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DISASTER RESILIENT EDUCATION

“Establishing all Education Units to be Safe from Disasters in Indonesia”

NATIONAL SECRETARIAT OF DISASTER SAFE EDUCATION UNIT DIRECTORATE GENERAL OF SPECIAL EDUCATION AND SPECIAL SERVICES DIRECTORATE GENERAL OF PRIMARY AND SECONDARY EDUCATION MINISTRY OF EDUCATION AND CULTURE 2017

Author

Avianto Amri (Macquarie University)

Editors

Poppy Dewi Puspitawati (Kemendikbud)

Sri Renani Pantjastuti (Kemendikbud)

Lilik Kurniawan (BNPB)

Praptono (Kemendikbud)

Yusra Tebe (Unicef)

Contributors

Mohd Robi Amri (BNPB)

Pratomo Cahyo Nugroho (BNPB)

Elfina Rozita (BNPB)

Faisal Khalid (Kemendikbud)

Jamjam Muzaki (Seknas SPAB)

Asep Koswara (YKRI)

Ida Ngurah (YSTC)

Maulinna Utaminingsih (YSTC)

Rani Sawitri (ASB)

Mariana Pardede (KYPA)

Widowati (HFI)

Yayah Ruchyati (LPBI NU)

Ksatria Ratu Dewa (Perkumpulan KerLiP)

Design and Layout

Box Breaker

ABOUT THIS BOOK

This book discusses various achievements, challenges and opportunities related to Disaster Resilient Education or the Disaster-Safe Education Unit (SPAB) program. This book describes the concept of disaster resilient education, the history of the program and how it has developed, and the institutions involved. This book is an initiative of the National Secretariat of SPAB under the coordination of the Directorate General of Special Education and Special Services (PKLK) Ministry of Education and Culture, and in collaboration with National Disaster Management Authority, supported by Unicef, Foundation of Plan International Indonesia, and Sayangi Tunas Cilik Foundation. The materials in this book were gathered from various institutions, including ASB, BNPB, Box Breaker, Hope Worldwide Indonesia, IDEP, Ministry of Education and Culture, Consortium for Disaster Education (KPB), KYPA, LIPI, LPBI NU, MDMC, KerLiP, PMI, Risk Frontiers / Macquarie University, TDMRCUnsyiah, UNDP, UNESCO, UNICEF, WVI, Yayasan Khadam Indonesia, Plan International Foundation of Indonesia and Sayangi Tunas Cilik Foundation.

DISASTER RESILIENT EDUCATION

“Establishing all Education Units to be Safe from Disasters in Indonesia”

INTRODUCTION INTRODUCTION

First, let us praise to the Almighty God Allah SWT for His will and guidance for the publishing of Disaster Resilient Education “Establishing all education units to be safe from disasters” book. This book presents the development of disaster education, in particular, Disaster-Safe Education Unit (SPAB) in Indonesia. Since the launching of one million safe schools and hospitals campaigns, disaster resilient education programs in Indonesia have experienced an outstanding development. Along with the development of policies and strategies related to the issue, there has been a significant increase in number of institutions which integrate SPAB into their programs.

The awareness of the importance of disaster resilience at schools and religious schools (madrasah) has also shown an impressive improvement.

Many achievements have been made in promoting disaster resilient in education units. Currently, a disastersafe school roadmap has been successfully developed, a national secretariat to coordinate the implementation of disaster resilient education programs has been established, as well as foundation of policies and guideline are available. The implementation has been done collaboratively by the government and various nongovernment institutions. It has also lead Indonesia to become one of the leaders in disaster-safe schools programs among 15 other countries in the world. This indicates that Indonesia is the champion country for disaster-safe schools developing innovative and strategic measures.

In order to develop SPAB optimally, there are several issues that still need to be strengthened, such as improving coordination and collaboration among stakeholders, optimizing the management of resource, implementing policies and strategies effectively, and monitoring and evaluation in an integrated, systematic, and periodic manner.

Hopefully, this book can be used as a reference for further studies about disaster for institutions promoting disaster resilient education, both in Indonesia and in other countries which in the end, will provide a significant contribution to disaster risk reduction

Jakarta, October 2017

Willem Rampangilei

Head of NationalDisaster Management Authorities

Prof. Dr. Muhajir Effendy, M.A.P

Ministry of Education and Culture

Introduction Abbreviation 2 5 8 Contents 7 3 Table of 28 9 10 16 18 19 The implementation of Disaster Resilience Education Units

The danger of disaster in Indonesia

List

What is disaster?

TABLE OF CONTENTS

Losses caused by disaster

Chapter 1 Disaster Threats in Education Units

Disaster impact on education sector in Indonesia

School mapping in disaster-prone areas

Chapter 2 The Disaster Resilience Education Unit Program

Map of Indonesia’s disaster risk index

24 The basic concept

The History of Disaster Resilience Education

History of Disaster Risk Reduction program terminology in the education sector

30 31 32

10 Steps to Establish the Disaster Resilience Education Unit

Chapter 3 The Implementation of the Disaster Resilience Education Unit

40

Budget from the government

Regulation & Technical Guidance

34 Institutions

41

Supporting Activities of Successful Implementation of SPAB in the regions

Disaster-prone index map in Indonesia

43

Chapter 4 Challenges & Opportunities for SPAB implementation (page 3).

63 Chapter 6 Disaster Resilience Education in 2030 Display Tools 62 Game tools (Conventional, Electronic) 61 76 Reference Comics 58 Manual Handbook Brochure 59 Poster 57 National Secretariat operates optimally including establishing partnerships with private parties 67 The 2017 Magelang Declaration 64 1% of education budget allocated for SPAB Periodic building security audit 74 75 73 55 Chapter 5 Communication Media of Information Education Video Backlinks 60 71 Reegular simulation at school, twice a year Optimum Collaboration between Ministries and Cross Sectoral Stakeholders 69 70 65 Policies and regulations regarding disaster resilience education units have been validated and implemented optimally SPAB material including teacher competency part and the educational manual can be accessed through e-learning. Technical guidance on School Operational Funding (BOS) is acknowledged by all teachers and education forces while schools allocate budget from BOS for SPAB purposes 72 Monitoring integrated SPAB implementation in Principal’s data about educators TABLE OF CONTENTS

LIST OF ABBREVIATIONS LIST OF ABBREVIATIONS

AEPI: Australia’s Education Partnership with Indonesia ASB: Arbeiter-Samariter-Bund APAR: Light Fire Extinguishers Bakornas PB: National Coordinating Agency for Disaster Management BOS: School Operational Assistance BNPB: National Disaster management Authorities DAK: Special Allocation Fund DAPODIK: Basic Education Data Ditjen: General Directorate Dikdasmen: Primary and Secondary Education EMIS: Education Management Information System GIS: Geographic Information System HFI: Humanitarian Forum Indonesia Juknis: Technical Guidance Kemenag: Ministry of Religious Affairs Kemendikbud: Ministry of Education and Culture

Kepmendikbud: The Stipulation of the Ministry of Education and Culture Kemenkes: Ministry of Health Kemenristekdikti: Ministry of Research, Technology, and Higher Education Kemensos: Ministry of Social Affairs KRB: Disaster Risk Assessment KerLiP: Family Care for Education

CDE: Disaster Education Consortium

KYPA: Yogyakarta Committee for Aceh Recovery LIPI: Indonesian Institute of Sciences LPBI NU: Indonesia’s Disaster Management and Climate Change Authorities NahdhatulUlama LSM: Non-Governmental Organization MA: Madrasah Aliyah MDMC: Muhammadiyah Disaster Management Center MI: Madrasah Ibtidaiyah MTs: Madrasah Tsanawiyah Monev: Monitoring and Evaluation MoU: Memorandum of Understanding PAUD: Early Childhood Education Perbup: Regent Regulation Pergub: Governor Regulation Perka: Head Regulation Permendikbud: Regulation of the Minister of Education and Culture Permendiknas: Regulation of the Minister of National Education Perpres: Presidential Regulation PG: Playgroup PKLK: Special Education and Special Services PP: Government Regulation DRR: Disaster Risk Reduction

RKAS: Activity Plan and School Budget

Satgas: Task Force SD: Elementary School SE: Circular Letter Sekjen: General Secretary

Seknas: National Secretariat SK: The Decree SNI: Indonesian National Standard SMA: High School SMAB: Disaster-Safe School / Madrasah SMP: Junior High School SMK: Vocational and Pre-professional High School SPAB: Disaster Resilience Education Unit SSB: Disaster-Alert School TK: Kindergarten UNDP: United Nations Development Program UU: Law VISUS: Visual Inspection for defining the Safety Upgrading Strategies WVI: Wahana Visi Indonesia YKRI: Kausa Resiliensi Indonesia Foundation YSTC: Save the Children Foundation

UNESCO: United Nations Educational, Scientific and Cultural Organization UNICEF: United Nations Children’s Fund UN OCHA: United Nations Office for the Coordination of Humanitarian Affairs

S044831 Primary School Gung Pinto Village, Naman Teran District, Karo,

North Sumatera, Tuesday (18/7/2017). © TRIBUN MEDAN/RISKI CAHYADI (TRIBUN MEDAN/Riski Cahyadi)

© TRIBUN MEDAN

DISASTER THREATS IN EDUCATIONAL UNITS

CHAPTER 1

DISASTER RISK IN INDONESIA

Indonesia is a country that has the most active volcanoes in the world, 127 in total, some of which have generated the most powerful volcanic eruptions ever recorded in the world’s history.

Active 127 Volcanoes

Indonesia is also prone to earthquakes as it is located in a joint of 3 tectonic plates, namely: Indo-Australian Plate, Eurasian Plate, and Pacific Plate.

Indonesia has the longest coastline in the world which also resulted in high exposure to tsunami risk along the coast.

TSUNAMI

Furthermore, Indonesia’s tropical climate makes it susceptible to flood, landslide, extreme weather, drought, and forest fire as well as abrasion and extreme wave in many areas in Indonesia. The rapid development and population growth could lead to Indonesia’s potential risks of could industrial accidents and disease outbreaks.

WHAT IS ADISASTER?

Disaster is an event or a series of events that causes a large number of deaths or significant losses in which the community needs outside help.

Disaster is an event or series of events that threaten and disrupt people’s lives and livelihoods caused by both natural and/or non-natural factors and human factors resulting in the occurrence of human casualties, environmental damage, property loss, and psychological impact (Indonesia’s Disaster Management Law no: 24/2007).

A disaster can be triggered by natural events, human actions or combination of both

TOTAL NUMBER OF DISASTERS

TOTAL DISASTERS 3000 2.384 2500 2000 1500 1000 500 143 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 YEAR HYDROMETEOROLOGICAL GEOLOGICAL

Data from the National Disaster Management Authority (2017) in the last 15 years (2002 - 2016) shows that the number of disasters that struck Indonesia have been escalating for more than 20 times. In general, these disasters can be categorized into two which are hydrometeorological (i.e. floods, landslides, tidal waves/abrasion, forest and land fires, drought, and tornado) and geological (i.e. earthquakes, tsunamis, and volcanic eruptions).

More than 90% of disaster events in Indonesia caused by floods and landslides, where more than 28 million of people were badly affected in between 2002-2016. However, based on the number of fatalities, geologically related disasters are the deadliest types of disaster, causing more than 90% of deaths and missing people as the result of earthquakes and tsunamis.

DEAD AND MISSING (2002-2016) NUMBER OF PEOPLE AFFECTED BY DISASTERS NUMBER

Geological > 236 thousands (97%) Hydrometeorological > 7 thousands (3%)

OF PEOPLE 7,000,000 6,000,000 5,000,000 4,000,000 3,000,000 2,000,000 1,000,000 - 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 YEAR

POTENTIAL EXPOSURES AND DAMAGE LOSSES FROM DISASTER IMPACT

Sources : BNPB, 2017

THE IMPACT OF DISASTER ON EDUCATION SECTOR IN INDONESIA

In the last 15 years, there have been 46,648 schools affected by disasters.This data was recorded from medium and large-scale disasters that delivered a significant impact on Indonesia’s education sector.

VOLCANO ERUPTION IN SINABUNG

© ANTARA NEWS 2014

Since Mount Sinabung erupted in August 2010, students who were affected are currently continuing their education at “sister school” around the evacuation site. The teaching and learning activities have been disrupted ever since, to the extent that they are uncertain about when they can return to their original school.

THE IMPACT OF VOLCANO ERUPTION IN SINABUNG

Km radius of danger zone

1.49

Trillion losses and damage

185 Schools damaged

6.179

Casualties displaced

2.856

Students evacuated

NUMBER OF SCHOOLS 0 200 400 600 800 1000 1200 1400 1600 1800 2000 EAST JAVA 1890 CENTRAL JAVA 1833 WEST JAVA 1529 NORTH SUMATERA 1163 SOUTH KALIMANTAN 894 SOUTH SUMATERA 657 WEST KALIMANTAN 592 CENTRAL KALIMANTAN 418 RIAU 373 SOUTH SULAWESI 312 BANTEN 275 EAST KALIMANTAN 238 214 DKI JAKARTA JAMBI 211 LAMPUNG 170 ACEH 136 CENTRAL SULAWESI 91 WEST SUMATERA 75 PAPUA 71 SOUTHEAST SULAWESI 61 GORONTALO 38 WEST NUSA TENGGARA 37 BALI 36 NORTH SULAWESI 36 MALUKU 29 SCHOOL EAST NUSA TENGGARA 29 WEST SULAWESI 22 WEST PAPUA, 19 NORTH KALIMANTAN 17 BENGKULU 13 KEP. BANGKA BELITUNG 10 80 cm DIY 8 RIAU ISLANDS 6 NORTH MALUKU 6 0 cm

Sources: Ministry of Education and Culture, 2017 The total number of schools in high risk areas (>80cm) prone to flood.

Many areas in Jakarta are prone to flood and FLOODS

exacerbated by high urbanization and rapid land use changes.

The flood that hit in 2013 in Jakarta was one of the largest floods in 15 years period. There were at least 251 schools affected. As a result, 70,270 students cannot access education for more than 2 weeks. This flood caused considerable material losses including damages and/or missing important documents related to education. As a result of DKI Jakarta Provincial Government and community involvement in flood prevention and mitigation program, the flood-affected areas in Jakarta had decreased significantly in 2017.

JAKARTA

DKI Jakarta Flooded Area Map

Flood 2013 School Affected Number of 70.270 251 schools Students People

ACEH TSUNAMI

© ANTARA 2004 © YUSRA TEBE 2004 THE MOST CATASTROPHIC DISASTER

OF TSUNAMI CASUALTIES FATALITIES (including missing people)

The Aceh Tsunami in December 2004 was the most catastrophic disaster ever hit Indonesia in the current generation. Approximately, 220 thousands of people died (including missing people) and 2000 schools were destroyed. The damage of the tsunami was so great

that has ever happened in Indonesia in the current generation.

that it took a long period of time to rebuild damaged schools and children had to study in make-shift schools.

YOGYAKARTA EARTHQUAKE, 2006

SECONDS

6.000

PEOPLE DIED

5,9

ON THE RICHTER SCALE

2.900

SCHOOLS

A picture of earthquake in Yogyakarta © Yusra Tebe 2006

The earthquake in Yogyakarta occurred on May 27, 2006, at 05:55:03 pm. The powerful tectonic earthquake that shook the Special Region of Yogyakarta and Central Java Provinces lasted for approximately 57 seconds with 5.9 on the Richter scale magnitude recorded. In addition to the casualties, the earthquake also damaged 2,900 school buildings.

Although nearly 6,000 people had lost their lives, many argued that the impacts of the earthquake could have been much worse. This is because the earthquake took place in early morning while children were not in school yet. Had the earthquake occurred during school hours, the death toll was likely to be much greater.

SCHOOL MAPPING IN THE DISASTER AREA

497.576 34 AND SPREAD OVER IN EDUCATION UNITS IN INDONESIA THERE ARE

PROVINCES

THE DETAILS CONSIST OF 22.439 SMA/MA 57.499 13.856 229,533 SMP/MTs SMK TK/RA/KB/TPA/SPS This data in 2013 is compared with disaster risk 174.249 index maps in Indonesia developed by BNPB. SD/MI Source: Ministry of Education and Culture, 2017.

DISASTER RISK INDEX MAP IN INDONESIA UPDATED IN 2013

Currently, the school mapping process located in disaster prone areas is being undertaken by the Ministry of Education and Culture in cooperation with BNPB. Mapping results can be viewed on the website: smab.kemdikbud.go.id

250.000

Schools in the areas that are prone to medium and high risk of disaster

SCHOOLS OF SD / MI, SMP / MTS, SMA / MA AND SMK THAT ARE IN DISASTER PRONE LOCATIONS

OR 75%

OF ALL THE SCHOOLS IN INDONESIA

Source: Worldbank, 2014

NUMBER OF SCHOOLS AND CLASSROOMS THAT ARE SEVERELY DAMAGED, MODERATELY DAMAGED, SLIGHTLY DAMAGED

DATA BY THE MINISTRY OF EDUCATION AND CULTURE KEMENDIKBUD 2017

AUGUST

99.018 MODERATELY 79.526 SEVERELY DAMAGED 34.406 UNOWNED

266.599 SCHOOLS

1.701.302 CLASSROOMS

472.504 ROOMS WITH GOOD AND FAVORABLE CONDITION FOR LEARNING ACTIVITIES

940.993 SLIGHTLY DAMAGED

DAMAGED

ROOMS

74.855 TOTALLY

DAMAGED

This large number is certainly very alarming considering that the disaster hazards could happen in a form of earthquake, landslide, and flood. The affected classes can certainly harm the students and teachers in it.

DISTRIBUTION OF SCHOOLS IN HIGH RISK AREAS

TOTAL OF 250.000

SCHOOLS IN LOCATIONS WITH HIGH RISK OF MULTI HAZARDS EARTHQUAKE VOLCANO ERUPTION TSUNAMI FLOOD LANDSLIDE

Source: Ministry of Education and Culture, 2017

KYPA Documentation, 2014

DISASTER SAFETY EDUCATION UNIT PROGRAM

A.BASIC CONCEPT

Achieving a resilient education requires comprehensive, childcentered efforts.

Child-centered

refers to efforts made by recognizing that children have specific needs in facing disaster hazards and all efforts should be made to encourage children to participate actively according to their capacities and interests.

Documentation of PLAN - LIPI, 2014; Documentation of YSTC, 2017

Documentation of Khadam Foundation in Indonesia, 2013

DISASTER RESILIENT EDUCATION EFFORTS ARE CATEGORISED INTO THREE COMPONENTS SCHOOL PILLAR 1 Safe learning facilities SCHOOL PILLAR 2 School disaster management PILLAR 3 Risk reduction and resilience education ALL OF THESE EFFORTS SHALL BE ESTABLISHED WITH THE SUPPORT OF Local disaster management plan

Education sector policies and plan

COMPREHENSIVE SCHOOL SAFETY APPROACH

• Education on • Building maintenance structural safety • Non-structural mitigation • Construction as an • Fire safety educational opportunity POLICIES AND PLANNING OF EDUCATION SECTOR • PILLAR 1 • SAFE LEARNING FACILITIES • PILLAR 2 • • PILLAR 3 • SCHOOL DISASTER RISK REDUCTION MANAGEMENT AND RESILIENCE EDUCATION Adjusted to national, sub-national and local disaster management plans • Education sector analysis

• Household disaster plan

• Family reunification plan

• School drills

• Multi-hazard risk assessment

• Child-centered assessment and planning

Activities that can be done by schools in the implementation of SPAB :

The activities include :

• Safe-site selection

• Design and construction of school buildings that comply with building codes

• Rehabilitation and reconstruction of school buildings and facilities in postdisaster areas

• Retrofitting of school buildings to ensure safety from disaster hazards

• Conducting maintenance of educational facilities and infrastructure

• Arranging layout of classroom to be ensure safety when disaster hits

• Provision of supporting facilities such as emergency kits in every classroom, fire extinguisher, first aid box and also evacuation alarms

• Regular monitoring on school building safety by relevant agencies

• Education on disaster-safe buildings

• PILLAR 1 • SAFE LERANING FACILITIES

• PILLAR 2 • • PILLAR 3 •

SCHOOL DISASTER MANAGEMENT

The activities include :

• The establishment of disaster preparedness teams in schools

• Development of SPAB policies in schools/madrasahs

• Disaster preparedness planning in schools in the form of standard procedures and contingency plan

• Development of teaching and learning strategy during emergencies

• Development of action plans to support SPAB

• Development of family reunification plan in case of disaster

RISK REDUCTION AND RESILIENCE EDUCATION

The activities cover :

• Capacity building for school stakeholders (principals, teachers, committees, students and other education personnel) as well as school supervisor

• Practicing self-evacuation simulation on an ongoing basis

• Integration of DRR education in various subjects and extracurricular activities (eg scouts, little doctors, youth red cross)

• Routine campaign on practical key safety messages

B. HISTORY OF DISASTER RESILIENT EDUCATION IN INDONESIA

Disaster Management in Ministry of Education and Culture by Basic and Secondary Education Directorate 2001

Aceh Tsunami, for the first time the disaster response in the education sector is done on a large scale 2004

2005 The Vocational School Supervisory Team was first involved in rehabilitation and reconstruction

2006 Establishment of CDE, facilitated by UN OCHA

2006 Development of Disaster Preparedness School (SSB) concept by CDE

2006 The global campaign on DRR begins at school

2006 Yogyakarta Earthquake. More than 2,900 schools were destroyed and severely damaged

2007 Law no. 24/2007 on Disaster Management is passed

Standards of infrastructure has incorporated the safety aspect of disaster hazards (Permendiknas no 24/2007) 2007

2008 BNPB was established

Dana Abadi Pendidikan start to be used for the rehabilitation and reconstruction of schools affected by disaster 2009

2010 Post-Disaster Need Assessment Handbook for the Education Sector

Circular Letter no. 70a / SE / MPN / 2010 related to Mainstreaming Disaster Risk Reduction in the Education Sector 2010

2010 National Strategy and Module for Integration of DRR at School

2010 Launch of Million Campaigns and Safe Hospital Campaign in Indonesia

2010 The concept of safe schools was developed by incorporating structural and non-structural aspects

Adoption of Minimum Standards of Education in Emergencies within Child-Friendly Schools concept

2011 National Movement on Completion of School Rehabilitation was launched

2011 Special Allocation Fund (DAK) began to be used for school rehabilitation and reconstruction

2011 Pilot testing on the implementation of Safe Schools / Madrasahs from Disasters (SMAB)

Perka BNPB no. 4/2012 on Guidelines for the Implementation of Safe Schools / Madrasahs from Disaster 2012

2012 SMAB Piloting in 210 schools in five provinces

2012 The implementation of SMAB in the rehabilitation and reconstruction of madrasah

Education in Emergencies is officially part of Special Service Education (Permendikbud no.72 / 2013) 2013

Integration of disaster-safe schools with Healthy Schools, Adiwiyata Schools, and Child-Friendly Schools 2013

SMAB Directory was developed. More than 25,000 schools have been exposed to SMAB-related programs 2013

2014 Integration of earthquake resistant buildings into technical guideline of DAK SMP

The Ministry of Education and Culture coordinate the National Secretariat of Safe School from BNPB 2014

Disaster-Safe School / Madrasah become part of Child-Friendly School (Permeneg PPPA No. 8/2014) 2014

2015 The development of safe school roadmap

2017 SPAB National Secretariat formed through the decree of Ministry of Education and Culture

2017 The process of drafting the Permendikbud on Disaster Safe Education Unit begins

2017 The Magelang Declaration was adopted after the National Conference on Disaster Education

C. HISTORY OF TERMINOLOGIES ON DISASTER RISK REDUCTION PROGRAM IN THE EDUCATION SECTOR The Disaster Risk Reduction program in the education sector has been running for more than a decade. In its journey, there are several terms used by various institutions (government and non-governmental). Despite having a different name, the purpose of the programs remain the same: to save the lives of school community, especially children, from the threat of disaster. Some terms that are used include: PRBBS (School-Based Disaster Risk Reduction) SSB or Disaster Prepared School Disaster-Safe School Disaster-Safe School and Madrasah Disaster-Safe Education Unit (SPAB)

Some terms are still used in relation to the agency’s commitment to the ongoing program implementation.

However, the current official term used is the Disaster-Safe Education Unit (or SPAB in Bahasa acronym), which demonstrates the full commitment of the Government of Indonesia, under the coordination of the Ministry of Education and Culture to realize all educational facilities and its community to be safe from the threats of disaster, including PAUD, PG, TK, SD / MI, SMP / MTS, SMA / SMK / MA, and other educational facilities. In this book, there are several old terms which in essence are the same as SPAB.

D.10 STEPS IN REALIZING DISASTER-SAFE EDUCATION UNIT

To build a culture of disaster-prepared, safe and reducing disaster risk at schools is the goal of a disastersafe school program. In its implementation, disaster-safe school program can be integrated with various sectors engaged in education and disaster management. The following is the scope of the implementation of disaster-safe schools which include ten activities: Selfassessment Training for 4 Training for and analysis 2 learners (or teachers, other at the Preparation students) education and 3 beginning of 1 the program personnel, consolidation and school with the committees school Conduct regular 8 school drills Development of Preparation at least 2 action plans and of standard times a year 6 establishment of Participatory school disaster procedures risk assessment, 7 5 for before, preparedness including with teams during, and students after disaster periods In general, SPAB programs require Conduct self 3-4 months assessment 9 for complete and monitoring Evaluate the implementation on a regular in each school implementation basis 10 and update the action plan

E. REGULATION & TECHNICAL GUIDANCE

The legal basis for the implementation of SPAB, in general, has been accommodated in existing policies and regulations, such as:

1 updated to Law no. 35/2014 on Child Protection no. 17/2010 on the Implementation of Education

Law no. 20/2003

2

Law no. 24/2007

on National Education System article 32, paragraph 2 on special service education

3

Law no. 23/2002 which is

on Disaster Management article 26, 35, 43 and 47

4

Law no. 8/2016 Person with

5

Disabilities Chapter Sixteen of Article 20 on the Right to be Protected from Disasters and Article 109 on Public Service Protection from Disasters

Government Regulation

6

Government Regulation no. 32/2013

on National Education Standards as the second amendment of Government Regulations no. 19/2005

7

Regulation of the Ministry of National Education no. 24/2007

8

Education no. 70a / MPN / SE / 2010 on Mainstreaming Disaster Risk

on Standard of Facilities and Infrastructure for Elementary School / Madrasah Ibtidaiyah (SD / MI), Junior High School / Madrasah Tsanawiyah (SMP / MTs), and Senior High School / Madrasah Aliyah (SMA / MA);

Circular Letter of Ministry of National

9

BNPB Chief Regulatory no. 4/2012

10

Regulation of the Ministry of Education and Culture No.72/2013

Reduction in Schools

on Guidelines for the Implementation of Disaster-Safe School / Madrasah

11

The Decree of the General Secretary of Ministry of Education and Culture no. 8953 / A.A2.1 / KP / 2014

on Special Service Education

12

on the Secretariat for Disaster Management of the Ministry of Education and Culture

Regulation of Ministry of Education and Culture no. 40 / P / 2017 which was renewed with no. 110 / P / 2017

on National Secretariat of Disaster-Safe Education Unit of Ministry of Education and Culture

F. INSTITUTIONS

• National Secretariat of Disaster-Safe Education Unit based on the Minister of Education and Culture’s Decree

The National Secretariat of the Disaster-Safe School was established on August 25, 2011, which was originally aimed at achieving the Safe, Healthy, Green, Inclusive and Child-Friendly movement at schools and madrasah involving the participation of stakeholders, education unit administrators, non-governmental organizations, families, businesses, and mass media. The secretariat was also formed by various government and non-government agencies.

Since June 20, 2013, based on the coordination between BNPB, Ministry of Religious Affairs, Ministry of Internal Affairs and Ministry of Public Works and Ministry of Health, it is agreed that the management of SMAB Secretariat is transferred to BNPB with Directorate of Disaster Risk Reduction as the lead. However, on the DRR commemoration month in 2014, the lead is handed over to the Ministry of Education and Culture.

Since 2016, the National Secretariat of SMAB has been managed by the Directorate of Special Education and Special Services (Directorate of PPKLK) in compliance with the Regulation of Ministry of Education and Culture number 11/2015 regarding Organization and Working procedures of the Ministry of Education and Culture on Education of Special Services, or in this case, education in areas prone to natural and social disasters. Then, on May 19, 2017, the National Secretariat was established through Decision Letter Number 40 / P / 2017 regarding the National Secretariat of the Disaster-Safe Education Unit (National Secretariat of SPAB).

National Secretariat of SPAB is an ad-hoc, teamwork-oriented, dynamic, flexible organization which also holds the mandate for the implementation of disaster-safe school/madrasah policy. National Secretariat of SPAB consists of cross-sectoral members (ministries / institutions / agencies) and directly or indirectly involves them both in the capacity of their position or in other inherent function, in order to promote the program and implement every policy to make sure that all schools and madrasahs are safe from disaster. The National Secretariat of SPAB was established based on the principles of basic implementation of disaster.

In particular, the National Secretariat is using three main principles, as follows:

Rights-Based.The implementation of disastersafe schools/madrasah should be based on the fulfillment of children’s right to education;

1 2 3 Interdisciplinary and Comprehensive. The implementation of disaster-safe schools/madrasah is integrated into minimum education service standards and implemented in an integrated manner to achieve the national education standards;

Intercultural Approach. The approach of implementing disastersafe school/madrasah should prioritize interpersonal communication with different cultural backgrounds (race, ethnicity, or socioeconomic) in accordance with national identity and noble values of humanity.

THE DUTIES OF NATIONAL SECRETARIAT OF SPAB ARE:

Mapping disaster safe school programs in the absence of disasters, responding to emergency and conducting post-disaster reconstruction and rehabilitation, which is the responsibility of the main unit of the Ministry of Education and Culture as well as external institutions.

2 7 Preparing progress reports on the implementation of disaster-safe schools.

Coordinating the implementation of the disaster-safe school program action plan 2015 - 2019.

Coordinating matters related to disaster-safe school programs and school activities between the main units of Ministry of Education and Culture and external institutions, among others, other ministries and national/international nongovernmental organizations in before, during, and after disaster events.

Providing technical assistance for the implementation of disastersafe schools to multi-stakeholders in the form of socialization, training, preparation of technical guidance and so forth

media information and education related disaster-safe schools in Indonesia. 5 Collecting, managing and disseminating good practices, knowledge resources and communication

Evaluating the implementation of disaster risk reduction, emergency response and post-disaster programs in the education sector.

STRATEGY OF NATIONAL SECRETARIAT OF SPAB:

1 To create coordination, cooperation, and collaboration among stakeholders (government, community and private sector).

2 To provide the availability and integration of data, information related to disaster resilience for all education units.

3 To provide the availability of access to qualified information.

4 To strengthen and empower the school community in the implementation of a sustainable disaster-safe education program

Cooperation with Non-Government Institutions

Education Task Force (Satgas)

Education Task Force is established to support the government in carrying out activities related to education in emergencies, including strengthening preparedness and coordination for technical capacity building, in the emergency response period. The Education Task Force in Indonesia is chaired by the Ministry of Education and Culture (Kemendikbud), with the support from Unicef. At international level, this task force is better known as the education cluster, which is co-chaired by Unicef and Save the Children.

Overview of Consortium for Disaster Education (KPB)

The Indonesian Consortium for Disaster Education (KPB) was established in October 2006 as a follow-up to the 2006 International Disaster Risk Reduction Day (2006) with the theme of “DRR begins at school”. In October 2017, KPB consists of 35 institutions both nationally and internationally. In realizing SPAB’s commitment in Indonesia, it should go in line with the implementation of the Sendai Framework for disaster risk reduction in 2015-2030. To do this, the KPB continues to support the development of Disaster Risk Reduction education policies and practices at local, national and international levels that are sustainable both formal, non-formal as well as informal, through the improvement of capacity, coordination, and synergy among stakeholders committed to disaster risk reduction education.

G. THE GOVERNMENT BUDGET

Until now, the government funding commitments, especially from the Ministry of Education and Culture and BNPB for SPAB activities for the period of 2012-2017 are:

Rp 32.7 BILLION

OF TOTAL BUDGETS FROM THE GOVERNMENT ALLOCATED SPECIFICALLY TO MAKE DISASTERSAFE EDUCATION PROGRAM, WHICH CONTINUES TO INCREASE FROM YEAR TO YEAR.

Rp 24,2 BILLION

Rp 8,5 BILLION

TOTAL BUDGETS MINISTRY OF BNPB EDUCATION AND CULTURE

(2012-2017)

OF SCHOOLS

(2015-2017)

Schools that have taken part in SPAB programs across Indonesia, supported by government and nongovernment agencies. (Source: BNPB, 2013)

This amount is very small (<5%) compared to the total number of schools in Indonesia. Therefore, it is necessary to involve and cooperate with various parties to ensure that all schools in Indonesia can be safe from disaster risk.

This data is sourced from the data of National Secretariat of SPAB that was obtained from various information. There are also possible contributions from other Ministries or agencies in supporting SPAB program which are not recorded by the National Secretariat and due to the limited time of writing this book, the available data does not include the contribution of non-governmental organizations.

Documentation of Khadam Foundation of Indonesia, 2013

YSTC Documentation, 2017

IMPLEMENTATION OF DISASTER-SAFE EDUCATION UNIT

THE IMPLEMENTATION OF DISASTER-SAFE EDUCATION UNIT (SPAB)

The implementation of SPAB focuses on the implementation of the three pillars/components of disastersafe education units. To support the successful implementation of SPAB, SPAB national secretariat is working in partnership with institutions that promotes DRR in implementing the SPAB program. The main principles that should be applied when implementing the SPAB program are:

Child-centered, where children are involved according to their capacities and interests and all actions are based on the child’s specific needs

Activities begins with a participatory risk assessment involving all school stakeholders, including children.

Align with education sector policies and plans as well a disaster management plans at the local level.

ACTIVITIES SUPPORTING THE SUCCESSFUL IMPLEMENTATION OF SPAB IN VARIOUS AREAS

Clear policy and regulation implementation at the national, provincial and district/city levels.

The establishment of SPAB National Secretariat at the sub-national level to enhance collaboration and partnership between the parties (government, NGO, academia/university, the private sector, and community).

Strong cooperation between local education offices and local disaster management authorities.

Provision of facilitators for SPAB for training, campaign, and monitoring.

Development of data and information related to risk assessment in schools

Regular campaign activities for awareness and campaigns such as competitions, school drills, seminars, conferences and exhibitions, especially in the activities of the Disaster Risk Reduction Month (every October), National Disaster Preparedness Day (every April 26), National Children’s Day (every July 23) , World Disability Day (every 3 December), World Tsunami Awareness Day (every 5 November).

Monitoring and evaluation of SPAB implementation with all implementing partners through regular coordination and monitoring visits.

Facilitating research related to SPAB

ACHIEVEMENTS

The development of standard safety messages at school

Standardized DRR messages are aimed at delivering consistent messages to schools related to DRR as well as to avoid confusion in their implementation. Safety messages are delivered in various forms of information, education, and communication media (e.g. posters, modules, films and other props).

The existence of commitment of school and government institutions

The government’s role in monitoring the implementation of DRR related policies is very important. Capacity building in the education sector, both for schools and government are needed to monitor SPAB implementation at the local level. This commitment is in the form of programs, budgets, and allocation of human resources.

There is synergy between the school’s DRR practices with community-based DRR

Disasters affect schools and communities at the same time, not separately. Dissemination of information and DRR practices at schools can be transferred to community levels in which school committee representatives can participate in. This has supported the community-based DRR initiatives in the environment surrounding the schools.

Inclusive DRR program in schools

Inclusive DRR does not focus on the labeling/classification of children and instead on the needs and capacities of children. Schools can adapt to different students’ learning abilities and capacities in absorbing DRR knowledge and practices. Therefore, the information provided can be accepted to perform an action.

Development of a practical and realistic DRR Strategy.

SPAB implementation at schools and relevant activity planning in the education sector takes place at the local level to maintain the sustainability of the program.

DISASTER-PRONE INDEX MAP IN INDONESIA

R RISK REDUCTION AND RESILIENCE EDUCATION OLICIES AND PLANNING OF EDUCATION SECTO • PILLAR 1 • SAFE LEARNING FACILITIES P • PILLAR 2 • • PILLAR 3 • SCHOOL Adjusted to national, sub-national and local disaster management plans DISASTER MANAGEMENT *Untitled Imposition..isdd by pc-hp3 Form 1 (1) 10/10/2016-2:25 PM KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN BIRO PERENCANAAN DAN KERJASAMA LUAR NEGERI SEKRETARIAT JENDERAL KEMENDIKBUD pt. sumber inovasi Imposition Studio 5.0

• Building maintenance

• Non-structural mitigation

• Fire Safety

• Education on structural safety

• Construction as an educational opportunity

• Household disaster plan

• Family reunification plan

• School drills

• Education sector analysis

• Multi-hazard risk assessment

• Child-centered assessment and planning

Kerlip Documenatation, 2016

CHALLENGES & OPPORTUNITIES OF SPAB IMPLEMENTATION

Disaster-related education programs in Indonesia have been growing significantly since 2005. Many initiatives have been implemented and various strategies have been applied. The following are some of the challenges that could hinder the implementation of the SPAB program, based on information provided by implementing institutions.

PETUNJUK TEKNIS PENERAPAN SEKOLAH MADRASAH AMAN BENCANA (SMAB) BAGI ANAK BERKEBUTUHAN KHUSUS (SATUAN PENDIDIKAN KHUSUS & REGULER)

DIREKTORAT PEMBINAAN PENDIDIKAN KHUSUS DAN LAYANAN KHUSUS DIREKTORAT JENDERAL PENDIDIKAN DASAR DAN MENENGAH KEMENTRIAN PENDIDIKAN DAN KEBUDAYAAN TAHUN 2016

01

There are not many people in the education sector who are aware of SPAB program and are informed about how to implement it. The guidelines for implementing the new SPAB have been prepared and endorsed by the relevant ministries in the last three years and the socialization is only limited to a few regions. Meanwhile, the community, especially in the education sector can receive benefits if they are informed about the guide. This guide can be downloaded on the SPAB website (www. smab.kemdikbud.go.id).

02

There is limited support at the local level, on SPAB implementation, which is initiated by BNPB, BPBD or other stakeholders.

To date, district/ municipalities/ provinces that have high commitments for the implementation of SPAB can still be counted with fingers.

This is reflected by the lack of specific policies that support SPAB program at local level. Below are some district/ municipalities/ provinces that already show strong commitment to the implementation of SPAB :

01 DI Yogyakarta, (through Local Regulation number 8/2010 on Disaster Management)

Sikka District, NTT (through The Decree of the Sikka Regent number 536 / HK / 2013 on Standards of Infrastructure Facility and Educational Implementation of Disaster Risk Reduction at school) 02

Rembang District, Central Java (through Head of District Regulation number 44/2014 on Disaster Risk Reduction Education at School) 03

04 Klaten District (through Head of District Regulation number 6/2016 on learning disasters in Klaten District)

DKI Jakarta Province (through Governor Regulation number 187/2016 on the Disaster-Safe School / Madrasah) 05

Pidie Jaya District, NAD (through Head of District Regulation number 11/2017 on the Disaster-Safe School / Madrasah) 06

Documented by Mariana Pardede, 2016

There is still low public awareness about SPAB. This is also because many parents have not realized that the location of their child’s school is prone to disasters.

Ministry of Education and Culture and BNPB are currently making a breakthrough using mapping technology with the integration of Basic Education Data (DAPODIK) and disaster risk maps across Indonesia. Through the website (smab.kemdikbud.go.id), anyone can be informed about the danger of any disaster hazard that threatens any schools in Indonesia.

The available information will be further developed whereby all schools will assess their school buildings and facilities safety against disaster threats so that everyone is aware of what are the risks and the recommendations can be made at each school to ensure the school is safe from disaster.

04

The implementation of the SPAB program is still not being effectively coordinated and its monitoring is still being undertaken ad-hoc by government and non-government agencies.

Since 2017, the government has begun to pioneer every school to report the status of school preparedness to disaster on a regular basis through an integrated monitoring system with the education information management system.

PREPAREDNESS THE REPORT OF STATUS REPORT ALERT STATUS SCHOOL A SCHOOL B 2017 CONTROL SYSTEM + EDUCATION PREPAREDNESS THE REPORT OF INFORMATION STATUS REPORT ALERT STATUS SCHOOL C SCHOOL D MANAGEMENT SYSTEM

The related data is monitored regularly such as how often schools conduct drills, procurement of school safety support facilities (eg fire extinguishers and first aid kits), and the presence of school procedures in times of emergency. These matters are important for relevant stakeholders to provide interventions in accordance with school conditions.

Limited training for teachers, principals, and other education personnel to understand and implement the SPAB program at their schools.

Currently, training and capacity building programs still rely on funds owned by the government and non-government agencies, and the amount of these funds is very limited. Meanwhile, Indonesia is a country with the largest teacher-student ratio in the world, with more than 360,000 teachers.

Therefore, it is necessary to make a breakthrough so that these teachers can understand and equipped with basic understanding of disaster management skill, such as survival skills.

Disaster risk reduction and first aid training for Teachers, YSTC and ASB documents, 2016

06

MONITORING OF INTEGRATED SPAB IMPLEMENTATION WITH THE EDUCATION MONITORING AND INFORMATION SYSTEM

The Indonesian government has started to pilot the integration of monitoring the implementation of SPAB with education information management system. The data inserted independently by each school is collected 2 times a year. The information collected includes:

01 The allocation of funds to support the implementation of SPAB

02 The existence of institutions that assist the school in implementing SPAB

03 The location of the school against the potential risk of disaster

04 The existence of disaster related facilities from disasters, such as:

a) Evacuation route map

b) An agreed early warning tool (siren/kentongan/hazard lights)

c) The clasroom door open outward

d) Signs and evacuation routes

e) Accesible safe havens

f) First aid kit

g) Light Fire Extinguisher (APAR)

05 Periodical safety audits related to school buildings and facilities

06 School’s disaster preparedness team, involving students

The standard operating procedures for school disaster management signed by 07 the school’s principal

Action plan on prevention, pitigation and disaster preparedness activities in the school’s activity and budget plan (RKAS)

09 Teachers and other education personnel who have participated in SPAB training

10 Disaster awareness campaigns to all students

11 School drills performed routinely

12 Synergy between school preparedness plans and the surrounding community

Documentation of YSTC, 2017

INFORMATION, EDUCATION AND COMMUNICATION MATERIALS

Information, Education, and Communication Materials (IEC) related to disaster education in Indonesia are a lot and have many varieties. This is because it was made by various SPAB stakeholders in Indonesia including government and non-government agencies. Existing IEC materials can be accessed at smab.kemdikbud.go.id.

GEMPANYA TUH DISINI APA YANG SEBAIKNYA DILAKUKAN SAAT SEBELUM GEMPA GEMPA? 3B! INGAT TERJADI BERLUTUT Menyeimbangkan tubuh agar guncangan gempa • Diskusikan dengan keluarga 1 tidak membuat kita terjatuh. Dimana akan bertemu? Adakah yang memerlukan bantuan dan siapa yang akan BERLINDUNG Penting untuk melindungi membantu? Adakah yang kesulitan dalam kepala dan leher, karena saat meminta bantuan? 2 gempa benda-benda di sekeliling kita dapat berjatuhan. • Siapkan tas siaga yang berisi Jika berada dekat meja, makanan ringan, minuman, senter, selimut, jas hujan, peluit, kursi atau tempat tidur berlindunglah di bawahya. P3K, radio, daftar nomor telepon penting. BERTAHAN SAMBIL SETELAH 3 BERPEGANGAN Bertahanlah dalam posisi GEMPA BERHENTI berlindung sambil berpegangan pada pelindung hingga gempa • Segera keluar ke benar-benar berhenti. tempat aman. 3B BAGI • Jika rumahmu dekat pantai atau sungai, INGAT! PENYANDANG DISABILITAS evakuasi ke tempat lebih tinggi. • Jauhi tembok. • Jangan terburu-buru kembali ke dalam bangunan. • Cari informasi yang akurat. Dengan Dampingan Tanpa Dampingan

Design by: Created by: RUMAHKU SIAGA BENCANA www.box-breaker.com DOKUMEN JALUR EVAKUASI Diadaptasi dan dicetak oleh: PENTING Perlengkapan Tindakan untuk mencegah Siap Siaga Tindakan Saat akan terjadinya longsor Terjadi Longsor Tindakan Saat dan Sesudah Longsor Peta dan Rute Evakuasi Nomor Telepon Penting Orang Kepercayaan yang dapat Dihubungi dan Tidak Bisa Menjemput Menjemput Anak Saya di Sekolah jika Orangtua Nama Lengkap Nomor Handphone Menyusun dan Sepakat dengan Rencana ini Kami yang Bertanda tangan di Bawah ini Telah informasi lebih lanjut temukan di: ����� : www.bnpb.go.id | www.bpbd.bogorkab.go.id | www.bmkg.go.id | www.vsi.esdm.go.id/ EVAKUASI

TSUNAMI * (Karnilawati/ Titis Muliani/ Rosniati) Gunakan kayu, ‘tuk jadikan pelampung Tsunami .. tsunami mari s‛lamatkan diri Lari hati-hati, cari tempat yang tinggi Tetap tenangkan diri Berdoa dalam hati * Hasil workshop “Peran Guru dan Orang Tua untuk Kepedulian dan Kec. Darul Hikmah Kab. Aceh Jaya, 15 Desember 2016 Kesiagaan Anak terhadap bencana” Guru-guru KB/ TK PAUD Fasilitator: Karina Adistiana & Ribut Cahyono (Peduli Musik Anak)

BURNI TELONG (GUNUNG BERAPI)^ Dedex Gunawan/ Julianto Dasuki) (Sadikin GemBEL/ Kamal Khairi/ Alpin Fajri/ Fakhruddin/ Wagino/ Tamanku Edelweis Gunungku Burni Telong Atapnya awan putih Oh indahnya… Burni Telong Ketika Gunungku Batuk (uhuk uhuk) Hewannya berlarian Bergetar keluar asap Batu-batu… ikut terbang Reff.: Mari kita waspada Berlari… menjauh… Lari ke tempat aman Mari kita waspada Administrasi Publikasi semua lagu/ Publisher : Cupu Songs Copyrights (Adm.) Lari ke tempat aman “Ayo Siaga Gempa” : Seijin ahli waris Pak Kasur (Copyrights Control) Kecuali lagu “Dua Mata Saya” (Pak Kasur), yang digunakan pada interlude Berlari… pakai masker! Berlari… pakai masker… Direkam dan mastering di BASE Studio, Bandung. Kecuali suara “Didong” direkam di Studio Sanggar Radat, Banda Aceh. bersama komunitas PRB – Bener Meriah ^ Hasil workshop PMA khusus materi PRB Sound Engineer : Galih I. Homare. Operator rekaman : Leo Tunggano, kecuali suara “Didong” : Wahyudin (Sekjen SAR – BM, Satgas SAR, PPGA/ Pemantau Gunung Api, Forum PRB – BM, Redelong Institute, Pengarah Musik : Kris Takarbessy Mahasiswa) Seladang Cafe, Bener Meriah. 30 Januari 2017. Fasilitator: Karina Adistiana & Produser Eksekutif : Direktorat Pengurangan Risiko Bencana - BNPB. Produser Rekaman : Karina Adistiana & Ribut Cahyono (untuk Gerakan PMA) Ribut Cahyono (Peduli Musik Anak)

Ayo Siaga Bencana! Lagu Anak Siaga Bencana dalam rangka sosialisasi Pengurangan Risiko Bencana Ayo Siaga AYO SIAGA GEMPA (R. Cahyono/ K. Takarbessy/ K. Adistiana) – Erwin Dr. PM Guitars & vocals : Kris Takarbessy, Bass : Arnie Christanti, Kick-Drum : Teguh Januari ANGIN (Risnandawati/ Yusra) – Dodo D’Cinnamons Guitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh, Gambang : Angga Faisal, Violin : Ammy Kurniawan JIKA BANJIR DATANG (Rukayah/ Raiyani/ Nurfarizah) – Zaki Peniti Guitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Angklung : Angga Faisal, Strings : Ammy Kurniawan TANAH LONGSOR (Tifatimah/ Nurliani/ Siti Zahara/ Lilis Suriani) – Nissan Fortz Angklung: Angga Faisal, Guzcheng: Karlina Jayalaksana Guitar & vocals : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Bongo : Jarwo, JIKA KEBAKARAN (Hayatun/ Jamaliah/ Nuranisah/ Syawaliati) – Uchy Amyrtha Guitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Piano : Agus Wijaya TSUNAMI (Karnilawati/ Titis Muliani/ Rosniati) – Gally Rangga Tarompet : Tjutju Hadijat, Backing Vocals: Ribut Cahyono, Karina Adistiana, Sylvie Purnamsidi Guitar & vocals: Kris Takarbessy, Bass : Arnie Christanti, Jembe & Bongo: Jarwo, Guzcheng: Karlina Jayalaksana, BURNI TELONG (GUNUNG BERAPI) (Sadikin GemBEL/ Kamal Khairi/ Alpin Fajri/ Fakhruddin/ Wagino/ Dedex Gunawan/ Julianto Dasuki) – Ribut Cahyono, Gally Rangga & Kris Takarbessy Guitar & vocals : Kris Takarbessy, Bass : Arnie Christanti, Jembe : Jarwo, Backing Vocals: Ribut Cahyono, Karina Adistiana, Sylvie Purnamsidi, Didong : Nuqrasyi & Wahyudin (Studio Sanggar ‘Rangkang Endatu’, Banda Aceh) Digunakan terutama untuk sosialisasi Pengurangan Risiko Bencana di lembaga-lembaga pendidikan. Mohon tidak menggandakan dan memperjualbelikan tanpa seijin Direktorat Pengurangan Risiko Bencana BNPB dan Gerakan Peduli Musik Anak. Hak Cipta dilindungi oleh undang-undang. 2017, Direktorat PRB-BNPB + © 2017, Peduli Musik Anak Design dan Ilustrasi : Creative Center Indonesia

Bencana! BNPB Lagu Anak Siaga Bencana dalam rangka sosialisasi Pengurangan Risiko Bencana Dikompilasi dan produksi oleh Direktorat PRB-BNPB

Lantun Pengantar Undang-Undang Perlindungan Anak memandatkan pentingnya pendidikan dan perlindungan secara khusus bagi anak-anak. Menyiapkan anak untuk menghadapi bencana telah dilakukan oleh BNPB dalam berbagai program seperti Sekolah/Madrasah Aman Bencana (SMAB), Pengurangan Risiko Bencana Konsorsium Pendidikan Bencana (KPB). Album “Ayo Siaga Bencana” Berbasiskan Sekolah (PRBBS), dan Sekolah Ramah Anak (SRA) melalui persembahan BNPB dan Gerakan Peduli Musik Anak (PMA) ini merupakan salah satu langkah untuk mengembangkan generasi penerus yang siaga bencana. Bersama dengan PMA, BNPB menyadari peran musik yang kuat sebagai alat komunikasi, alat pendidikan, dan alat untuk meningkatkan kelekatan antara anak dan orang dewasa di sekelilingnya. Pendidikan kesiagaan bencana berbentuk lagu yang disajikan dalam format ramah menyelamatkan diri ketika terjadi bencana. mengedukasi anak berupa keterampilan praktis anak diharapkan dapat menjadi alat yang efektif untuk Mengingat durasi lagu yang singkat, album ini hendaknya pada anak. Beberapa konsep masih perlu diperjelas ketika diperdengarkan bersama dengan aktivitas pelengkap untuk menginformasikan dan melatihkan keterampilan siaga bencana berinteraksi dengan anak-anak yang lebih kecil, misalnya konsep asosiasi kata ‘celengan’ dengan Tas Siaga Bencana dalam lagu ‘Jika Banjir Datang’, ‘dataran tinggi’ juga perlu diperjelas dengan menunjuk langsung arah tempat dataran tinggi berada di lingkungannya. Permainan dan simulasi keterampilan menyelamatkan diri juga bisa menggunakan iringan lagu-lagu lingkungan dan konteks budaya lokal. dalam album ini dengan tetap mempertimbangkan kondisi Terima kasih tulus kami ucapkan kepada para seniman musik yang dengan sukarela telah berkontribusi dalam memproses mendapatkan keamanan dan kenyamanan di lingkungan persembahan ini serta turut mempersiapkan anak-anak kita yang diinisiasi oleh para perempuan di Provinsi Aceh yang tergabung dalam Komunitas SimpHATI, secara khusus kami sehari-harinya. Kepada ‘Gerakan Anak Peduli dan Siaga Bencana’ sampaikan terima kasih dan apresiasi yang tinggi atas semangat luhur hingga terciptanya lagu-lagu yang mumpuni ini. Semoga semangat hak anak-anak Indonesia. kepedulian kita terus bersinergi dan memberi manfaat bagi perlindungan Indonesia, Oktober 2017 Lilik Kurniawan ST, M.Si Direktur Pengurangan Risiko Bencana - BNPB

Ayo Siaga Bencana! Lagu Anak Siaga Bencana dalam rangka sosialisasi Pengurangan Risiko Bencana BNPB 2017, Direktorat PRB-BNPB + © 2017, Peduli Musik Anak Dikompilasi dan produksi oleh Direktorat PRB-BNPB

AYO SIAGA GEMPA (R. Cahyono/K. Takarbessy/K. Adistiana) Bumi bergetar, lantaipun bergoyang Lampu di atap berayun, air di gelas beriak Sigap keluar rumah Itu pertanda gempa, seg‛ra siap siaga Tetap tenang, cari tempat aman Tunggu sejenak, setelah gempa reda Kembali ke rumah, waspada susulan gempa Belajar dan bermain, setelah tenang Perhatikan retakan di dinding dan kaca Yo‛ siaga gempa

ANGIN * (Risnandawati/ Yusra) Kalau angin bertiup kencang Berlarilah ke dalam ruang Carilah tempat yang aman Berpegangan pada balok besar Berpegangan pada tiang penyangga JIKA KEBAKARAN * (Hayatun/ Jamaliah/ Nuranisah/ Syawaliati) Jika kebakaran, tutup hidung dengan kain basah Jika kebakaran keluar dari ruangan Lewat pintu, atau jendela Bergandeng tangan, menuju ke lapangan terbuka

(Rukayah/ Raiyani/ Nurfarizah) JIKA BANJIR DATANG * Jika banjir datang, selamatkan diri Jika banjir datang, segera ambil pelampung Jika banjir datang, bawa lari celengan Ayo ... ayo ... ayo, kita lari !! Jika banjir datang, naik ke dataran tinggi Dokument TANAH LONGSOR * (Tifatimah/ Nurliani/ Siti Zahara/ Lilis Suriani) Tanah longsor .. tanah tinggi jatuh ke bawah Tanah longsor .. tanah yang mengalir deras Tanah longsor .. jauhi dari gunung yang tinggi Tanah longsor .. ayo hindari, berlari semua

Documentation of LPBI NU, Box Breaker, ASB, YSTC, KYPA, Plan International Indonesia, Unesco, Hope Indonesia, UNDP, Macquarie University, BNPB

A Poster of “My Safe and Comfortable School” by Save the Children

Posters can be used as a medium to provide information related to SPAB.

POSTER IS AN ANNOUNCEMENT OR AN ADVERTISEMENT CONTAINING INFORMATION AND PERSUASION IN A FORM OF GRAPHIC OR TEXT ATTACHED ON THE WALLS OR STRATEGIC PUBLIC PLACES TO BE EASILY SPOTTED BY MANY PEOPLE.

A poster contains a short, clear, solid, and straightforward image and text, and it is also relatively easier to understand. Posters are also designed to be able to be read by people who are constantly moving (driving or walking) and to attract attention. The conventional size of the poster is A3 to A0 paper size.

In school environment, posters can be used as a means for students to recognize the types of disasters, the signs of disaster, how to evacuate, etc. Posters can be created independently by students themselves or by other people beside students.

B COMIC

An educational comic is another book genre that is now popular in the society. One of many unique features of this type of comic is, in addition to having the story content and comic narrated in general, it also have educational content and information related to the subject of lesson delivered, so it is suitable for learning media.

A picture story is a suitable media for children to play while learning. When a child sees a picture, the child is trained to play his fine motor for imagination. Comics usually have story characters who convey messages and information which go in line with the storyline.

Comics on Tsunami, Flood, and Fire Preparedness, BNPB, Jakarta Education Office, PLAN and YTBI, 2014, 2015

The storyline should be easy to understand and the message should be clear. If the comic is developed for a certain level of education then language and displayed images should be adjusted to make learning process successful. The accuracy in the use of term and conformity with proper spelling should also be noted.

C BROCHURE

CSS Framework, 2012

Communication media in the form of an A4 or A5 paper size can be folded into 3 or 4 parts. It includes headline, image, and information arrangement. It contains information about safe school concepts. An example is the comprehensive Safe School brochures from 12 institutions in Indonesia. This medium is easy to distribute but has limited reach and is intended for public in general.

D GUIDEBOOK

It contains guidance on how to develop SMAB at school. For example is this Indonesian Red Cross guidebook. It is divided into two parts, namely manual and explanation. In the manual, it contains two module sections and a second guide for the facilitator.

An example is from PMI. Here are 3 books, namely:

1. Ayo Siaga Bencana Manual Module

2. Ayo Siaga Bencana The Facilitator’s Guide

3. Adolescent-based risk reduction

Documentation of PMI, 2008

E FLIPCHARTS

Learning materials that can be used by educators in the socialization and implementation of SPAB activities.

Documentation of YSTC, 2016 Documentation of Plan International Indonesia, 2014

A video is a medium capable of displaying both images and sound at the same time. BNPB has a Youtube channel that contains videos related to disaster education. The video can be divided into 3 types, namely:

1. DOCUMENTARY VIDEO

In the documentary video, there is a clip about SMAB activities process with statements from various parties related to SMAB activities at school. For most clips, duration is short, typically around 5 minutes. Two examples are the KYPA documentary and the Plan International videos entitled: “Safe Schools, High Achievements”

2. ANIMATION VIDEO/CARTOON

It is a story/drama usually about the condition of a location and recorded activities to improve disaster preparedness of a region / school. There are cartoon characters in these videos and the duration lasts for around 30 minutes. One example is a movie created by MDMC en titled Anak Siaga Bencana which is available at the following link: https://www. youtube.com/watch?v=tDaY52QLj-8

3. FILM

Films usually contains a story of a society that experienced a disaster and how they work to anticipates it. One example is a puppet movie entitled Badu produced by IDEP. The movie series tell a story about disaster in Wanabalu Village. Badu and the people in the movie anticipate disaster to reduce the risk of disaster. The link to The Story of Earthquake Disaster movie is: https://www.youtube.com/watch?v=-NdwLQH2R_M

GAMES (CONVENTIONAL, ELECTRONIC)

Mariana Pardede, 2017

Plan International Indonesia, 2013

Unesco, 2016

To make it easier to learn about disaster preparedness, climate change adaptation, and SPAB related materials, a number of games, both conventional and electronic games have been developed. These games are:

1. SNAKES AND LADDERS ABOUT DISASTER PREPAREDNESS

2. PICTURE CARDS OF DISASTER-SAFE SCHOOLS / MADRASAH

3. PICTURE CARDS

4. CARD GAME ON DISASTER-SAFE SCHOOLS / MADRASAH

5. BOARD GAME ON DRR AND CCA

6. MONOPOLY ON DISASTER-SAFE SCHOOLS / MADRASAH

7. DOMINO ON DISASTER-SAFE SCHOOLS / MADRASAH AND DRR

Domino card game that is modified by disaster-safe schools and disaster preparedness. It is 4x6 and is made of thick paper. To play the game, a person should be at least at 3rd grade.

8. DISASTER-SAFE SCHOOLS / MADRASAH PUZZLE

9. GAMES IN THE FORM OF MOBILE APPLICATION

This game can be downloaded on Playstore (Android) and App Store (IOS) with game titles :

1. Safe School (luminov/PLAN Internasional Indonesia)

2. Sai Fah (Opendream/UNESCO)

3. Tanah the Conqueror of Tsunami dan Earthquake (Opendream/UNESCO)

H PROPS

Documentation of YSTC, 2016

Documentation of Box Breaker, 2017

Props have been used to help children learn about disasters. The props here is, a volcano. It is made of clay to resemble a volcano crater, made from baking soda and water mixed with red dye.

Documentation of LPBI NU, 2015

Documentation of KYPA, 2014

DISASTER RESILIENT EDUCATION IN THE YEAR 2030

DECLARATION OF MAGELANG 2017

We recommends the central government, local government, and other stakeholders to:

01

Publish regulations of the Minister of Education and Culture, Minister of Religious Affairs, Minister of Research of Technology and Higher Education, and other Ministries/ Institutions related to Disaster Education.

02

Issue Joint Decree by Minister of Education and Culture, Minister of Industry, Minister of Research and Technology and Directorate of State Owned Enterprises on Disaster Education and its financing.

03

Promote secure and accessible school facilities and infrastructure to meet the rights of people with disabilities in accordance with Law Number 8 of 2016 regarding Persons with Disabilities.

Establish a Joint Secretariat of Disaster-Safe School/ Madrasah (SMAB) in each 04 district/city.

Establish an Integrated Emergency Madrasah in the form of sister schools to work 05 as partner in implementing SMAB program.

06 Encourage private sector to be actively involved in disaster education.

POLICIES AND REGULATIONS ON DISASTERSAFE EDUCATION UNIT HAVE BEEN ISSUED AND OPTIMALLY APPLIED

On September 2017, the Ministry of Education and Culture, together with the Consortium on Disaster Education, have started drafting academic paper and the regulation for Ministry of Education and Culture related to the Disaster-Safe Education Unit. This regulation will replace the existing Circular Letter and encourage schools located in disaster-prone areas to ensure that their schools are safe from disaster risk as a mandatory requirement.

This Regulation will cover various matters, including:

a) The use of educational budget funds (eg BOS, DAK, etc) and/or external (eg NGOs, private, village funds) to support the achievement of disaster-safe education units

b) Disaster-safe education program will become one of many criterias for school accreditation and teacher’s competency assessment values.

c) The disaster-safe education unit program covers all aspects in a comprehensive and integrated manner, ie ensuring facilities and infrastructure of disaster-prone education, implementation of disaster-safe education to all students, and the establishment of school disaster management. This will be developed by involving children and other school communities

d) Implementation of disaster education through integrated curriculum and will be applied through existing subjects, as local content, or in extracurricular activities

e) Disaster-safe education unit programs involve the whole school community inclusively, including children and people with disabilities

f) Provision of facilitators for Disaster Resilient Education program

g) The disaster risk education unit program covers every level of education and regulates the involvement of all school’s stakeholders, including school committees

h) The Disaster Resilient Education program considers the uniqueness / special circumstances of each region or district

i) Synchronise with existing programs, such as adiwiyata schools, healthy schools, childfriendly schools, etc.

j) The disaster resilient education program is supported by all parties, including from all relevant ministries and institutions, NGOs, and private sector.

THE NATIONAL SECRETARIAT OPERATING EFFECTIVELY INCLUDING ESTABLISHING PARTNERSHIP WITH THE PRIVATIVE SECTOR

The national secretariat (Seknas) for disaster-safe education units has been established in 2015, where currently is chaired by the Ministry of Education and Culture alongside BNPB, the Ministry of Religious Affairs, and the State Ministry for Women Empowerment and Child Protection. Coordination and collaboration with the private sector will be stronger especially in supporting program planning, implementation and monitoring/evaluation.

ACCESS TO MATERIAL RELATED TO DISASTER RESILIENT EDUCATION ARE AVAILABLE ON THE SPAB WEBSITE

The SPAB website will be a user-friendly information hub to collect teaching materials and gather disaster-safe education practice documentation that is accessible to all people promoting SPAB. Teaching materials and practical documentation can also be accessed and used by people with special needs.

KNOWLEDGE AND SKILLS RELATED TO DISASTER RESILIENT EDUCATION ARE INCLUDED IN COMPETENCY OF TEACHERS AND OTHER EDUCATION PERSONNEL. MATERIALS CAN ALSO BE ACCESSED THROUGH E-LEARNING

MODUL 1 PILAR 1 - FASILITAS SEKOLAH AMAN Unicef, 2015

MODUL 2 PILAR 2 - MANAJEMEN BENCANA DI SEKOLAH KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

MODUL 3 PILAR 3 - PENDIDIKAN PENCEGAHAN DAN PENGURANGAN RISIKO BENCANA KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

SPAB materials to be integrated in the training curriculum to teacher, education personnel. SPAB material can be also accessed through an e-learning system (online/ offline) by teachers, education personnel and principals who lack the opportunity to attend face-to-face training. E-learning from other agencies such as fire brigade and SAR can also be a reference. Not only as a competency assessment purposes, e-learning can also be used as a reference for government and SKPD community to know further on SPAB material

1% OF EDUCATIONAL BUDGETS ARE ALLOCATED FOR DISASTER RESILIENT EDUCATION

This construction is funded by SCHOOL SPAB funding

Out of 20% of government budget allocation for education, 1% is to be allocated for disaster resilient education implementation to ensure successful delivery of the program.

TECHNICAL GUIDELINE ON SCHOOL OPERATIONAL FUNDING (BOS) IS UNDERSTOOD BY ALL TEACHERS, OTHER EDUCATION PERSONNEL AND SCHOOLS ABLE TO ALLOCATE BUDGET FROM BOS FOR DISASTER RESILIENT EDUCATION PURPOSES

The technical guidelines for BOS 2017 which were published by the Ministry of Education and Culture have included safe school activities. Schools in Banda Aceh have incorporated SPAB programs into RKAS to be funded through BOS funds. However, other schools are not ready and still do not understand how to best use BOS funding for SPAB purposes. In the future, it is expected that all schools can use BOS funds to ensure the SPAB program runs smoothly and effectively.

MONITORING THE IMPLEMENTATION OF SPAB IS INTEGRATED IN BASIC DATA FOR EDUCATION (DAPODIK)

Currently, progress from SPAB is being monitored periodically in basic data for education (DAPODIK), completed directly by the school. As the result of this integration, the implementation of SPAB can be monitored through the Education Management Information System (EMIS).

VISUS: Visual Inspection for defining the Safety Upgrading Strategies

Example Reports

VISUS: Visual Inspection for defining the Safety Upgrading Strategies

Funds are allocated to conduct building safety audits in all schools, especially schools located in disaster-prone areas. Existing audit technologies/applications such as VISUS and earthquake and tsunami preparedness applications, as well as collaborative work with relevant agencies and private sector can contribute to make building safety audit an easier and more affordable process.

REGULAR SCHOOL DRILLS TWO TIMES A YEAR

In the future, it is envisioned for all schools, especially those located in disaster-prone areas to conduct a mandatory periodic school drills, at least twice a year because to build a culture of disaster safety needs to be done routinely.

The drills will be more effective if it is done before the “disaster season” starts, especially those which are predictable and regularly take place at a certain period. For example, such drill can be organized before the rainy season starts (for areas prone to flooding) or before dry season starts (for areas prone to forest and land fires).

COLLABORATION BETWEEN MINISTRIES AND OTHER STAKEHOLDERS WORKS EFFECTIVELY

All relevantministries (Ministry of Education and Culture, Ministry of Religion, Ministry of Research, Technology and Higher Education, BNPB, Ministry of Social, Ministry of Health) issued ministerial-level policies and regulations and hold the capacity to issue other policies which supports the implementation of SPAB at national and sub-national levels.

An example of such policy is how people can access village funds for SPAB’s purposes for various education levels.

BNPB. (2007). UU No. 24 Tahun 2007 tentang Penanggulangan Bencana. Retrieved from http://peraturan. go.id/ uu/nomor-24-tahun-2007.html

BNPB. (2013). Direktori Sekolah Madrasah Aman Bencana. Jakarta, Indonesia: BNPB.

BNPB. (2017). Data dan Informasi Bencana Indonesia (DIBI). Retrieved from http://dibi.bnpb.go.id/

BPBD DKI Jakarta. (2013). Peta Sebaran Lokasi Banjir (RW) Tahun 2013. Jakarta, Indonesia: BPBD DKI Jakarta.

BPBD DKI Jakarta. (2017). Peta Wilayah Banjir Sementara. Jakarta, Indonesia: BPBD DKI Jakarta.

Kemendikbud. (2017a). Data Pokok Pendidikan (Dapodik) Dasar dan Menengah. Retrieved from http://dapo. dikdasmen.kemdikbud.go.id/

Kemendikbud. (2017b). Sekolah Aman Bencana. Retrieved from http://smab.kemdikbud.go.id/

Pemerintah Kabupaten Klaten. (2016). Peraturan Bupati Klaten No. 6 tahun 2016 tentang Pembelajaran Kebencanaan Kabupaten Klaten.

Pemerintah Kabupaten Pidie Jaya. (2017). Peraturan Bupati Pidie Jaya No. 11 tahun 2017 tentang Sekolah Madrasah Aman Bencana. Pidie Jaya, Indonesia: Pemerintah Kabupaten Pidie Jaya.

Pemerintah Kabupaten Rembang. (2014). Peraturan Bupati Rembang No. 44 Tahun 2014 tentang Pendidikan Pengurangan Risiko Bencana di Sekolah. Rembang, Indonesia: Pemerintah Kabupaten Rembang.

Pemerintah Kabupaten Sikka. (2013). Surat Keputusan Bupati Sikka No. 536/HK/2013 tentang Standar Sarana Prasarana dan Pengintregasian Pendidikan PRB di Sekolah. Maumere, Sikka: Pemerintah Kabupaten Sikka.

Pemerintah Provinsi DI Yogyakarta. (2010). Peraturan Daerah No. 8 Tahun 2010 tentang Penanggulangan Bencana Provinsi Daerah Istimewa Yogyakarta. Retrieved from http://peraturan.go.id/perda/provinsi-diyogyakarta-nomor-8-tahun-2010-11e452bd9a4948309120313634353031.html

Pemerintah Provinsi DKI Jakarta. (2016). Peraturan Gubernur DKI Jakarta No. 187 tahun 2016 tentang Penerapan Sekolah Madrasah Aman Bencana. Retrieved from http://disdik.jakarta.go.id/index.php/2017-01- 20-03-02-46/provinsi-dki-jakarta/336-pergub-nomor-187-tahun-2016

World Bank. (2014). A Practical Guideline to Making School Safer from Natural Disaster for School Principals and School Committees. Retrieved from http://www.wcdrr.org/wcdrr-data/uploads/881/Making%20school%20 safer%20from%20natural%20disasters%20Guide%20-%20Indonesia.pdf

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