Training - Teachers on School Safety and Evacuation.pdf

Comprehensive

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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.



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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.



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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.



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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



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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

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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



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



Day (10.00-10.45)

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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


School safety drill Introduction and

objective Strategies to plan,

organize and demonstrate safety drill

School safety drill Introduction and

objective Strategies to plan,


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



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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



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




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Day Session Title Topics Objective Time Methodology Materials dangers in school

Mitigation measures towards school safety

Relocation furniture, equipments and contents



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


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,


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



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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



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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



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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



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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.



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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.



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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



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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



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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.



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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.



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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.



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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



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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


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


Methodology

Brain storming Lecture Discussion Case study Demonstration Open forum discussion

Materials


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



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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



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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.



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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



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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.



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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



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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.



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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


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



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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



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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



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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



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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.



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Each item should be considered separately for the simplest solution



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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.



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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.



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Session 5

Title: Identification of non-structural dangers

Contents

5.1 Methodology and tools 5.2 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


Methodology

Brain storming Lecture Discussion Demonstration

Materials

White board, Board Marker, Poster Paper, Permanent Marker, Masking Tape, Doc Clip, Power Point and Hand Outs


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


5 min



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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



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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



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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.



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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



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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


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


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


5 min



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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).



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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.



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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



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



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.



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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.



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.



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.



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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


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


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


5 min



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.



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



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


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



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...



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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

Training - Teachers on School Safety and Evacuation.pdf

Documents

Transcript of Training - Teachers on School Safety and Evacuation.pdf