CARE International Indonesia West Sumatra Earthquake Emergency 2009 Shelter advisor CARE

1. CARE International Indonesia West Sumatra Earthquake Emergency 2009 Shelter advisor CARE “Supporting the community to build back safer”

2. September 30, 2009 an earthquake with a 7.9 magnitude struck the western coast of Sumatra Islands, several aftershocks and two further earthquakes of 7.0 and 5.1 magnitudes The most severely affected areas were Padang, Padang Pariaman and Agam District with an estimated 1,200,000 people (240,000 families) been affected through the total or partial loss of their homes and livelihoods. Approximately 4,000 persons have been displaced and many more are living with host families or residing in makeshift shelters near their destroyed homes.

9. Do no harm principle and approaches Engage and integrate assistance with local communities and stakeholders to ensure reconstruction is adapted to local designs and materials. Acknowledge community resilience and self-recovery. Promote and build on the strong existing local community structures. No Cash for work.

11. Today 12-nov 2009 at 10.00 am jkt time UNOCHA hosted the meeting between donor agencies, international organization & National disaster management board (BNPB) on Rehab & Recon. The important point from this meeting were; 1. Rehab & recon for community housing will cover by GoI with the grant as; severely damage houses will get IDR 15 million, moderate IDR 10 million & slightly IDR 1 million. International agencies really will come for soft programming. 2. Public facilities such as school, community health post, religious place, road & bridge as well as irrigation, they welcome international community to help on hard & soft component; any international agencies interest to work on this should coordinate with BNPB & they will link it to related department. 3. Government facilities will cover by local government through annual budget planning.The blue print or West Sumatra action plan will publish on Nov 15, 09; it is a guidance for any organization to followed if interest on rehab & recon. Mr. Beck gave this explanation on be half of BNPB, He is a director of rehab & recon under BNPB.

14. Principle of ‘Building – Back Safer’ • Disaster risk reduction methodologies and approaches should be the foundation for recovery and reconstruction policies and plans. √ ? √ ?? + tools Targeted (landslide area) Targeted (extreme vulnerable) √ √ √ √

15. Temporary to permanent- challenges of securing educational facilitiesShelter Meeting, Geneva, 11-12th Nov 09 Garry de la Pomerai COGSS-DPE Coalition for Global School Safety UN-ISDR TPKE Thematic Platform Knowledge & Education UK AGNDR UK Advisory Group for Natural Disaster Reduction UNCRD consultant Seki Hirano / Annika Grafweg Architects and school infrastructure specialists

16. Outline: • Emergency to temporary: Emergency school shelters to temporary class rooms example from Padang response 2009. ECB rapid assessment carried out. • What is happening at Global level • INEE + Sphere standards • Guidance Notes Safer School Construction    • Global Task Force on Building Codes  Temporary to permanent: • What can be done at national level • Setting of national standards, Rwanda • School Environment Assessment tool (SEAT)

17. Education Continuity - Temporary to Permanent • This has been a lead topic amongst many recently....how quickly should we expect children / students to be resuming their education after an event classed as a disaster amongst a community?

18. In 2005 in Pakistan 0915hrs in Pakistan, lost of 17,500 children/students within three minutes....schools were unrecognisably destroyed, whole towns and villages destroyed. To ask them to instigate formal education within days would have been impractical...considering the trauma....

19. In Padang earthquake was during holidays, it was suggested to start school within days. • So shelter and temporary educational facilities need to be in place asap. • Important not to allow the use of potentially damaged buildings for education.

25. Recycling material Community Building Temporary schools 3 weeks after Earthquake

26. Preparedness • Temporary intermediary safe shelter must be at hand; • Funding for shelters must be at hand; • Counselling agents must be at hand; • Temporary class rooms must be environmentally and child friendly so as to ensure education continuity, we must be careful that temporary doesn’t become permanent, replacing a properly engineered and specifically designed education infrastructure. • For each event an early assessment must be made....

27. Joint Initial Rapid Assessment Emergency Capacity Building Project (ECB) Total number of schools in affected area _______________ schools Number of Public schools ________ Number of Private schools _______ Number of Religious schools _________ How many schools are uninhabitable/ destroyed? ____________schools (Uninhabitable = foundation and structure destroyed) How many schools are damaged but remain usable___________ schools (windows broken, cracks in walls, roof slightly damaged) What type of salvage material can be used from destroyed schools? Wooden plank Zinc roof Bricks Wooden poles Door frame Table Chairs Books Black/ Whiteboard Are there any alternative places for studying? Yes / No Community centre /Mosque /Government building /Church /Open area /Other (specify) __________________ How many primary/secondary schools were opening prior to the disaster? _______ How many of the primary/ secondary schools are now open and running a regular schedule of class? _____________ How many teachers worked in the schools prior to the emergency? ______ people How many teachers have been affected by the emergency? ____________ people (affected = unable to work) How many primary school age children (6-12) are in the affected area? How many are not attending school? How many secondary school age children (13-18) are in the affected area? How many are not attending school? What are the factors affecting school attendance? School is used for other purpose /School heavily damaged / School destroyed /Desire to remain with family / Lack of school uniform /Lack of supplies at school / Lack of transport to school /Displaced Children not enrolled in new school Have schools received or expecting to receive any assistance? Yes / No School tents /Educational material

28. An update on collaborations and Global initiatives Revision of INEE standards in Collaboration with Sphere Standards • Reflecting developments in the field of education in emergencies and post-crisis recovery • Being more user-friendly • Incorporating the experiences of INEE members  • http://www.ineesite.org/

29. Guidance Notes on Safer School Construction • This present a framework of guiding principles and general steps to develop a context-specific plan to address this critical gap to reaching EFA and the MDGs through the disaster resilient construction and retrofitting of school buildings. • Should be used by policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations through improved hazard resistant construction and retrofitting of schools buildings.. http://www.ineesite.org/assets/Guidance_Notes_Safer_School_Constructionfinal.pdf

30. The guidance notes consist of: 1. General information and advocacy points (Sections 2-4) How to use the guidelines, scope and intent, some examples to overcome common challenges. 2. A series of suggested steps (Section 5) Key points to consider when planning safer school construction or retro fit. Process, challenges, good practice tools to facilitate action. 3. A compilation of basic design principles (Section 6) to identify some basic requirements a school building must meet to provide a greater level of protection to make a school building more resilient to hazard forces.

31. Global task Force for Building Codes • Although building codes are developed reflecting domestic situations international collaboration, such as sharing best practices and principals of safer buildings, should facilitate the awareness-raising of policymakers and communities. • It was agreed at the Global Platform that a Global Task Force for Building Codes to address potential coding strategies, to be set up and coordinated jointly by UNESCO and the UNCRD • It is essential to continuously revise and improve building codes over time, as additional risks are identified. ie introducing climate change and DRR into Building codes. (Maldives)

32. Global mapping • COGSS DPE have initiated a Google Mapping system to collate every DR Educational initiative and DR school infrastructure project. Please add your activities to this map through the COGSS DPE website www.cogssdpe.ning.com

33. Child-friendly school Infrastructure Standards • Rwanda’s national construction standards for primary school and Tronc Commun schools, 9-year free basic education • Working with the Ministry of education, seconded by UNICEF to draft and consult on the national standards

34. Rwanda context • Population density 341 people per sqm/km (industrialised society Japan)* • Average birth rate of 6.9 children per women* • Population is estimated to double from 7,096,000 in 1990 to 14,368,000 people in 2030* • As of the 2002 Census, 57 percent of the population was under the age of 15* • * UN statistics genocide Population in millions years

35. Global frameworks Millennium Development Goals Education for All • MDG 2 goal of achieving universal primary education. • MDG 3, Eliminating gender disparity in primary and secondary education preferable by 2005, and at all levels by 2015. • MDG 6 combating AIDS, malaria and other diseases -The provision of clean and hygienic school environments   • MDG 7 ensuring environmental sustainability appropriate construction, material selection and procurement. •  MDG 7Access to safe water is an important precondition for environmental health • To promote universal access and equity in education • To broaden the means and scope of basic education • To enhance the learning environment

36. Global frameworks Child-friendly school, UNICEF Guidance Notes on Safer School Construction 6 key child- friendly dimensions: • Inclusive of children • Secure and protective • Healthy • Effective with children • Sensitive to gender • Involved with community

37. Child-friendly school Infrastructure Standards • National context: • Rwanda Education Quality Standards 2008

38. Rwanda Education Quality Standards 2008 Standard A“A school must have appropriate, sufficient and secure buildings” Standard B “A school must be a healthy, clean, secure and learner protecting environment.” Description of schedule of accommodation, spatial qualities and facilities Description of sanitation facilities/provision, water supply and waste management Standard C “A school must have a child-friendly, barrier free environment which promotes inclusive access and equal rights of every child” Description of barrier free environments, access, special needs Standard D “A school must have adequate and appropriate equipment that support the level of education.” Description of classroom furniture layouts suitable for various teaching techniques

39. Rwanda: Inadequate quality/ quality • Overall very poor school building and environmental quality • Lack of ventilation, day-light, access, facilities, equipment, water, sanitation and furniture • Staff and pupils feed back: • “Some classes have only two windows and it becomes so hot that children fall asleep” • “Dust falling from roof disturbs my studies” • “When it rains we have to stop teaching because the rain hitting the roof is so noisy , and we have to shut the shutters and then the room is dark”

40. EQUITY • Inclusive debate with all stakeholders about individual standard • Flexibility in the framework to allow for progress: “ stepping stones-principle”

41. Extract from standards To enable the Ministry of Education to state clearly the minimum standards and simultaneously offer best practice guidelines for the future, the document follows terminologies such as must, should and may.

42. page 7

47. Process of Standards writing a. Site visits of various types and conditions of schools in different regions. b. User group consultation including workshops with pupils, staff and interviews with head teachers. c. Working with MINEDUC engineers responsible for each region. d. Hosting expert working session for each standard. e. Interviewing key experts / directors in the field and hosting cluster meetings

48. Process of Standards writing f. Studied and compared MINEDUC’s major school construction projects such as CREP, BAD/ADB, UNICEF,BCT. g. Studied and drawn upon regional building regulations such as the South African standards. h. Studied and drawn upon international building regulations such as the UK building code, and primary schools design guidelines. i. Studied and drawn upon UNICEF guidelines on Child Friendly schools, Thailand, Iraq, ect….

49. Child Friendly school- classroom building Typical cross section A-A