the
leadership of MoE.

59. THANK YOU
Zeynep M. Turkmen Sanduvaç
zeynepturkmen@zeynepturkmen.com
Mobile: + 90 533 439 70 92
Skype: zeynepturkmen