"Journey of School Safety" - Humanitarian Response

"Journey of School Safety"A Guide for School Communities to contribute

to safe learning environments

This document has been developed by Red India for R UNICEF, Bihar and is a result of learning from the works of vulnerable communities in Bihar at making their schools safer. In a sense therefore, this document is a tribute to their enthusiasm and commitment. Our experience of the school safety programme in Bihar was facilitated by and its partner Non-Governmental UNICEF, BiharOrganizations: Bihar Seva Samiti, Centre for All Round Development, Grameen Development Service, Ghoghardiha Prakhand Swarajya Vikas Sangh, Integrated Development Foundation, Muzaffarpur Development Agency, Samajik Chetna Kendra, and Samajik Sodh Evam Vikas Kendra. Between early October and late November 2012, nineteen villages and eighteen schools were visited; along the way we met students ranging from class 1-8; teachers, principals as well as VSS members. In addition, we were supported by VDMC members and their associated office bearers, task force team workers, village Mukhiya and Sarpanch; Anganwadi workers, ASHA, Gram Rozgar Sevaks and many, many more members of these communities who have helped create safer schools for their children. Their generous sharing of experiences made it possible to develop a deeper understanding of processes and innovations that helped achieve success. Special gratitude to Sarbjit Singh Sahota, Banku Bihari Sarkar and Ghanshyam Mishra of for their persistence and advice. UNICEF

CONTENTS

1

Glossary 2

About the Document 3

1.0 Introduction 5

1.1 Background 5

2.0 The potential of safe schools: Why and who should be concerned? 5

2.1 Our homeland Bihar - History of natural disasters and their impact on Children 5

2.2 What is school safety? 8

2.3 Why should the school community take up school safety agenda? 9

3.0 If a safe learning environment is the ultimate destination, how can we get there? 11

3.1 Choice of a vehicle for embarking on the journey to school safety 11

3.2 Assembling the chasis 12

a. Wheel 1: The Principle of ‘All Hazard’ 12

b. Wheel 2: The Principle of Child-Centeredness 12

c. Wheel 3: The Principle of Inclusion 13

d. Wheel 4: The Principle of Resource Efficiency 13

3.3 Assembling the body of the vehicle 14

3.4 Assembling the steering wheel of the vehicle 16

Wedge 1 : Ownership of the Initiative by the Department of Education and School

Management 16

Wedge 2 : Organizing the School Community for Planning and Action 18

Wedge 3 : Identification of Risks and Vulnerabilities 21

Wedge 4 : Development of the School Safety Plan 24

Wedge 5 : Plan Implementation 27

Wedge 6: Regular Monitoring of Risk andrevision of Plan 29

4.0 Fuelling our vehicle 32

4.1 Adding the Lubricant : Knowledge and Life-skill building of all stakeholders 32

4.2 Fuel for moving forward : Linkage of schools with community and service providers 36

5.0 Getting our co-travellers ready for the journey -

Roles and Responsibilities of Different Stakeholders 37

Web sources and references 40

a

SSA Sarva Shiksha Abhiyan BRCs Block Resource CentersCRCs Cluster Resource CentersVEC Village Education CommitteesJRY Jawahar Rozgar YojanaPMRY, Prime Minister’s Rozgar YojanaMGNREGA Mahatma Gandhi National Rural Employment Guarantee ActMP Members of ParliamentMLA Members of Legislative AssemblyHFA Hyogo Framework of ActionNGO Non-Government OrganisationINGO International Non-Government OrganisationSAARC South Asian Association for Regional CoorporationUNISDR United Nations International Strategy for Disaster ReductionBRGF Backward Regions Grant FundVDMC Village Disaster Management CommitteePMGSY Pradhan Mantri Gram Sadak YojanaCPR Cardiopulmonary Resuscitation SFPT School Focal Point TeacherORS Oral Rehydration SolutionHFL High Flood LevelTB Tiffin BoxNUEPA National University of Educational Planning and AdministrationSPD State Project DirectorNCERT National Council of Educational Research and TrainingNCTE National Council for Teacher EducationSAC School Action CommitteeSCPCR State Commissions for Protection of Child RightsEMIS Education Management Information SystemDEEO District Elementary Education OfficerDSEO District (Secondary) Education OfficerCCE Continuous and Comprehensive Evaluation ST Scheduled TribesSC Scheduled CasteCWSN Children With Special NeedsDRR Disaster Risk ReductionSDMA State Disaster Management AuthorityDDMA District Disaster Management AuthorityNBC National Building CodesNDMA National Disaster Management AuthorityIEC Information, Education and Communication materialPRI Panchayati Raj InstituteNDRF National Disaster Response ForceSDRF State Disaster Response ForceDEO District Education OfficerSDMC School Disaster Management CommitteeMeena Manch Adolescent Girls’ forum in middle schoolsBal Sansad Children cabinet in SchoolsFPT Focal Point TeacherVSS Vidyalaya Shiksha SamitiSCERT State Council of Educational Research and TrainingDIET District Institutes of Education and TrainingRTE Act Right to Education ActBEO Block Education OfficerPHED Public Health Engineering DepartmentToT Training of Trainers

GLOSSARY

2

This book is meant for YOU, and since you are holding this, you are someone who is interested in

promoting safety of children and teachers against a variety of risks while they are in the school. This

fact alone makes you a special audience for this book.

In a world where disaster vulnerability is becoming an important dimension of socio-economic well-

being, safety of children is not only a demographic imperative, it is also a moral and legal

responsibility that we have to shoulder as duty bearers. Children account for over 30% of India’s

population and are important stakeholders in reducing their own, as well as their familie's risk to

disasters. They can do this by influencing the nature of risk reduction initiatives as well as contributing

to the process of risk reduction.

Schools have been widely recognized as one of the most fertile grounds for sowing the seeds of

collective values. The concept of School Safety is therefore being increasingly acknowledged as a

strategic approach to ensuring the safety of children during emergencies as well as a vehicle for

promoting the larger ‘culture of safety’ in society.

This document seeks to delineate how the agenda of school safety can be taken forward by all of us;

school children, teachers, parents, school management and any other formal / informal institutions

involved in promoting the well-being of children in the school; a group broadly recognized as the

‘school community’. It is designed as a tool to assist us in understanding the relevance of the school

safety concept and provides a glimpse of its legal and institutional bearings. It also lays down

essential principles of a ‘good’ school safety initiative that has emerged out of the experiences of

UNICEF in Bihar, its partners and other organizations who have undertaken similar initiatives.

Primarily drawing from the experiences of the School Safety Initiative implemented by and UNICEF

its partners in 155 schools of eight districts northern Bihar and urban areas of Patna district. As part of

the Disaster Risk Reduction programme, the document also articulates steps that need to be

followed by effectively pursuing school safety, and the roles that different stakeholders are expected

to play towards this end.

As a primary stakeholder directly involved in the day to day functioning of schools and promoting

value based education, the school community is at the forefront of the safety agenda, not only for

children, but also their families and the larger community. With this acknowledgement of the potential

strength of the school community, it is hoped that this handbook will be useful for them to make safer

schools and homes in their community.

ABOUT THE DOCUMENT

Tilly Smith and The Unsung Heroes of Bihar

Tilly Smith was only ten when she became the saviour of thousands of tourists enjoying the

sea and sunshine on a beach in Thailand in December 2004. She was probably the only, and

certainly the quickest one on the beach to observe the changes in sea levels and warn her

family and others around her of the potential risk of a tsunami. This knowledge was thanks to

a school georgraphy lesson.

Certainly Bihar has similar heroes, only they are not as widely known as Tilly Smith. Does that

make us any less grateful to them for their bravery and foresight, certainly not! What is

common in these stories is the prior understanding that these children have of the risks in

their environment and how they can effectively apply this knowledge at the right time to not

only save themselves but also others around them.

3

As with other infrastructure, schools are subject to damage and collapse in earthquakes, floods and

cyclones. A total of 31 teachers were reported to have died and 95 were injured, 971 students

perished and 1051 were injured in the Bhuj earthquake in Gujarat in 2001. Formal education was

disrupted for a long time as several school buildings had collapsed and many were declared unfit for

use. Similarly, a fire led to the death of about 200 children and many others that were giving a school's

prize distribution ceremony in Dabwali, Haryana in 1995.

In 2004 the South Asian Tsunami tool the lives of thousands of students and teachers, but many of

these deaths could have been preventedif only [we] had paid adequate attention to how safe our

learning environments were, where our children and their teachers meet together in the pursuit of

education.

In emergencies, children suffer not only physically but also undergo psychological stress and trauma

due to the loss of their immediate family, care givers and even their school; their learning materials

and other facilities. In such a situation, schools can be a safe haven for children as it helps them to

slowly move back to normalcy. Within the safe school premises, essential supplementary nutrition for

children can be provided, along with safe drinking water and sanitation facilities, especially for

adolescent girls and boys. Therefore, safe schools are also a strong preparedness mechanism as

children and teachers are made aware of the dangers that threaten their lives and are informed of the

steps that they can take to prevent, mitigate or manage those risks. , with its long history of UNICEF

working with children has been at the forefront of promoting school safety through practice as well as

policy advocacy. As part of the Disaster Risk Reduction (DRR) Project of in Bihar, the UNICEF

School Safety Initiative was undertaken with the following priorities:

1. Risks faced by children and teachers in schools during disasters are identified and incorporated

in the School Safety Plan.2. The School community is organised to work with different stakeholders for addressing the

identified risks.3. Mitigation measures are taken to address identified structural and non- structural risks so as to

create much safer and resilient conditions for children and teachers.4. Strengthening of the Capacity, knowledge and awareness of all children and teachers in order to

address non- structural risks and the dos and don’ts of various disasters. 5. Linkage of schools with appropriate service providers established for sustained capacity

building, service provision and safety audits.

5

1.0 INTRODUCTION

2.1 Our homeland Bihar - History of natural disasters and their impact on Children

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2.0 THE POTENTIAL OF SAFE SCHOOLS: WHY AND WHO SHOULD BE CONCERNED?

Bihar has had a glorious past; historically, it has been a land of agricultural fertility, natural resources,

knowledge and wisdom. However, time and again, these assets have been threatened by hazards

including floods, earthquakes and droughts. Manmade factors such as fire, poor quality

infrastructure have contributed their share to the suffering in Bihar.

Floods in Bihar

With rivers descending from the Himalayas

carrying water from a large catchment area,

Bihar is highly vulnerable to floods. A

staggering proportion, approximately 76% of

the people in Northern Bihar live under the

recurring threat of devastating floods.

Estimates show that 73% of total land area in

the state is affected by floods covering 28 out

of 38 districts. Thus about 22.1% of the total

flood affected population in India live in the

state of Bihar. The total area affected by

floods is believed to have increased during

the last thirty years. During floods, low lying

areas in the state remain waterlogged for

extended durations, ranging from a few

weeks to three months during the monsoon

season. This compounds their existing

vulnerability and pushes them deeper into

poverty.

During the 2008 Kosi floods, as many as 159 primary and middle schools were completely destroyed in five districts of Bihar (Madhepura, Supaul, Sahrasa, Purnia and Araria). The devastation was so widespread that the start of school term was delayed by more than a month across the region. Another 716 government schools suffered extensive damage, while 1624 faced noticeable damage. Overall 2399 schools out of the total 7480 schools in the five districts were damaged by floodwaters. (SEEDS, 2012)

1: 'Disasters’, have been defined by UNISDR as “a serious disruption of the functioning of a community or a society causing

widespread human, material, economic or environmental losses which exceed the ability of the affected community or society

to cope using its own resources”

Earthquakes in Bihar

Bihar is prone to severe earthquakes owing to its proximity to identified fault lines. In all, About 15.2%

of the total area of Bihar lies in seismic Zone V with a very high risk of earthquakes, covering seven

districts, including large parts of Madhubani, Supaul, Araria, Sitamarhi, Dharbhanga, Madhepura,

Saharsa. About 22 districts, 63.7% of the total area of Bihar are reported to be predominantly under

zone IV.

Cyclonic Storm (High-Speed Winds)

As per the Vulnerability Atlas of India, 27 out of the 38 districts of Bihar are severely affected by high

speed winds of over 47 m/s intensity. Included are the districts of Nawada, Banka, Jehanabad, Arwal

and Nalanda that are worst affected.

These hazards are events or occurrences that have the potential to severely damage property,

infrastructure, services, and the environment or has the power to seriously injure or take life.

However, they translate into a disaster when they interface with the vulnerability context of the rural

communities in Bihar, characterised by constraints of(an) economic, social, physical or geographical

nature. This reduces the ability of a community to prepare for and cope with the impacts of hazards.

Children are among the most vulnerable due to a range of factors, including age, physical ability,

health conditions, and other factors including social conditions. Moreover such events cause a

serious disruption in their healthy growth and development as well as overall well-being. Fear,

violence, separation from parents and caregivers, exploitation and abuse, are direct risks that

children face; loss of livelihood of their families can lead to homelessness and extreme poverty.

Education is one of the first things to be affected in disasters and may be suspended/ disrupted for

unlimited periods often resulting in negative and permanent socio-psycho impacts on students.

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According to various sources about 95.15% of government schools in Bihar are located in rural

areas, however, school attendance in Bihar from age 6 till 14 years is lower than the national average.

There is a difference between school attendance of boys and girls, where girls generally have a much

lower attendance level. Lack of proper water and sanitation facilities, poor infrastructure and limited

accessibility in rural areas increase the vulnerability of children during disasters.

During the 2008 Kosi floods, 7,480 schools across Saharsa, Madhepura, Supaul and Purnia were

reported to be affected; 173 were completely damaged and 481 majorly damaged (RedR, 2012). At

least 32 children were reported to have died due to diarrhoea, vomiting and fever in relief camps.

Sanitation Updates (2008)

Promoting safety in schools in Bihar is therefore important and our responsibility as duty bearers. At

a physical level, this would require efforts to improve the performance of non-structural as well as

structural components of the school facility; in other spheres, it requires modifications in the

functional and pedagogical aspects of the education system. Each of these components has a vital

role to play, first and foremost in order to reduce risk to children and teachers from natural disasters

and indirectly sowing the seeds of the ‘culture of safety’ that is the need of the hour in our society.

2.2 What is School Safety?

"School Safety" has been defined as the creation of safe environments for children starting from their

homes to their schools and back. This includes safety from large-scale 'natural' hazards of

geological/climatic origin, human-made risks, pandemics, violence, as well as more frequent and

smaller-scale risks like fires, road accidents and other emergencies, and environmental threats that

can adversely affect the lives of children. (Ahmedabad Action Agenda for School Safety, 2007)

The agenda of school safety, as is visible in India today aligns well with Sarva Shiksha Abhiyan (SSA)

which is the current flagship programme of the government, designed to further the Right to

Education in the country. The mandate of SSA goes beyond the provision of education per se rather it

aims to provide ‘useful’ and ‘quality’ elementary education to all children in the 6 -14 age group.

Besides the much desired efforts to improve the curriculum and provide the necessary training to

different stakeholders involved in the process of education, about 33% funds of SSA are spent on

civil works including construction of schools, additional classrooms, Block Resource Centres (BRCs)

and Cluster Resource Centres (CRCs).

SSA actively hinges on community ownership of school based interventions by the involvement of

womens' groups, Village Education Committee (VEC) members and members of Panchayati Raj

institutions and includes a community based monitoring system. The programme recognises a

‘Habitation as a unit of planning’ and is operationalised through the District Elementary Education

Plans prepared by the district administration to indicate available funds/resources for various

components under schemes like Mahatma Gandhi National Rural Employment Guarantee Act

(MGNREGA), Area fund of MPs/MLAs, State Plan, foreign funding and other resources generated

in the NGO sector.

In 2011, the National School Safety Programme was launched by the National Disaster Management

Authority in partnership with the Ministry of Human Resource Development, covering two districts in

each of the 22 seismically vulnerable states of India. The Vision of the programme is “To promote a

culture of disaster preparedness in the school” through Policy level changes for ensuring safe school

environments and sensitisation and capacity building of children and the school community and other

stakeholders on disaster preparedness. The project also includes non-structural mitigation

measures as well as demonstrative structural retrofitting in select schools.

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In parallel, several NGOs and INGOs have been working on school safety initiatives that have

provided many useful lessons in developing the substantive aspects of the agenda.

The concept of school safety includes safety issues both inside and outside the school in

addition to issues of child protection that looks at all forms of violence and deprivation that

affect the physical and mental well-being of children. This is a result of the efforts of agencies

specialising on the issues of children such as UNICEF and Save the Children. As it stands

today School Safety is a concept that encompasses the creation of safe environments for

children starting from their homes to their schools and back .

2.3 Why should the school community take up school safety agenda?

Besides the fact that the school community is indeed the primary stakeholder in the effective delivery

of education through schools, there are several arguments in favour of their participation in the school

safety agenda.

a. School community is the first responder in case of an emergency When equipped with the knowledge on what to do when faced with a disaster, teachers and

school staff are the trusted keepers of children’s and their own well-being. Children and teachers

in every school have a right and responsibility to know and understand the dangers that threaten

their lives as well as be prepared to take appropriate action in the event of an imminent or actual

disaster.

b. Upholding Human Rights and Constitutional Rights of Children Our country is a signatory to several global instruments for upholding the ‘Rights of Children’. The

state and school administration have an obligation to uphold an child’s right to education and their

right to life as defined in the constitution of India. “The human rights argument suggests that no

society should tolerate the necessity of choosing between the safety of children’s lives and their

education.”

Right to Education has been enshrined in the Constitution of India as a Fundamental Right in

Section 21. Thus in order that this right can be enjoyed by the children of the country, learning

institutions must be resilient and continue to function without affecting the safety of children,

before, during and after emergencies. Similarly, the Millennium Development Goals (MDGs)

specifically aim to “[e]nsure that, by 2015, children everywhere, boys and girls alike, will be able

to complete a full course of primary schooling.” For this goal to be achieved, it is important that

children do not undergo physical suffering at the hands of a natural disaster. Above all, The UN

Convention on the Rights of the Child, to which India is a signatory, requires us to ensure to the

maximum extent possible, the survival and development of the child. The SAARC Framework for

Care, Protection and Participation of Children in Disasters provides an interesting articulation of

why the school community should play an active role in promoting school safety. One of the

Principles of the Framework states that “A comprehensive effort must be made to scale up

disaster management education through innovative and cost-effective interventions… As

children spend a considerable part of their daily lives in schools and other learning centres, it is

essential to make these places safe from multiple hazards. All existing school buildings should

undergo a safety audit and be made resilient ... Similarly, all new school buildings must conform

to these standards ...Safety initiatives should extend beyond schools to address the risks in the

immediate neighbourhoods, identifying and assessing resources available for meeting

emergency needs and developing disaster risk reduction plans. Safety drills should include fire

safety, evacuation processes, earthquake drills (‘duck -cover-hold’), flood safety drills and early

warning signs and communication systems for storms and other hazards. ...”

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A safety aware school can be the harbingers of change to spread the disaster safety message

far beyond the school. “School safety not only protects a community’s children, but educates

a community to protect themselves." (Wisner, 2004)

c. Schools have multiple uses before, during and after crises Schools occupy a unique position within the community they serve. They are a defined landmark

within the locality, mostly accessible from different parts of the habitation as desired under the

Right to Education Act. During disasters, schools may also serve as makeshift vaccination

centres; temporary shelters, and provide a neutral location for relief distribution, first aid or other

disaster response functions in addition to their educational functions. The district administration

in Bhuj functioned out of a school campus for several weeks after the earthquake in 2001. Thus

school safety is a strategic priority for many agencies to address issues related to protection,

basic needs, nutrition as well as psycho-social and trauma counseling of children affected by

disasters.

d. Prevention is better than cure!! The schools that we have in our community are a result of tireless efforts by the community and

some government functionaries. It would be wise to ensure that the school as an asset of the

community lasts a long time and provides a safe learning environment to our children and the

generations that follow. This would only be possible if we take all the necessary actions to ensure

that the impact of disaster risks on the school building and other infrastructure is minimal and

manageable. Also it has been well-established that the expense of new construction increases

only marginally, upto about 8% if safe construction practices are followed (UNDP cited in

GUPTA, 2012) ; however the cost of repair or complete reconstruction of the school is

significantly higher when they are destroyed or damaged due to natural disasters.

10

11

3.0 IF A SAFE LEARNING ENVIRONMENT IS THE ULTIMATE DESTINATION, HOW CAN WE GET THERE?

3.1 Choice of a Vehicle for Embarking on the Journey to School Safety

A worthy goal that we can set for ourselves as the school community is to make our schools safe. The

goal is far from where we are now, but we can get there with our zeal, energy and joint efforts. While

philosophy is important, we need to pull together all the resources we have and embark on this

journey together. The first and the most important thing we need to move forward is to organize a

vehicle for us to start travelling.

This vehicle cannot be a bullock

cart, we will take a lot of time to reach

our destination.

Let Us Build a Vehicle That

• Is ours – belongs to our own context, so that we can

understand its mechanics and we can drive it

ourselves!• Moves on the ground, and keeps us connected to

reality • Is fast enough for us to reach the destination in the

immediate future but yet not force us to ‘zip across’ the

process of travel• Is large enough for us to travel together with all our co-

passengers and partners.

It cannot be an aircraft as flying may help us reach there

faster but we will miss the joy of travelling and may be

alienated from the ground reality. Also, all our partners in

the journey may not be able to afford to travel that fast.

So what are our options?

Wheel 1: The Principle of ‘All Hazards’The first wheel we put in place stands for, the Principle of ‘All

Hazards’. It reminds us to take cognisance of all kinds of hazards,

both in terms of their origin as well as the remedial action required.

This encourages us to focus attention not only on natural hazards

such as floods and earthquakes but also manmade hazards such

as epidemics due to the absence of toilets, accidents due to fast

moving traffic just outside the school, as well as remedial action that

is required – both structural and non-structural. It reminds us to

approach safety of children, their teachers and parents holistically

to include visible as well as invisible risks that may have a sudden

onset or build up slowly over time.

Wheel 2: The Principle of Child-CenterednessThe second wheel that we need to add stands for the 'Principle of Child Centerdness'. It reminds us

that the perspective of children is central to identifying issues as well as designing solutions for school

safety. This is particularly important because children have different perspectives to things that adults

may perceive as being non-threatening. This principle aligns the efforts on school safety with the

larger goal of Child Led Disaster Risk Reduction (CLDRR) that views children not just as an ‘at risk’

group of people but potentially as a group that can play a leading role in identifying and addressing

some of the most fundamental causes of vulnerability. This wheel thus reminds us that as we move

ahead in the journey towards a safe leaning environment, we need to use Child-centered approaches

and methods that allow children to actively participate in assessing, planning, implementing,

monitoring and influencing policy and practice.

3.2 Assembling the base of the vehicle

Let us put the wheels together and build a sturdy base for our vehicle. The wheels that will make the

vehicle move are essentially four principles that will make sure that we have a smooth ride to our

destination without any breakdowns. These are :

rop ap ca h sdrazaH ll

A

dner ee st sneC-dlihC

12

13

Wheel 3 : The Principle of Inclusion

This wheel stands for the 'Principle of Inclusion'. It reminds us that we – the local stakeholders and

existing institutions are the prime movers of school safety in the journey to school safety. The

Vidyalaya Shiksha Samiti/ Tadarth Samiti, Bal Sansad and the Meena Manch already exist in our

schools that have been set up under different policies and programmes of the Central and State

governments such as the Sarva Shiksha Abhiyan programme. We need to involve and support these

institutions to take responsibility of school safety planning and action. Such a step will not only ensure

that all development policies and programmes are strengthened but it will also provide the necessary

succour to safety actions as part of their routine mandate through a systematic integration of DRR .

This Principle also requires the inclusion of school safety into the school curriculum so that safety

orientation and understanding of basic concepts can be transferred to children systemically and

through them, to their families and communities. Thus we need to move towards a larger “whole

school development” perspective as also visualised under RTE.

Wheel 4 : The Principle of Resource Efficiency

The fourth and the last wheel we need for the vehicle, stands for the

‘Principle of Resource Efficiency. Drawing attention to the

‘development-disaster continuum’ that is central to the DRR paradigm,

prompting us to refocus and redesign development efforts with a long

term perspective including disaster risk so that scarce human and

material resources can be used effectively. A great deal of investment

has been made by the government in the construction of school

infrastructure that could be a loss if impending risks are not considered

in the design and implementation stage. Above all, these can enhance

the vulnerability of children who are the primary target group of such

efforts. Thus this principle ensures that all development actions taken,

even in non-emergency times are designed with a view in ensuring their

effectiveness during emergencies.

All of these wheels are

equally important for

us to travel safely and

without breakdowns.

So efforts must be

made to ensure that

equal attention is paid

to all of them and not

to any one or two

which might make our

veh ic le weak and

journey bumpy!!

rop ap ca h sdrazaH ll

A

dner ee st sneC-dlihC

3.3 Assembling the body of the vehicle

Now let us build the walls or the external surfaces of our vehicle. While the wheels of the vehicle

carry us towards the desired destination, the body of the vehicle is what will be visible from the

outside. It will ultimately provide a reference to the outside world and serve as a signature for the

entire vehicle.

We will now build the external surfaces. These should be:• Easily recognisable / clearly visible as the ‘signature ‘ element of the vehicle.• Provide immediate protection from different risks, • Should be assembled / executed locally, by our people.

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Surface 2: Development of a 'School Safety Plan' that includes mitigation measures to address

identified structural and non-structural risks- Systematically identified risks and hazards along with

possible solutions are compiled as a ‘School Safety Plan’. This is finalised in consultation with

various stakeholders such as school management committee members, teachers and students; and

is periodically reviewed. It is a more evolved version of the school development plan as it includes

several issues relating to safety – both direct causes and indirect / underlying causes and therefore

delves deeper into the needs of the school and its inhabitants. The finalised plan is negotiated

through the VSS and PRIs with different service providers and departments for timely

implementation.

Surface 1: Systematic identification of Risks

faced by children and teachers in schools and

the designation of institutions to champion the

cause of school safety- Through participatory

and child friendly exercises such as a ‘Hazard

hunt’, existing areas of vulnerability are mapped

and incorporated in to the ‘School Safety Plan’.

The Plan is taken forward by the synergistic

efforts of existing institutions such as Vidyalaya

Shisksha Samitis, Bal Sansad and Meena

Manch.

The four tangible actions form the signature of the entire effort. They are indeed the four

surfaces of the body of our vehicle that the world will see and recognise it for.

Surface 3: Capacity Building, the creation of knowledge and awareness for different actors and

institutions, teachers and children to address non- structural risks- Training of select students is

undertaken on different aspects of disasters to promote them as peer educators. In addition,

awareness programmes are conducted for children on local hazards and risk reduction with relevant

knowledge and life-skills through various methods of discussions, street plays, drawing

competitions, quiz competitions, essay/ slogan writing and demonstrations; Mock drills are also

conducted regularly in schools. Subjects covered in the training programmes for students and

teachers include basic awareness on local disasters, their effects and mitigation measures, first aid,

fire safety, water quality monitoring, as well as other response skills where deemed appropriate.

Surface 4: Building linkages with schools that have appropriate service providers for

sustained capacity building, service provision and safety audits- Meetings/ consultations between

schools and local service providers including the police, civil defence, fire stations, medical and other

emergency service providers like NDRF/SDRF are regularly organised. Exclusive initiatives are

promoted among children in schools that make them leaders in risk reduction in the community such

as developing child reporters who can write articles/columns on school safety for publication in the

print media.

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3.4 Assembling the steering wheel of the vehicle

We have just the right wheels that will carry the vehicle forward smoothly, without breakdowns. We

also have in place the four walls / surfaces that will tell the world what the vehicle stands for and in a

way will become the signature of our vehicle. Next we need to install a part that will help us move in

the direction of our destination – that of a ‘safe learning environment’. This is the steering wheel of the

vehicle that will ‘steer’ it into the desired direction.

Our steering wheel will essentially be made of six parts; after all, the bigger the vehicle, the stronger

the steering wheel has to be! The six wedges will form six parts of the steering wheel that will work

together to help the vehicle stay on track. These are :

Wedge 1 : Ownership of the Initiative by the Department of Education and School

Management

The ownership of the School Safety initiative by the Department of Education and the School

Management including the Principal, is very important. This will ensure that all our efforts towards

school safety are supported through the official mandate of the different bodies involved in school

management.

As one of the primary duty bearers of the Right to Education, District and Block Education Officers,

may need to be sensitized to the need for promoting safety in schools. They will identify the schools to

be taken up for school safety. Once a school has been identified and official orders issued to this effect, the school principal /

headteacher is oriented to the need for working towards school safety.

Approval from DEO

and Principals for engaging with

Schools

Sensitization of Education Department

and School Management6 – 8 weeks• ToT of School Safety Focal Point Teachers

School Safety Focal Point Teacher (FPT)

• Identification of Schools

• Inception meeting and nomination of

1

SafeSchool

Risks related to various

Vulnerabilities identified

Development of ?detailed

School Safety Plan

Construction of the desired

infrastructure

Review of achievements and

identification of new risks

SDMC formed and rules formed for

its functioning

o tnlaP f onoisiveR & gnirotinoM ralugeR

eclap' efas' a sniamer loohcs eht erusne

Organizing scho

ol com

mu

nity for p

lanning and action

skeew 06 – 42

2 – 4 weeks

stpecnoc fo tnemecr of ni er s uounit no

C•tidua ytefas no

CM

DS f o gni ni ar T•

tspecnocf o tnemecrofnier suounitnoC

• Introductory meeting w

ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.

.tnempiuqe ytefas fo ecn an et ni a

m ci doi r eP•

,srehcaet ,stnedut s eht ll a htiw

.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS

V • sredivorp e ci vr es

PS

S erahs ot gniteem sezi na gr o

CM

DS

p. u –wlool fdn asdrazah wen fo noitacifitnedI •

ntsdetu sginlvovn iseiscrexel ilrd – kcoM •

rsehcaet dna

ntiotanemlepm iPSS fo ginrotinoM •

25

6

Input

Process

Output

Time Frame

16

A School Safety Focal Pont Teacher (FPT) is nominated to operationally coordinate the initiative at

the school level as part of their routine commitments in the School. The FPT is provided training to

anchor other steps of the process and foster action by different stakeholders responsible for various

activities. Simultaneously, as the mandated bodies for overseeing the development and functioning

of the school, the VSS / School Management Committee are oriented to the need for school safety

and their collaboration secured. This step typically requires 6-8 weeks.

In the experience of the school safety initiative in Bihar by , it was observed that the already UNICEF

tightly planned school time table and paucity of time with the teachers was a common reason cited by

many schools for not undertaking school safety actions. Limited understanding of the teachers on the

school safety issue was also a factor that affected interest from schools. It was then decided to

engage with the Department of Education at the District and Block levels for generating interest in the

issue at institutional level. Once the necessary orders were issued by the DEO / BEO, the

programme could take off easily.

The chart below explains the process involved in this step

Start STEP 1

Engagement with Education

Department and School

Management

Is the

School Principal

willing to

pursue SS?

Approach DEO

for official approval

Training of FPT (ToT)

to anchor SS initiative

No

Yes

Identification of FPT Sensitize VSS

through meetings

17

Wedge 2 : Organizing the School Community for Planning and Action

We, the members of the school community are an equally important stakeholder for promoting safe

learning environment. Sarva Shiksha Abhiyan has recognized our strength and instituted defined

structures at the school level to manage the school affairs. It is imperative that we work with and

strengthen these structures at the school level and adequately tap their potential for ensuring well-

being of children and teachers.

The following institutions have been fostered under the SSA for effective functioning of schools and

for playing a key role in promoting school safety:

a. Vidyalaya Shiksha Samiti (VSS):The VSS has been designated under SSA as the body

responsible for managing the affairs of the school in a transparent “bottom – up” participatory

manner. The V S S is headed by the Ward member of the ward in which theschool is located and also includes parents of children doing very well academically. The presence of

the Ward Member as the head of the VSS provides an opportunity to build strong linkage of the

schools with the community and especially in leveraging funds from plans/ schemes of Panchayat

Raj Institutions (PRIs) for the development of the school and its precincts.

b. Bal Sansad (BS) : The objective of the Bal Sansad (BS) is to develop leadership skills in children

so that they can effectively participate in the development of their schools. As part of the Bal Sansad,

in addition to the Prime Minister and Deputy Prime Minister, ten other ministers are elected to

manage a given aspect of the school. The portfolios include key issues such as education, cultural

affairs, library, sports, health and hygiene.The entire effort is geared towards engendering life and

leadership skills in children. Although not formally included in the School Management Committee

constituted under SSA, it has been observed that the BS children have emerged as active and willing

stakeholders in school development when included in the decision making processes. They have

tremendous potential in terms of highlighting the pressing issues of concern to children as well as

taking the necessary initiative from students in promoting safety. Given their leadership potential, the

BS children have demonstrated tremendous potential as peer educators / trainers for transferring

and for the follow up of specific knowledge and skills to other children regarding safety issues .


its functioning

Organizing scho

ol comm

unity for plann

ing and action

2 – 4 weeks


ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.

2SafeSchool

Approval from DEO


Schools




School Safety Plan


infrastructure




and School Management



6 – 8 weeks

skeew 06 – 42

• ToT of School Safety Focal Point Teachers


C•tidua ytefas no

CM



School. Safety Focal Point Teacher (FPT)




m ci doi r eP•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS



rsehcaet dna


1

5

6

Input

Process

Output

Time Frame

I nput

Pro

cess

Ou

tput

Time Fram

e

18

c. Meena Manch: This is a platform for adolescent girls to express themselves and develop critical

leadership and collaborative skills to address the needs of adolescence from the perspective of girls.

Experience indicates that Meena Manch as a forum has a strong potential for correctly identifying and

seeking solutions to practical issues experienced by girls.

In order to ensure that school safety issues are truly identified and responsibilities shouldered jointly,

we need to engage with these structures and support them. The existing SMC / VSS created may be

expanded to include BS and MM children. Alternatively, a School Disaster Management Committee

(SDMC) can be formed with representatives from VSS, BS and MM who can take the school safety

agenda forward. By involving these institutions, not only are we leveraging on their strengths but also

empowering them further.

In the experience of the School Safety Initiative in Bihar, the SDMC must include: President UNICEF

of the VSS i.e. the ward member of the concerned school, School Safety Focal point teacher officially

designated by the Principal, six ministers from Bal Sansad, Meena and Sahayak Meena as well as a

number of active children from different classes.

The SDMC has a key role to play in the pursuit of making school safety sutainable it is thus a good

practice to form a shadow SDMC comprising of additional children who can take over once the senior

students in the existing SDMC move out of the school.

Once the SDMC is formed, the School Safety Focal point teachers and SDMC members are oriented

on School Safety Intervention so that they can lead the process in their respective schools. This can

be done through specific training programmes by the Department of Education through BRC/CRC.

This step typically requires a period of 2-4 weeks for induction and eventual implementation.


Start STEP 2

Organizing the School Community

Does a

functioning VSS

exist in

school?

Encourage

and

support

school to

form these

bodies

No

Yes

Form and Train SDMC as per suggested Byelaws

Does a

functioning BS

exist in

school?

Does a

functioning

MM exist

in school?

Move to STEP 3

Identification of Risks

and Vulnerabilities

NoNo

YesYes

19

• To serve the school community to ensure their safety in the face of any kind of risks that threaten their physical well-being and access to education.

• To spearhead all the activities related to disaster risk reduction in the school.

• To support others in the school to play an active role in promoting safety of everyone

Remain a neutral, apolitical and secular body of representatives of the school community that will act in a non-partisan manner in the interest of the safety of the school community.

• The SDMC should have 15-20 Members nominated from within the school community.

• Members should also be co-opted from VSS, Bal Sansad and Meena Manch;

• 6 ministers from Bal sansad

• Meena & Sahayak Meena should be included as members of SDMC;

• Focal point teacher of the school, nominated by the Principal

• Ward member/President of VSS could be nominated as the head of the SDMC

• Representation from all the classes should be ensured, at least two students from each class will be selected for the SDMC.

• The SDMC should meet twice a month to review the status of planned activities as well as identify new and emerging issues in relation to the safety of children and teachers.

• The meetings of the SDMC will be convened by the Focal Point Teacher.

• The proceedings /minutes of the meeting should be documented in a separate register.

• The SDMC should coordinate with the PRIs/ Village Disaster Management Committee of the village to ensure that all the activities and tasks planned for safety are executed in a planned manner.

Purpose of the Committee

Essential Principles of Constitution

Constitution

Working of the SDMC

Middle school, Hiropatti in Bisfi Block of Madhubani District has 1002 students studying in class 1 - 8. The school has 6 teachers of which 5 are women. The SDMC of the school includes students from class 6 onwards so that when senior students move out, the younger ones have already been trained in participating in the SDMC. The present SDMC has the following members :

Suggested Bylaws for SDMC

School Disaster Management Committee, Middle School, Hiropatti, Bisfi, Madhubani

S.N. Name of members Age Class Member of BS/ MM

1 Vikash kumar 15 8th Prime Minister Bal Sansad

2 Saurav kumar 13 7th Dy. Prime Minister Bal Sansad

3 Pravesh kumar 14 7th Education minister Bal Sansad

4 Nitish kumar 13 7th Health Minister Bal Sansad

5 Soni kumari 15 8th Sports Minister Bal Sansad

6 Priti kumari 15 8th Sanitation Minister Bal Sansad

7 Rakhi kumari 14 8th Meena Meena Manch

8 Pinki kumari 14 8th Sahayak Meena

9 Jolly kumari 12 6th

10 Om prakash 12 6th

11 Vivek kumar 13 6th

12 Amit Kumar 12 6th

13 Raushan kumar 13 7th

14 Sarita Devi 24 President Vidhyalay Shikshha Samiti

15 Meena Devi 48 School Safety Focal Point teacher

20

Wedge 3: Identification of Risks and Vulnerabilities The SDMC members, children and teachers being the primary users of the school are in the best

position to identify hazards and risks that may threaten their safety. Once the SDMC has been

formed and oriented, a trained and dedicated group of individuals is available to lead the process of

identifying risks and vulnerabilities.

As the first step in this process, the SDMC initiates a broader engagement with the entire school

through meetings and child friendly exercises like drawing competitions and plays. The next step is a

‘hazard hunt’ exercise that is a tested method in identify risks, both inside and outside the school

precincts that may threaten the safety of the school community.

Structural :

Non-Structural :

Dilapidated structures, poorly designed structures, faulty construction,

loose building elements.

Loosely hung heavy objects such as almirahs, infestation of the campus by

snakes, broken or no boundary walls, uneven surfaces, blocked evacuation

routes, poorly designed and placed furniture that may cause accidents and

injury, inadequate sources of water.

A Hazard hunt exercise involves identifying

all kinds of hazards including those that

could cause physical harm such as deep

potholes, a lack of a boundary wall,

contaminated water sources, absent or

inadequate toilets and hand-washing

facilities; as well those factors that are

outside the school like fast moving traffic on

the road outside, low-lying access-ways

that are prone to flooding during monsoons.

21



SafeSchool

Approval from DEO


Schools


School Safety Plan


infrastructure




its functioning





Organizing school co

mm

un

ity for plann

ing and action

6 – 8 weeks

skeew 06 – 42

2 – 4 weeks



C•tidua ytefas no

CM







ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.


m ci doi r eP•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS



rsehcaet dna


1

25

6

Input

Process

Output

Time Frame

The suggested Process of Hazard Hunt Exercise includes the following steps:

i. Orientation of SDMC members and Focal point teacher on definition of risk and vulnerabilities-

the SDMC members and FPT are oriented to the perception of risk from the perspective of

children and trained on the risk identification process.

Some of the common risks identified by children in rural schools include :• Drowning and physical harm due to flooding within the school precincts• Drowning and physical harm due to flooding of the access way to the school• Physical harm by animals straying into the school where a boundary wall is absent / broken• Injuries due to falling in low lying areas within the school precincts• Physical injury due to potential damage to school building during earthquakes• Physical injury due to falling of heavy objects in the school during earthquakes• Absence from school because of health issues due to water borne diseases as a result of

contaminated water sources• Absence from school because of health issues because of inability to wash hands before meals

in the absence of adequate hand washing facilities• Loss of dignity, health and absence from school due to absence of toilet facilities in school• Loss of dignity, health and absence from school during menstruation in the absence of toilet

facilities in school (adolescent girls)• Physical harm by parasites / insects / snakes in derelict areas and debris within / near the school • Physical harm by antisocial elements hiding in derelict areas within / near the school precinctsii. Discussion with the school community on various hazards and risks that affect the physical well-

being of children and school community; this includes discussion on disruption of schools,

access to education, structural and non-structural risks in the school. iii. Organization of the group into smaller groups for a Hazard Hunt. On the agreed date for the

hazard hunt exercise, children are divided into smaller groups of 5-7 and asked to walk through

the school premises and make a list of hazards they see / fear, on a sheet of paper given to them. iv. Identification of risks and vulnerabilities inside and outside the school by separate groupsv. Presentation by the groups: each group documents their findings on a chart and presents them to

the larger group including the Focal point teacher. The suggested format for documentation of

Hazard Hunt exercise is :

S.No. List of Vulnerabilities that exist inside or outside the school

Risks involved

Probable Extent of Severity

Any past incident(s) relating to this risk / vulnerability

vi. Compilation of risks: the findings are finally consolidated from the presentations through a

discussion with everyone present.

22

Identifying risks and hazards is only a start... We can also overcome them, Together!

Hajipur Basant school in Runnisaidpur block of Sitamarhi, has about 600 students studying in classes 1 – 8. In the hazard hunt exercise at the school, one of the main issues that was identified was the risk of being hurt by stray cattle that often enter the school compoundas a result of an absent boundary wall.

The teachers viewed the same issue as critical as younger students sometimes slip out of the school and climb the high tree surrounding the school putting themselves at risk. This was shortlisted as one of the top risks that the school community wanted to address immediately. Another issue that came up during the hazard hunt exercise was the absence of urinals / toilets in the school for girls. “We would find a secluded place outside the school …” Once these issues were identified through the hazard hunt exercise, the school community devised immediate solutions that they could execute at their end, while for the longer term, permanent solutions were being pursued.

“The articulation of hazard and risk itself was an empowering experience where we realized that we ourselves can also do something to alleviate them." As soon as the hazard hunt exercise was completed, students requested their parents to contribute some bamboo for making a temporary urinal for girls and a bamboo fence as a temporary boundary wall. The labour for assembling these bamboo enclosures was paid for by the school management. The hazard hunt exercise was not a mechanical exercise limited to the listing of risks and vulnerabilities, it was an empowering experience for both students and teachers where the search for a solution was also born!


Use Games,

Drawing

competitions,

Quizzes, Plays,

etc

Start STEP 3Identification of

Risks and Vulnerabilities

Children walk

in and

around the

school to

identify

Start STEP 4Development of a School Safety Plan

Fix a day for conducting

a Hazard Hunt exercise

Finalise Risk

Assessment format

Conduct

larger meeting with students and teachers

on various risks and hazards that affect physical well-

being and disrupt education Include both Structural and

non structural issues

Form mixed groups of 5-6 children for Hazard Hunt

Identification and documentation of risks and hazards by Children

Plenary Presentations by Groups

Compilation of risks by FPT based on consensus23

Wedge 4 : Development of the School Safety Plan Once hazards have been identified and prioritised by the school, the SDMC developes a detailed

“School Safety Plan” (SSP) including measures to be taken both within school premises and in the

immediate neighbourhood. The list of risks and vulnerabilities identified is reorganised to identify

areas of priority based on potential risk and damage. The minimum benchmark followed under the

UNICEF and partners School Safety initiative has been the inclusion of at least one flood resilient

hand-pump and flood protected toilets in addition to ensuring that all existing hand-pumps and toilets

in the school are functional and maintained properly. In addition, the prepositioning of Emergency

Education Materials in the schools is also pursued.

In the plan, a tentative estimate of the cost

of works and an indication of the possible

sources of funding is also indicated. Against

each item of work, responsibility of follow up

is indicated from among the SDMC

members.

This exercise is followed by meetings with

VSS to get the action plan whetted; the plan

i s a l s o s u b m i t t e d t o t h e s c h o o l

management for incorporating in School

Development Plan. In parallel, the plan is

also presented to the village Panchayat.

This step typically requires 4-6 weeks.

The format used by and partner UNICEF

NGOs is available as Annexure for

reference.

Development of detailed

School Safety Plan

SafeSchool

Approval from DEO


Schools




infrastructure




its functioning





Organizing school com

mu

nity fo

r planning and action

6 – 8 weeks

skeew 06 – 42

2 – 4 weeks



C•tidua ytefas no

CM







ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.


m ci doi r eP•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS

p. u –wlloo fdn asdrazah wen fo noitacifitnedI •

s ntdetu sginlvovn iseiscrexe lilrd – kcoM •

srehcaet dna

ntiotanemlepm iPSS fo gnirotinoM •

1

25

6

Input

Process

Output

Time Frame

School safety plan consists of:

1. Short term: Non-structural and structural activities2. Long- term: Non-structural and structural activities3. Training plan: For students and teachers4. Knowledge building plan: Weekly plan for each class (including mock-drill)

24

We made our first school safety plan ever !!

Middle school, Pota, Ram Nagara is situated in village Ram Nagra, Tilaktajpur Panchayat of District Sitamarhi. The school has a total of two rooms, both of which are secure from flooding. But did this fact alone make the school ‘safe’ for use by children and teachers? The hazard hunt exercise by the students revealed that there were other ‘ invisible’ hazards lurking in the background that were affecting their safety and well-being, especially that of the children. The school had only one potable water point-a shallow hand-pump which was not elevated and also did not have a proper outlet and soak pit.

Furthermore, the school did not have a toilet, neither an emergency exit or safety equipment required in case of an emergency. To top it all, the school had a total of 281 students and four teachers of which one was a lady.

The school undertook an exercise for preparation of School Safety Plan. As a first step, the focal point teacher organized all the students and the teachers of the school to discuss on the subject of Disaster Risk Reduction. This was followed up by an transect walk where students were paired up; Together they prepared a map of the school indicating key features including building location, playground, and main entrance. After this a list of probable risks and hazards was prepared by children. This included things and factors that affected their physical safety and overall ability to access education on a daily basis. These risks were enlisted and prioritized during the discussion.

Start STEP 4

Development of a School Safety Plan

List out needs for training, knowledge, etc


Organise meeting of SDMC to discuss risks and hazards identified by children in Detail

Categorise and Prioritize Risks

Discuss possible solutions/measures

for addressing identified risks

(structural and non-structural)

Integrate into School

Safety Plan

Start STEP 5

Plan Implementation

25

After prioritisation, the students deliberated on the possible solutions for these problems which were

compiled in the school safety plan that included :

• Raising problems related to water and sanitation Aam Sabha, and seeking the help of the

P.H.E.D. for construction of toilet, increasing the height of the Chapakal (hand-pump).• Take up earth filling in the school premise for the approval Aam sabha for further work to be done

as approved the panchayat.• Arrangement of first aid kit and Soaps with the help of the school development committee.

The school safety plan exercise helped the school community articulate their own risks and

empowered them to take these up within the existing fora.

S. No Problems/Risks Priority

1. Submerging of Chapakal (Hand pumps) during floods 3

2. Absence of Toilets 2

3. Low height of the road that restricts mobility during times of floods 4

4. Fewer number of rooms as compared to the number of students 1

5. Inadequate number of teachers in school 6

6. Inadequate space in the school because of an old, unused building 5

7. Absence of Soaps for hand wash 10

8. Absence of a Kitchen 8

9. Absence of a First Aid Kit 9

10. Low Plinth height of School building 7

26

Wedge 5 : Plan Implementation

The SDMP can be taken forward when it is detailed out as a micro plan that enlists possible sources

of funding for different components of school safety including SSA, BRGF, MNREGA, PHED.

This detailed plan is shared with all the students, teachers, VSS and PRIs members as special

invitees. Activities are segregated based on the responsibilities of different stakeholders and the

proposed source of funding. Thus, activities that need to be taken up by PRIs and VSS are

separately listed, as are those that need to be taken up with the DEO / BEO and those that need to be

included in the School Development Plan.


SafeSchool

Approval from DEO


Schools




School Safety Plan




its functioning






mm

un

ity for planning and action

6 – 8 weeks

2 – 4 weeks







ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.



rsehcaet dna


1

2

6

Input

Process

Output

Time Frame


infrastructure

skeew 06 – 42


C•tidua ytefas no

CM



m ci doi r eP•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS

5

Inp

ut

Pro

cess

Ou

tput

Tim

e Fr

a me

Segregation of Activities for:

PRI’s VSS

BEO/DEO SDP under SSA

Start STEP 5

Plan Implementation

SDMC organises large meeting with all students, teachers, VSS, PRI’s to share School Safety Plan

VSS and PRIs negotiate with BEO/DEO for addressing structural risks

Follow up with

BRC/CRC for training

needs

Periodic checks and maintenance

of safety equipments in

school

Start STEP 5

Monitoring of Risks and Revision of Plan

27

The VSS apprise and negotiate with the BEO/ DEO for addressing structural risks. Non-structural

risks that include the such as the allocation of precariously stored objects that could cause injury; the

clearing of evacuation routes are just a few of the activities that are simultaneously taken up by the

school. Periodic checks and the maintenance of safety equipment such as fire extinguishers are also

undertaken by the school.

Some components of the SSP are also shared with the Panchayat for inclusion in their plans. These

are then followed up by the PRIs and VSS with the relevant departments so that they are executed in

a timely fashion with the desired quality– with a focus on children and their safety. Typically lasting

about 24-60 weeks, this is the longest phase of the process as energies and resources from different

quarters converge in the pursuit of school safety. This is also the phase where a continuous

reinforcement of concepts to children and teachers becomes necessary while the desired

infrastructure is being constructed.

In the experience of in Bihar, in places where the School Safety Programme was UNICEF

implemented in the backdrop of the on-going Community Based Disaster Risk Reduction (CBDRR)

Programme, the SDMC could draw upon the strength of the Village Disaster Management

Committees (VDMCs); in many cases there were members who were common to both these

committees also. This factor served as a major facilitator in the implementation of the School Safety

initiative as the VDMC could also make additional follow ups on activates that needed Panchayat

support.

And finally the school construction begins…

District Education Department, had sanctioned funds for the construction of a school building for Fatehpur village, Basantpur Gram Panchayat, in April, , but owing to a lack of available land the school construction project could not be properly initiated. In the July of the following year, this issue featured prominently in one of the village DRR planning meeting's; consequently it become an action point in the DRR plan itself. Several meetings were organized within the community to formulate a strategy to take up this issue. In the November, a larger village meeting was held wi th part ic ipat ion f rom the c o m m u n i t y , V D M C m e m b e r s , contractors, landowners and the Block Education Officer in order to take action.

During the meeting the land issue was amicably sorted out, disaster resilient features were agreed upon and on the 16th November, 2011 land was registered in the name of the Government. The construction of the school began in December 2012; as of present the building is taking significant shape with supervision from the village community.

28

Wedge 6: Regular Monitoring of Risks and The Revision of the Plan

To ensure that schools indeed remain ‘safe’ for the students and the teachers, it is important that the

SDMPs are updated regularly by the SDMC through identification of new hazards and follow-up on

activities that could not be completed as planned / desired.

There could be cases of unaddressed hazards and additional new hazards that emerge in the course

of the of implementing the SDMP. These will be integrated into the SDMP through the process of

review and updation. In addition, there may be risks that have to be monitored periodically to

safeguard the health and well-being of children such as the cleanliness of toilets and the quality of

drinking water.

Pursue training and Capacity Building plan suggested

Start STEP 5

Monitoring of Risks and Revision of Plan

Monitoring of SSP by SDMC

Is there a need for a

new/more active SDMC?

Are there any new

risks/needs?

Move to STEP 2

No

YesYes

No

SafeSchool

Approval from DEO


Schools




School Safety Plan


infrastructure


its functioning




mm

un

ity for p

lanning and action

6 – 8 weeks

skeew 06 – 42

2 – 4 weeks



C•tidua ytefas no

CM






ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students.


m ci doi r eP•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS

1

25

Input

Process

Output

Time Frame



ot nalP fo noisiveR & gnirotinoM ralugeR

ecalp 'efas' a sniamer loohcs eht erusne stpecnoc fo tnemecrofnier suounitnoC

. p u– wollof dna sdrazah wen fo noitacifitnedI •

tsneduts gnivlovni sesicrexe llird – kcoM •

srehcaet dna

niotatnemelpmi PSS fo gnirotinoM •

6

Input

Process

Output

Time Frame

Move to STEP 3

29

Kumar and his friends in Hajipur Basant School of Runni

Saidpur Block in Sitamarhi are water safety warriors in the

school and their village. Ranjan proudly shares his ‘Do-It-

Yourself’ way of testing water for the presence of iron that is

widely prevalent contaminant in many water sources in Bihar.

He takes some water from the source that has to be tested in a

clear, transparent tumbler and adds some crushed guava leaves

in to the water. When water contaminated with iron comes in to

contact with guava leaves, the tanin in the leaves reacts with the

water, turning it black; conversely, if their is no contamination

the water remains clear. This knowledge was given to them by

their teacher after he came back from one of the trainings on

school safety.

Kiran Kumari and Gunja Kumari, students of Teerapurvi Middle

school, Kalyanpur block of Samastipur district have learnt

about water quality testing using H2S vials.The VSS members

bring H2S vials from PHED that are used by children to test

water. If the water is found to be contaminated, they carry out

chlorination of hand-pumps.

Children Monitor Water Sources in Their School

After they gained this knowledge, they tested all the water sources in their village and the

ones that were contaminated have now been painted red to inform people that they should not

be used for drinking water. This knowledge and the process of water testing around the

village has given them a new identity amongst their peers and the community. 30

And here is our steering wheel!!!

It will help us stay on course and reach our destination in a timely manner. With a good steering wheel

we can be sure that the people in the driving seat, i.e. our school community are not exhausted at the

end of the journey.

SafeSchool

Approval from DEO


Schools




School Safety Plan


infrastructure




its functioning



ot nalP fo noisiveR & gnirotinoM ralugeR

ecalp 'efas' a sniamer loohcs eht erusne


mm

unity for planning and action

6 – 8 weeks

skeew 06 – 42

2 – 4 weeks



C•tidua ytefas no

CM


stpecnoc fo tnemecrofnier suounitnoC





ith schools,

• Formation of S

DM

C

VS

S, B

S, M

M&

other students..tne

mpiuqe ytefas fo ecn an et ni am ci doi r e

P•


.)seetivni( srebme

m sIR

P dna S

SV

htiw etaitogen sI

RP dn a

SS


PS


CM

DS

p. u– wollof dna sdrazah wen fo noitacifitnedI •

tsneduts gnivlovni sesicrexe llird – kcoM •

srehcaet dna

notiatnemelpmi PSS fo gnirotinoM •

1

25

6

Input

Process

Output

Time Frame

31

4.0 FUELLING OUR VEHICLE

Any vehicle needs some kind of input to move forward. This fuel provides the vehicle the energy and

power to move forward. Besides the fuel, the vehicle will also need some kind of a lubricant that will

ensure that the different moving parts do not get worn out, but rather they keep moving smoothly and

last for a long time.

What would be the lubricant and what would be the fuel in our case?

Yes, you are right, the lubricant is all the knowledge and capacity building inputs that we need for

different people involved in helping us get to our destination of a ‘safe learning environment’. The

fuel, is of course all the financial resources that we will be leveraging to move towards our destination.

4.1 Adding the Lubricant : Knowledge and Life-skill building of all stakeholders

As we move forward towards our destination, the different parts of the engine start to heat up there is

a need to keep them lubricated so that they perform well without getting worn out. This lubrication in

our vehicle will be provided by the efforts necessary for developing the capacities of different

stakeholders for various stages of the process and beyond.

Awareness programmes for children on local hazards and risk reduction with relevant knowledge

and life skills through various methods of discussion, street play, drawing competition, quiz

competitions, essay/ slogan writing and demonstrations are proven and meaningful ways of involving

children. Trainings and regular practice through mock- drill exercises, involving teachers together

with children are critical for sustaining the impact of safety initiatives.

In addition, the SDMC is trained on safety audits which is to be followed through rigorously. This

includes periodic checks to ensure school’s facilities and resources resources like first aid kits and

fire extinguishers are maintained regularly.

GNILE GV AER

TRAINING

32

The strategy of Peer-to-Peer education has been successfully applied in the School Safety UNICEF

initiative in Bihar for transferring knowledge and skills to cover all the children in the schools. Since it

is important that each and every child is aware, practices and understands the dos and don’ts of

various disasters and techniques for saving lives. This strategy has been devised, as a quicker and

more effective alternative to direct one to one transfer of knowledge and skills that may not always be

possible given the large number of children being targeted. Moreover, often the child-to-child method

is a more appropriate form of skill-transfer, hence, Peer Educator approach has a strong potential for

building the capacity of a large number of children and through them, their families and larger

community on safety issues.

Suggested steps for Peer-to-Peer education on school safety are given below:

a. Select 2 - 3 students from each class and promote them as School Safety Peer Educators/

Monitors

b. Provide School Safety Peer Educators/ Monitors with hands-on training/facilitation,

demonstrations with handouts on safety issues. This can be best done by the School Safety

Point teachers with support from NGOs on a routine basis when required. Issues that may be included are: Dos and don’ts of various disasters; Understanding the use of

safety equipment for different disasters; health and nutrition, road safety and other safety issues.

School Safety issues – knowing evacuation routes, crowd control during the mid-day meal,

organised entry and exit for children in school. Water, sanitation and hygiene-skillsets, first aid,

CPR, child protection related issues.

c. School Safety Peer Educators/ Monitors make other students aware of the dos and don'ts of

disasters and conduct mock-drill exercises (Duck, Cover & Hold And Stop, Drop & Roll and First-

aid skills) once a week , preferably during cultural activity class every Saturday

d. Awareness programme for children on hazards for garnering relevant knowledge and life skills

through other methods –focussed group discussions, plays, drawing/ quiz competitions, essay/

slogan writing, games and demonstrations, to take place at least once a month.

e. Promote initiatives among children that make them leaders in risk reduction in the community like

develop child reporters who can write articles/columns on school safety for publication in print

media.

It is also important to ensure that appropriate techniques are used in the process of skill building. Use

of songs, skits/ puppet shows, street plays, drawing competitions, quiz competitions, essay/ slogan

writing and demonstrations) are proven ways to enhance the understanding and the practice of DRR

in an integrated manner throughout the curriculum and in extra-curricular activities.

IEC materials used in the programme are provided Annexure. UNICEF

Additionally, relationships between the schools, BRC / CRC and the nodal departments, ie education

department play a valuable role in terms of motivating children and developing their capacity of self-

help. A possible strategy could be to promote exclusive initiatives among children in schools that

make them leaders in risk reduction in the community like develop child reporters who can write

articles/columns on school safety for publication in the print media.

33

The Sun and the moon together make the future bright!

The middle school in Lakshrampur Village of JitwariaPanchayat in Samastipur district has developed an innovative strategy to encourage children to undertake effective hygiene practices. Each morning, during the assembly, the most neatly groomed boy is chosen as the “sooraj” (sun) and, the best, most neatly dressed girl chosen as the “chanda” (moon) of the school. These children are given a packet of biscuit by the school as a reward in recognition of their effort to maintain personal hygiene including well washed and tied hair, clean clothes and clipped nails.

S.N.

1

2

3

4

Training title

ToT of School

Safety Focal

Point Teacher

(SFPT)

Training of

SDMC

Training of Peer

Educators

Training on First

Aid and Life-

saving skills in

School

Contents

Hazards, Risks (with focus on children of various age groups) & Vulnerability.

DM ACT and Policy, institutional Framework

Safe school, safe learning environment and quality education

Structural & non Structural safety in schools.

Hazard hunt

Preparation of school safety plan

Integration of disaster preparedness measures in curricular and co-curricular activities

Mock Drills for various hazards

School safety concept,

Functioning of SDMC and roles/ responsibilities,

Orientation on school safety planning

Facilitating lifesaving skills in the class

Do’s& Don’ts during an earthquake (Duck-Cover & Hold), fire (Stop-Drop & Roll), floods, road safety.

Preparation of ORS (Diarrhoea management)

First-Aid skills

Water Quality Monitoring and disinfection

First Aid for common injuries, snake bite CPR.

Carrying wounded persons

Diarrhoea management

Making rope ladders

Participants

School Safety

Focal Point

Teachers

(SFPT)

SDMC

members

Selected

students from

each class

SDMC

members,

SFTP, peer

educators

Responsibility

BRC / CRC

with external

Resource

Persons if

required

SFPT with

external

Resource

Persons

SFPT with

external

Resource

Persons if

required

SDMA /

NDRF, St.

John

Ambulance

Stage

During initial

phase

after SDMC

formation in

schools

3-4 months

after SDMC formation

6-8 months

after SDMC

formation

A broad list of capacity building (lubricating) inputs during the different stages of our journey:

34

In the experience of , possible capacity development input at the school level can be: UNICEF

Weekly Knowledge Building Plan

• Pre-flood family

preparedness checklist• Dos & Don’ts during

flood

Diarrhoea prevention/

control:• Water contamination• Water testing & HP

chlorination• ORS preparation

• Sharing of pre- flood

family preparedness by

children• Dos & Don’ts during

flood

• Road safety• organised entry & exit of

children in school

Water:• Safe storage handling of

drinking water• Water purification

• Sharing of pre-flood

family preparedness by

children• Dos & Don’ts during

flooding

• Child protection issues

during floods

• Dos & Don’ts -

earthquake

Personal hygiene:• Hand washing• Nail checking/ cutting

Sanitation:• Safe disposal of excreta• Campus/ classroom

cleaning

• First aid and life-

saving skills • CPR

• Non-structural safety in

schools & homes• Family preparedness

checklist for EQ

• Drawing/ quiz

competition

• Games/ demonstration

and identification/ use of

safety equipment

• Games/

demonstrations and

identification/ use of

safety equipment

• Personal hygiene• Mock-drill: Stop-drop &

roll and Duck-cover &

hold

July August Sept OctoberWeek

1

2

3

4

Mo

nso

on

• Dos & Don’ts of fire • Fire safety plan

• Dos & Don’ts – severe

cold• Prepare checklist for

winter

Water:• Safe handling of

drinking water• Water purification

• Road safety• organized entry & exit

of children attending

the school

• Dos & Don’ts - EQ • Essay/ slogan writing Diarrhoea prevention/

control:• ORS preparation

• Health and nutrition

issues


saving skills

• First aid and lifesaving

skills

• Non- structural safety

in schools & homes• Family preparedness

for EQ


saving skills

• Evacuation mock-drill

in case of fire

• Personal hygiene• Mock-drill: Stop-drop &

roll and Duck-cover &

hold

• Games/

demonstrations and

use of safety

equipment

• Drawing/ quiz

competition

November Dec January FebruaryWeek

1

2

3

4

Win

ter

• Dos & Don’ts of fire • Fire safety plan checklist

• Dos & Don’ts of fire • Fire safety plan checklist

• Pre- flood family preparedness

checklist• Dos & Don’ts during flood

Water:• Safe storage handling of drinking water• Water purification

Sanitation:• Safe disposal of excreta• Campus/ classroom cleaning

• Health and nutrition issues

Sanitation:• Safe disposal of excreta• Campus/ classroom cleaning

• First aid and lifesaving skills • CPR

• Non- structural safety in schools

& homes• Family preparedness checklist

for earthquakes

March April May

• Personal hygiene• Mock-drill: Stop-drop & roll and

Duck-cover & hold

• Games/ demonstrations

and use of equipment

• Personal hygiene• Mock-drill: Stop-drop & roll and

Duck-cover & hold

Week

1

2

3

4

Su

mm

er

35

4.2 Fuel for moving forward : Linkage of schools with community and service providers

The movement towards the destination of a safe learning environment needs fuel. This fuel is

essentially the resources leveraged form different departments for executing each little activity that

we have envisaged in the School Safety Plan.

The broader institutional context of the school has a vital role to play in ensuring safety since the

school precincts and the facilities therein are provided through different schemes and programmes.

The reason that these investments are often perceived to be sub-optimal from a safety perspective is

that the effort and resources from different departments are rather ‘sectoral’ in their approach. They

are rarely executed with the end client, ie children in mind and often lack convergence of thought and

execution with other complimentary efforts. This makes it necessary that a strong working

relationship is fostered with these different institutions and actors.

In the experience, such linkages are critical for the school community to not duplicate the UNICEF

efforts of the service providers but in a way help them deliver better on their own mandates. The

CBDRR programme of made an average investment of about INR 25000 (USD500) in UNICEF

each village; this investment helped the VDMCs and SDMcs leverage a lot more form ongoing

programmes of the government by actively engaging with the service providers. Further, continuous

engagement and periodic meetings/ consultations between schools and local service providers

including police, civil defence, fire stations, medical and other emergency service providers like

NDRF, have proved to be effective not only in service delivery but also for taking the safety agenda

forward.

Ek aur ek gyarah! Converging efforts and resources for school safety in Middle School, Jirwa, Gram

Panchayat- Parmanandpur, district-Supaul

S.N. Activities Amount Mobilized (INR)

1 Construction of School Boundary wall 500,000.00

2 Construction of Disaster resilient class room (7 nos.) 700,000.00

3 Raising of school play ground 200,000.00

4 Repairing of two toilets in the school 10,000.00

5 Raising height of two Handpumps with proper drainage system 25,000.00

6 Construction of water tank with eight water points 50,000.00

Grand Total 1,485,000.00

36

School administration/ VSS and teachers need to:

• Allocate time for weekly knowledge and life-skill building activities. • Incorporate measures to be taken to ensure school safety in the

school development plan • Ensure that teaching and non-teaching staff receive appropriate

training in disaster risk reduction.• Involve PRIs all line departments in school safety planning

exercises. • Ensure that relevant norms and standards for school safety are

applied in their own school building and functions. • Ensure active and equitable participation of the school community,

including children and elected representatives for preparing and

implementing SDMPs.• Deploy ‘out-of-the classroom’ strategies to orient children and build

their capacity on safety. • Deploy appropriate strategies to encourage and support children to

participate in spreading disaster risk reduction knowledge to their

families and communities.

The experience of the School safety Programme in Bihar has highlighted our potential as the school

community to evolve a DRR language of our own that goes beyond the distinction between primary

(floods, earthquakes) and underlying risks (vulnerabilities) that singularly define ‘safety’ as a well-

being issue. Our communities understand and stand for convergent action for our well-being and feel

disconnected with the traditional sectoral and programmatic mandates that distinguish different

departments. We are indeed the drivers of the vehicle to reach the destination of school safety. There

are others around us who are our co-passengers. They need to take some critical actions that can

help our vehicle reach the destination smoothly and swiftly, and are as follows :

37

5.0 GETTING OUR CO-TRAVELLERS READY FOR THE JOURNEY-

ROLES AND RESPONSIBILITIES OF DIFFERENT STAKEHOLDERS

School Children need to:

• Enthusiastically participate in and learn DRR principles and practices being taught in school and

outside. • Take cognizance of disaster risks in their own community and actively seek solutions to reduce

them• Participate in preparing and implementing SDMPs. • Participate in mock-drills and appropriate response strategies available in their school or

community• Actively spread the knowledge on DRR acquired in school to their families and communities.

PRIs and Line departments need to:

• Effectively participate in the school safety planning exercises• Ensure that all infrastructure and installations routed through them for schools and even outside

are resilient to local disasters.

District and Block level Education Authorities need to:

• Designate/ allocate responsibility for ensuring the safety of school children to BEO/BRC/CRC.• Issue relevant orders so as to ensure the smooth implementation of school safety initiatives.• Establish the responsibility of school management to take prevention, mitigation, preparedness

and response actions regarding the safety of children and teachers.• Ensure that all new schools/ classrooms being constructed are disaster resilient and child-

friendly • Allocate resources for the retrofitting of schools to make them disaster risk resilient and child

friendly. • Incorporate disaster risk reduction in teacher training programme across institutes and

universities.• Instruct DIET to include school safety training in the curriculum for training of teachers, BRC and

CRC.• Include indicators relating to ‘school safety’ in the monitoring formats of all schemes and

programmes like Learning Enhancement programme (e.g. ‘Samjhe’ ‘Sikhe’ in Bihar). • Expand the scope of the existing ‘School Development Plans’ to include safety issues. The plan

may be suitably renamed.• Work with other departments to ensure that their resources when applied in and around

educational institutions are designed with a ‘safety’ lens. • Facilitate and orient CRC / BRC on issues of school safety• Conduct Training of Master Trainers from each District Institute of Education and Training (DIET)

through SCERT using interesting teaching material for teachers and students to engage them on

school safety issues; master trainers of each DIET would in turn impart training to BRC/ CRC of

their respective districts. • Regularly monitor the progress of school safety initiatives

Cluster and Block level Resource Centres need to:

• Orient teachers and Principals on the issues of school safety• Ensure that the school authorities create space in the school curriculum and timetable for

disaster risk reduction training and education in all the classes.• Ensure that schools allocate time for follow up actions on school safety at least once a week. • Incorporate disaster risk reduction in teacher training programme • Include indicators on safety as part of routine monitoring• Support schools to prepare School Safety Plans as part of their annual development plan

exercise. • Promote cross-learning between schools with regard to their initiatives for promoting safety.

38

Non-Governmental Organizations (local, regional and international) need to:

• Sensitize schools on the need for school safety and advocate for a systemic commitment to

safety.• Promote school safety in schools in their project areas.

Media needs to:

• Take a lead in building the necessary momentum on school safety through adequate coverage of

issue and solutions. Print media are encouraged to publish weekely articles on school safety in

their weekly editions such as the Bal Jagran by Dainik Jagran and Telekids by Telegraph.

39

WEB SOURCES AND REFERENCES

2011, Working Group Report On Elementary Education And Literacy

12th Five Year Plan, Ministry of Human Resource Development, Government of India

2011, SAARC Framework for Care, Protection and Participation of Children in Disasters, SAARC

Disaster Management Centre, New Delhi

2012, Terms of Reference Sixteenth Joint Review Mission of SSA, Sarva Shiksha Abhiyan

2007, State of Environment Report, Bihar

Bihar state pollution control board, Patna & department of environment & forest Govt. of Bihar

2007, Safe Schools and Learning Environment - How to Prevent and Respond to Violence in

Refugee Schools, UNHCR

[Introduction to] Bal Sansad, UNICEF and Sarva Shiksha Abhiyan

2011, Guidelines of School Safety Plan for Safe Learning Environment, District Administration,

Dhanbad, Government of Jharkhand and UNDP

2005, Gujarat School Safety Initiative - Inception Report , Prevention web

Hirano Seki, 2010, ‘Processes of design prioritisation, standardisation and customization -

Experiences from recent UNICEF consultancies in Rwanda, Democratic Republic of Congo, and

drawing from precedent studies from the UK’, Presentation at UNICEF workshop Bangkok, 3 August

2010

Model School DM template (hindi)-NSSP

Zomerplaag et al., 2005, Child-Friendly Hygiene and Sanitation Facilities in Schools: Indispensable

to effective hygiene education, IRC and UNICEF

Minutes of the 190th PAB meeting held on 21st May 2012 for approval of the Annual Work Plan &

Budget of Bihar 2012-13, Department of School Education and Literacy, Ministry of Human Resource

Development, Government of India

Gupta Manu, 2010, Global initiative towards safe schools for all, focus on south Asia India Pakistan,

Nepal, Bhutan, Bangladesh & Lanka, SEEDS

2012, How SAFE are SCHOOLS in Bihar? School Safety Study: An Initiative of Bihar IAG, SEEDS,

New Delhi

2011, Providing Safe Schools for Our Students, Washington State Seismic Safety Committee,

Washington

2005, Child centred community development, A guide to what we do and how we do it, Plan

International

2012, Water, Sanitation and Hygiene (WASH) in Schools - A companion to the Child Friendly Schools

Manual, UNICEF

2011, Approaches to school support and improvement Ministry of Human Resources Development,

Government of India, Delhi

40

(undated) Status Report on Standardization Efforts in the area of mitigation of natural hazards,

Bureau of Indian Standards

2007, Monitoring Report on SSA ForBihar State( April 2006 - September 2006), Jamia Milia Islamia,

New Delhi

2008, Second Half Yearly Monitoring Report on SSA for Bihar State (October 2006 -March 2007), A.

N. Sinha Institute of Social Studies, Patna

OECD, 2004, School Safety and Security, Keeping Schools Safe in Earthquakes, Proceedings of the

ad hoc Experts’ Group Meeting on Earthquake Safety in Schools, Paris, 9 to 11 February 2004

(undated) Culture of Safety in Schools - Mandatory or a choice, working Paper, Action Aid and ADPC,

Bangladesh

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document.

Ahmedabad Action Agenda for School Safety 18th - 20th January, 2007 Ahmedabad, India

2009, Making Schools Safer – Training material, All India Disaster Mitigation Institute, Ahmedabad.

2012, Practicing Disaster Risk Reduction in Schools in India, SEEDS, New Delhi

Arya et al, 2007, School Safety – A Handbook for Education Officers, School Principals& Teachers,

Administrators & Emergency Officials, UNDP and Ministry of Home Affairs - Government of India,

New Delhi

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the Pacific, Asian Urban Disaster Mitigation Program

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Ministry of Human resource Development, Government of India.

Websites :

http://managedisasters.org/state http://www.preventionweb.net/english/professional/publications/v.php?id=26825 http://www.bsdma.org/images/stories/Documents/BSDMA/Flood_Safety_Week_27-06.pdf http://www.unisdr.org/we/coordinate/hfahttp://saarc-sdmc.nic.in/pdf/publications/saarc%20framework.pdfhttp://sanitationupdates.wordpress.com/2008/09/12/india-bihar-disease-kills-children-in-flood-campshttp://ndma.gov.in/ndma/nssp-projects/FMManualfinal11.pdfhttp://www.dise.in/Downloads/Publications/Publications%202009-10/DRC%202009-10/DRC2009-10-Vol-I_final-from_press.pdfhttp://planningcommission.nic.in/aboutus/committee/wrkgrp12/hrd/wg_elementary1708.pdfhttp://en.wikipedia.org/wiki/Fundamental_Rights_in_Indiahttp://www.cbri-ssa.com/helpline.htmlhttp://www.cbri-ssa.com/Building_Design_%20Drawings.pdfhttp://humanitarianschools.org/downloads/Process-of-prioritisation.pdfhttp://www.educationforallinindia.com/10thJRM-SSA-July-2009.pdfhttp://ssa.nic.in/monitoring/joint-review-mission-ssa-1/joint-review-mission-ssahttp://www.educationforallinindia.com/ssa.htm#comp

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Research and Interviews by Red India: Mona Anand, Mandar Vaidya and Aahna Srikanth RConcept and Content: Mona AnandDesign and Layout: Ashok NirgulkarIllustrations: Bhaskar Tipnis Cover page: Dhiraj Singh, Mona Anand and Sam Spickett; Photography: Dhiraj Singh p5, 30a; Manish Gangal p10, p26;Mona Anand p6, p25, p30a; Sam Spickett p4, p22, p28, p36© 2013

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