Post on 28-Sep-2015
Comprehensive
Disaster
Management
Programme
(CDMP)
De
liv
era
ble
# 0
4
Tra
inin
g m
ate
ria
l fo
r T
ea
che
rs o
n S
cho
ol
Sa
fety
an
d E
va
cua
tio
n
CDMP EC-Funded
Component 4a
Earthquake & Tsunami
Preparedness
CDMP-EC-4a-RFP V
Assignment RFP V: Training, advocacy and awareness
with regard to earthquake and tsunami hazards
September 06, 2008
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Table of Contents Introduction
Session 1: Pre-training activities 09 1.1. Participants Registration Form 10 1.2. Inauguration and objective of the training 11 1.3. Introduction of the participants 12
Session 2: Concept of earthquake 13 2.1. Definition of Earthquake 14 2.2. Causes of Earthquake 15 2.3. Impacts of Earthquake 16 2.4. Earthquake risk in Bangladesh 17 2.5. Past history of Earthquake in Bangladesh 18
Session 3: Earthquake and School safety 19 3.1. Importance of Earthquake and School safety 21 3.2. Causes behind much casualties in school due to earthquake 21 3.3. Structural and non-structural dangers in school 22
Session 4: Title: Mitigation measures towards school safety 26 4.1. Relocation furniture, equipments and other contents 28 4.2. Secure non-structural building elements and furnishings 30 4.3. Consultation with engineers and maintenance personnel 33
Session 5: Identification of non-structural dangers 34 5.1. Methodology and tools (Hazards Hunt) 35 5.2. Steps to implement methodology and tools 38
Session 6: School safety drill 39 6.1. Introduction and objective 40 6.2. Strategies to plan, organize and demonstrate safety drill 41 6.3. Fire safety drills 45 6.4. Responsibility of the facilitator in implementing simulation drills. 47
Session 7: Emergency response at school in earthquake situation 48 7.1. Emergency Response during emergency (earth quake) 49 7.2. Inside Building 49 7.3. Outside building 50 7.4. During school and non-school hour 50 7.4. Service providers for emergency response 50
Session 8: Post training activities 51 8.1. Course evaluation form 52 8.2. Closing and certificate distribution
Introduction
The geographical location of Bangladesh has made the country highly vulnerable to earthquake. It may be noted that Bangladesh is located near to the Alpine-Himalayan earthquake belt. During the past one hundred years, no major scale earthquake event occurred in Bangladesh, but if we go further back it is found from record that significant earthquake events occurred in the region now called Bangladesh. The country, including the capital city of Dhaka, has recently experienced moderate scale earthquakes though no major damage was done. But a stronger event might result in severe damage and destruction of massive proportion with serious consequences for the entire country.
When earthquake occurs nothing is spared; may it be a dwelling house, a commercial building, a school, a temple or a mosque. If an earthquake should strike during the day, children would be the worst sufferers as they are not matured. They may be killed or stranded at the schools and face a terrible situation. So, while developing any earthquake preparedness plan school safety issue should be given extra importance. We can imagine the agony of the parents in case of an earthquake event when all communications are likely to be disrupted.
The Comprehensive Disaster management Programme (CDMP) of the Government of Bangladesh (GoB) is being implemented by the Ministry of Food and Disaster Management (MoFDM) and is supported by UNDP, DFID-B and the EC. CDMP is designed to strengthen the Bangladesh Disaster Management System and more specifically to achieve a paradigm shift from reactive response to a proactive risk reduction culture. CDMP has taken a number of disaster management initiatives including one on earthquake covering different aspects including the school safety issue. Under this plan, training on school safety would be imparted to selected number of school teachers of vulnerable areas and the trained teachers would subsequently conduct awareness sessions with the students.
A Training module has been developed on school safety and its users would be school teachers of the vulnerable areas. The module contains concept on earthquake, structural and non-structural vulnerability at educational institutions, mitigation measures to reduce structural and non-structural vulnerability and the method of organizing and conducting simulation drills.
It is expected that the module would fully serve the purpose which it is meant for.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 2
Training organization and conduction
Participants
The participants of this training will be the selected teachers of junior secondary and secondary level schools and madrasas of vulnerable areas with regard to earthquake hazard.
Number of participants for each course
The number of participants for each course will vary from 25-30. Necessary steps will be taken to ensure womens participation.
Facilitator
The facilitator of this training will be the selected teachers who have received ToT on the subject.
Relation between the facilitator and the participant
Friendly relationship will prevail between the facilitator and the participant. The facilitator will act as a friend so that the participants will be encouraged to express their comments/feedback freely and frankly.
Duration
The training module is designed in such a way that training will be provided to the selected teachers for 02 days. Specific time is allocated for each course and is flexible. If required, the facilitator can change the time. It totally depends upon the management of the training considering local culture and environment.
Daily schedule
The training activity will be carried out for 06 hours every day. But the time at which the training will be conducted will depend upon the availability of the participants.
Training venue
Educational institutions will be used as the training venue so that the facilities available can be used by the participants as a part of practical learning.
Training environment
An open, fair free and enabling environment where the participants will be able to give their full concentration in the training course. Also the environment should be friendly and healthy.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 3
Training method
A participatory training method and tools will be adopted for conducting the training course. This will involve the following method/ tools: Brainstorming Lecture discussion Knowledge sharing Group discussion Demonstration Mock Creative games Role play Survey
Instructions for the facilitator
The facilitator will have to participate in a ToT course to learn how to use this training module.
Every day the facilitator will come to the class and exchange greetings with the trainees and will take necessary steps to solve if any problem exists.
At the beginning the facilitator will brief on the current days activities and review on the previous days activities.
Before conduction of the training the facilitator will learn and memorize the objectives of the session and techniques to conduct the session.
Before conduction of the training the facilitator must keep the training materials in hand so that he can use it when required.
During session conduction the facilitator will maintain the sequence of the questions and he/she will raise the next question after finishing the first one.
The facilitator will provide assistance to each group in the small group discussion. The facilitator will encourage active participation. The facilitator will read out any material to the trainees slowly, clearly and loudly. The facilitator will use practical experience in line with the contents of the training
module. Every day at the end of the session, the facilitator will review the present days activities.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 4
Training Sessions
Session 1: Pre-training activities 1.1 Registration 1.2 Inauguration and objective briefing 1.3 Introduction of the participants 1.4 Expectation
Session 2: Concept of earthquake 2.1 Concept 2.2 Causes 2.3 Impacts 2.4 Earthquake risk in Bangladesh 2.5 Past history
Session 3: Earthquake and School safety 3.1 Importance 3.2 School tragedies due to earthquake 3.3 causes behind much casualties in school 3.4 Structural and non-structural dangers in school
Session 4: Mitigation measures towards school safety 4.1 Relocation furniture, equipments and contents 4.2 Secure non-structural building elements and furnishings 4.3 Consultation with engineers and maintenance personnel
Session 5: Identification of non-structural dangers 5.1 Methodology and tools 5.2 Steps to implement methodology and tools
Session 6: School safety drill 6.1 Introduction and objective 6.2 Strategies to plan, organize and demonstrate safety drill
Session 7: Emergency response at school in earthquake situation 7.1 Inside building 7.2 Outside building 7.3 During school and non-school hour 7.4 required services and service providers
Session 8: Post training activities 8.1 Course review 8.2 Closing and certificate distribution
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 5
Training Schedule on School Safety and Evacuation Participants: Teachers from selected educational institutes of Dhaka, Chittagong and Sylhet City
Duration: 2 Days Type : Non-residential
Day (10.00-10.45) T
e
a
B
r
e
a
k
(
1
0
.
4
5
-
1
1
.
0
0
)
(11.00-12.30) (12.30-1.00)
L
u
n
c
h
B
r
e
a
k
(
1
.
0
0
-
2
.
0
0
)
(2.00-3.00) (3.00-3.45)
T
e
a
B
r
e
a
k
(
3
.
4
5
-
4
.
0
0
)
(4.00-5.00)
S
e
s
s
i
o
n
e
n
d
(
5
.
0
0
)
First
Pre-training activities Registration Inauguration and
objective briefing Introduction of the
participants Expectation
Concept of earthquake Concept Causes Impacts Earthquake risk in
Bangladesh Past history
Earthquake and School safety Importance School tragedies due
to earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
Earthquake and School safety Importance School tragedies due
to earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
Mitigation measures towards school safety Relocation furniture,
equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
Mitigation measures towards school safety Relocation furniture,
equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
Day (10.00-10.45)
T
e
a
B
r
e
a
k
(
1
0
.
4
5
-
1
1
.
0
0
)
(11.00-12.00) (12.00-1.00)
L
u
n
c
h
B
r
e
a
k
(
1
.
0
0
-
2
.
0
0
)
(2.00-2.45) (2.45-3.45)
T
e
a
B
r
e
a
k
(
3
.
4
5
-
4
.
0
0
)
(3.00-5.00)
S
e
s
s
i
o
n
e
n
d
(
5
.
0
0
)
Second
Identification of non-structural dangers Methodology and
tools steps to implement
methodology and tools
Identification of non-structural dangers Methodology and
tools steps to implement
methodology and tools
School safety drill Introduction and
objective Strategies to plan,
organize and demonstrate safety drill
School safety drill Introduction and
objective Strategies to plan,
organize and demonstrate safety drill
Emergency response at school in earthquake situation Inside building Outside building During school and
non-school hour required services
and service providers
Post training activities Course review Closing and
certificate distribution
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 6
Training Curriculum on School Safety and Evacuation
Participants: Teachers from selected educational institutes of Dhaka, Chittagong and Sylhet City Duration: 2 Days
Type : Non-residential
Day Session Title Topics Objective Time Methodology Materials
First
Pre-training activities Registration Inauguration and
objective briefing Introduction of the
participants Expectation
At the end of the session participants will be able to understand and also will be able to explain to others about the objective of the course
45 mins Lecture discussion Creative game
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip
Concept of earthquake Concept Causes Impacts Earthquake risk in
Bangladesh Past history
At the end of the session the participants will be able to understand and also will be able to explain to others about earthquake, its causes, impact, earthquake risk in Bangladesh and past history
1 hour 30 mins
Lecture Discussion Demonstration Open forum discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Earthquake and School safety
Importance School tragedies due to
earthquake causes behind much
casualties in school Structural and non-
structural dangers in school
At the end of the session the participants will be able to understand and also will be able to explain to others about importance of school safety, school tragedies due to earthquake, causes behind much casualties in school and structural and non-structural
1 hour 30 mins
Brain storming Lecture Discussion Case study Demonstration Open forum discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 7
Day Session Title Topics Objective Time Methodology Materials dangers in school
Mitigation measures towards school safety
Relocation furniture, equipments and contents
Secure non-structural building elements and furnishings
consultation with engineers and maintenance personnel
At the end of the session the participants will be able to understand and also will be able to explain to others about importance of relocation furniture, equipments and contents and how to secure non-structural building elements & furnishings
2 hours Case Studies Lecture Discussion Demonstration Small group Discussion
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Power Point, Hazard Maps and Hand Outs
Day 2
Identification of non-structural dangers
Methodology and tools steps to implement
methodology and tools
At the end of the session the participants will be able to understand and also will be able to explain to others about how to identify non structural dangers for school safety
1 hour 45 mins
Brain storming Lecture Discussion Demonstration
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Power Point and Hand Outs
School safety drill Introduction and objective Strategies to plan,
organize and demonstrate safety drill
At the end of the session the participants will be able to understand and also will be able to explain to others about how to
1 hour 45 mins
Brain storming Lecture Discussion Role play Group discussion
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, and Hand Outs
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 8
Day Session Title Topics Objective Time Methodology Materials plan organize and demonstrate
safety drill Open forum discussion
Emergency response at school in earthquake situation
Inside building Outside building During school and non-
school hour required services and
service providers
At the end of the session participants will be able to understand and also will be able to explain to others about detail information on emergency response at school in earthquake situation
1 hour 15 mins
Brain storming Lecture Discussion on Demonstration Open forum discussion
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Role play Guideline and Hand Outs
Post training activities Course review Closing and certificate
distribution
At the end of the session the participants will be able to understand and also will be able to explain to others about learning and its effectiveness
1 hour Questionnaire fill up Evaluation format fill up Lecture Discussion
White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip and evaluation format
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 9
Session - 1
Title: Pre-training activities
Contents
1.1 Registration 1.2 Inauguration and objective briefing 1.3 Introduction of the participants 1.4 Expectation
Objective of the session
At the end of the session participants will be able to understand and also will be able to explain to others about the objective of the course
Time: 45 minutes
Methodology
Lecture discussion Creative game
Materials: White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip
Session Plan Step Instruction for the facilitator Time 01. The facilitator will start the session by exchanging greetings with the trainees
and will thank them for their participation 2 min
02. Through participatory discussion the facilitator will sensitize the participants about the objective of the training course
5 min
03. Then the training course will be inaugurated by the facilitator or by the respectable guests
5 min
04. Then through creative games the facilitator will invite the participants to introduce themselves
20 min
05. At this stage, the facilitator will ask the participants about their expectations out of the training course. The facilitator will then write the participants expectations in a poster paper and will discard those irrelevant to the training with the consent of the participants. Then the participants will paste the poster paper on the wall as their expectations chart.
10 min
06. The facilitator will end the session by thanking the participants 3 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 10
1.1. Participants Registration Form
School Safety and Evacuation Training Venue : .......................................................... Date : ......................................
Sl. # Name Designation Educational Institute Address Signature
1 2 3 4 5 6 7 8 9 10 11
will be continued
as per need
N.B.: Please fill-up the format by the participants before the inauguration of the training course
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 11
1.2. Inauguration and objective of the training
Objective of the training
To enhance knowledge and skill of the selected teachers of vulnerable areas on school safety and evacuation for risk reduction with regard to earthquake hazard.
Specific objectives
To aware students, teachers, school authorities and guardians regarding earthquake and earthquake risk in Bangladesh
To raise awareness on the structural and non-structural vulnerability of educational institutions and its risk reduction measures
To motivate and activate school authority for the development of evacuation plan of educational institutions and initiate mock demonstration on school safety and evacuation.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 12
1.3. Introduction of the participants
Guideline for conducting introductory session
The facilitator would ask the participants to be divided in two equal groups After that the facilitator would request the participants to stand face to face making two
circles at the centre of the room. One group would make inner circle and the other group would make the outer circle. Then the facilitator would start a song or music. With the song/music the participants of the outer circle would start moving clock wise
and those in the inner circle would move anti-clock wise. The participants would stop when the facilitator stops the song/music Then one from the inner circle and another from the outer circle would stand face to face
and make a pair. If the participants fail to stand face to face , the facilitator would start the song/music for
the second time and ask the participants to act again. After making of pairs the facilitator would give five minutes time to the participants to
know each other. The facilitator would say that we know each other as we are from the same locality. Now
we would like to know from each other something which we generally do not get chance to know.
It may be that some one was once very much terrified by the idea of ghost; may be something about his father-in laws house or about the memory of first seeing his wife.
After five minutes, the facilitator would request each pair to introduce his/her fellow participant to others.( Here the facilitator may adopt some creative strategy in view of time constraints)
Here one would mention the name of his fellow, place of duty, and any other information gathered on the day( not known earlier).
The newly introduced person would then recite first two lines from a poem or a song . Some local proverb or sayings may also be cited. However, all should get pleasure from that.
Care should be taken so that everybody speaks in brief. In this way everybody would be introduced to one another.
As a result training environment would be created and everybody would be known to one another.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 13
Session - 2
Title: Concept of earthquake
Contents 2.1 Concept 2.2 Causes 2.3 Impacts 2.4 Earthquake risk in Bangladesh 2.5 Past history
Objective of the session:
At the end of the session the participants will be able to understand and also will be able to explain to others about earthquake, its causes, impact, earthquake risk in Bangladesh and past history
Time: 1 hour 30 minutes
Methodology
Lecture Discussion Demonstration Open forum discussion
Materials: White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5 min
02. The facilitator will ask the participants about their concept regarding earthquake, its causes and consequences. After getting their feedback, the facilitator will give a clear understanding on the topic through a participatory manner.
30 min
03. The facilitator will show video documentary on earthquake and then through participatory discussion will highlight the consequences of earthquake
20 min
04. The facilitator will ask the participants about earthquake hazard risk in Bangladesh and make conceptual clarity on the subject through participatory discussion.
20 min
05. At this stage, the facilitator will present the past history of earthquake in Bangladesh in a written poster paper
10 min
06. The facilitator will conclude the session by getting feedback from the participants
5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 14
2.1. Definition of Earthquake
An earthquake is a sudden movement in earths crust that is caused by the interacting of plate tectonics. An earthquake occurs because of the release of stress let out by a environmental fault.
CRUST MANTLE
CORE
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 15
2.2. Causes of Earthquake
An Earthquake is a sudden tremor or movement of the earth's crust, which originates naturally at or below the surface. The word natural is important here, since it excludes shock waves caused by French nuclear tests, man made explosions and landslides caused by building work.
There are two main causes of earthquakes.
Firstly, they can be linked to explosive volcanic eruptions; they are in fact very common in areas of volcanic activity where they either proceed or accompany eruptions.
Secondly, they can be triggered by Tectonic activity associated with plate margins and faults. The majority of earthquakes world wide are of this type.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 16
2.3. Impacts of Earthquake
Disrupt Normal Life. Affects a Large number of People. Losses to Lives, Livelihoods, Property. Loss of housing. Damage to infrastructure Disruption of transport and communication. Disruption of marketing systems. Breakdown of social order. Loss of business. Loss of industrial output.
Effects of Earthquake
Changes in the earths surface; rivers may change course, mountains may collapse, hills appear where there were no hills before.
Destruction of man-made structures; buildings are destroyed or severely damaged, roads and bridges are destroyed, crops and livestock may be destroyed or severely damaged.
Psychological damage to human beings; when people die suddenly and in traumatic conditions (such as an earthquake), the families suffer much more than just the normal grieving process. When whole groups of people die suddenly the psychological impact is enormous. Return to normalcy is not easy when infrastructures are destroyed.
For the education system in particular, the loss of teachers and students, the loss of buildings and records, the movement of people (to find shelter elsewhere), the rebuilding which takes time and energy; all these things make it very difficult to reinstate education programs, even though we know how much they are needed to help the psychological recovery.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 17
2.4. Earthquake risk in Bangladesh
Geographically Bangladesh is located close to the boundary of two active plates: the Indian plate in the west and the Eurasian plate in the east and north. As a result the country is always under a potential threat of earthquake of any magnitude at any time.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 18
2.5. Past history of Earthquake in Bangladesh
Year Date magnitude epicenter Remarks
1865 Not recorded
Not recorded Not recorded No serious damage
1869 Not recorded
Not recorded Not recorded
Severely felt in Sylhet but no loss of life
1885 14 July 7.0 Manikganj This event was generally associated with the deep-seated Jamuna Fault
1869 10th January 7.5 Jaintia Hills It affected most parts of Sylhet town and surrounding areas
1885 July 14 7.0 near the
Bogra fault system
considerable damage in Sirajganj-Bogra region and more severe damages have been reported in Jamalpu-sherpur-Mymensingh regions
1897 12th June 8.7 Not recorded
This earthquake caused serious damage to masonry buildings in Sylhet town where the death toll rose to 545
1930 3 July 7.1 Dhubri, Assam The earthquake caused major damage in the eastern parts of Rangpur district
3 July 7.1 Dhubri of Assam, India
The earthquake caused considerable damages in greater Rangpur district of Bangladesh.
1950 15 August 8.4 Assam, India The tremor was felt throughout Bangladesh but no damage was reported
1997 May 8 5.6 north east
Sylhet near Jaintiapur
There was an impact to Sylhet airport buildings, Grameen Bank building in Barlekha, school building near Jaintiapur
1997 22 November 6.0 Not recorded It caused minor damage around Chittagong town
1999 22 July 5.2 Maheshkhali Island Severely felt around Maheshkhali island and the adjoining sea
2001 19th
December
4.2 23.70N
90.40E Depth 36km
At Dhaka central jail 100 prison inmates were hurt in a stampede.
2003 27 July 5.1 Barkal upazila, Rangamati two people have been killed and around 100 have been injured
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 19
Session 3
Title: Earthquake and School safety
Contents
3.1 Importance 3.2 School tragedies due to earthquake 3.3 Causes behind much casualties in school 3.4 Structural and non-structural dangers in school
Objective of the session
At the end of the session the participants will be able to understand and also will be able to explain to others about importance of school safety, school tragedies due to earthquake, causes behind much casualties in school and structural and non-structural dangers in school
Time: 1 hour 30 minutes
Methodology
Brain storming Lecture Discussion Case study Demonstration Open forum discussion
Materials
White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip, Power Point, Audio-Video CD and Hand Out
Session Plan
Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5 min
02. The facilitator will ask the participants about the importance of school safety for the reduction of risk with regard to earthquake hazard and write their opinions in a poster paper. Later, the facilitator will discuss on the importance of school safety in a participatory manner.
10 min
03. In this stage, to create a sense of feelings and emotions among the participants, the facilitator will discuss and highlight some tragic case studies with regard to earthquake hazard which occurred in the past.
10 min
04. Through participatory discussion the facilitator will give clear idea about the 30 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 20
huge damages and causalities caused due to earthquake in educational institutions
05. The facilitator will explain and about the structural and non-structural dangers of educational institutions and will also cite examples in order to enrich the concepts on structural and non-structural dangers.
30 min
06. The facilitator will verify on the participants learning of the session by asking them about the risk of structural and non-structural dangers of their educational institutions.
5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 21
3.1. Importance of Earthquake and School safety
If an earthquake should strike during the day, children may be stranded at the schools. Therefore, you should have a earthquake preparedness plan in place before an earthquake. Meet with school officials and discuss their earthquake preparedness plan. History has shown us that the school telephone system will be overwhelmed following such an event. Often schools will come to an agreement with parents that they will contact them if needed. If the school does not contact the parent, then they can assume everything is fine.
This type of understanding between parents and school personnel will help ensure the telephone lines are available for emergency calls.
Identify someone in writing that you authorize to pick your children up from school in the event you or your spouse is unable to do so. Provide the school with the written authorization, give a copy to those you authorize to pick up your child, and keep a copy for yourself.
3.2. Causes behind much casualties in school due to earthquake
Lack of awareness on the part of students, teachers, school authorities and guardians about earthquake disaster.
Lack of rescue plan for school safety during earthquake disaster. Lack of awareness programs at school levelsuch as discussion or drills
in class rooms. Possibility of more looses if earthquake hits when classes are going on. There is nothing on school safety in school syllabus Lack of awareness of the policy makers and proper steps by them.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 22
3.3. Structural and non-structural dangers in school
What is Structural and Non structural
The structural elements of a
building carry the weight of the
building itself, the people and the
things inside, and the forces of
nature. These load-bearing
elements include the frame
(columns, beams) and in masonry
or adobe construction also the
shear walls.
The non-structural elements of
a building do not carry the
weight of the building, and
include windows, doors, stairs,
partition walls, pipes and ducts.
They include building contents
that users bring with them, such
as furniture, appliances, coolers,
water tanks, etc.
What is structural
What is non-structural
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 23
Non-Structural Dangers in schools
Tall or narrow furniture can fall!
Objects that are taller than their
width or depth can easily topple
forwards, backwards or sideways.
Objects that are heavier on the top
than at the bottom can easily
topple as well.
Large or small things can knock
into each other!
Objects can bang and collide with
each other.
Small Objects can fall, and cause
dangerous breakages and spills.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 24
Hanging objects can fall!
Heavy objects that are hung on walls or from the ceiling can fall.
Cabinet doors can swing open and shelf contents can tumble
out
Items on wheels or smooth surfaces
can slide!
Objects on wheels, or on slippery
surfaces can slide.
Objects that are heavier at the
bottom than on the top can also slide
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 25
In an earthquake, items inside a
building can fall harming people and
blocking exits
Securing such items with
simple devices can prevent
them from falling and thus
save lives and prevent
injuries.
Non-structural risk reduction is a fairly new field of research. We have learned quite a bit from
scientific research in this field. However, we do not have enough information to fully predict the
performance of non-structural items or the effectiveness of the many possible fastening mechanism
in future earthquakes.
Individual situations vary, and earthquakes themselves are unique. It is the readers responsibility to
consider carefully how to apply these methods, and to seek expert guidance when in doubt.
It is important to remember that there are many walls that are made of brick or other filler and may
not be stable. In these cases very heavy furnishings should be fastened to the building frame, not to
the wall. With the help of a qualified engineer the walls themselves can also be stabilized through
appropriate connections to the frame.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 26
Session 4
Title: Mitigation measures towards school safety
Contents
4.1 Relocation furniture, equipments and contents 4.2 Secure non-structural building elements and furnishings 4.3 Consultation with engineers and maintenance personnel
Objective of the session
At the end of the session the participants will be able to understand and also will be able to explain to others about importance of relocation furniture, equipments and contents and how to secure non-structural building elements & furnishings
Time: 2 hours
Methodology
Case Studies Lecture Discussion Demonstration Small group Discussion
Materials
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Power Point, Hazard Maps and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of the
session 5 min
02. Through a participatory approach, the facilitator will explain in detail about how heavy furniture, equipment and material increases risk during earthquake.
15 min
03. Now, by asking questions to the participants the facilitator will be sensitized about the conceptions and misconceptions of the participants regarding how non-structural building elements increases risk and come to a consensus through a participatory discussion.
15 min
04. The facilitator will divide the participants into four groups. Two groups will work on how to reduce the risk of heavy furniture, equipment and material during earthquake and the other two groups will work on how to reduce the risk of non-structural building elements
30 min
05. Along with the group presentation, the facilitator in a participatory discussion will 30 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 27
sensitize the participants on how to reduce the risk of heavy furniture, equipment, material and non-structural building elements in earthquake situations
06. Through participatory discussion the facilitator will emphasize on the importance of consultation with engineers and maintenance personnel together for risk reduction
20 min
07. The facilitator will conclude the session by getting feedback from the participants 5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 28
4.1. Relocation furniture, equipments and other contents
Relocate Heavy, Tall and Narrow Furniture, equipments and Content
Heavy furniture should be kept away from the places where people sit. If items cannot be secured to a sound structural member they may need to be moved to a place where they will not cause a hazard. Be sure that corridors and exits routes are open. Try to have at least two ways to exit each classroom. Doors should open outward where large numbers of students may need to exit.
The simplest thing to do to reduce risks
is to move some furniture items so they
will not hit anyone or block exits.
Move Furniture
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 29
Clear Corridors, Doorways and Exists Paths
Relocate or re-position items that cannot be secured, so that they do not block exit
corridors.
Heavy and breakable items that cannot be secured should be kept below the height of the
shortest user of the area. Lighter objects can be placed higher up.
Place Heavy Items Down Low
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 30
4.2. Secure non-structural building elements and furnishings
Secure Non-Structural Building Elements: Furniture and Equipments
Most of this can be done with easily available supplies and simple methods. Secure objects to the structure of the building, so that they shake with the building. Some objects can be secured to a table or counter top
Fasten Tall and Heavy items
Use L-brackets or nylon strap option to secure furniture to wall.
Secure Picture Frames and Hanging Objects
To avoid injury from broken glass and falling objects is to use a hook that is almost
closed, or tie picture frames and similar items to a hook in the wall.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 31
Each item should be considered separately for the simplest solution
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 32
Secure objects that can Slide
Short squat items with
wheels on slippery
surfaces can be chained to
a hook on the wall, IF their
width/height ratio is 2/3 or
more). Taller items may
need to be secured with
straps.
Lock the wheels where
possible. Different
equipment and different
models will require
different solutions.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 33
4.3. Consultation with engineers and maintenance personnel
Consultation with Engineers and Maintenance Personnel Together
If you need to secure very large or heavy objects, get help from both a professional engineer who can design a solution, and maintenance personnel who can implement the solution.
Secure Water Tanks and Large and Heavy Items on Roof, or Items that Hang from Windows
or on Walls
If you need to secure very large or
heavy objects, get help from both
a professional engineer who can
design a solution, and
maintenance personnel who can
implement the solution.
Water tanks and similar items
should be secured not only
vertically, to prevent falling from
gravity, but also laterally to
prevent being shaken off the side.
This can be done with a deep lip
for short items, and with straps,
chains and hooks.
Coolers and Air Conditioners
COOLERS and similar items should be secured not only vertically to prevent falling from
gravity, but also laterally to prevent toppling off the side. A qualified engineer should be
sought to design and check this work. From the outside the cooler may need a metal frame
designed to resist earthquake loads and fastened securely to the building. It may be held in
place in the frame by either a latched gate or chains and carabineer hook. From the inside
the cooler can be attached with steel cables to the interior wall or windowsill, but only if the
wall or windowsill is strong enough to resist the loads from the cooler.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 34
Session 5
Title: Identification of non-structural dangers
Contents
5.1 Methodology and tools 5.2 Steps to implement methodology and tools
Objective of the session
At the end of the session the participants will be able to understand and also will be able to explain to others about how to identify non structural dangers for school safety
Time: 1 hour 45 minutes
Methodology
Brain storming Lecture Discussion Demonstration
Materials
White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Power Point and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5 min
02. The facilitator will discuss on how to identify the non-structural dangers of educational institutions through conducting survey
5 min
03. As per need the facilitator will divide the participants into two or three survey teams. Later on, the facilitator will brief the participants about the steps of the survey and introduce a specific format on which the survey findings are to be inserted. Then request the survey team for conduction of survey.
60 min
04. Through the presentation of the survey teams the facilitator in a participatory manner will brief the participants about how to systematically identify non-structural dangers on a priority basis.
30 min
05. The facilitator will conclude the session by getting feedback from the participants
5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 35
5.1. Methodology and tools (Hazards Hunt)
The second step is to identify all of the non-structural hazards in a systematic way, so that you end up with a list of things to do, and so that you know which ones should be done as soon as possible, and which ones can be done as more resources permit.
Work in a small group to do an Earthquake Hazard Hunt walk to identify those things that could be dangerous in case of earthquake. Go room by room and list out the items which may fall, slide or break when the earth shakes.
You may use the Survey and Planning Form to record all of the details, and to guide your mitigation work. Consider whether the item poses a threat to life, could cause injury, would disrupt business continuity, cause economic hardship if lost, and would cause loss of cultural or historical heritage. Think about and decide how you would tackle each item. In each case decide whether the item is of high, medium or low priority. The life threatening items should always be a high priority. Do the easy things right away. Tackle the others systematically one-by-one.
It is important to search in each and every room and corridor of your school. Dont forget the kitchen, the library, and the science labs where some of the most hazardous items can be found.
This is a good activity to be undertaken by the school welfare committee school safety or disaster preparedness committee. The Earthquake Hazard Hunt should include administrators, teachers, staff, older students, parents and community members. As you identify these risks be sure to consult with all the users of the room or area in order to understand the simplest solutions to make the environment safer - and the solutions that everyone can live with. This is the best way to be sure that your efforts will be maintained.
The Earthquake Hazard Hunt can also be carried out, in a simplified way, as an activity with students participating. This is a good way to sensitize everyone, and students will often recognize hazards that adults might miss. Children can think of themselves as detectives at work and use their imaginations to think about what can happen when the shaking starts. They can take the ideas home with them and make their living environment safer as well
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 36
Non-Structural Hazards Survey and Planning Form
Items and description
Risk Type (check all that apply) Priority (High,
Medium, Low)
Notes Life safety
Economic value (cost to replace)
Operational Continuity
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 37
How to use the Non-Structural Hazards Survey and Planning Form
The form is very simple to use. Make a copy of one form for each room or area of the building. You will also need one form for the perimeter of the school, outside the buildings. As you identify each item that needs fastening, write them in the boxes in the left hand columns. Similar items can be grouped together, especially if the fastening solutions are the same. As you identify the hazardous items in the room, discuss the different solutions that can be used to stabilize the item, and select the safest and lowest cost method.
Item
In the first column write the name of the hazardous item and the number of such items with similar characteristics.
Risk Type
For each item, depending on its characteristics and location, identify what type or types of risk it poses. If it can cause death, serious injury, or even moderate injury, check the box that says Life Safety. This includes items that could explode or cause a release of hazardous materials, or rupture of gas lines, and fire hazards. If the item can be damaged or destroyed and would represent a significant cost to replace, check the Economic Value box. You may even want to write in this box the estimated cost, which will help you identify the cost benefits of mitigation. If the item is vital to continued operation of school functions (as both an educational facility and community shelter), then check the Operational Continuity box.
Priority
Every item posing life safety item should be deemed a High priority. Suppose that you do not have enough funds to take care of everything at one time. You will want to do the work in 3 phases. Keeping in mind the type of risk posed decide whether each item is a High, Medium, or Low priority. These are somewhat subjective decisions and are best made based on group discussion or input.
Notes
Make any other notes here to help plan your mitigation measures.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 38
5.2. Steps to implement methodology and tools
1. divide the participants into survey team as per need 2. brief about the objective of the survey 3. introduce the data entry format to the participants 4. through participator discussion prepare a check list to identify structural and non-
structural dangers of educational institutions 5. advise each team to select the structural or non-structural dangers of educational
institutions in consultation with other group members 6. Analyze the impact of structural or non-structural dangers of educational institutions
by considering possibility of life losses, injury, economic losses etc. 7. give input of the selected structural or non-structural dangers of educational
institutions in the data entry format 8. analyze all the data and prioritize the dangers in consultation with the group
members 9. prepare group presentation 10. presentation by the participants
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 39
Session 6
Title: School safety drill
Contents 6.1 Introduction and objective 6.2 Strategies to plan, organize and demonstrate safety drill
Objective of the session At the end of the session the participants will be able to understand and also will be able to explain to others about how to plan organize and demonstrate safety drill
Time: 1 hour 45 minutes
Methodology Brain storming Lecture Discussion Role play Group discussion Open forum discussion
Materials White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5 min
02. The facilitator through participatory discussion will discuss on school safety drill and its objective
5 min
03. Through participatory discussion the facilitator will explain the participants about the chronological steps of conducting the school safety drill.
30 min
04. In this stage, the facilitator will invite the participants to demonstrate school safety drill in the light of the lessons learned under step 03. During the demonstration, the facilitator will note down both the positive and negative sides of the school safety drill.
30 min
05. After the school safety drill demonstration, the facilitator will emphasize the learnings of the drill by discussing both the positive and negative sides of the demonstration with the participants.
30 min
06. The facilitator will conclude the session by getting feedback from the participants
5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 40
6.1. Introduction and objective
It is important to orient people on earthquake preparedness in order to be informed of what to do before, during and after an earthquake. During an earthquake, school children are one of the most vulnerable. As such, it is important for school administrators and teachers to be informed on how to properly conduct an earthquake drill. Teachers are the ones who will guide the students. They are the ones who will teach students how to protect themselves.
The conduct of an earthquake drill requires planning and designing of evacuation procedure, as well as orienting teachers and ultimately students on how to do the earthquake drill. Earthquake drills are simple and easy to do. It only requires planning ahead and constant practice!
The conduct of an earthquake drill is different from that of a fire drill. In a fire drill, the sound of a siren/bell means that a fire is ongoing and all occupants of the building are to immediately evacuate to ensure their safety. In an earthquake drill, the sound of a siren/bell indicates that a strong shaking is ongoing and the level of ground shaking prevents people to stand and move around. To do so can cause more injury to the person as debris can fall and hurt him. One is not supposed to get out of the building while the shaking is ongoing.
Objectives:
1. To ensure the safety of parents, students, teachers and staff during and after a damaging earthquake;
2. To help school administrators and their disaster action groups to design a specific response plan of the school for earthquakes;
3. To train teachers, school staff and students on how to practice proper action and response during earthquakes; and
4. To test various elements of the response plan designed by the School Disaster Management Committee (SDMC).
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 41
6.2. Strategies to plan, organize and demonstrate safety drill
Stage-1: Planning/Organizing Earthquake Drills
(A) Form a School Disaster Management Committee
SDMC composed of several teams with specific tasks (e.g. First Aid Team, Site Security Team, Fire-Safety Team, Evacuation Team, Communications Team) and designate an over-all coordinator.
Members of the SDMC should evaluate the school
1. Have the following information available yearly: total number of students, teachers and staff; total number of students occupying each room, total number of students occupying each floor, total number of students occupying each building; and identify students or teachers with special needs (sick, old, disabled) and their location.
2. Acquire the most recent school grounds layout or plan/map. Use this to identify open spaces and determine the total area of available space that can be utilized as area of temporary refuge that will be designated for the occupants of each building. Determine how many persons can occupy this open space. (Is the space enough for the total number of students and teachers?
3. Obtain a building lay out/ floor plan for each building that shows the rooms, corridors, staircases and exit points. (Is the width of the corridor wide enough to accommodate the flow of traffic during an emergency?)
(B) Conduct building watching exercise
Members of the SDMC should conduct building watching exercise and identify safe and unsafe spots inside the school grounds. This is necessary for stressing the dos and donts.
Observe hazardous areas/practices within the school premises and dangerous conditions that may exist which people have not noticed before. This should be plotted on the layout. (e.g. Any hanging, unstable objects or structure; condition of power lines and utility poles; narrow alleys between buildings; elevators; corridors are too narrow; are there blockages along the corridors and exit points; do exit point remain open during school hours; doors of classroom that swing in instead of swing out).
Stage-2: Developing the School Earthquake Evacuation Plan
After identifying the safe and unsafe spots, the next step is to develop the School Earthquake Evacuation Plan.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 42
1. The School Earthquake Evacuation Plan should have provision to utilize all available open spaces nearest the building that are evaluated as safe from falling debris and other materials that may cause injuries to student;
2. Determine if there is sufficient open space for all. Areas to be occupied should be computed assuming 4 to 5 students would occupy a 1 sq m area.
3. Consider the number of students in each building (morning and afternoon session). Designate a specific open area for each class as their area of temporary refuge.
4. Once each class has been assigned a specific evacuation site, come up with evacuation procedure using the available map. Initially, all exit points nearest the room of occupants should be suggested as their exit routes; assuming that these are passable after the earthquake.
5. Determine the flow of traffic from each room along the corridors using the information on actual number of occupants per room and their designated evacuation area.
6. Indicate by arrows, the flow of student evacuation coming out of each room up to their designated evacuation site. This will be the suggested earthquake evacuation route for the students.
7. Prepare the final evacuation route and orient all the teachers and school staff about this. (Figure 1)
8. Prepare Earthquake Survival Kits (flashlight, battery operated radio, water, rope, blanket, candle, matches, tissue papers, tools like wrench, pliers, hammer, etc);
9. Prepare First-Aid Kits.
HALL
STOREPHYSICAL EDU LAB
BIO LAB
STORE
TOILETS
ROOM - 4
EXAM ROOM
EXAM ROOM
STAFF ROOM
V.P. ROOM
PRINCIPAL'S ROOM
OFFICE
TOILETS
ROOM - 3
CHEMISTRY LAB
ROOM - 2 ROOM - 1
ROOM 4ROOM 1
VERANDAH
ROOM 2 ROOM 3 ROOM 5
GROUNDS
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 43
Stage-3: Orientation prior to the conduct of Earthquake Drill
(A) Prepare the students a week before the scheduled earthquake drill. For each class, instruct the homeroom adviser to do the following:
1. Allot a specific time for lecture on earthquakes- what it is, how and why they occur, what to do before during and after an earthquake.
2. Conduct a classroom observation activity: Draw floor plan of classroom (desks, teachers table, cabinets, etc) Identify the safe spots in the classroom (tables, desks, doors, etc.) Identify danger zones (e.g. windows and glass, book shelves, machinery, cabinets
and furniture that may topple or slide inside the classroom as well as all hanging and heavy objects)
When dangerous areas within the classroom have been identified, ask the students what can be done to correct these and encourage them to take actions toward correcting this.
3. Introduce to the students the suggested evacuation route prepared by SDMC.
4. Introduce to the students the assigned open area where they will evacuate after an earthquake.
5. Assign somebody who will be in charge of making sure the door is open during the shaking
(B) The main concern during an ongoing shaking is how to protect oneself.
1. Give specific instructions on what to do during an earthquake. Introduce duck, cover and hold
-Take cover under a sturdy table or strongly supported doorway. -Watch out for falling objects. -Keep calm and dont panic.
2. Give specific instructions about what to do as soon as the shaking stops: Be alert. Listen to teachers instructions. Walk out of the classroom in an orderly
manner. While walking along the corridors to the
nearest exit of the building, be alert and look out for falling debris.
DONTRun, DONT Push, DONT Talk, DONT Return, DONT bring your
things. Quietly, but quickly proceed to the
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 44
designated evacuation area for the class and wait for further instructions from the teacher.
NEVER go back to the building once you are outside. Buildings should be inspected by engineers for possible damage after an earthquake. Students should stay in the open area and wait for their parents/guardians to pick them up.
3. For the teacher, make sure all students are accounted for once in the designated evacuation area.
Stage-4: Demonstration and Role Play to Conduct the Earthquake Drill
1. Prior to the scheduled drill, inform the neighborhood regarding the conduct of the drill.
2. Identify and assign observers for each exit points of the building and evacuation areas. They will give their comments and observations during the evaluation of the drill.
3. For the Actual Drill: Assumptions:
- 1-minute strong shaking signified by 1 minute siren/bell
- Person cannot stand - Buildings may have been damaged but no
collapse - Possible falling objects including glass
windows - No immediate assistance will be available for
at least several hours. Self help and sustenance are required.
- Possible injuries, fear, panic among students and teachers
Give instructions/reiterate the what to dos: Once the siren is heard, do the proper and
expected actions. Participants during this 1-minute siren
should perform the duck, cover and hold After the 1-minute siren, students quietly
go out of room and proceed to previously designated open space
Teacher should make head count while in the ground
Phases of an Earthquake Drill
Phase-1: Alarm
A pre-arranged signal such as siren/bell
should be known to all. During the drill, the
siren/bell indicates earthquake/shaking.
Students and teachers will be alerted by this
signal.
Phase2: Response
While the siren/bell is ongoing, everyone
should move away from windows, glass or
light fixtures. In this phase, everyone should
perform duck, cover and hold under desks,
tables or chairs. Remain in this position until
the shaking stops.
Phase-3: Evacuation
Once the shaking stops, teachers and
students should evacuate the school building
and proceed using predetermined routes to
go to identified evacuation areas.
Phase-4: Assembly
At the designated evacuation area, students
must be grouped together according to the
class where they belong.
Phase-5: Head count
Teachers should check and make sure all
students are accounted for.
Phase-6: Evaluation
An evaluation of the drill must be conducted
to identify problems encountered during the
drill and how this can be corrected in future
earthquake drills.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 45
6.3. Fire safety drills
Fire safety is important always but especially after earthquakes when fire-fighting capacity is at its lowest. The best remedy is prevention:
While you are doing your earthquake hazard hunt be sure to check the following important fire safety measures:
Check that all classroom door open outwards, to make easy exit possible.
Be sure that there is fire suppression equipment in every corridor and in every laboratory and kitchen. These can be fire extinguishers, buckets with sand, fire blankets, tire hose and similar equipment. All staff and older children should learn how to use this equipment, and where it is kept, or it will be useless.
Reduce fire hazards. Fire hazards include electrical lines and appliances, heaters and stoves, liquid propane gas (LPG) containers, and natural gas in pipes, and flammable or combustible liquids. Common causes of fire include: leaving flammable things close to a heat source, faulty wiring, too many electrical plugs in one outlet, cigarettes, matches, and playing with fire.
Fires need fuel, heat and air to bum. Eliminate any one and the fire is out. Almost all fires start out small and there are many methods to learn to extinguish fires. A small fire can be suppressed by covering it with a towel or blanket, pouring sand or dirt onto it, using a fire extinguisher, or using a fire hose (careful, do not use water on electrical or oil fires).
Teach children fire safety: Smoke kills more people than fire. To exit during a fire: Crouch down low. Cover your face with a wet cloth. Crawl to a safe exit. Dont open a door that is hot. If trapped, close the door and place wet towels at the bottom of the door. If there is a small fire between you and the only exit, then you should run quickly through to the exit.
If someone on fire they should STOP, DROP, and ROLL, or be made to STOP, DROP and ROLL. They should not run, as the air blowing around them will feed the fire. They should not stand as the flames will rise to vital organs, and head. Covering the person for example, with a blanket, or rolling on the ground, will stop the oxygen and extinguish the fire.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 46
Learn how to use a fire extinguisher, remembering this phrase: P.A.S.S. (Pull, Aim, Squeeze, Sweep)
PULL the pin to activate the hose.
AIM towards the fuel. Hold the
extinguisher low and perpendicular to
the fire; avoid inhaling the poisonous gas
and the splashing material.
SQUEEZE the nozzle to splash the
extinguishing material on fire. Start from
a distance and approach as fire gets
smaller.
SWEEP from one end to the other until
fire is suppressed. If fire does not gets
smaller after the first response continue
scanning.
Fire extinguishers must be checked and
maintained annually. Once the fire extinguisher
has been used, even if its not empty, it must be
refilled.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 47
6.4. Responsibility of the facilitator in implementing simulation drills.
Select required number of leaders from amongst the participants for implementing the drills.
Take decision through participatory discussion as to which topics would be presented through drills.
Identify through participatory discussion the sequence of events for the drills and on the basis of that prepare a checklist for role play.
Select actors from amongst the participants as per checklist to play rolesuch as school authority, student, guardian, rescue tem etc.
Request the participants to discuss amongst themselves who will play which role in the chronological scenes .
Collect necessary equipment and materials for implementation of the drills with the assistance of the participants.
Assist the participants in implementation of the drills as per plan. During the drills identify the strengths and weaknesses for learning and note
themif necessary give responsibility to the Assistant facilitator or some one from amongst the participants.
After the drills take the feedback from the participants about the learning of the drills. In this case discuss the strengths and weaknesses of the drills as noted down earlier.
Close the drills after giving thanks to all.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 48
Session 7
Title: Emergency response at school in earthquake situation
Contents 7.1 Inside building 7.2 Outside building 7.3 During school and non-school hour 7.4 Service providers for emergency response
Objective of the session At the end of the session participants will be able to understand and also will be able to explain to others about detail information on emergency response at school in earthquake situation
Time: 1 hour 15 minutes
Methodology Brain storming Lecture Discussion on Demonstration Open forum discussion
Materials White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Role play Guideline and Hand Outs
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5 min
02. Through participatory discussion the facilitator will discuss about how to evacuate students, teachers and staffs trapped inside the school buildings due to earthquake
20 min
03. In this stage, the facilitator will get the participants feedback on the measures to be taken by the students, teachers and staffs residing outside the school buildings during earthquake. After getting their feedback the facilitator will give a clear understanding on the subject
20 min
04. Now the facilitator will brief the participants about what measures should be taken to reduce the risk in educational institutions with regard to earthquake hazard during non-school hours
15 min
05. In this stage, the facilitator through participatory discussion will discuss about the required services and service providing agencies in emergency response
10 min
06. The facilitator will conclude the session by getting feedback from the participants
5 min
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 49
7.1. Emergency Response during emergency (earth quake)
Earthquakes strike without warning. Fire alarms or sprinkler systems may be activated by the shaking. The effect of an earthquake from one building to another will vary. Elevators and stairways will need to be inspected for damage before they can be used. The major shock is usually followed by numerous aftershocks, which may last for weeks.
The major threat of injury during an earthquake is from falling objects, glass shards and debris. Many injuries are sustained while entering or leaving buildings. Therefore, it is important to quickly move away from windows, free-standing partitions and shelves and take the best available cover under a sturdy desk or table, in a doorway or against an inside wall. All other actions must wait until the shaking stops. If persons are protected from falling objects, the rolling motion of the earth may be frightening but not necessarily dangerous.
7.2. Inside Building
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Direct inspection and assessment of school buildings. Report building damage and suspected breaks in utility lines or pipes to fire department responders.
Send search and rescue team to look for trapped students and staff. Post guards a safe distance away from building entrances to assure no one re-enters. Notify concerned education office of school and personnel status. Determine who will
inform public information media as appropriate. Do NOT re-enter building until it is determined to be safe by appropriate facilities
inspector. Determine whether to close school. If school must be closed, notify staff members,
students and parents.
STAFF ACTIONS:
Give DROP, COVER and HOLD ON command. Instruct students to move away from windows, bookshelves and heavy suspended light fixtures. Get under table or other sturdy furniture with back to windows.
Check for injuries, and render First Aid. After shaking stops, EVACUATE building. Avoid evacuation routes with heavy
architectural ornaments over the entrances. Do not return to the building. Bring attendance roster and emergency backpack.
Check attendance at the assembly area. Report any missing students to principal/site administrator.
Warn students to avoid touching electrical wires and keep a safe distance from any downed power lines.
Stay alert for aftershocks Do NOT re-enter building until it is determined to be safe.
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 50
7.3. Outside building
STAFF ACTIONS:
Move students away from buildings, trees, overhead wires, and poles. Get under table or other sturdy furniture with back to windows. If not near any furniture, drop to knees, clasp both hands behind neck, bury face in arms, make body as small as possible, close eyes, and cover ears with forearms. If notebooks or jackets are handy, hold over head for added protection. Maintain position until shaking stops.
After shaking stops, check for injuries, and render first aid. Check attendance. Report any missing students to principal/site administrator. Stay alert for aftershocks. Keep a safe distance from any downed power lines Do NOT re-enter building until it is determined to be safe. Follow instructions of principal/site administrator.
7.4. During school and non-school hour
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Inspect school buildings with Maintenance/Building and Grounds Manager to assess damage and determine corrective actions.
Confer with District Superintendent if damage is apparent to determine the advisability of closing the school.
Notify fire department and utility company of suspected breaks in utility lines or pipes. If school must be closed, notify staff members, students and parents. Arrange for
alternative learning arrangement such as portable classrooms if damage is significant and school closing will be of some duration.
Notify concerned education office, who will inform public information media as appropriate.
7.5. Service providers for emergency response
Fire Service and Civil Defense Nearest Police Station Nearest Hospital / Health Center / Medical Center Power Development Board WASA Titas Gas Bangladesh Scouts Red Crescent Society Sandhani
N.B.: Please keep the emergency contacts of the above mention service providers
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 51
Session 8
Title: Post training activities
Contents 8.1 Course review 8.2 Course evaluation 8.3 Closing and certificate distribution
Objective of the session At the end of the session the participants will be able to understand and also will be able to explain to others about learning and its effectiveness
Time: 1 hour
Methodology Evaluation format fill up Lecture Discussion
Materials White board, Board Marker, Poster Paper, Permanent Tape, Masking Tape, Doc Clip and evaluation format
Session Plan Step Instruction for the facilitator Time 01. The facilitator will thank the participants and brief them about the objective of
the session 5
02. Through participatory question-answer session, the facilitator will review each session of the training course
20
03. Now the facilitator will invite the participants to evaluate the training course by filling out a pre-designed format
10
04. In this stage, the facilitator will conclude the training course by thanking the participants for their active and enthusiastic participation and request the invited guests to give their closing remarks. Later, certificates will be distributed among the participants
20
05. The facilitator will thank the participants and brief them about the objective of the session
5
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 52
8.1. Course evaluation form
Training Evaluation Format (not necessary to mention The name of the participants)
School Safety and Evacuation Date : ..........................
1. Was this training course up to your expectation and relevant with the objective? Not at all 1 2 3 4 5 Fully
2. Was the subject matter/course contents adequate to achieve the objectives of the training/ course?
Not at all 1 2 3 4 5 Fully
3. Was the training course conducted efficiently?
Not efficiently 1 2 3 4 5 Very efficiently
4. Was the training course lively? Not at all 1 2 3 4 5 Fully
5. What is your comment about the quality of the training? Not
satisfactory 1 2 3 4 5 Excellent
6. What is your comment about the total management of the training course? Not
satisfactory 1 2 3 4 5 Excellent
7. What were the strong/positive sides of the course?
8. What were the negative sides?
9. How much confident you are in applying this training experience in the field?
10. What are your comments regarding the training/course...
Draft training manual on school safety and evacuation
Training Advocacy and Awareness
Page | 53
8.2. Closing and certificate distribution
PROGRAMME OF CLOSING CEREMONY
Guests take their seats Welcome address by the representative of the organizer Closing remarks by the selected representatives of the participants Closing remarks by the representative of the facilitators Certification distribution Closing remarks by the Guests Photo session with Guest End of the training course
Training material for Teachers on School Safettable of contentsTeachers Training material by BDPC