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

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, TDMRC-Unsyiah, 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”

Source by: ASB & YSTC

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 disaster-safe 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 non-government 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 Prof. Dr. Muhajir Effendy, M.A.P Head of NationalDisaster Management Authorities Ministry of Education and Culture

58 59

Chapter 5 57 Communication

TABLE OF

Poster Comics Manual Handbook Media of Brochure 55 Information Education

CONTENTS 61 60

Chapter 6 Game tools Disaster Video Backlinks (Conventional, 63Resilience Electronic) Education in 2030

62 64

The 2017 Magelang Display Tools Declaration

67 65

National Secretariat operates Policies and regulations regarding optimally including establishing disaster resilience education units

partnerships with private parties have been validated and implemented optimally

71 Technical guidance on School Operational Funding (BOS) is acknowledged by all teachers and education forces while

schools allocate budget from BOS for SPAB purposes

Periodic building security audit 76

69 70

SPAB material including teacher 1% of education competency part and the educational budget allocated manual can be accessed through for SPAB e-learning.

72 73

Monitoring integrated SPAB

implementation in Principal’s

data about educators Reference

Reegular Optimum Collaboration simulation at between Ministries and Cross

school, twice Sectoral Stakeholders a year

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

CDE: Disaster Education Consortium Satgas: Task Force KYPA: Yogyakarta Committee for Aceh SD: Elementary School Recovery SE: Circular Letter LIPI: Indonesian Institute of Sciences Sekjen: General Secretary LPBI NU: Indonesia’s Disaster Seknas: National Secretariat Management and Climate Change SK: The Decree

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

CHAPTER 1

DISASTER

THREATS IN EDUCATIONAL UNITS

WHAT IS A

DISASTER?

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.

is an event or series of events that Disaster 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 Data from the National Disaster 3000

2.384 Management Authority (2017)
in the last 15 years (2002 - 2016) 2500 shows that the number of disasters 2000 that struck Indonesia have been escalating for more than 20 times. 1500 In general, these disasters can be categorized into two which are 1000 hydrometeorological (i.e. floods, 143landslides, tidal waves/abrasion, 500 forest and land fires, drought, and tornado) and geological (i.e. 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 YEAR earthquakes, tsunamis, and volcanic HYDROMETEOROLOGICAL GEOLOGICAL 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 OF PEOPLE Geological 7,000,000 > 236 thousands (97%) 6,000,000

5,000,000

4,000,000

3,000,000

2,000,000

1,000,000

Hydrometeorological- 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 YEAR > 7 thousands (3%)

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.

2004 | Earthquake and Tsunami | Aceh and North Sumatera

2.000 schools
2006 | Earthquake | Yogyakarta

2.900 schools
2007 | Flood | Jakarta 251 schools

2009 | Earthquake | West Sumatera and Jambi

2.800 schools
2010 | Earthquake and Tsunami | Mentawai 7 schools

2009 | Earthquake and Tsunami | West Java

2.091 schools
2013 | Earthquake | Aceh Tengah and Bener Meriah 514 schools

2014 | Flood | Manado 55 schools

2015 | Forest & land fire | Sumatera and Kalimantan

21.005 schools
2016 | Earthquake | Pidie Jaya, Pidie and Bireun 268 schools

VOLCANO ERUPTION IN SINABUNG

THE IMPACT OF

VOLCANO ERUPTION

IN SINABUNG

7 Km radius of danger zone

© ANTARA NEWS 20141.49 Trillion losses and damage

185 Since Mount Sinabung erupted in August Schools damaged 2010, students who were affected are currently continuing their education at “sister school” around the evacuation site.

6.179

The teaching and learning activities have Casualties been disrupted ever since, to the extent displaced that they are uncertain about when they can return to their original school.

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 DKI JAKARTA 214 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 RIAU ISLANDS NORTH MALUKU

Sources: Ministry of Education and Culture, 2017

ACEH TSUNAMI

© YUSRA TEBE 2004 © OKEZONE.COM

© ANTARA 2004 © YUSRA TEBE 2004

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 OF TSUNAMI schools were destroyed. The damage of the tsunami was so great CASUALTIES

220 FATALITIES that it took a long period of time to

Thousands (including missing people) rebuild damaged schools and children had to study in make-shift schools.

THE MOST

CATASTROPHIC DISASTER

that has ever happened

SCHOOLS in Indonesia in the current generation. DESTROYED

YOGYAKARTA EARTHQUAKE, 2006

57

SECONDS

6.000

PEOPLE DIED 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 5,9 Provinces lasted for approximately 57 seconds with 5.9 ON THE on the Richter scale magnitude recorded. In addition to RICHTER SCALE 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

2.900

early morning while children were not in school yet. Had SCHOOLS the earthquake occurred during school hours, the death toll was likely to be much greater.

SCHOOL MAPPING IN THE DISASTER AREA

THERE ARE AND SPREAD OVER IN

497.576 34

EDUCATION UNITS IN INDONESIA 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 Schools in the areas areas is being undertaken by the Ministry of Education and Culture in that are prone to cooperation with BNPB. Mapping results can be viewed on the website: medium and high smab.kemdikbud.go.id risk of disaster

OR

250.000

SCHOOLS OF SD / MI, SMP / MTS, SMA / MA75% AND SMK THAT ARE IN DISASTER PRONE OF ALL THE SCHOOLS IN LOCATIONS INDONESIA

Source: Worldbank, 2014

NUMBER OF SCHOOLS AND CLASSROOMS THAT ARE SEVERELY DAMAGED, MODERATELY

DAMAGED, SLIGHTLY DAMAGED

DATA BY THE MINISTRY AUGUST

OF EDUCATION AND

CULTURE KEMENDIKBUD

2017 266.599

SCHOOLS

1.701.302

CLASSROOMS

ROOMS WITH GOOD AND FAVORABLE CONDITION

472.504FOR LEARNING ACTIVITIES

SLIGHTLY

940.993DAMAGED

MODERATELY

99.018DAMAGED

SEVERELY

79.526DAMAGED

TOTALLY

74.855DAMAGED

UNOWNED

34.406ROOMS

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

4000 5000 0 1000 2000 3000

WEST JAVA NORTH SUMATERA CENTRAL JAVA WEST SUMATERA EAST JAVA SOUTH SULAWESI ACEH CENTRAL SULAWESI EAST NUSA TENGGARA PAPUA SOUTH KALIMANTAN WEST SULAWESI SOUTH SUMATERA NORTH SULAWESI GORONTALO WEST KALIMANTAN JAMBI BENGKULU LAMPUNG WEST NUSA TENGGARA NORTH MALUKU CENTRAL KALIMANTAN BANTEN RIAU SOUTHEAST SULAWESI MALUKU DIY WEST PAPUA EAST KALIMANTAN BALI DKI JAKARTA NORTH KALIMANTAN KEP. RIAU KEP. BANGKA BELITUNG

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

CHAPTER 2 BAB 2

DISASTER

SAFETY EDUCATION UNIT PROGRAM

A. BASIC CONCEPT

Achieving a resilient Child-centered education requires comprehensive, child- refers to efforts made by recognizing that children have centered efforts. 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 Khadam Foundation in Indonesia, 2013

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

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

Education sector Local disaster policies and plan management plan

COMPREHENSIVE SCHOOL SAFETY APPROACH

NN ING OF ED PLA educational opportunity UCA D TIO N A N S S IE E C IC

• PILLAR 1 •
  T L O O SAFER PLEARNING FACILITIES

• PILLAR 2 •
  A SCHOOL

• PILLAR 3 • dj DISASTERs RISK REDUCTIONn us MANAGEMENT AND RESILIENCE la te EDUCATION d tp n to e

  n em at g io na

na a l, r m su te

b-n as ati onal and local dis

• Household disaster plan • Education sector analysis
• Family reunification plan • Multi-hazard risk assessment
• School drills • Child-centered assessment
  and planning

Activities that can be done by schools in the implementation of SPAB :• PILLAR 1 •

SAFE LERANING FACILITIES

The activities include :

• Safe-site selection

• Design and construction of school buildings that comply
  SCHOOL RISK REDUCTION

The activities include :

The activities cover :

B. HISTORY OF DISASTER RESILIENT EDUCATION IN INDONESIA

2001

2004

2005

2006

2006

2006

2006

2007

2007

2008

2009

2010

2010

2010

2010

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

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

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

Establishment of CDE, facilitated by UN OCHA

Development of Disaster Preparedness School (SSB) concept by CDE

The global campaign on DRR begins at school

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

Law no. 24/2007 on Disaster Management is passed

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

BNPB was established

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

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

National Strategy and Module for Integration of DRR at School

Launch of Million Campaigns and Safe Hospital Campaign in Indonesia

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

2011 Adoption of Minimum Standards of Education in Emergencies within Child-Friendly Schools concept

2011National Movement on Completion of School Rehabilitation was launched

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

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

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

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 disaster-safe 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:

Self-assessment Training for Training for and analysis teachers, other4 learners (or Preparation 2at the education students) and beginning of 3 personnel, consolidation the program 1and school with the committees school Conduct regular Development of school drills 8 action plans and Preparation at least 2 establishment of of standard times a year Participatory 6 school disaster procedures risk assessment,

5preparedness7for before,

including with teams during, and students after disaster periods In general, SPAB Conduct self programs require assessment 3-4 months and monitoring for complete 9 on a regular Evaluate the implementation basis implementation in each school

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 Law no. 20/2003 on National Education System article 32, paragraph 2 on special service education

2 Law no. 24/2007 on Disaster Management article 26, 35, 43 and 47

3 Law no. 23/2002 which is updated to Law no. 35/2014 on Child Protection

4 Law no. 8/2016 Person with on the Right to be Protected from Disasters Disabilities Chapter Sixteen of Article 20 and Article 109 on Public Service Protection from Disasters

5 Government Regulation no. 17/2010 on the Implementation of Education

6 Government Regulation on National Education Standards as the second no. 32/2013 amendment of Government Regulations no. 19/2005

7 on Standard of Facilities and Infrastructure Regulation of the Ministry of National for Elementary School / Madrasah Ibtidaiyah Education no. 24/2007 (SD / MI), Junior High School / Madrasah Tsanawiyah (SMP / MTs), and Senior High School / Madrasah Aliyah (SMA / MA);

8 Circular Letter of Ministry of National on Mainstreaming Disaster Risk Education no. 70a / MPN / SE / 2010 Reduction in Schools

9 BNPB Chief Regulatory no. 4/2012 on Guidelines for the Implementation of Disaster-Safe School / Madrasah

10 Regulation of the Ministry of Education and Culture No.72/2013 on Special Service Education

11 The Decree of the General Secretary of Ministry of Education and Culture no. 8953 / A.A2.1 / KP / 2014 on the Secretariat for Disaster Management of the Ministry of Education and Culture

12 Regulation of Ministry of Education and Culture no. 40 / P / 2017 which was renewed on National Secretariat of Disaster-Safe Education with no. 110 / P / 2017 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. June 20, 2013, based on the coordination between BNPB, Ministry of Religious Affairs, Since 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. 2016, the National Secretariat of SMAB has been managed by the Directorate of Special Since 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:
  Intercultural Approach. The Interdisciplinary and Comprehensive. 3 approach of implementing disaster- 2 The implementation of disaster-safe safe school/madrasah should prioritize Rights-Based. The 1 implementation of disaster-schools/madrasah is integrated into interpersonal communication with minimum education service standards different cultural backgrounds safe schools/madrasah and implemented in an integrated should be based on the manner to achieve the national (race, ethnicity, or socioeconomic) in fulfillment of children’s right education standards; accordance with national identity and to education; 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. 1

Coordinating the implementation of the disaster-safe school program action plan 2015 - 2019. 2

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 non-governmental organizations in before, during, and after disaster events. 3

Providing technical assistance for the implementation of disaster-safe schools to multi-stakeholders in the form of socialization, training, preparation of technical guidance and so forth4

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

Evaluating the implementation of disaster risk reduction, emergency response and post-disaster programs in the education sector. 6

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

STRATEGY OF NATIONAL SECRETARIAT OF SPAB:

To create coordination, cooperation, and collaboration among

1 stakeholders (government, community and private sector).

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

To provide the availability of access to qualified information. 3

To strengthen and empower the school community in the implementation of a sustainable disaster-safe education program4

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:

SCHOOL

Rp 32.7 BILLION Rp 24,2 Rp 8,5 534 UNITS

BILLION BILLION

OF TOTAL BUDGETS FROM THE TOTAL BUDGETS OF SCHOOLS GOVERNMENT ALLOCATED MINISTRY OF BNPB SPECIFICALLY TO MAKE DISASTER-EDUCATION SAFE EDUCATION PROGRAM, AND CULTURE WHICH CONTINUES TO INCREASE FROM YEAR TO YEAR. (2012-2017) (2015-2017)

Schools that have taken This amount is very small (<5%) part in SPAB programs compared to the total number of schools SCHOOL across Indonesia, supported in Indonesia. Therefore, it is necessary by government and non- to involve and cooperate with various

government agencies. parties to ensure that all schools in (Source: BNPB, 2013) Indonesia can be safe from disaster risk.

25.820 UNITS

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.

YSTC Documentation, 2017

Documentation of Khadam Foundation of Indonesia, 2013

YSTC Documentation, 2017

CHAPTER 3

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 disaster-safe 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

• Building maintenance
• Non-structural mitigation
• Fire Safety

• Education on structural safety

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• Construction as an educational
  U CA PLAopportunity D T IO N A N S • PILLAR 1 • S IE SAFE E LEARNINGC IC FACILITIESTO L O RKEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN P BIRO PERENCANAAN DAN KERJASAMA LUAR NEGERI SEKRETARIAT JENDERAL KEMENDIKBUD *Untitled Imposition..isdd by pc-hp3 Form 1 (1) 10/10/2016-2:25 PM

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Yusra Tebe Documentation, 2017

Kerlip Documenatation, 2016

CHAPTER 4

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.

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 PETUNJUK TEKNIS PENERAPAN receive benefits if they are informed SEKOLAH MADRASAH AMAN BENCANA (SMAB) about the guide. This guide can be BAGI ANAK BERKEBUTUHAN KHUSUS downloaded on the SPAB website (www. (SATUAN PENDIDIKAN KHUSUS & REGULER) smab.kemdikbud.go.id).

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

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)

02 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)

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

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 05 School / Madrasah)

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

Documented by Mariana Pardede, 2016

03

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?

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.

PREPAREDNESS THE REPORT OF STATUS REPORT ALERT STATUS SCHOOL A SCHOOL B Since 2017, the government has begun to pioneer every

2017

school to report the status of

PREPAREDNESS THE REPORT OF STATUS REPORT ALERT STATUS SCHOOL C SCHOOL D management system. 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.

05

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

Documentation of YSTC, PLAN, YTBI, LIPI, 2017

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

08 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

CHAPTER 5 BAB 5

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 A YANG S DAEIPLBA SAKAIK U AN K TY AAN 3B!SETERJADI GBEEMLPUAM 1 BMenyeimbangkan tubuh agar guncangan gempa tidak membuat kita terjatuh. ERLUTUT • Diskusikan dengan keluarga Dimana akan bertemu? Adakah yang memerlukan bantuan dan siapa yang akan GEMPA? INGAT B Penting untuk melindungi kepala dan leher, karena saat ERLINDUNG Adakah yang kesulitan dalam membantu? meminta bantuan? 2gempa benda-benda di sekeliling kita dapat berjatuhan. Jika berada dekat meja, • Siapkan tas siaga yang berisi makanan ringan, minuman, senter, selimut, jas hujan, peluit, kursi atau tempat tidur berlindunglah di bawahya. P3K, radio, daftar nomor telepon penting. 3 B BERPEGANGAN ERTAHAN SAMBIL BG SETELAH ER EM HE PNATI Bertahanlah dalam posisi berlindung sambil berpegangan pada pelindung hingga gempa • Segera keluar ke INGAT! PENYANDANG DISABILITAS benar-benar berhenti. 3B BAGI• Jika rumahmu dekat tempat aman. pantai atau sungai, evakuasi ke tempat

• Jauhi tembok.
• Jangan terburu-buru lebih tinggi.
• Cari informasi yang kembali ke dalam bangunan.
  Tanpa Dampingan Dengan Dampingan akurat.

RUMAHKU SIAGA BENCANA RUMAHKU SIAGA BENCANACreated by:www.box-breaker.comDesign by: DOKUMEN PENTINGEVAKUASI JALUR Diadaptasi dan dicetak oleh: Siap Siaga Perlengkapan terjadinya longsor Tindakan untuk mencegah Terjadi Longsor Tindakan Saat akan Sesudah Longsor Tindakan Saat dan

Peta dan Rute Evakuasi Nomor Telepon Penting Tidak Bisa Menjemput Menjemput Anak Saya di Sekolah jika Orangtua Orang Kepercayaan yang dapat Dihubungi dan 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

BURNI TELONG (GUNUNG BERAPI)^ (Sadikin GemBEL/ Kamal Khairi/ Alpin Fajri/ Fakhruddin/ Wagino/ Lagu Anak Siaga Bencana dalam rangka sosialisasi Pengurangan Risiko BencanaAyo Siaga Bencana! 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 TSUNAMI* (Karnilawati/ Titis Muliani/ Rosniati) Dedex Gunawan/ Julianto Dasuki)Gunungku Burni Telong Tamanku Edelweis AYO SIAGA GEMPAGuitars & vocals : Kris Takarbessy, Bass : Arnie Christanti, Kick-Drum : Teguh Januari (R. Cahyono/ K. Takarbessy/ K. Adistiana) – Erwin Dr. PMAyo Siaga Sekolah/Madrasah Aman Bencana (SMAB), Pengurangan Risiko Bencana Berbasiskan Sekolah (PRBBS), dan Sekolah Ramah Anak (SRA) melalui Konsorsium Pendidikan Bencana (KPB). Album “Ayo Siaga Bencana” persembahan BNPB dan Gerakan Peduli Musik Anak (PMA) ini merupakan salah satu langkah untuk mengembangkan generasi Tsunami .. tsunami mari s‛lamatkan diri Gunakan kayu, ‘tuk jadikan pelampung Lari hati-hati, cari tempat yang tinggi Atapnya awan putih Oh indahnya… Burni Telong Guitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh, Gambang : Angga Faisal, Violin : Ammy KurniawanANGIN (Risnandawati/ Yusra) – Dodo D’Cinnamons Bencana! BNPB 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 Tetap tenangkan diri Berdoa dalam hati Ketika Gunungku Batuk (uhuk uhuk) Hewannya berlarian Bergetar keluar asapGuitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Angklung : Angga Faisal, Strings : Ammy KurniawanTANAH LONGSOR JIKA BANJIR DATANG (Tifatimah/ Nurliani/ Siti Zahara/ Lilis Suriani) – (Rukayah/ Raiyani/ Nurfarizah) – Zaki Peniti Nissan Fortz Lagu Anak Siaga Bencana dalam rangka sosialisasi Pengurangan Risiko Bencana anak diharapkan dapat menjadi alat yang efektif untuk mengedukasi anak berupa keterampilan praktis menyelamatkan diri ketika terjadi bencana. Mengingat durasi lagu yang singkat, album ini hendaknya diperdengarkan bersama dengan aktivitas pelengkap untuk Batu-batu… ikut terbang Reff.: Guitar & vocals : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Bongo : Jarwo, JIKA KEBAKARAN Angklung: Angga Faisal, Guzcheng: Karlina Jayalaksana (Hayatun/ Jamaliah/ Nuranisah/ Syawaliati) – Uchy Amyrtha menginformasikan dan melatihkan keterampilan siaga bencana pada anak. Beberapa konsep masih perlu diperjelas ketika berinteraksi dengan anak-anak yang lebih kecil, misalnya konsep asosiasi kata ‘celengan’ dengan Tas Siaga Bencana dalam Mari kita waspada Lari ke tempat aman Berlari… menjauh… Guitar & vocals: Kris Takarbessy, Bass : Arnie Christanti, Jembe & Bongo: Jarwo, Guzcheng: Karlina Jayalaksana, Guitar : Kris Takarbessy, Bass : Arnie Christanti, Cajun : Teguh Januari, Piano : Agus Wijaya TSUNAMI (Karnilawati/ Titis Muliani/ Rosniati) – Gally Rangga 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 dalam album ini dengan tetap mempertimbangkan kondisi

• Hasil workshop “Peran Guru dan Orang Tua untuk Kepedulian dan Kesiagaan Anak terhadap bencana” Guru-guru KB/ TK PAUD Kec. Darul Hikmah Kab. Aceh Jaya, 15 Desember 2016 Fasilitator: Karina Adistiana & Ribut Cahyono (Peduli Musik Anak) Mari kita waspada Lari ke tempat aman
  Administrasi Publikasi semua lagu/ Publisher : Cupu Songs Copyrights (Adm.) Kecuali lagu “Dua Mata Saya” (Pak Kasur), yang digunakan pada interlude “Ayo Siaga Gempa” : Seijin ahli waris Pak Kasur (Copyrights Control) Fakhruddin/ Wagino/ Dedex Gunawan/ Julianto Dasuki) – Tarompet : Tjutju Hadijat, Backing Vocals: Ribut Cahyono, Karina Adistiana, Sylvie Purnamsidi BURNI TELONG (GUNUNG BERAPI) (Sadikin GemBEL/ Kamal Khairi/ Alpin Fajri/Ribut Cahyono, Gally Rangga & Kris Takarbessy lingkungan dan konteks budaya lokal. Terima kasih tulus kami ucapkan kepada para seniman musik yang dengan sukarela telah berkontribusi dalam memproses persembahan ini serta turut mempersiapkan anak-anak kita Berlari… pakai masker… Berlari… pakai masker! Direkam dan Kecuali suara “Didong” direkam di Studio Sanggar Radat, Banda Aceh. mastering di BASE Studio, Bandung. 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) mendapatkan keamanan dan kenyamanan di lingkungan sehari-harinya. Kepada ‘Gerakan Anak Peduli dan Siaga Bencana’ yang diinisiasi oleh para perempuan di Provinsi Aceh yang tergabung dalam Komunitas SimpHATI, secara khusus kami ^ Hasil workshop PMA khusus materi PRB bersama komunitas PRB – Bener Meriah (Sekjen SAR – BM, Satgas SAR, PPGA/ Pemantau Gunung Api, Forum PRB – BM, Redelong Institute, Operator rekaman : Leo Tunggano, kecuali suara “Didong” : Wahyudin Sound Engineer : Galih I. Homare. Pengarah Musik : Kris Takarbessy Digunakan terutama untuk sosialisasi Pengurangan Risiko Bencana di lembaga-lembaga pendidikan. Mohon tidak menggandakan dan memperjualbelikan sampaikan terima kasih dan apresiasi yang tinggi atas semangat luhur hingga terciptanya lagu-lagu yang mumpuni ini. Semoga semangat kepedulian kita terus bersinergi dan memberi manfaat bagi perlindungan hak anak-anak Indonesia. Mahasiswa) Seladang Cafe, Bener Meriah. 30 Januari 2017. Fasilitator: Karina Adistiana & Ribut Cahyono (Peduli Musik Anak) Produser Rekaman : Karina Adistiana & Ribut Cahyono (untuk Gerakan PMA) Produser Eksekutif : Direktorat Pengurangan Risiko Bencana-BNPB. 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 Dikompilasi dan produksi oleh Direktorat PRB-BNPB Indonesia, Oktober 2017 Lilik Kurniawan ST, M.Si Direktur Pengurangan Risiko Bencana-BNPB

Ayo Siaga Bencana! AYO SIAGA GEMPA (R. Cahyono/K. Takarbessy/K. Adistiana) Bumi bergetar, lantaipun bergoyang Lampu di atap berayun, air di gelas beriak **ANGIN *** (Risnandawati/ Yusra) Kalau angin bertiup kencang Berlarilah ke dalam ruang (Rukayah/ Raiyani/ Nurfarizah) Jika banjir datang, selamatkan diri Jika banjir datang, segera ambil pelampung Jika banjir datang, bawa lari celengan **JIKA BANJIR DATANG *** Lagu Anak Siaga Bencana dalam rangka sosialisasi Itu pertanda gempa, seg‛ra siap siaga Sigap keluar rumah Tetap tenang, cari tempat aman Carilah tempat yang aman Berpegangan pada balok besar Berpegangan pada tiang penyangga Jika banjir datang, naik ke dataran tinggi
Ayo ... ayo ... ayo, kita lari !!
Pengurangan Risiko Bencana BNPBTunggu sejenak, setelah gempa reda Kembali ke rumah, waspada susulan gempa Dokument Perhatikan retakan di dinding dan kaca Belajar dan bermain, setelah tenang Yo‛ siaga gempa **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 **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 2017, Direktorat PRB-BNPB + © 2017, Peduli Musik Anak Dikompilasi dan produksi oleh Direktorat PRB-BNPB 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

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

G GAMES (CONVENTIONAL, ELECTRONIC)

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:

Mariana Pardede, 2017

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

8. DISASTER-SAFE SCHOOLS / MADRASAH PUZZLE

Plan International Indonesia, 2013 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
   Unesco, 2016(Opendream/UNESCO)

CHAPTER 6

DISASTER RESILIENT

EDUCATION IN THE YEAR 2030

DISASTER RESILIENT EDUCATION IN 2030 DECLARATION OF MAGELANG 2017

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

Publish regulations of the Minister of Education and Culture, Minister of Religious Affairs, Minister of Research of Technology and Higher Education, and other 01 Ministries/ Institutions related to Disaster Education.

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 02 Education and its financing.

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 03 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

05as partner in implementing SMAB program.

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

DISASTER RESILIENT EDUCATION IN 2030

POLICIES AND REGULATIONS ON DISASTER-SAFE EDUCATION UNIT HAVE BEEN ISSUED

AND OPTIMALLY APPLIED 01

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.

DISASTER RESILIENT EDUCATION IN 2030

This Regulation will cover various matters, including:

a) The use of educational budget funds (eg BOS, e) Disaster-safe education unit programs DAK, etc) and/or external (eg NGOs, private, involve the whole school community village funds) to support the achievement of inclusively, including children and people disaster-safe education units with disabilities
b) Disaster-safe education program will f) Provision of facilitators for Disaster Resilient become one of many criterias for school Education program accreditation and teacher’s competency g) The disaster risk education unit program assessment values. covers every level of education and regulates
c) The disaster-safe education unit program the involvement of all school’s stakeholders, covers all aspects in a comprehensive and including school committees integrated manner, ie ensuring facilities and h) The Disaster Resilient Education program infrastructure of disaster-prone education, considers the uniqueness / special implementation of disaster-safe education circumstances of each region or district to all students, and the establishment of
i) Synchronise with existing programs, such
school disaster management. This will be as adiwiyata schools, healthy schools, child-developed by involving children and other friendly schools, etc. school communities

j) The disaster resilient education program is
d) Implementation of disaster education
supported by all parties, including from all through integrated curriculum and will be relevant ministries and institutions, NGOs, applied through existing subjects, as local and private sector. content, or in extracurricular activities

DISASTER RESILIENT EDUCATION IN 2030

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.

DISASTER RESILIENT EDUCATION IN 2030

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.

DISASTER RESILIENT EDUCATION IN 2030

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 2 - MANAJEMEN BENCANA MODUL 2 PILAR 3 - PENDIDIKAN PENCEGAHAN DAN MODUL 3 PILAR 1 - FASILITAS SEKOLAH AMAN DI SEKOLAH PENGURANGAN RISIKO BENCANA

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN Unicef, 2015

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

DISASTER RESILIENT EDUCATION IN 2030

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.

DISASTER RESILIENT EDUCATION IN 2030

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

SCHOOL

BOS FUNDS

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.

DISASTER RESILIENT EDUCATION IN 2030

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).

DISASTER RESILIENT EDUCATION IN 2030

BUILDING SAFETY AUDITS

VISUS: Visual Inspection for defining VISUS: Visual Inspection for defining the Safety Upgrading Strategies the Safety Upgrading Strategies

Example Reports

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.

DISASTER RESILIENT EDUCATION IN 2030

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).

DISASTER RESILIENT EDUCATION IN 2030

COLLABORATION BETWEEN MINISTRIES AND OTHER STAKEHOLDERS WORKS EFFECTIVELY

All relevant-ministries (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.

BIBLIOGRAPHY

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-di- yogyakarta-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

Supported by:

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