2010年-世界发展银行全球_Education_4页_616kb

EAP DRM KnowledgeNotes Summary

Core Content

This document discusses the role of the education sector in disaster risk management (DRM) in the context of post-disaster recovery, focusing on the Wenchuan Earthquake in China. It outlines strategies to restore normalcy for children and improve long-term disaster preparedness by integrating safety measures into education systems.

Main Objectives

• Short-term recovery: Quickly restart schools to support children's psychological and social well-being.
• Medium-term preparedness: Enhance disaster resilience through improved infrastructure and education programs.

Key Points and Recommendations

1. Restarting Schools

• Restoring normalcy: Reopening schools is crucial for children who have experienced trauma, as it helps them return to a familiar environment and aids in psychological recovery.
• Immediate actions:
  • Conduct rapid damage assessments.
  • Reopen classes in temporary shelters, such as under trees or in tents.
  • Deploy teachers from unaffected areas to support affected schools.
• Case Study: India (Gujarat Earthquake, 2001):
  • Over 10,000 schools were affected.
  • Within 90 days, 2,000 temporary shelters were built.
  • Over 10,000 schools resumed classes within five months.
  • 300 trauma treatment centers were established.
  • Funds were directly transferred to community-based organizations for repairs and retrofits, enabling rapid recovery.

2. Improving Disaster Preparedness

• School safety programs:
  • Integrate disaster education into the curriculum from kindergarten to university.
  • Include awareness, preparedness, and response training.
  • Establish safety councils in schools to handle emergencies.
• Periodic drills:
  • Conduct regular safety drills to ensure students and staff know how to react during disasters.
  • In Iran, drills expanded from 5 schools in 1996 to 140,815 schools in 2005.
• Community involvement:
  • Encourage collaboration between education authorities, private sector, and other stakeholders.
  • Japan's approach involved the publication of disaster prevention handbooks and the use of cartoons to educate the public on disaster response.

3. Strengthening School Infrastructure

• Building codes and standards:
  • Develop and enforce high-quality building codes for school construction.
  • Ensure regular maintenance and retrofitting of older buildings.
• Case Study: Iran (Bam Earthquake, 2003):
  • The government introduced the School Safety Act in 2006, allocating USD 4 billion for the reconstruction and strengthening of 258,000 vulnerable classrooms.
  • Guidelines were provided for retrofitting existing schools.
• Case Study: Japan (Kobe Earthquake, 1995):
  • Technical high schools and university programs include specialized studies on earthquakes and disaster risk management.
  • Vocational and technical education programs are used to improve the technical knowledge of future engineers and architects.

Conclusion

The document emphasizes that the education sector can be a vital tool in both immediate recovery and long-term disaster preparedness. It suggests that China can learn from international examples, particularly from India, Iran, and Japan, to implement similar strategies. Key actions include:

• Rapidly restarting schools.
• Implementing comprehensive school safety programs.
• Strengthening school infrastructure through proper codes and regular maintenance.
• Enhancing technical education for future professionals in construction and engineering.

These measures are expected to improve the resilience of the education system and better protect students and staff in the event of future disasters.