Presentation by Ninil Jannah Lingkar Association: Disaster Risk Mitigation and Prevention for Science Teacher or Education, an Indonesia Experiences - NOSTRE Phillippine 2014, Iloilo City

1. Disaster Mitigation & Preparednes
for Science Teacher/ Educator
Indonesia Experiences
Presented by Ninil Jannah
1

2. LINGKAR ASSOCIATION
• Perkumpulan Lingkar or Lingkar Association as a
non-profit organization based in Yogyakarta
focused on community development especially
issues such as community-based disaster risk
management, climate change adaptation, and
sustainable development.
• Lingkar’s scope of working area is in Indonesia
and is currently developing Yogyakarta and
Central Java.
2

3. Terminology on Disaster Risk
Reduction
Disaster, Disaster Risk, Disaster Risk
Reduction, Prevention, Mitigation,
Preparedness
3

4. Disaster
• A serious disruption of the functioning of a
community or a society involving widespread
human, material, economic or environmental losses
and impacts, which exceeds the ability of the
affected community or society to cope using its own
resources.
• Comment: Disasters are often described as a result of the combination of:
the exposure to a hazard; the conditions of vulnerability that are present;
and insufficient capacity or measures to reduce or cope with the potential
negative consequences. Disaster impacts may include loss of life, injury,
disease and other negative effects on human physical, mental and social
well-being, together with damage to property, destruction of assets, loss of
services, social and economic disruption and environmental degradation.
(UNISDR, 2009)
4

5. Disaster risk
• The potential disaster losses, in lives, health
status, livelihoods, assets and services, which
could occur to a particular community or a
society over some specified future time period.
• Comment: The definition of disaster risk reflects the
concept of disasters as the outcome of continuously
present conditions of risk. Disaster risk comprises
different types of potential losses which are often difficult
to quantify. Nevertheless, with knowledge of the
prevailing hazards and the patterns of population and
socio-economic development, disaster risks can be
assessed and mapped, in broad terms at least.
5

6. Disaster Risk Management
• The systematic process of using
administrative directives, organizations, and
operational skills and capacities to
implement strategies, policies and improved
coping capacities in to lessen the adverse
impacts of hazards and the possibility of
disaster order.
• Comment: This term is an extension of the more general term “risk
management” to address the specific issue of disaster risks. Disaster
risk management aims to avoid, lessen or transfer the adverse effects
of hazards through activities and measures for prevention, mitigation
and preparedness.
6

7. Disaster Risk Reduction
• The concept and practice of reducing disaster risks
through systematic efforts to analyse and manage
the causal factors of disasters, including through
reduced exposure to hazards, lessened
vulnerability of people and property, wise
management of land and the environment, and
improved preparedness for adverse events.
• Comment: A comprehensive approach to reduce disaster risks is set out in the United Nations-endorsed Hyogo
Framework for Action, adopted in 2005, whose expected outcome is “The substantial reduction of disaster losses,
in lives and the social, economic and environmental assets of communities and countries.” The International
Strategy for Disaster Reduction (ISDR) system provides a vehicle for cooperation among Governments,
organisations and civil society actors to assist in the implementation of the Framework. Note that while the term
“disaster reduction” is sometimes used, the term “disaster risk reduction” provides a better recognition of the
ongoing nature of disaster risks and the ongoing potential to reduce these risks.
7

8. 8

9. Prevention
• The outright avoidance of adverse impacts of
hazards and related disasters.
• Comment: Prevention (i.e. disaster prevention) expresses
the concept and intention to completely avoid potential
adverse impacts through action taken in advance. Examples
include dams or embankments that eliminate flood risks,
land-use regulations that do not permit any settlement in
high risk zones, and seismic engineering designs that ensure
the survival and function of a critical building in any likely
earthquake. Very often the complete avoidance of losses is
not feasible and the task transforms to that of mitigation.
Partly for this reason, the terms prevention and mitigation
are sometimes used interchangeably in casual use.
9

10. Mitigation
• The lessening or limitation of the adverse
impacts of hazards and related disasters.
• Comment: The adverse impacts of hazards oftencannot be
prevented fully, but their scale or severity can be substantially
lessened by various strategies andactions. Mitigation
measures encompass engineering techniques and hazard-resistant
construction as well as improved environmental
policies and public awareness. It should be noted that in
climate change policy, “mitigation” is defined differently,
being the term used for the reduction of greenhouse gas
emissions that are the source of climate change.
10

11. Preparedness
• The knowledge and capacities developed by governments,
professional response and recovery organizations,
communities and individuals to effectively anticipate,
respond to, and recover from, the impacts of likely,
imminent or current hazard events or conditions.
• Comment: Preparedness action is carried out within the context of disaster risk
management and aims to build the capacities needed to efficiently manage all types of
emergencies and achieve orderly transitions from response through to sustained
recovery. Preparedness is based on a sound analysis of disaster risks and good linkages
with early warning systems, and includes such activities as contingency planning,
stockpiling of equipment and supplies, the development of arrangements for
coordination, evacuation and public information, and associated training and field
exercises. These must be supportedby formal institutional, legal and budgetary
capacities. The related term “readiness” describes the ability to quickly and appropriately
respond when required.
11

12. Structural and non-structural
measures
Structural measures
• Any physical construction
to reduce or avoid possible
impacts of hazards, or
application of engineering
techniques to achieve
hazardresistance and
resilience in structures or
systems;
Non-structural measures
• Any measure not involving
physical construction that
uses knowledge, practice
or agreement to reduce
risks and impacts, in
particular through policies
and laws, public awareness
raising, training and
education.
12

13. Background
13

14. • Hyogo Framework for Action 2005-2015
• Building the resilience of nations and communities
to disasters
• Adopted by 168 Governments at the World Conference on Disaster
Reduction, held in Kobe, Hyogo Prefecture, Japan, 18-22 January 2005
14

15. Action Priority # 3 Use knowledge,
innovation and education to build a
culture of safety and resilience at all
levels.
Disasters can be substantially reduced if people are
well informed and motivated towards a culture of
disaster prevention and resilience, which in turn
requires the collection, compilation and dissemination
of relevant knowledge and information on hazards,
vulnerabilities and capacities.
15

16. Key Activities (1)
• Promote the inclusion of disaster risk reduction
knowledge in relevant sections of school curricula at
all levels and the use of other formal and informal
channels to reach youth and children with
information; promote the integration of disaster risk
reduction as an intrinsic element of the United Nations
Decade of Education for Sustainable Development
(2005–2015).
16

17. Key Activities (2)
• Promote the implementation of local risk assessment
and disaster preparedness programmes in schools and
institutions of higher education.
• Promote the implementation of programmes and
activities in schools for learning how to minimize the
effects of hazards.
17

18. Disaster Management Law
Law No.24 (Year 2007) concerning Disaster
management
Article 8 - The responsibility of regional governments
for disaster management shall include:
a. guarantee of disaster-affected community members
and refugees rights in a fair manner and in accordance
with minimum service standard
b. protection for community against disaster impact
c. disaster risk reduction and integration there of into the
development program
d. allocation of sufficient disaster management budget in
government budget
18

19. National Education System
• Section 32 (2) of Law Number 20 (Year 2003) on
National Education System also has
accommodated the needs for disaster education
in terms of special service education
– education for students in remote or disadvantaged
areas
– remote indigenous communities,
– and/or those affected by natural disaster and social
– Disaster
– the economically isadvantaged.
19

20. Child Rights
Law No. 20 (2003) on National Education System
Law No. 23 (2002) on Child Protection
Law No. 24 (2007) on Disaster Management
the foundation for government and civil societies to
ensure that children always have access to their rights to
education and protection by conducting education
services in times of emergency and crisis.
20

21. Disaster Impact on Education
• Due to the severity of certain hazards and resulting
disasters, schools are often closed for a significant
amount of time. At times of reduced hazard and post-disaster,
schools may remain open but classes are not
able to operate effectively for the following reasons
– Students/teachers taking refuge with their family
– Unsafe conditions for travelling to school
– School buildings are damaged and not safe to be used for
classes
– Students/teachers may be victims
– Many schools are used as evacuation points
– Local governments may have collapsed
21

22. Psycho-social Impact of Disasters
• Children are disproportionately affected by traumatic events /
Disaster (e.g. witnessing deaths, separation from parents,
becoming orphaned).
• Secondary Impacts on children can include:
 Children and teenagers may be abandoned and become vulnerable
to exploitation;
 Psychosocial impact/effects, such as child stress;
 Cognitive needs and growth of the child become neglected;
 More likely to engage in dangerous activity;
 More likely to drop out of school; and (f) Children and teenagers
become vulnerable to recruitment by armed groups.
• Disaster Traumatized parents become less capable of
supporting and protecting their children emotionally. Normally,
they deny and abandon their children’s feelings. Children tend
do find difficulties describing what they feel. Severe
disturbance experienced by parents, such as the violence, may
also be traumatic for the children.
22

23. Duty bearer &
Key Stakeholders Roles
(Indonesia’s Experiences)
23

24. Disaster Management Agency
• The functions of BNPB (or BPBD in Province or City/District) are
to coordinate disaster management efforts at the national and
local level
– to encourage community involvement in efforts to increase
preparedness against disasters
– to build public awareness on mainstreaming DRR in all aspects of life
– to optimise land use control instruments for DRR,
– to increase resources for emergency responses and humanitarian aid
and - together with other government institutions
– to accelerate the recovery processes for disaster affected areas
24

25. Indonesia’s Experience –
Consortium for Disaster Education
• The CDE was established in October 2006.
• Network that consists of representatives from
universities, government institutions, scout
organisations, teacher associations/organisations, the
Red Cross and Red Crescent Movement, NGOs and UN
agencies.
• Aim to
– support development of sustainable policy
– DRR education practices at national and local levels through
formal, non-formal, and informal approaches
– Improving capacity, coordination, and synergy among parties
– drive DRR education.
• Activities across the network include: i) Advocacy and ii)
Capacity Building.
25

26. Indonesia’s Experience –
Indonesia Education Cluster
• The Indonesian Education Cluster provides a formal framework
• Consists of organizations working on education response in
emergencies and early recovery.
• UNICEF and Save The Children (co-leads) work to strengthen system-wide
preparedness and technical capacity to respond to humanitarian
emergencies including the early recovery phase, and to ensure greater
predictability and more effective inter-agency responses in education
in the main areas of standards and policy setting, building response
capacity, and operational support.
• NGOs that work in the disaster management education sector are
obligated to coordinate efforts in this cluster when the system is
activated.
• The Education Cluster actively runs a coordination mechanism for
school safety and education in emergencies in Indonesia, either when
there is no disaster event or during the emergency response, and
when education cluster is activated.
26

27. Indonesia’s Experience –
Consortium for Disaster Education
• CDE and The Indonesian Education Cluster (Education Cluster) run a
joint advocacy program to ensure that the existing umbrella policies
for school safety initiatives and education in Emergencies affairs are
considered and implemented by local governments in Indonesia (33
provinces and more than 360 cities/districts).
• As a networked organization it allows members to share and
disseminate teaching-learning materials and attend and jointly conduct
learning sessions and information exchange forums. As of 2012, the
CDE had 62 member organizations. The CDE has become the primary
advocating body for DRR education in Indonesia.
27

28. Multy Stakeholders Forum
 Forum that is uniting organizations of multi-stakeholders
working to supporting efforts of disaster
risk reduction
 A DRR local platform at provincial level that is providing
coordination mechanism in order to advance
collaboration among various stakeholders for
sustaining DRR activities through consultative as well as
participatory processes to successfully performing the
Hyogo Framework for Action on Disaster Risk
Reduction (2006-2015).
28

29. MoEC Policy
Mainstreaming DRR into school
• MoEC have encouraged DRR integration and DRR education
mainstreaming through a ministrial decree.
• Decree provides founding building blocks for national advocacy
of “safe school” program implementation in Indonesia
• Decree is Guideline for decision makers and school managers at
the education unit level (headmasters, teachers and school
committees) to prepare DRR programs in their schools.
• Mainstreaming DRR into the education system incorporates
– Planning,
– Development,
– Implementation of activities across institutions addressing both
structural (phisical) and non stuctural (non phisical) needs.
29

30. DRR Integration Modules
• In 2009 MoEC published a series of DRR
Integration Modules
• flood, building-fire, earthquake, tsunami,
landslide
• Elementary School, Junior High School,
and High School.
• Total 15 modules and intended for teachers
or curriculum development teams, provide
a step-by-step guidance on how to
integrate DRR content into school subject
(Indonesian language lesson, science,
social science, civics, and extracurricular
programs)
• And how to develop a special ‘local
content’ (school subject) curriculum on
DRR
• Provide enriching materials for each hazard
and possible DRR efforts.

31. DRR Contents Integration
• Samples of Lesson Plans on
Integrating Disaster
Preparedness into Elementary
School Subjects
• The lesson plans were
distinctive by grade level and
were fully integrated into the
curriculum providing a model
that can be used across a
number of subject areas.

32. Training module - DRR
integration into the
education system
• For Facilitators/Trainers
• Guidance to train
teacher/school staff/
principal and school
stakeholders – how to
integrateting/mainstreami
ng DRR into
school/education system

34. Extra Curricular Program
• The Indonesian Red Cross published the
Disaster Preparedness Module for Junior
Red Cross. The modules were provided for
each level in Junior Red Cross, and for
volunteer/elders.
• Each book explains various disaster types in
Indonesia and necessary actions
before/during/after each disaster.
34

35. Elementary School: 1-6 grade
• Muhammadiyah Disaster Management
Centre (MDMC) published modules, aimed
at elementary school students
• Modules are divided into six books-one for
each level (1-6 grade), for use by students.
• Explains various disaster types in Indonesia
and necessary actions before/during/after
each disaster.
35

36. • Several provinces in develop their own modules for teachers and
modules for students
• Advantages of their products:
• highly contextual with the phenomenon of hazard,
vulnerability, and local disaster management capacity
• multi-hazard (in accordance with local disaster risk priorities)
36

37. School Based Disaster Risk Reduction
(Comprehensive Safe School Program)

38. 38

39. Aims of
comprehensive safe
school program
(1) To protect children and workers
in the education sector of deaths
and injuries in school
(2) To plan for sustainability
education in the face of danger
that is predictable
(3) To protect the investment in the
education sector; and
(4) To strengthen community
resilience to disasters through
education.
39

40. Establishing
Safe School Facilities
• Select safe school sites and implement
disaster-resilient design and construction to
make every new school a safe school.
• Implement prioritization schema for retrofit
and replacement (including relocation) of
unsafe schools.
• Minimize building and facilities non-structural and infrastructural risks from all
sources, including design and interior layout and furnishings safe for survival and
evacuation. Include disability access in these considerations.
• If schools are planned as temporary community shelters, design to meet these
needs.
• Ensure that children’s access to schools is free from physical risks (pedestrian
paths, road and river crossings)
• Water and sanitation facilities adapted to potential risks (rain-fed and lined
latrines)
• Implement climate-smart interventions such as rainwater harvesting, solar panels,
renewable energy, school gardens
• Plan for financing and oversight for ongoing facilities maintenance.
40

41. Indonesia - School Facilities
must conform to the Regulation of National Education on School
Facilities and Infrastructure Standards
• Building standards (Public Works,
regional government regulation etc.)
• Safety requirements - ability to
withstand earthquake and other
hazards (area dependent), and
prevent and manage fire and
lightning hazard
• Health requirements, for example,
ventilation, lighting, sanitation, and
preference for healthy building
materials
• Ease of access, safe and comfortable
buildings – including for the disabled;
vibration and noise reduction,
temperature and humidity control,
and must not exceed three floors
• Security systems - hazard warning,
emergency exits, highly accessible
and clearly signed evacuation paths
for fire and/or other disaster.
• School sites locations - far from
potential hazard (e.g rivers); have
emergency evacuation access;
terrain <15% slope, on land allocated
for development and obtain land use
permit.
• Routine maintenance.
– Minor maintenance should be carried
out at least once every five years.
– Major maintenance, including roof
replacement (roof truss, ceiling,
ceiling frames, and other parts),
should be carried out at least once
every 20 years.
41

42. School Disaster
Management
• Develop, roll-out, institutionalize, monitor and evaluate the establishment
or empowerment of school-site disaster risk management committee
involving staff, students, parents and community stakeholders.
• Adapt standard operating procedures as needed, for hazards with and without
warnings, including: drop cover and hold, building evacuation, evacuation to safe
haven, shelter-in-place and lockdown, and safe family reunification.
• Practice and improve on response preparedness with regular school-wide and
community-linked simulation drills.
• Establish national and sub-national contingency plans to support educational
continuity, including plans and criteria to limit the use of schools as temporary
shelters.
• Incorporate the needs of pre-school and out-of-school children, children with
disabilities, and both girls and boys.
• Provide policies, guidance at provincial and
school-site levels for ongoing site-based
assessment and planning, risk reduction, and
response preparedness as part of normal
school management and improvement.
42

43. Education for
Disaster Risk Reduction
• Develop consensus-based key messages for reducing
household and community vulnerabilities, and for
preparing for and responding to hazard impacts as a
foundation for formal and non-formal education.
• Develop scope and sequence for teaching about
hazards, disasters, and problem-solving for risk
reduction.
• Infuse risk reduction throughout the curriculum and
provide guidelines for integration of DRR into carrier
subjects.
• Provide teacher training for both teachers and teacher
trainees on risk reduction curriculum materials.
• Develop strategies to scale-up teacher involvement
for effective integration of these topics into formal
curriculum as well as non-formal and extra-curricular
approaches with local communities.
43

44. LINGKAR -School-Based for Disaster
Risk Reduction Program
• Lingkar implement a School-Based for Disaster Risk
Reduction with the interest of developing disaster
preparedness in school communities through
initiating “Safe and Prepared Schools” Program.
• Besides using a participatory approach, this
program also applies the whole school management
approach in order to achieve the goal of developing
schools as disaster risk reduction centers, that
motivate communities around the school to be
engaged and provide supports (enabling
environment), and engage stakeholders in DRR
activities (children and adults).
44

45. • Lingkar has implemented Safe & Prepared School (SASB) or School-based
Disaster Risk Reduction program in elementary schools as well as junior
and high school.
• One of Lingkar’s school partner win the third prize of SEAMEO Award,
2012 (Madrasah Ibtidaiyah Negeri – Jejeran, Bantul District)
• Lingkar develop teaching materials (book) for Student in Elementary
School, Junior High School, and High School; and teacher guidance
(book) about how integrating disaster risk reduction into school
curriculum (for Early Childhood Education, Special Need Education).
These material later used in the Teacher Training on Integration of DRR
into School Curriculum - in collaboration with Department of Education
of Yogyakarta.
45

46. Integration of DRR content
Indonesia Experiences
46

47. Indonesia’s
Objective of Education for DRR
1. Develop values and attitudes of humanity
2. Develop attitude and awareness of disaster risks (including safety
culture )
3. Develop understanding of disaster risk (i.e understanding of social
vulnerability, physical vulnerability, and motivational vulnerability)
4. Improving knowledge and skills for prevention/mitigation and
disaster risk reduction (including natural resource management,
land use, and adaptation to disaster risk)
5. Improving the knowledge and skills of disaster preparedness
6. Improve the ability of emergency response
7. Improving the ability to cope/adapt to a great and sudden changes
8. Develop readiness to support rebuilding of their communities after
disasters occur and reduce the impact caused by disaster
9. Develop disaster risk reduction - both individually and collectively
47

48. Integration in School Curriculum
• It depends on the school - model of DRR
integrated curriculum using all approach
opportunities
– DRR learning integrated into school subjects
approach – subjects, extracurricular (even local
content subject)
– Material that may not be taught in the subjects
will be taught or conducted in extracurricular
activities so that it can complement each other
– DRR (special) local content subject
48

49. 49

50. Disaster risk
• The potential disaster losses, in lives, health
status, livelihoods, assets and services, which
could occur to a particular community or a
society over some specified future time period.
• Comment: The definition of disaster risk reflects the
concept of disasters as the outcome of continuously
present conditions of risk. Disaster risk comprises
different types of potential losses which are often difficult
to quantify. Nevertheless, with knowledge of the
prevailing hazards and the patterns of population and
socio-economic development, disaster risks can be
assessed and mapped, in broad terms at least.
50

51. Disaster Risk Equation
Disaster Risk = Natural Hazard x Vulnerability
Capacity of Societal System
51

52. Hazard
• A dangerous phenomenon, substance, human
activity or condition that may cause loss of life,
injury or other health impacts, property damage,
loss of livelihoods and services, social and
economic disruption, or environmental damage
• Comment: Such hazards arise from a variety of geological, meteorological,
hydrological, oceanic, biological, and technological sources, sometimes acting in
combination. In technical settings, hazards are described quantitatively by the
likely frequency of occurrence of different intensities for different areas, as
determined from historical data or scientific analysis.
• Natural Hazard: Natural process or phenomenon that may cause loss of life, injury
or other health impacts, property damage, loss of livelihoods and services, social
and economic disruption, or environmental damage.
52

53. Vulnerability
• The characteristics and circumstances of a
community, system or asset that make it
susceptible to the damaging effects of a hazard.
• Comment: There are many aspects of vulnerability, arising from
various physical, social, economic, and environmental factors.
Examples may include poor design and construction of buildings,
inadequate protection of assets, lack of public information and
awareness, limited official recognition of risks and preparedness
measures, and disregard for wise environmental management.
Vulnerability varies significantly within a community and over time.
This definition identifies vulnerability as a characteristic of the element
of interest (community, system or asset) which is independent of its
exposure. However, in common use the word is often used more
broadly to include the element’s exposure.
53

54. Capacity
• The combination of all the strengths, attributes
and resources available within a community,
society or organization that can be used to achieve
agreed goals.
• Comment: Capacity may include infrastructure and physical
means, institutions, societal coping abilities, as well as human
knowledge, skills and collective attributes such as social
relationships, leadership and management. Capacity also may
be described as capability. Capacity assessment is a term for the
process by which the capacity of a group is reviewed against
desired goals, and the capacity gaps are identified for further
action.
54

55. Lessons Learned
• a great deal of DRR curriculum is limited to exploring the basic
science of environmental hazards before moving on to
instruction in safety measures.
• Often missing is systematic coverage of the hazard, its
prevention, mitigation, and, finally, preparedness to confront it.
• Moreover, addressing the coverage of and preparedness for
the hazard without considering its prevention and mitigation is
insufficient.
• Understanding the science of a hazard alone does not develop
the propensity for pro-action – focusing exclusively on safety
without examining prevention and mitigation implies the
inevitability of what is to happen. Attention is therefore
diverted from the social, economic and political dimensions of
disasters, and also from addressing vulnerabilities and building
resilience.
55

56. A Systematic Way Forward
• A basic disaster risk equation is not generally
being followed through on in any systematic
way in the development of curriculum and
lesson materials.
Disaster Risk = Natural Hazard x Vulnerability
Capacity of Societal System
• A curriculum that aims to build 'proactivity' in
those facing risks must explore locality
(hazards), community (Vulnerability) as well as
wider societal, economic and political
structures and dynamics (Capacity of System)
56

57. Indigenous knowledge or wisdom
• capitalize on local and indigenous
knowledge and wisdom concerning hazard
and disaster prevention as well as long-proven
local coping skills
57

58. e.g. Indigenous knowledge
• Tsunami “early warning system” - Known as
smong, a lyric chants in the local language
among the people of Simeulue Island. From
generation to generation used as a bedtime
song for the children so that it becomes a
collective memory that kept waking up to
date.
58

59. Batik patern
59

60. KAP Survey
DRR Action Research by Lingkar in 3 village of Bantul District (2008)
Recapitulation (%) Respondents answer on Cause of Disasters
Cause of Disaster Answer
1. Development that does not pay attention to the environmental impact. 14,2%
2. Fate Almighty God that cannot be avoided. 38,2%
3. Natural conditions that cause disasters (volcanoes, fault areas, etc..) 15%
4. Supernatural powers other than God Almighty. 1,5%
5. Failure of technology. 0,3%
6. Climate change (global warming). 3,7%
7. Other (more than one answer choice). 27,1%
60

61. Teacher/ Educator in
Disaster Mitigation & Preparednes
• Conveying the information (important)
• Facilitating learning (learning experience)
• Role Model (an example)
• Giving protection (the right of children to
protection from disaster)
61

62. forms of activity
• Participatory Workshop
• Training
• Focus group discussions
(FGD)
• Facilitation / mentoring
• Development of school
networking and advocacy.
62

63. Children (Student) Activity
Video Show
63

64. Children (Student) Activity
School Risk Analysis
Identify hazard, vulnerability,
capacity, and it disaster risk
Identify measures (action) to
disaster risk reduction
64

65. Disaster Risk Assessment
Core Competency Competencies / Indicators
• Implement disaster risk analysis on
the neighborhood or school
• Identify natural hazard
• Identify vulnerabilities
• Identify capacities
• Evaluation (Analysis) disaster risk - of
the neighborhood or school
Activities & Media
• Brainstorming ‘perception on disaster’
• Play ‘definition card’
• Interview parents or neighbor – disaster history
• discusion to list all natural hazard of the neighborhood or school
• Buzz group, discusion to Identify characteristics of hazard, local vulerability
and capacity toward disaster
• Analysis disasteri risk using a table that compare ‘vulnerability’ and ‘capacity’
• Etc.
65

66. eg. Table of hazard ‘volcanic eruptiption’analysis
Hazard Effected what/who
Phiroplastic and Lava Death of people
Damage to the ecosystem (environment)
Wildfires
Damage to property and houses
threats soul
Loss of livelihood (death of livestock and agricultural crops)
Lahar damage to the environment
Damage asset population
Threats inhabitants
Damage to infrastructure
Eruption Rain material (dust, sand, gravel)
Damage to residential facilities
Damage to crops folk
Volcanic Dust Interfere breathing
Interfere visibility
Cause respiratory disease, skin
Volcanic Earthquake Fears in children and elderly parents
Damage to houses especially glass
Landslide damage settlement
Damage to agriculture, livestock, forest)
Petir akibat awan panas Death of people 66

67. e.g Vulnerability and Capacity Analysis
Vulnerability Capacity
Demographic:
The number of elderly / toddler
 pregnant women
 Lack of knowledge about disaster
 Persons with disability
 provided transportation
 prepared evacuation point in strategic place
 Information and EWS guidance easily
understood by seniors
 Coordination of government and related
agencies
Geographic
• Located in around danger-zone
• Flanked by two rivers (Opak and
Gendol)
• Access roads damaged/not feasible
 Prohibition policies lived in the danger zone
 Siren/alarm easily available and understood
 Created connecting road for emergency
access
 Roads Improved with better quality and
expanded (widened) for evacuation route
Myth
• Mount Merapi is friendly
 Guardian of Mount Merapi
 Mount Merapi have the desire
 Scientific Outreach about volcanology
 religious services
67

68. Children Action for DRR and Climate Change
• Children's Action Team, preparing maps/school evacuation route, DRR
and climate change campaigns through posters, emergency bag, and a
puppet performance)
68

69. Children (Student) Activity
Child Peer to Peer Education on DRR
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70. Media
Emergency “Siaga” Bag Posters
Film
Dokumenter
Sticker Pin
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71. Activities of teacher/staff, school committee,
parent and community members
School Disaster Risk Analysis and Development of
School Disaster Risk Profile
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72. Activities of teacher and school committee
Integrating DRR curriculum development
Training Workshop
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73. Activities of teacher/staff and
school committee
Integration of DRR in Schools Policy
Workshop for drafting school policy
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74. Activities of teacher/staff and school
committee
School Emergency (contingenty) Planning (1)
Training on Safe and Preparedness
School
Review of Draft Contingenty Plan
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75. School Policy Development
School Emergency (contingenty) Planning (2)
First Aid Training Table top simulation
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76. Activity of teacher/staff, children, and
local stakeholders
School Emergency (contingenty) Planning (3)
Simulation and Evaluation
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77. Key Stakeholder engagement
(Head and staff from Education office at District/Sub-District level)
• Enabling environment
• Participate to encourage the
school's commitmen for
integration of DRR in the
curriculum, and school plan
• Commitment to continue to
ensure the implementation of the
Safe and Preparedness Schools
(sustainability)
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78. Engagement of Stakeholders in Village
The village government, village DRR Forum, and surrounding
communities
• establish enabling environment
and participation in activities/
practices of DRR at school
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79. Terima kasih – Thank You
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80. Thank You - Terimakasih
• Name of Organization: Perkumpulan Lingkar
• Office Address: Jl. Banteng Perkasa 40,
Sinduharjo, Ngaglik, Sleman, D.I.Yogyakarta,
Indonesia – 55581
• Telephone/Fax: +62 274 886 320
• Email: lingkar06@yahoo.co.id
• Website: http://www.lingkar.or.id/
• Contact Person: Ninil R. Miftahul Jannah
(Executive Director) Email:
ecologidiot@gmail.com
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