School Safety Action Plan - UNESCO - UNESCO Islamabad

School Safety Action Plan
Plan of Action for Safe School and Educational
Buildings in Balochistan
November 2011
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School Safety Plan of Action was prepared with technical and financial assistance of
Project Strengthening the Tsunami Early Warning System in Pakistan, 248-PAK-2000
and One UN Disaster Risk Management Program Joint Program Component 1,
Project 238-PAK-1005.

Table of Contents
1.0 Background………………………………………………………………………..1
2.0 Introduction………………………………………………………………………..2
3.0 Balochistan School Risk Analysis…………………………………………………7
4.0 School Safety Action Plan………………………………………………………. 17
4.1: Development Process ..................................................................................... 17
4.2: Detailed School Safety Plan of Action ........................................................... 18
4.3: Consolidated School Safety Plan of Action .................................................... 26
5.0 Next Steps……………………………………………………….……………… 29
Annexes
Annexes
Annex 1: Stakeholders Consultative Session for Development of Plan of Action
for Safe School and Educational Buildings ……………………………30
Annex 2: Action Plan Matrix .................................................................................. 32
Annex 3: List of participants of Workshop for Development of Draft
School Safety Plan of Action held on 20 March 2010 at Quetta………36
Annex 4: List of Participants of Workshop to Review Draft School Safety Plan
of Action held on 19 July 2011 at Quetta………………………………37
List of Maps
Map 1: Pakistan Natural Hazards Risk .......................................................................... 8
Map 2: Seismotectonic Map of Pakistan ....................................................................... 9
Map 3: Projected Tsunami Heights along Makran Coast ........................................... 10
Map 4: Projected Tsunami Heights along Balochistan Coast ...................................... 10
Map 5: Likely Cyclone/Flood Affecetd Coastal Areas................................................ 11
Map 6: Seismic Zones of Pakistan ............................................................................... 12
Map 7: Student Distribution Map-Pakistan ................................................................. 13
Map 8: Student at Risk-Seismic Profile ....................................................................... 14
Map 9: Student at Risk-Cyclone and Flooding Profile ................................................ 15
List of Tables
Table 1: Exposure of School Students to Seismic Risk-Pakistan ................................ 16
Table 2: Exposure of Institutional Buildings to Seismic Risk-Pakistan ...................... 16

Acronyms
ARPDM
ASEAN
CSR
DDMA
DFID
DRM
DOE
DRR
GoB
GoP
GPS
HFA
IOC
KP
MOE
NDMA
NDRMF
NEP
NGO
OCHA
P&D
PDMA
PIPCG
PITE
PRCS
RAHA
RR
SAARC
SCSPEB
UN
UNDP
UNESCO
UNICEF
WB
ASEAN Regional Program on Disaster Management
Association of South East Asian Nations
Corporate Social Responsibility
District Disaster Management Authority
Department for International Development
Disaster Risk Management
Department of Education
Disaster Risk Reduction
Government of Balochistan
Government of Pakistan
Geo Positioning System
Hyogo Framework for Action
Intergovernmental Oceanographic Commission
Khyber Pakhtunkhwa
Ministry of Education
National Disaster Management Authority
National Disaster Risk Management Framework
National Education Policy
Non-Governmental Organization
Office for the Coordination of Humanitarian Affairs
Planning and Development
Provincial Disaster Management Authority
Provincial Inter-Departmental Policy and Coordination Group
Provincial Institute of Teacher Education
Pakistan Red Crescent Society
Refugee Affected and Hosting Areas
Relief and Reconstruction
South Asian Association of Regional Cooperation
Society for Community Support for Primary Education in Balochistan
United Nations
United Nations Development Programme
United Nations Educational, Scientific and Cultural Organization
United Nations International Children‟s Emergency Fund
The World Bank

Executive Summary
Kashmir earthquake 2005 had severe impact on education system as over 17,000
students and 900 teachers were killed. Large numbers of schools were destroyed. In
the middle of 2007 Pakistan experienced intense storms and a major cyclone causing
severe flooding, displacing over 300,000 people and affecting more than 2.5 million.
Balochistan province was also affected, with many dead and missing. Balochistan is
beset with plethora of natural and human induced hazards. Tsunami, Cyclone and
Earthquakes are identified as some of the key hazards for Balochistan in the National
Disaster Risk Management Framework. Most of the school buildings and educational
institutions do not comply with the hazard (like earthquake, tsunami, cyclone and
associated disasters such as inundation) resistance designs, construction and have no
preparedness and response plans. The recent floods of 2010 have destroyed
approximately 1,400 schools, including schools and educational building in disaster
vulnerable districts of Balochistan.
There, generally, is an agreement among experts that many schools collapse due to
lack of knowledge and lack of policy formulation and guidelines for school site
selection, design, construction, and use of construction material, etc. Equally
contributing to such factors is lack of preparedness in schools in terms of evacuation
plans, designated evacuation areas, and safety awareness.
Ministry of Education, National Disaster Management Authority and UNESCO
jointly assisted the Balochistan Provincial Government in development of Plan of
Action for safe schools and educational buildings in the province through a wider
stakeholder consultative process. The stakeholder were briefed on issues covering
concepts of safety of schools and educational institutions, as well as were presented
with relevant information and data on specific disasters related to Balochistan and that
how these disasters could possibly impact children and school safety.
Extracting broad parameters of school safety and disaster risk reduction from the
Hyogo Framework of Action, school safety, requires a system based approach of
analyzing and responding to school safety issue on a life-cycle application. Therefore,
six key inter-linked elements of school safety that encompass safe schools were
utilized in developing a comprehensive school safety plan for Balochistan. The six
key school safety elements areas are; a – Policy and Institutional Mechanisms for
Promoting School Safety, b – Technical Aspects of Seismically Safer Schools, c –
Systems/Skills/Resources-Capacity Development Requirements for Safer
Construction, d – Integrating Disaster Risk Reduction Information in Formal/Informal
Education , e – Community Preparedness for Disaster Prevention and Response, and,
f – Public-Private Partnerships for Safe Schools.
The comprehensive school safety plan of action for the province thus developed
through stakeholder consultation and commitment is contained in this document. The
plan contains two sets of distinguishing actions- priority actions and strategic actions.
Priority Actions are that could be initiated and completed in a relatively short time
frame, say within one to one-and-a-half year. Strategic Actions is a composite
listing of those actions that will lead towards meeting the national and international
obligation for safe schools and safe children, in a relatively longer time frame of
three to four years.

1.0 Background
Kashmir earthquake 2005 had severe impact on education system as over 17,000
students and 900 teachers were killed. Large numbers of schools were destroyed. In
the middle of 2007 Pakistan experienced intense storms and a major cyclone causing
severe flooding, displacing over 300,000 people and affecting more than 2.5 million.
Balochistan province was also affected, with many dead and missing.
Balochistan is beset with plethora of natural and human induced hazards. Tsunami,
Cyclone and Earthquakes are identified as some of the key hazards for Balochistan in
the National Disaster Risk Management Framework. The coastal areas of Balochistan
province are prone to Cyclone and Tsunami hazards. Most of the school buildings
and educational institutions do not comply with the hazard (like earthquake, tsunami,
cyclone and associated disasters such as inundation) resistance designs, construction
and have no preparedness and response plans. The recent floods of 2010 have
destroyed approximately 1,400 schools, including schools and educational building in
disaster vulnerable districts of Balochistan.
In this context, Ministry of Education, National Disaster Management Authority, and
UNESCO are jointly assisting the Balochistan Provincial Government in development
of Plan of Action for safe schools and educational buildings in the province of
Balochistan. On the basis of the Plan of Action authorities will be able to develop
strategy and mobilize the resource required to make educational institutions safe.
This initiative has been taken under UNESCO-IOC implemented technical assistance
project titled 248-PAK-2000 Strengthening of Tsunami Warning System in Pakistan.
The scope of the work covers all hazards, including tsunami, cyclone and other
hazards inundation, as well as earthquake (land based), flood, fire, safety aspects
arising from special needs such as disability, etc.
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2.0 Introduction
Children are the most valuable asset and are amongst the most vulnerable segments of
society. Destruction caused by major earthquakes in the South-East Asian region of
the past few years remind us of insufficient progress towards safe schools. One of the
most tragic aspects of the October 8, 2005 earthquake in Pakistan was the disastrous
collapse of schools where over 8,000 schools were either destroyed or damaged
beyond repair. Over 17,000 school-age children perished in these collapsed schools
(approximately 23% of the total deaths), and over 20,000 children suffered serious
injuries. Pakistan falls in a seismically active zone with more than 50 percent of the
population living in high seismic activity area. There is a potential threat of similar
disaster in various areas of Pakistan such as Northern Areas, Kashmir, Balochistan,
Khyber Pakhtunkhwa (KP), and parts of Sindh and the Punjab with approximately
30,000 such schools being located in similar seismically active zones. Balochistan is
also exposed to a few other major hazards such as Earthquakes, Tsunami, Cyclones
and flooding.
There, generally, is an agreement among experts that many schools collapse due to
lack of knowledge and lack of policy formulation and guidelines for school site
selection, design, construction, and use of construction material, etc. Equally
contributing to such factors is lack of preparedness in schools in terms of evacuation
plans, designated evacuation areas, and safety awareness. It is known that existing
technology and knowledge can be applied in a cost effective manner to lower risks to
schools. Promoting school safety is of strategic importance to overall community
safety as activities related to school safety trickle down to the larger community
through various means such as training of masons, interests of parents, and
conveyance of information by children to the entire household. Educating school
children on how to make their environment risk-free may lead to educated and safer
generations.
Despite the great human and capital loss in frequent occurrence of earthquakes and
other natural disasters, international community and national governments have not
been able to give due attention to risk safe designs and safe schools, and response to
the need has been limited.
Saving all lives is important. State, no doubt, is obligated to ensure peace and security
for all lives under its charge, so not only that the all inhabitants may exist, but also
that they are able to enjoy a life of quality. Within a society, not all social groups have
equal access to means, or resources, to enjoy a life of quality. Vulnerable and
marginalized groups within a society are especially exposed to various hazards as
these hazards and risks, when translating into a disaster, tends to affect these groups
the most in terms of loss in their assets and means of livelihood. Besides, such groups
are often the least prepared to withstand a disaster, with almost zero coping ability. A
good place to start working towards a risk resilient society is to start with children and
safe schools for children, for them to be able to learn and play.
Children are amongst the most vulnerable group, and they die in schools! Safe schools
can save students‟ lives. A safe school can provide a safe space for the present and the
future generations of children to live and grow. Investment in safe schools have
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multiple benefits as schools can also be used as „safe havens‟ for shelters and relief
activities center during and after a disaster, frequencies of which are increasing every
day. Whereas, and anthropologically, schools have known to be a key contributing
factor in socio-cultural development of a society, educating children within schools
about risks and response to risk also have a multiplier effect of educating the public
through children. As schools have a major role in the development, transferring
knowledge and acting as safety messengers, teaching risk safety to children is a good
investment as children often have a high capacity of learning.
Making all schools safe from disasters is not easy. Among the various and many
organizations, agencies, authorities, associations, and committees that are involved in
one or many aspects of schools, be it from the policy formulation level to the actual
usage of school by children, some immediate and key issues related to school safety
are that; schools in urban areas are often located in congested areas making them
vulnerable to various hazards; schools in rural areas often lack basic services and
facilities making them vulnerable to various hazards; schools, especially old building
lack repair and regular maintenance, causing injuries and deaths due to collapse; most
school are improperly sited and constructed without much consideration to hazards;
and not much general or specific awareness on school safety issues etc, to flag a few.
A safe school, where their children can be safe from all types of hazards and risks,
probably, is the single most important desire of all parents. It is also the desire of
everybody else also. Students themselves have expressed the need for safe schools at
many local and international fora. People of Pakistan desire safe schools for their
children as expressed in the National Assembly resolution on safe schools 2008, GOP
policies, the National Disaster Management Authority policy ( 2008), and Ministry of
Education National Education Policy 2009, etc. Various bi-lateral and multi lateral
donors such as the WB, DFID, UN, among others are promoting Disaster Risk
Reduction (DRR) and safe schools through their various funding and financing
options. The NGOs and the Civil Society have expressed the need for safe schools
have various ongoing schools safety programs and projects throughout the country.
Media is now actively promoting the need for safe schools through several of its
communications tools and avenues.
Global and regional understanding and objectives for school safety are set in various
initiatives such as the Yokohoma Strategy, the Hyogo Framework for Action 2005-
2015, the UN Decade on Education for Sustainable Development, the Millennium
Development Goals, the 2006-2007 World Campaign on Disaster Reduction entitled
“Disaster Risk Reduction Begins at School”, and the Global Knowledge and
Education Platform, etc.
School safety concerns have also been highlighted in many recent national and
international commitments as,
Islamabad Declaration on School Safety, May 2008
Delhi Declaration through 2 nd Asian Ministerial Conference on DRR, Nov
2007
Bangkok Action Agenda on School Education and Disaster Risk Reduction,
Nov 2007
Ahmedabad Action Agenda for School Safety Jan, 2007
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Phuket Declaration on Disaster Education and Communication for People with
Disability, January 2007
International Conference on Earthquake Risk Management, Islamabad April
2007
ECO meetings on Disaster Risk Management, Istanbul June 2006 and
Islamabad Oct 2007
SAARC Disaster Management Framework, Dhaka March 2006
Beijing Action for DRR through 1 st Asian Ministerial Conference, August
2005
ASEAN Agreement on Disaster Management and Emergency Response,
Vientiane July 2005 and ASEAN Regional Program on Disaster Management
ARPDM) 2004 2010
Hanoi RCC 5 Statement on Mainstreaming Disaster Reduction into
development Planning and Implementation in Asian Countries, May 2005
Some common themes that underscore school safety as emanating from these listed
commitments, and others include (but not limited to),
Promotion of safe haven shelter concepts within the hazard prone,
vulnerable, and isolated areas
Encouragement of adoption of seismic resistant building practices
particularly retrofitting works
Promotion of cost effective, cultural sensitive and replicable retrofitting
techniques for strengthening of existing small dwellings and public
buildings and develop seismic resistant technologies for new constructions
Raising awareness and enhancing school risk management knowledge and
skills through capacity building and training programs
Strengthening lifeline systems through strategic and land use planning
Building resilience of communities around schools to disasters through
training (masons, carpenters) in safe constructions etc, and school risk
management planning
Promotion of gender equity by involving women as decision makers in the
school safety processes (planning and implementation) and meeting their
needs (as prime beneficiaries);
Dissemination of knowledge and information on School Safety to other
areas in Pakistan and to reflect upon best practices to other compatible
geo-physical, and socio-economic contexts within the region
Etc.
Extracting broad parameters of school safety and disaster risk reduction from the
Hyogo Framework of Action,-Pakistan not only a signatory of which but also reports
annually to the UN in terms of progress towards Hyogo Frame work implementation
in Pakistan- school safety, thus requires a system based approach of analyzing and
responding to school safety issue on a life-cycle application. In adressing School
Safety from a holistic perspective and with practice to policy connect – following six
key inter-linked elements of school safety that encompass safe schools, therefore are
of prime relevance.
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a. Policy and Institutional Mechanisms for Promoting School Safety
This element focuses on national/local level policy requirements and
bottlenecks in enforcing safer school construction, along with institutional
mechanisms and systems to support implementation. Issues related to enabling
laws, regulations, guidelines and institutional practices at national, provincial,
local and community level, and compliance to facilitate risk reduction and
mitigation are included. Models of best practices in lowering of risk threshold
of designing and applying policy tools and instruments in local vulnerability
are part of this element. Principles of good governance, flexibility to change
over time, and the ability to incorporate local knowledge and cultural contexts
in the implementation of risk reduction are also part of this element of school
safety.
b. Technical Aspects of Seismically Safer Schools
Sharing, understanding and using of engineering designs/structural solutions
for safer school construction, including school sites, especially in earthquake,
tsunami and cyclone prone areas part of this element. Issues related to design
and construction codes and guidelines, options for designs, and appropriate
construction materials for school construction in varying terrain, as well as
physical planning elements of hazard mitigation for critical infrastructure, are
included. Insufficient and inefficient use of materials and building
technologies is also considered. Models and good practices for safe school
construction, prioritization of school retrofitting, cost-effective retrofit
techniques, etc. are also part of this school safety element.
c. Systems/Skills/Resources-Capacity Development Requirements for
Safer Construction
Local, regional and national requirements of skills, techniques and
corresponding human resource development for better and appropriate
construction is key part of this safety element. Issues related to availability and
access to safer construction skills, techniques and tools, earthquake-resistant
designs, construction and maintenance of school buildings and other critical
existing and new constructions, etc. are included. Also includes looking into
opportunity and access to training; indigenous knowledge; capacity-building
in design and construction; and learning from experiences in safe school
construction as well as resources requirements for appropriate construction
skills of critical places such as homes, schools and hospitals. Requirements
and practices in long-term formal training set-ups and resourcing for local
technicians to increase safer construction skills are also part of this element.
d. Integrating Disaster Risk Reduction Information in Formal/Informal
Education
This element focuses on ways and mechanisms for integrating disaster risk
reduction information in formal and informal schooling, and raising general
5

awareness on local/regional disaster risks to schools. Issues relating to scope
and sequence of disaster risk reduction education and life skills to be
developed from childhood through adulthood for preventive and applied
knowledge in risk reduction are included. Models and practices in strategic
interventions for public raising risk awareness and response through various
tools such as child focused initiatives, knowledge exchange, grass-roots
collaboration, public community-level interaction, and linking and scaling-up
with large-scale campaigns utilizing media and social marketing processes are
essential part of this school safety element.
e. Community Preparedness for Disaster Prevention and Response
This element includes programs and activities for preparing communities
around the schools in prevention and first response and search and rescue,
along with preparations for schools as safe havens in disasters. Process of
community based assessments of local hazards, vulnerability and capacity
assessment, and planning and implementation of risk reduction at the schoolcommunity
level is also a part. Community preparation and response
interventions, facilities and provisions; and development and practice of
response-preparedness skills, are also included. Issues and practices related to
programmatic and operational requirements of designing, designating, and
operations of community infrastructure as „safe haven‟ within local
communities, to provide “continuity-of-service” in post disaster scenarios is
integral to this element of school safety.
f. Public-Private Partnerships for Safe Schools
Incentives/involvement of private sector investments and financing in all
elements of safe schools as part of the business development process as well
as means of risk transfer is key component to this school safety element. Shift
from post disaster relief and reconstruction (RR) to pre-disaster prevention and
preparedness (PP) investment in disaster reduction and its integration within
the development planning process is included. Elements of practices in
investments and partnership in matters of business continuity planning;
opportunities in investments in development process; safeguarding
investments; and corporate social responsibility, etc., along with new
opportunities and innovative partnership leading to safer schools and safer
communities are part of this school safety element.
Where in case of Pakistan, there is much requirement and many opportunities to
address school safety as there is a will, and there are various ways to respond to this
most pressing need, there are a few challenges and a few barriers that inhibit schools
from becoming safe for our children. Some of these challenges and barriers pertain to
Lack of science based assessment of all risk, at all levels (macro, micro)
Lack of awareness and investments in school disaster prevention
Lack of school risk reduction integration in the development planning
process
Lack of physical & social planning concepts application
Lack of risk management plan development
6

Lack of research and application on appropriate and affordable material
and technology for school infrastructure development for various types of
hazards
Lack of ground-truthing of applied solution, exchange of knowledge
Lack of development, application & enforcement of appropriate
construction policies, codes, rules, and practices
Lack of skilled local human resources in subsistence economies
Lack of intervention prioritization guidelines and decision making
Lack or transparent approach between ethics and expediency
Etc.
These challenges and barriers, however, are not insurmountable, as evident by many
ongoing and new initiatives being undertaken by the public, private, and civil society
institutions in promoting safe schools in the country. Emphasis being on risk
reduction to children at school, rather than just preparing to respond to another
probable hazard risk related catastrophe should that occur where the children will
suffer yet again.
3.0 Balochistan School Risk Analysis
Not only that Pakistan ranks 177 in the Human Development Index, the country also
has a more than its fair share of hazards and risk. Some of the most obvious and more
prevailing hazards risk to the country include, but may not be limited to, earthquakes,
floods, tsunamis, cyclones, landslides, mud slides, avalanche, glacial lake outburst
floods, road accidents, conflicts, droughts, extreme temperatures, and others.
The following map provides an overview of country‟s more prominent hazards risk
profile, including risk profile of Balochistan.
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Map 1: Pakistan Natural Hazards Risk
Seismo-tectonic profile of Pakistan below provides an overview of earthquake hazard
related information as extracted through “known fault lines”, including identification
of Balochistan seismic risk prone areas. It would be pertinent to note that in case of
Balochistan, the Makran Coastal area, and Quetta-Chaman area appear to be at
highest risk susceptibility for seismic activity.
8

Map 2: Seismotectonic Map of Pakistan
Source: Geological Survey of Pakistan
Specific to EQ related risk to the Makran Coast and the possible tsunami to be
generated by such an earthquake within the Makran sub-duction zone, the following
map projects the Tsunami heights at various Makran coast areas as would be
generated by an earthquake. The actual heights, and specific areas where such a
tsunami might strike would of course, spend upon the depth, magnitude, hypo center,
generated ground acceleration, etc of the actual earthquake occurrence.
9

Map 3: Projected Tsunami Heights along Makran Coast
Source: Pakistan Metrological Department / Nagoya University, Japan
The following map projects tsunami heights for specific Balochistan coastal cities
such as Pasni, Ormara, and Gwadar, etc.
Map: 4 Projected Tsunami Heights along Balochistan Coast
Source: Pakistan Metrological Department / Nagoya University, Japan
10

Similarly, and in case of Balochistan, the map below presents potential flooding and
cyclone affected areas of the province.
Map 5: Likely Cyclone/ Flood Affected Coastal Areas
11

Under certain protocols, the entire country is classified into various seismic zones
with Zone 4 being highest seismic risk area, as depicted in the map below.
Map 6: Seismic Zones of Pakistan
Source: Pakistan Metrological Department
12

Utilizing the school enrollment data for the country through various public documents
such as the census reports, and by superimposing the school‟s exact location though
GPS coordinates on the country maps, it is possible to visualize the number of
students, as well as the school locations, which could be under one or multiple
hazards risk, as illustrated in map below.
Map 7: Student Distribution Map-Pakistan
Source: UNHABITAT
13

With school enrollment and geographical location information, it is possible to
overlay this information layer on the seismic zoning map of Pakistan to ascertain
where, how many, and to what extent students in the country generally, and the
Balochistan province particularly, are exposed to seismic risk hazard, as depicted in
the map below.
Map 8: Student at Risk-Seismic Profile
Source: UNHABITAT
14

A similar map as below could be developed for students exposed to flooding and
cyclone risk in Balochistan.
Map 9: Student at Risk-Cyclone and Flooding Profile
Source: UNHABITAT
15

374
0
0
0
0
0
0
66,852
0
0
0
0
0
0
0
0
0
0
382
517
0
0
531
1,145
428
0
0
0
242
3,377
6,342
1,242
374
3363.5
1441.5
0
0
661.2
991.8
2,201
12,102
12,921
9,318
17,953
18,611
No. of Institutions
28,938
43,597
50,760
73,921
0
0
165,167
92,427
42,378
129,780
48,487
0
0
0
13,537
188,953
354,834
69,498
233,428
100,040
0
0
50,035
75,053
66,852
160,363
2,162,952
2,309,704
1,432,925
1,464,929
1,056,435
1,678,789
Number of Students
5,698,388
7,791,865
10,244,886
As an illustration, the following tabulations provide estimates of number of students
(public schools only), that are exposed to various levels of seismic risk in various
parts of the country, including Balochistan, as well as the actual numbers of building
in situated in these various seismic risk zones. Though also possible to develop
similar tabulation of private schools also, this estimation has not been undertaken for
this illustration purpose.
Table 1: Exposure of School Students to Seismic Risk-Pakistan
Exposure of School Students in Pakistan to Sesmic Risks
12,000,000
10,000,000
8,000,000
6,000,000
Exposure 1
Exposure 2A
Exposure 2B
Exposure 3
Exposure 4
4,000,000
2,000,000
0
Islamabad Punjab Sindh NWFP Balochistan FATA FANA PAKISTAN
Risk Exposure: 2005- Public Schools; Primary, Middle, Higher and Higher Secondary Schools only
Data Source: Education Survey of Pakistan Report 2005
Table 2: Exposure of Institutional Buildings to Seismic Risk-Pakistan
Exposure of Institutions in Pakistan to Sesmic Risks
80000
70000
60000
50000
Exposure 1
Exposure 2A
Exposure 2B
Exposure 3
Exposure 4
40000
30000
20000
10000
0
Islamabad Punjab Sindh NWFP Balochistan FATA FANA PAKISTAN
Risk Exposure: 2005- Public Schools; Primary, Middle, Higher and Higher Secondary Schools only
Data Source: Education Survey of Pakistan Report 2005
16

4.0 School Safety Action Plan
4.1 Development Process:
Ministry of Education, National Disaster Management Authority and UNESCO
jointly assisted the Balochistan Provincial Government in development of Plan of
Action for safe schools and educational buildings in the province of Balochistan. The
PDMA and Department of Education of the provinces, along with a background note
(attached as Annex-1), were requested to organize a consultative session with key
relevant stakeholders, from various hazard prone areas of the provinces to help
develop a practicable plan of action. This school safety action plan would take into
account major potential hazards to children and schools in their respective provinces
such as tsunami, cyclone, earthquakes, floods and inundation, and well as other
hazards such as fire and safety aspects arising from special needs for special children.
Outline of a Action plan matrix (attached as Annex-2) was also included with the
background note to help map the existing plans related to school safety that they may
presently have, and to record the immediate proposed actions that these key
stakeholders may wish, or plan to undertake to further school safety in their respective
provinces. The matrix was so organized to facilitate recording of all such planned or
proposed school safety related actions against key recognized „elements of school
safety‟ referred to in various documents such as Hyogo Frame of Action on DRR, to
which Govt. of Pakistan is a signatory.
A Consultative Session in Balochistan was organized on 20 March 2010. Key
stakeholders on school safety participating in the Session included representative from
the Provincial Governments, Ministry and Department of Education, Provincial
Disaster Management Authorities, Planning and Development Department, Works
and Services Department, District Governments, Municipalities, Academia and local
Non Government Organizations, and UNESCO. List of participants is stated in Annex
3 for reference.
The Session was organized as Focus Group Discussions where a UNESCO facilitator
briefed the stakeholders on background of the initiatives and relevant issues covering
concepts of safety of schools and educational institutions. The facilitator also
presented some relevant information and data on specific disasters related to
particular provinces as well as how these can possible impact children and school
safety, especially in the coastal areas. The facilitator also explained the key elements
of school safety to consider while developing action plans, with explanations on how
to record these actions against each element for clarity of understanding and response.
The key elements, and their underlying indicative actions contained in the action plan
matrix, as a comprehensive approach to school safety was also explained to
participants. Through open discussion and exchange of ideas and debate between
various participating organizations, each participant organization was able to record
their particular plan of action on the School safety matrix, along with allocation of
specific responsibility and requirement of possible resource support.
Synthesis of individual organizations‟ plan of action was collated and a
comprehensive draft School Safety Action Plan for Balochistan was developed
discussion and finalization with the stakeholders who had participated in the Plan
development exercise.
17

Once the draft Plan of Action was developed, the Balochistan PDMA and the
Department of Education organized a workshop with key stakeholders to review the
draft Plan of Action document which identifies specific and time bound actions to be
undertaken by all stakeholders in Balochistan to promote school safety in the
province. This workshop was organized on 19 July 2011 at Quetta. Objective of this
exercise was to present the draft plan to the stakeholders, obtain their ideas and
feedback to help improve the various activities as listed in the plan to improve school
safety, and to get the stakeholders agreement and endorsement of the plan as a
collective Plan of Action for the province of Balochistan that all stakeholders agree to
pursue and implement. List of participants is stated in Annex 4.
4.2 Detailed School Safety Plan of Action:
This comprehensive consultative exercise with key stakeholders to develop a school
safety plan of action for the province of Balochistan, which involved sensitizing of
stakeholders on various issues related to school safety and mapping of various
existing and proposed school safety related interventions of key institutions (ranging
from policy level to operational level), has resulted in practical, doable and achievable
menu of specific activities that could and would be undertaken by these key
institutions. In-line with these institutions‟ specific mandates, roles, responsibilities,
and challenges and barriers that these institutions face, the identified actions are at
least a modest start by these institutions in achieving improved school safety in the
province with respect to specific hazards of earthquakes, tsunamis, cyclones and
flooding.
The identified actions more or less cover the entire spectrum of engineering and nonengineering
aspects of school safety related to these hazards. These actions, some of
which are already under implementation and some in the implementation planning
process, and with a vision of possible future required actions that will augment school
safety in the long run, provide a rare opportunity for all stakeholders to collectively
and individually promote school safety in Balochistan in a coordinated and
collaborative manner. Moreover, almost all the identified actions as listed support the
GOP in meeting its commitment to various priority of actions as identified under HFA
2005-2015, and the millennium development goal of „universal primary education by
2015‟, among others.
Presented below is the finalized School Safety Plan of Action incorporating all
feedbacks, suggestions and comments as discussed during the consultative session
and the workshop to review the draft School Safety Plan of Action to make this
document a more meaningful and a practical tool to help promote school safety within
the entire province of Balochistan.
18

School Safety Plan of Action Matrix - Balochistan Province
Major Elements
of School Safety
(Indicative)
Organization
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Desirable action
Immediate planned/ possible
plan of actions
Responsibility/
coordination
Resourcing
1) Policy and
Institutional
Mechanisms
GOB
Directorate
Schools
of
Inter departmental
ministerial working group
formulated for
mainstreaming DRR into
Education
Education in Emergencies included in
provincial education policy to be
developed due to devolution
DRR related material incorporated in
curriculum
Awareness raising to concerned
stakeholders
Preparation of guiding
principles for implementation
Short term , medium term, and
long term strategy
development
Development of DRR specific
material for awareness
campaign
MOE/Provincial
Dept of Education /
PDMA,
GOB/C&W,
Govt/NGO
NDMA, PDMA,
UNICEF, UNESCO
District Government,
Multi hazard risk assessment of all
schools
Collecting training material on
and preparation of Master
trainers
GOB Bureau of
Curriculum &
Extension
GOB, P&DD
Draft National
Curriculum
Balochistan based curriculum
Develop local specific training
modules
Formulate national and provincial
safe schools policy
Reconstruction/ retrofit,
relocate hazardous schools
Initiate development of
Scheme of Studies
Seminars for teachers on safe
schools construction
awareness
No immediate plan available
BOCE, DOE, GOB
PDMA, NDMA,
Provincial
Education
Departments,
P&DD
(10 % self help Edu
dept) 90 % donors
MOE, Donors,
Fed Govt Donors
19

Major Elements
of School Safety
(Indicative)
2) Technical
Aspects of Safer
Schools
Organization
PITE
SCAMB
RAHA
GOB
Directorate of
Schools
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
SOP for awareness and
capacity building and its
implementation (EQ, Tsu)
Monitoring of
Construction
Desirable action
Incorporate policy, awareness material
in teachers learning material
Community Training, Seminars,
Handouts, books, other print material
Safe school concepts to integrated in
Education Policy
Capacity Building of Edu Dept for
school safety assessment
M&E Cell
1 rep P&D
1 Rep Edu. dept
1 C&W
1 rep PDMA
Immediate planned/ possible
plan of actions
Assist in incorporation,
training and sensitizing
teacher community
Developing project proposal/
work plan.
School assessments of all
schools, all hazards
Most vulnerable schools to be
strengthened
Develop TORs, process
mechanism
Responsibility/
coordination
PITE/EDO
SCAMB
Fed Govt.,
provincial
government,
Education
department,
DDMA
C&W and DOE
Finance Dept,
PDMA
MOE
Resourcing
Donors/ TA
providers
GOP/GOB PDMA,
Donors
GOB, PDMA,
Donor/ C&W
Education Dept,
Engineering dept to develop
appropriate designs
GOB Bureau of
Curriculum &
Extension
GOB, P&DD
Prototype design
Disaster engineering solutions
Technical capacity
Awareness and coordination with
Engineering Committees to be
constituted
School buildings technical aspects
incorporated in PC-1 project appraisal
process
Awareness raising and
coordination/ provision of
technical expertise to relevant
dept
Initiate incorporation in PC-1
Development of PC-1
assessment guidelines
BOCE/ EDU dept/
W&S dept
P&DD, Edu Dept.
GOB, PDMA,
C&W
PDMA/ Technical
assistance orgs,
donor
PDMA, GOB,
Technical Assistance
orgs
20

Major Elements
of School Safety
(Indicative)
Organization
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Desirable action
Provision in PC-I to assess Eq designs
and corresponding construction
drawings, estimates
Immediate planned/ possible
plan of actions
Responsibility/
coordination
Resourcing
SCAMB
RAHA
Advocacy to responsible
departments to construct
schools according to
standards
Requirement of proponent / executing
agency certificate of compliance with
PC-1
Structural designs to vetted by reputed
universities
Awareness raising of key area / city
individuals/ orgs
Develop Prototype for retrofit
construction
Developing project proposal/
work plan.
Advocacy with relevant
departments
SCAMB
RAHA-RAA/
DOE, W&S
Donors/ TA
providers
GOB, P&D, DDMA,
donors
3) Systems/
Skills /
Resources-
Capacity
Development
Requirements
for Safe
Construction
GOB
Directorate of
Education
(Schools)
GOB Bureau of
Curriculum &
Extension
Monitoring of construction work
required
Awareness raising of concerned
stakeholder
Increase construction budget to
include skilled manpower cost in
project documents
Training for teachers & mason and
skilled labor
C&W to organize events/
DOE to coordinate with
various stakeholders
Specific mention of cost in
PC-1
Organize orientation session
P&D Dept.,
Education Dept.,
W&S Dept.
DOE/C&W ,
P&DD
BOCE/ Edu Dept.
C&W, local
communities
Indigenous knowledge promotion
training
Provision of teachers &
technical experts
GOB, P&DD Technical training of all stakeholders No immediate plan P&DD. MOE,
C&W
GOB, PDMA,
DDMA Donors,
DOE
DDMA, Donors,
NGOs
PDMA/DDMA
21

Major Elements
of School Safety
(Indicative)
Organization
PDMA
Balochistan
PITE
SCAMB
RAHA
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Advocacy to responsible
departments to construct
schools according to
standards and needs
Desirable action
Training and Orientation Workshops
of line dept staff
Concerned EDO/ DCO to develop
awareness/ training plans
Trained Skilled manpower on
disasters
Sensitization of Policy makers to
various hazards
Immediate planned/ possible
plan of actions
Implement as part of PDMA
Plan of Action
Can help in increasing
awareness
Awareness meetings with
relevant dept.
Responsibility/
coordination
PDMA/ DDMA
EDO,DCO/ PITE
SCAMB
Fed & provincial
Govt and donors
Resourcing
Concerned dept.,
donors
DOE, PDMA,
UNDP, Donors
Donors/ TA
providers
DDMA and Donors
4) Integrating
Disaster Risk
Reduction
Information in
Formal/Informal
Education
GOB
Directorate of
Schools
(Education)
GOB Bureau of
Curriculum &
Extension
GOB, P&DD
Policy development to
introduce emerging trends
and disaster management
at education institutions in
process
Community awareness
through media
A Cadre of engineers with improved
disaster construction related
DRR awareness
Student awareness sessions (one
period /class )
Development of learning tools for
children for incorporating risk
management education
Awareness Campaign at both local
public and private schools, public at
massive level
DRR to be part of teachers
education immediately
Conduct seminars at Tehsil /
UC level
Orientation workshops,
seminars, and training for
teachers
Teachers Manual
development for teachers
DOE/ Bureau of
education to
develop an launch
program
Edu Dept.
concerned EDO/
DDMA,
HR (B.O.C) +
education
department
BOC (HR)
P&DD/ DOE,
PDMA
Directorate and
Bureau of Education
Donor agency,
PDMA, SMC
GOB, Edu Dept.,
NDMA, PDMA,
Donors, Service
providers,
GOB, Edu dept.
relevant DDMAs,
NGOs, Donors
22

Major Elements
of School Safety
(Indicative)
Organization
PDMA
Balochistan
SCAMB
RAHA
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Awareness Campaigns at
District and Community
Level
Awareness raising on
local/regional disasters
risk to schools
Desirable action
Extension of awareness campaign to
school level
( part of PDMA 2009-2010 plan)
Handout, school visits, mobilization of
resources
DRR information to be part of
curriculum
Frequent Awareness campaign and
demonstration
Immediate planned/ possible
plan of actions
A school safety orientation
workshop conducted for line
managers at district level
Meeting with stakeholders
Developing project proposal/
Responsibility/
coordination
PDMA/ DDMA
SCAMB
Resourcing
Concerned dept.,
donors
Donors/ TA
providers
work plan.
Facilitation at local level DOE/ PDMA GOB, Edu dept.
relevant DDMAs,
NGOs
5) Community
Preparedness
for Disaster
Prevention and
Response
Boys Scouts
and Girls
Guide
Association
GOB
Directorate of
Schools
Orientation session on
various hazards
PTSMC
(parents teachers school
management committees
exist)
PTSMC ( school management
committees) to be trained and
informed
Boys scouts / girls guide training and
awareness session
Awareness and advocacy campaigns
Community awareness raising and
involvement
PTSMS to be activated and supported
in disaster planning advocacy
Train and involve boy scouts
and girl guides in disaster
awareness in schools and
communities
DOE to undertake advocacy
Seminars at District level
Develop HRD in community
DOE
District Gov
PDMA,
PDMA, Line
departments,
Department of
Education,
Provide First Aid items to the
community and training about risk
through local expertise
23

Major Elements
of School Safety
(Indicative)
Organization
GOB Bureau of
Curriculum &
Extension
GOB, P&DD
PDMA
Balochistan
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Districts Disaster
Preparedness and
Management Plans
Desirable action
Community awareness and
preparedness with stockpiling
( material / equipment)
Community preparedness and
response programs
Skills development of teachers and
community activists to respond in case
of disaster
Immediate planned/ possible
plan of actions
Responsibility/
coordination
Training Seminars HR (B.O.C) +
Education
department
Assist in developing concepts P&DD, PDMA,
Education Dept,
NGOs
Training / Orientation PDMA
Development of districts (few)
disaster management plans
Resourcing
GOB, PDMA,
Donors, Service
providers,
PDMA, DDMA,
GOB Donors
NDMA/PDMA F.D/
Donors
PITE
Community level disaster preparation
plans
Development of preparation modules
Implementation of disaster
management plans (2009-
2010 plan)
Assist in execution
PDMA
DDMA/ local
communities,
NGOs
GOB
PDMA, DOE, local
development
authorities, Donors
SCAMB
RAHA
Community mobilization
and awareness to all
stakeholders
Training Seminars, awareness material
A cadre of volunteers community
responders ( use indigenous
knowledge and skills, search and
rescue abilities)
PTSMC to be trained in response
Developing project proposal/
work plan.
Can assist in training and
capacity building
SCAMB
NDMA/PDMA
Education Dept,
Social Welfare
department, Civil
defense
Donors/ TA
providers
PDMA, DDMA,
GOB Donors
24

Major Elements
of School Safety
(Indicative)
6) Public -
Private
Partnerships/
Financing for
Safe Schools
Organization
GOB
Directorate of
Schools
(Education)
GOB Bureau of
Curriculum &
Extension
Existing actions
(Earthquake, Tsunami,
Cyclone hazard related)
Desirable action
All Balochistan MPA‟s to provide
funds for at least one “safe school”
Hire services of local experts and
Govt, and NGOs to coordinate
between public and private sector
Volunteers
(teachers, educators) to coordinate
between public and private sector
Immediate planned/ possible
plan of actions
DOE to approach MPAs
Develop process, mechanism,
guidelines, mechanisms for
PPP engagement
Develop volunteer
engagement TORs and scope
of work
Responsibility/
coordination
PDMA/DOE/MPA
BOCE / Edu dept.
Resourcing
PDMA, Prov.
Assembly, MPA
Discretionary fund,
NGOs, Media,
Donors, private
sector, technical
assistance orgs
PDMA, Donors,
NGOs, Finance and
Business sector reps
RAHA
Resource mobilization to be arranged
by involving the private sector
institutions
Develop Guidelines for PPP
engagement process
Assist in developing process
Edu Dept. PDMA,
Donors
GOB, Fed and
provincial
governments,
NDMA, Finance and
Business sector
25

4.3 Consolidated School Safety Action Plan and the Next Steps
In order to facilitate the implementation of school safety action plans in the province,
the plan of action matrix with corresponding defined roles and responsibilities has
been synthesized and converted into a proposed comprehensive plan of action, with
specific implementation priorities. This comprehensive action plan for school safety is
a reflection of the individual organization/ representative‟s commitments, working
deliberations on school safety in the provinces, and information and feedback from
secondary and primary school safety stakeholders.
For continuity and clarity, the consolidated school safety plan of action for the
province is organized along the 6 key school safety elements, and distinguished by
two sets of actions- priority actions and strategic actions. Priority Actions is a listing
of those stakeholder defined actions that could be initiated and completed in a
relatively short time frame, say within one to one-and-a-half year. Strategic Actions
is a composite listing of those actions that mark the beginning of the school safety
plan of action with interventions that will lead towards meeting the national and
international obligation for safe schools and safe children, in a relatively longer time
frame of three to four years. The strategic actions are also identified in a manner that
offers the opportunity to track progress through benchmarking and results orientation,
leading to scaling up of further similar actions.
It must however be noted that though the timeframes associated with completion of
the priority or the strategic actions may be different, it does not imply choosing one
over the other while assigning implementing priority. Where all actions need to be
undertaken simultaneously for all school safety elements, this bifurcation simply
provides a different time horizon for resource allocations.
Consolidated School Safety Plan of Action Balochistan Province
Major Elements
of School Safety
1) Policy and
Institutional
Mechanisms
Immediate Actions (Nov 2010-
June 2012)
1. Pending formulation of
Provincial education policy.
Prepare guiding principles for
Education Policy (2009)
implementation especially for
section 5.5 –Education in
Emergencies) utilizing local
knowledge and cultural
context
2. Develop incorporation
guidelines and tools for
implementation of national
policy and DRR awareness
material in teacher learning
material
3. Develop DRR specific
material, and awareness
raising of concerned
stakeholders
4. Develop Scheme of Studies
for National curricula /
Strategic Action (Nov 2010-Dec
2014)
1. Develop short, medium term, and
long term strategy for policy, and
capacity for policy implementation
2. Review relevant existing policies
for improvements and compliance
to international standards
3. Develop internal capacity (
mechanisms, regulations,
guidelines) to convert policy into
action and review
4. Develop short and long term
strategy for engaging private sector
schools in DRR policy
implementation
5. Promote school maintenance
awareness and resources
6. Develop national and provincial
guidelines for “safe schools”
integration in education policy.
Responsibility/
Coordination
PITE/EDO/PDMA,
NDMA,
P&DD/Dist Edu
office/ Director
Edu/Sec Edu/ DOE
BOCE, GOB
DOE/ Edu Dept
26

Major Elements
of School Safety
2. Technical
Aspects of Safer
Schools
3. Systems/
Skills /
Resources-
Capacity
Development
Requirements
for Safe
Construction
4. Integrating
Disaster Risk
Reduction
Information in
Formal/Informal
Education
Immediate Actions (Nov 2010-
June 2012)
Balochistan based curriculum
1. Develop digitized maps of all
public/private sector schools
2. Conduct safety assessment of
schools in high risk locations
3. Develop appropriate design
and retrofit guidelines
4. Reconstruct, retrofit,
rehabilitate, relocate
identified hazardous schools
5. Conduct all stakeholders
awareness raising on safe
school „siting‟
6. Monitor enforcement of
existing guidelines, design
options, codes for EQ, TSU ,
Cy for all school
construction in coastal areas
7. Develop PC-1 assessment
guidelines for safe
construction
1. Conduct awareness and
training of heads of
education institutions on
maintenance requirements
2. Conduct maintenance of
school building with
provision of maintenance
funds to schools
3. Conduct safer construction
orientation and training for
concerned departments
professionals
4. Develop a cadre of skilled
technicians in safer
construction skills
5. Develop local specific
teachers‟ training modules
6. Seminars for teachers on safe
schools construction
awareness
7. Orientation Workshops of (
line dept staff)
8. Training of engineers for
improved
disaster
construction related planning
and design
9. Training of mason and
skilled labor in better
construction
1. -Make DRR integration part
MWG (ministerial working
group) medium , and long
term strategy
2. Conduct orientation
workshops, seminars, and
training for teachers on Edu
policy application and tools
Strategic Action
2014)
(Nov 2010-Dec
1. Develop and implement planning
and design standard for safe school
location and construction
2. Conduct awareness raising and
capacity building of concerned govt.
departments/ organizations for
multi- hazards assessment
3. Develop simplified codes and
design for schools in coastal areas
for Tsu zones, with updated
specifications and guidelines
4. Develop capacity coordination/
provision of technical expertise to
relevant dept. for school safety
assessment
5. Operationalize school construction
M&E Cell
1. Planning commission to modify PC-
1 for requirement of risk design and
corresponding construction drawing
observations/ appraisal for new
school, construction schemes and
compliance requirements
2. Develop province wide early
warning systems for all (Tsu, Cy,
flood) related hazards
3. Develop capacities in relevant
departments, orgs for better building
designs and techniques
4. Develop indigenous knowledge and
capacity building of relevant
persons/ orgs in safer construction
5. Develop an ongoing safer
construction skills training and
development program for local
masons, carpenters, etc
6. Increase construction budget to
include skilled manpower cost in
with specific mention of cost in PC-
1
7. Advocacy to responsible
departments/ stakeholders for
schools construction according to
design standards and risk
1. Implement comprehensive
integration planning of DRR in
formal schooling
2. Develop a comprehensive program
of safety drills and instructions in all
schools ( public and private)
3. Develop learning tools/ visual
resource material for children for
Responsibility/
Coordination
Fed Govt., Prov.
Gov. Edu dept.
DDMA/ C&W and
DOE/
RAHA-RAA/
W&S P&D Dept.
P&DD, GOB,
PDMA, C&W
C&W/ Finance
Dept
PDMA BOCE/
SCAMB
Fed & provincial
Govt. and donors /
PDMA/ DDMA
DOE/C&W/
P&DD. MOE,
C&W BOCE/ Edu
Dept. C&W, local
communities
EDO/DCO/ PITE
SCAMB
DOE/ PDMA
P&DD/ DOE,
SCAMB/ DDMA
HR (B.O.C) +
education
department / EDO/
27

Major Elements
of School Safety
5. Community
Preparedness
for Disaster
Prevention and
Response
6. Public -
Private
Partnerships/
Financing for
Safe Schools
Immediate Actions (Nov 2010-
June 2012)
3. Develop teachers manual
incorporating DRR processes
4. Conduct awareness raising
on local/regional disasters
risk to schools and student
awareness sessions (one
period /class) with safety
drills in high risk areas. -
Train and involve boy scouts
and girl guides in disaster
awareness in schools and
communities
5. Conduct school safety
orientation workshops for
line managers at district level
1. Develop SOPs (standard
operating procedure) for
disaster response for all
schools at risk in coastal
areas
2. Develop and application of
guidelines / checklist for
“safe schools” for specific
hazards in local communities
3. Develop districts (few)
disaster management plans
4. Develop a cadre of first
responders in select
communities (community
activists, teachers, PTSMS)
using indigenous knowledge
and skills ( Search and rescue
abilities)
5. Integrate school-based
preparedness and response in
all community based DRR
interventions
1. Develop process,
mechanism, and guidelines,
for PPP engagement
2. Develop safe school
standards and guidelines for
engaging private sector to
„adopt‟ few schools as CSR
awareness
risk management education
Strategic Action (Nov 2010-Dec
2014)
4. Conduct awareness on School
safety both public and private
schools, local communities using
media
5. Conduct disaster awareness
campaigns at district/ tehsil/UC/
community and School Level
6. Develop and provide appropriate
DRR information related
material, sensitize and support
PTSMC (school management
committees) on school safety and
policy initiatives
1. Develop community based
“school hazard assessment, and
response plan” ( all and specific
risks)
2. Demonstrate select schools as
“safe schools”
3. Develop village disaster
management plans select villages/
settlements at high risks
4. Develop „ safe havens‟ as
demonstration for post disaster
“continuity-of-service”
5. Develop and implement districts
disaster preparedness and
management plans of all district
6. Develop community level disaster
preparation plans involving
PTSMS, and stockpiling (rescue,
equipment/ materials)
3. Develop resource mobilization
strategy ( including experts,
volunteers/ NGOs) and school
safety implementation planning
involving private/ finance sector
institutions
4. Approach all Balochistan MPAs
to fund at least one “safe school”.
Responsibility/
Coordination
PDMA/ DDMA/
local communities,
NGOs/ SCAMB
P&DD, Education
Dept, NDMA,
Social Welfare
department, Civil
defense DOE/
District Gov. HR
(B.O.C)
Edu Dept. PDMA,
Donors DOE/MPA
BOCE / Edu dept.
DOE/PDMA,
Private Schools
Associations,
Private Building
Contractors
28

5.0 Next Steps
5.1 Considering that some of the safety related actions -- from policy to operations
and feedback level -- as indicted and outlined against the 6 key school safety
elements may require collaborative technical, financial, and human resource, it
would be useful to convert all these priority and strategic actions by all key
stakeholder agencies into a larger detailed Operation Plan with resource
estimations and resource allocations/mobilization plan.
5.2 This detailed operation plan, and as a stand-alone project for the province of
Balochistan, could be a comprehensive amalgamation of activities
encompassing the entire spectrum of safety actions from policy-toimplementation.
As an alternative, such a plan could also be grouped around
key school safety elements such as policy, technical aspects, or education and
preparedness etc., to help focus on specific implementing or resourcing
opportunity.
5.3 While considering the resource mobilization strategy for this plan, it would be
useful to access some of the already committed human and financial of various
national, provincial, and local organizations and agencies identified as resource
in the Balochistan school safety plan of action matrix. These organizations not
only have already allocated some resources for these actions within their plans
and budget, but may also have some of the proposed priority or strategic
actions resourcing in-built into their upcoming or subsequent year planned
budgets.
5.4 A coordinated/ collaborative project for Balochistan province will require
coordinated implementation mechanism. So, the proposed Provincial Inter-
Departmental Policy and Coordination Group for Disaster Risk Reduction in
Education, led by the Provincial Department of Education and Literacy, has to
function as the Implementer and Monitor of the plan, with respective
stakeholder of public sector, civil society, academia, and private sector as
executors of the respective action based on their action identified priority and
mandate. One UN in general and UNESCO, UNICEF, UNDP and
UNHABITAT in particular could assist DOE developing of such an operational
plan; assist in resource mobilization from other sources if required; provide
technical assistance, and help develop project execution and monitoring
modalities for the collaborative plan implementation.
*****
29

6.0 Annexes
Annex 1:
Stakeholder Consultative Sessions for Development of Plan of Action
for Safe School and Educational Buildings in Sindh and Balochistan-
Background Note
Background
Kashmir earthquake 2005 had a severe impact on education system as over 18,000
students and 900 teachers were killed. Large numbers of schools were destroyed. In
the middle of 2007 Pakistan experienced intense storms and a major cyclone causing
severe flooding, displacing over 300,000 people and affecting more than 2.5 million.
Balochistan and Sindh provinces were worst affected, with 280 confirmed deaths and
a further 188 missing.
Provinces of Sindh and Balochistan are beset with plethora of natural and human
induced hazards. Tsunami, Cyclone and Earthquakes are identified as some of the key
hazards in the National Disaster Risk Management Framework. The coastal areas of
Sindh and Balochistan provinces are prone to Cyclone and Tsunami hazards. Most of
the school buildings and educational institutions do not comply with the hazard (like
earthquake, tsunami, cyclone and associated disasters such as inundation) resistance
designs, construction and have no preparedness and response plans.
In this context, Ministry of Education, National Disaster Management Authority and
UNESCO jointly plan to assist Sindh and Balochistan Provincial Government in
development of Plan of Action for safe schools and educational buildings in the
coastal areas of Sindh and Balochistan. On the basis of the Plan of Action authorities
will be able to develop strategy and mobilize the resource required to make
educational institutions safe. This initiative is being taken under UNESCO-IOC
implemented technical assistance project titled 248-PAK-2000 Strengthening of
Tsunami Warning System in Pakistan.
The scope of the work covers coastal hazards, including tsunami, cyclone and other
hazard inundation, as well as earthquake (land based), flood, fire, safety aspects
arising from special needs such as disability, etc.
Proposed Activity
For the development of Plan of Action for safe schools and educational buildings,
consultative sessions in Sindh and Balochistan with relevant stakeholders including
Department of Education and Literacy, Provincial Disaster Management Authorities,
Planning and Development Department, Works and Services Department,
municipalities and local Non Government Organizations are planned.
The session will be held in Focus Group Discussion (FGD) form. The facilitator from
UNESCO will brief the participants on background of the initiatives and relevant
issues covering the concept of safety of schools and educational institutions. Then the
session will be opened for discussion with key questions from the facilitator. A
30

matrix to map existing work and to capture action items for future will be developed
(attached as Annex). The session duration will be 3 hours.
Expected Outcomes
The sessions will assist in:
Sensitizing involved stakeholders on issues related to school safety
Developing a proper and contextual outline for Provincial Plans of Action for
safe schools and educational buildings in the coastal areas of Sindh and
Balochistan covering engineering and non-engineering aspects issues
Mapping of key institutions ranging from policy level to operational level, and
their mandates, roles and responsibilities; challenges and opportunities
31

Annex 2: Action Plan Matrix
Action Plan Matrix
School Safety Plan of Action Matrix
Province …………..
Name of Org..............
Name of Key Contact…………………….
Key Organizational Mandate ……………………………………
Major
Elements of
School Safety
(Indicative)
Major
(Indicative)
Processes
1) Policy and -National/local level
Institutional
Mechanisms
policy
-Institutional
mechanisms and
systems
-Enabling laws,
regulations, guidelines -
institutional practice at
national, provincial,
local and community
level
-Compliance
-Best practices and tools
-Principles of good
governance
2) Technical -Engineering
Specific
Mandate
( if any)
Existing
actions
Eq Tsu Cy
Desirable
action
Immediate
planned /
possible
plan of
actions
Responsibility/
coordination
Resourcing Remarks
32

Aspects of Safer
Schools
3) Systems/
Skills /
Resources-
Capacity
Development
Requirements
for Safe
Construction
designs/structural
solutions
-School „siting‟
-Design
and
construction codes and
guidelines,
-Design options
-Appropriate
construction materials
-Physical planning
elements for critical
infrastructure,
-Insufficient and
inefficient use of
materials and building
technologies
-Prioritization of school
retrofitting
-Cost-effective retrofit
techniques
-Skills resources
-Availability and access
to safer construction
skills, techniques, and
tools for safer design
and construction
-Maintenance of school
buildings (existing and
new)
-Indigenous knowledge,
capacity-building in
design and construction,
33

4) Integrating
Disaster Risk
Reduction
Information in
Formal/Informal
Education
5) Community
Preparedness
for Disaster
Prevention and
Response
-Appropriate
construction skills
-Formal training set-ups
and resourcing for local
technicians
-Integrating DRR in
formal and informal
schooling,
-Awareness raising on
local/ regional disaster
risks to schools.
-Scope and sequence of
DRR education and life
skills
-Public risk awareness
through tools such as
child focused initiatives,
knowledge exchange,
grass-roots
collaboration, public
community-level
interaction
-Social marketing
-Community
preparedness in
prevention and first
response and search and
rescue
-Preparations for
schools as “safe
havens” in disasters
-Operational
34

6) Public -
Private
Partnerships/
Financing for
Safe Schools
requirements of
designing, designating,
and safe havens
operations
-Community based
assessments of local
hazards, vulnerability
and planning and
implementation
capacity -Community
response interventions,
facilities and stockpiling
-Incentives/involvement
of private sector
investments in elements
of safe schools
-Risk transfer.
-Shift from post disaster
relief and reconstruction
(RR) to pre-disaster
prevention and
preparedness (PP) -
Investment in disaster
reduction and its
integration within the
development planning
process
-Opportunities and
innovative partnership
leading to safer schools
-Public financing
35

Annex 3: List of Participants of Workshop for Development of Draft School Safety
Plan of Action held on 20 March 2010 at Quetta.
1. Habibullah Durrani
Master Trainer, SCSPEB
2. Muhammad Alam Sumalani
SCSPEB
3. S. M. Anwar Shah
Director (PITE)
4. Mohammad Asif Khan
Chief of Section (Education), P&D Dept. GOB
5. Irfan Muhammad Khan
Deputy Director (Schools)
6. Abdul Malik Nasar
Assistant Director (Planning Schools)
7. Riaz Ahmed
DO, Education Gwadar
8. Syed Arif Shah
Deputy Director, Bureau of Curriculum, Department of Education.
9. Ejaz Ali Yousafzai
SCAMB, Member BoD
10. Dr. Muhammad Siddiq
PDMA Director
11. Jawad Anwar Shahwani
PPM – RAHA, UNDP
12. Syed Abil Ali Shah
SCAMB Coordinator
13. Faiz Muhammad
Samaj Sewa
14. Khizer F. Omer
School Safety Expert, UNESCO
36

Annex 4:
List of Participants of Workshop to Review Draft School Safety Plan
of Action held on 19 July 2011 at Quetta.
1. Dr. Muhammad Siddiq Raisani
PDMA
2. Dr. Kozue Kay Nagata
UNESCO
3. Muhammad Khalil
UN-Habitat
4. Sara Khan
UN-Habitat
5. Manzoor Hussain
Boys Scouts Association
6. Hubdor Ali
INSP
7. M. Aslam Soomro
District Administration, Sibbi
8. Daud Shah
District Administration, Harnai
9. Gul Muhammad
UNESCO
10. Peer Muhammad
Bureau of Curricula
11. Ratan Chand
PITE
12. Iram Ghazi
Wilderness School & Colleges
13. Aqila
PPIU
14. Gul Bushra
PPIU
15. Ishrat Khan
PPIU
37

16. Humera
IDSP
17. Shaista Noor
IDSP
18. Abdul Karim
SWES
19. S. Arif Shirazi
BOC&EC
20. Mukhtar
Save the Children
21. M. Saleem Khosa
SW
22. S. M. Anwar Shah
Education
23. Abdul Ali
RSPN-ASP
24. Shahjehan Bilal
Save the Children
25. Shabir Ahmed
PDMA
26. Farrukh Anwar
UNHCR
27. Sana Durrani
Today‟s Women Org
28. Wadood Jamal
SAAD
29. Habib Durrani
BFD
30. Aamad Ali Yousafani
UNESCO
31. Bahram Khan
BBSA
38

32. Muhammad Ayub
BBSA
33. Zahoor Baza
U. O. B. Quetta
34. Sadiqa Sultan
BBSA
35. Agha Mohsin Ali
BBSA
36. Noreen Sahar
SCSPEB
37. M. Shoaib Jamali
SCSPEB
38. M. Amjad
SEEDS
39. Vickram Chhetri
UNESCO
39. Khizer F. Omer
School Safety Expert, UNESCO
39

School Safety Plan of Action was prepared with technical and financial assistance of
Project Strengthening the Tsunami Early Warning System in Pakistan, 248-PAK-
2000 and One UN Disaster Risk Management Program Joint Program Component 1,
Project 238-PAK-1005.

Government of Balochistan
Ministry of Education
PROVINCIAL INTER-DEPARTMNETAL
POLICY & COORDINATION GROUP
On
DISASTER RISK REDUCTION
MINISTRY OF EDUCATION, BALOCHISTAN
November 2011

This work has been undertaken under One UN Disaster Risk Management Program Joint
Program Component 1, Project 218-PAK-1001.

Table of Contents
1.0 Background ....................................................................................................................................... 1
1.2 Purpose of One UN DRM Program .............................................................................................. 1
1.3 Mission ......................................................................................................................................... 1
1.4 Objectives of One UN DRM Program .......................................................................................... 1
1.5 Nature and Scope of the Intervention ........................................................................................... 2
1.5.1 Planning Commission of Pakistan ........................................................................................ 2
1.5.2 International donors ……………………………………………………………………………………………………… 2
1.5.3 Pilot Priority Sectors/ Ministries ........................................................................................... 3
1.6 Management Mechanisms ............................................................................................................ 3
1.6.1 National Working Group on Disaster Risk Reduction .......................................................... 3
1.6.2 Role of Donor Representatives ............................................................................................. 4
1.6.3 Ministerial Working Groups on Disaster Risk Reduction .................................................... 5
2.0 Balochistan Ministry of Education ................................................................................................... 6
2.1 Responsibilities of Balochsitan Ministry of Education .......................................................... 6
3.0 Provincial Disaster Risk Reducion Integration in Education ............................................................ 7
3.1 Composition of Provincial Inter-Departmental Policy & Coordination Group ............................ 7
3.2 Terms of Reference of Balochistan Provincial Inter-Departmental Policy & Coordination
Group….………………………………………………………………………………………………………………………………… 8
3.3 Provincial Inter-Departmental Policy & Coordination Group Organogram ................................. 8
4.0 Key Institutions Relevant to Integrating DRR in Education and their main functions ................... 11
4.1 Provincial Disaster Management Authority ................................................................................. 11
4.2 Planning & Development Department ......................................................................................... 11
4.3 Communication Works, Physical Planning and Housing Department ........................................ 12
4.4 Urban Planning and Development Department ............................................................................ 13
4.5 Health Department ....................................................................................................................... 13
4.6 Environment Sports and Youth Affairs Department .................................................................... 13
4.7 Social Welfare, Special Education Literacy/Non-formal Education Development ..................... 14
4.8 Home and Tribal Affairs Directorate (including Civil Defense) .................................................. 15
4.9 Labor and Manpower Department ............................................................................................... 15
4.10 Representative of Private Schools Associations ........................................................................... 16
4.11 Representative of Armed Forces Schools ..................................................................................... 16

ACRONYMS
ADB
ADP
AJK
CDA
DWG
DRM
DRR
EAD
FAO
FBISE
FDE
GoP
GoB
IDB
ISDR
JEA
JICA
MOE
MWG
NDMA
NEP
NESPAK
NGO
NWG
PC
PC-I
PCATP
P&D
PDMA
PEC
PPP
PSDP
SOP
TOR
UNDP
UNESCO
UNFPA
UN-HABITAT
UNICEF
UNISDR
USAID
WFP
WHO
Asian Development Bank
Annual Development Plan
Azad Jammu and Kashmir
Capital Development Authority
Departmental Working Group
Disaster Risk Management
Disaster Risk Reduction
Economic Affairs Division
Food and Agriculture Organization
Federal Board of Intermediate and Secondary Education
Federal Directorate of Education
Government of Pakistan
Government of Balochistan
Islamic Development Bank
International Strategy for Disaster Reduction
Joint Educational Advisor
Japan International Cooperation Agency
Ministry of Education
Ministerial Working Group
National Disaster Management Authority
National Education Policy
National Engineering Services of Pakistan
Non-Governmental Organization
National Working Group
Planning Commission
Planning Commission Proforma-I
Pakistan Council of Architects and Town Planners
Planning and Development
Provincial Disaster Management Authority
Pakistan Engineering Council
Public-Private Partnership
Public Sector Development Programme
Standard Operating Procedure
Terms of Reference
United Nations Development Programme
United Nations Educational, Scientific and Cultural Organization
United Nations Population Fund
United Nations Human Settlements Programme
United Nations International Children’s Emergency Fund
United Nations International Strategy for Disaster Reduction
United States Agency for International Development
World Food Programme
World Health Organization

1.0 Background
Disasters pose threat to sustainable economic and social development, a fact which has been well
demonstrated globally. Pakistan has suffered colossal losses due to disasters in the past sixty
years. A sketchy estimate indicates that the economic losses caused by disasters over the past
sixty years are higher than 30 billion US dollars. Historically, disasters have affected all
development sectors by destroying schools, hospitals, roads, telecommunication infrastructure,
industries, settlements, housing, agriculture and environment. Development practice of various
ministries, departments and donors is not fully considerate about risks posed by natural and
human induced hazards. Important infrastructure is built in locations that are prone to natural
hazards; e.g. earthquakes, floods, cyclones and landslides or human induced hazards like urban
fires and technological accidents. Each time a disaster occurs, the government (at respective
level) has to divert precious resources from other development priorities for provision of relief
and response to the survivors and for the reconstruction of damaged infrastructure and facilities.
This diversion negatively affects the overall economic and social development of the country. An
important priority under the National Capacity Building for Disaster Risk Management project
being implemented with UNDP support is to integrate disaster risk reduction into the
development policy, planning and practice of government and non-government sectors. Under
the intervention, assistance is being provided to ten selected ministries and donors in
development of technical and institutional capacities for integration of disaster risk reduction into
the design and implementation of future development projects.
1.2 Purpose of One UN DRM Program
Primary objective of the program is to ensure that future development programs and projects of
selected ministries and donors in disaster prone areas incorporate elements of disaster risk
assessment and risk reduction in the planning, design and implementation stages so that
sustainable economic and social development could be achieved by minimizing shocks from
disasters.
1.3 Mission
The program aims to focus on Government of Pakistan and International donors in helping to
develop appropriate legal, policy and implementation environment for mainstreaming disaster
risk reduction into the development process in all sectors under their mandate and jurisdiction.
1.4 Objectives of One UN DRM Program
To achieve policy level support from the selected ministries and donors in mainstreaming
disaster reduction into their respective development programs and interventions.
To introduce modifications into the formats and procedures for project formulation,
implementation, and monitoring and evaluation with a view to incorporate disaster risk
assessment and risk reduction in them.
1

To develop technical capacities of the selected ministries and donors in disaster risk
sensitive program design and implementation in hazard prone areas.
1.5 Nature and Scope of the Intervention
A three pronged program strategy has been adopted in order to address the problem from various
elements and in a comprehensive manner. This strategy includes addressing the following.
1.5.1 Planning Commission of Pakistan: Planning Commission is responsible for review and
approval of all development projects submitted by federal ministries and their subsidiary
departments. All ministries develop projects using the formats issued by the Planning
Commission. Project Monitoring and Evaluation is also undertaken as per the formats
issued by the PC. Therefore, NDMA is working with the Planning Commission to
incorporate disaster risk assessment and disaster reduction provisions in the project
design, formulation, monitoring and evaluation formats; e.g. the PC1- V. NDMA is also
working with the Planning Commission on development of appropriate monitoring
mechanisms to ensure that disaster reduction measures are actually incorporated by
ministries/departments during the implementation stage. It is expected that incorporation
of risk reduction considerations in the Planning Commission formats and monitoring and
evaluation mechanisms would encourage all ministries (and subsidiary departments,
provincial and regional governments) to be cognizant of the disaster risk reduction
aspects during the design, planning and implementation of their projects in hazard prone
areas. Particular priority will be given to projects related to physical infrastructure and
construction.
1.5.2 International donors: International donors contribute to the economic, social and
environmental development in Pakistan in a significant manner through provision of aid
in the form of grants and loans. The funds provided from international donors are made
available to different sectors as per national priorities. These include funding both for
construction of infrastructure, as well as for soft interventions for capacity development.
The donors and the potential recipient ministries/departments engage in a joint process of
project identification, design and planning. After approval of the projects, the respective
ministries/departments implement the projects, while donors get engaged in monitoring
and evaluation. Considering the size of international assistance and the role of
international donors in sustainable development in Pakistan, NDMA is working with
seven key donors to incorporate disaster risk assessment and disaster reduction provisions
in their project design, formulation, monitoring and evaluation formats. NDMA is also
working with the donors on development of appropriate monitoring and evaluation
mechanisms to ensure that the recipient ministries integrate disaster reduction measures
during the implementation of their projects in hazard prone areas. The selected donors
would include World Bank, DFID, UNDP, ADB, JICA, USAID and European Union. No
financial support is envisaged to be provided by NDMA to the donors. However, NDMA
may provide technical assistance to them.
2

1.5.3 Pilot Priority Sectors/ Ministries: All federal ministries implement projects that
include construction of infrastructure, production and the provision of services. All
ministries, therefore, would be supported by NDMA to incorporate disaster risk
assessment and disaster reduction in their development programs. However, considering
the urgent need for technical assistance, NDMA in the first phase started with four
priority ministries which contribute to the construction of public sector infrastructure in
the country. The selected sectors include Housing and Works; Water and Power;
Defense; and Industries, Production and Special Initiatives in collaboration of Economic
Affairs Division (EAD). Under this intervention, in addition to mainstreaming disaster
risk reduction in the selected ministries, the idea is to conduct pilot intervention and draw
lessons for broader application in these ministries as well as in all other ministries. In
second phase, starting Jan 2010, five more Ministries have been included in the DRR
mainstreaming assistance keeping in view their mandate and role in development of
physical infrastructure in the country, impact of past disasters, and objectives of the
initiative. The new sectors include Communication, Environment (UNHABITAT),
Education (UNESCO and UNICEF), Health (WHO and UNFPA), and Food and
Agriculture (FAO and WFP). The new sectors have been assigned to the UN Agencies to
provide support to the respective ministries. NDMA, overall, is working with the selected
ministries to develop their capacities in incorporating disaster risk assessment and risk
reduction in actual design and implementation of projects based in high risk zones.
1.6 Management Mechanisms
To assist implementation of the initiative, a national strategy on Mainstreaming DRR into
Development was developed which identifies where and how DRR measures could be
incorporated in the development planning. Implementation management arrangements
established by NDMA, the ministries, and partner donor organizations for this initiative are as
under.
1.6.1 National Working Group on Disaster Risk Reduction
A National Working Group on Disaster Risk Reduction (NWG) was constituted by NDMA in
June 2008, comprising members from the Planning Commission, four key Ministries, lead
donors, Pakistan Engineering Council (PEC), Pakistan Council of Architects and Town Planners
(PCATP) and NESPAK. This group has been steering the overall mainstreaming process in the
selected ministries. Its mandate include finalization of overall strategy for mainstreaming DRR,
providing strategic direction to the process and suggesting modifications in approach if required,
review progress on implementation by all target ministries / agencies, and provide necessary high
level support to achieve cooperation from any of the target organizations, if need be. Some
additional specific functions are being performed by the group which are as follows.
1. Hold periodical meetings to discuss progress
2. Seek reports from sectoral working groups established in each target ministry and those
by donor organizations
3. Discuss target ministry / department / agency wise priority issues with regards to
mainstreaming DRR
3

4. Review technical guidelines for various sectors on mainstreaming DRR
5. Make decisions on technical support (including training etc) required to different target
organizations
6. Make final decisions on implementation of pilot disaster risk reduction measures in the
projects of target organizations
7. Decide on expansion of mainstreaming DRR initiative to other sectors and stakeholders
8. Perform any other strategic duties required to promote mainstreaming DRR
1.6.2 Role of Donor Representatives
The two donor organizations represented in the National Working Group on Disaster Reduction,
the World Bank and DFID has been selected considering their mandate with regards to disaster
risk reduction and particularly the important role which DFID and World Bank Pakistan have
played in the country for capacity development in this area. These two organizations are
expected to lead the process of mainstreaming DRR in the policies, and programs of seven
selected donor organizations; e.g. the WB, DFID, ADB, USAID, UNDP, EU and JICA. The
presently existing G-7 group will serve this purpose. The World Bank and DFID would perform
following functions within the donor’s community for implementation of mainstreaming
intervention.
1. Achieve policy support within each donor organization for mainstreaming DRR.
2. Form a Joint Working Group of the (seven) Donor Organizations on Mainstreaming DRR
(existing G-7 Group will include mainstreaming DRR into its mandate) or Agency Wise
Working Groups in each of the seven organizations.
3. Co-chair the Joint Working Group of the Donors. Hold periodical meetings of G-7 Group
to discuss issues with regards to mainstreaming DRR.
4. Discuss in the G-7 Group and agree on a strategy for mainstreaming of DRR into all
development programs/projects of the seven donors organizations
5. Review, amend, approve and disseminate the revised standard project formulation forms
of all donors to integrate DRR
6. Discuss in the G-7 Group issues with relation to capacity development of the seven donor
organizations to mainstream DRR and the technical assistance required in this regard.
7. Interact with NDMA through the National Working Group on Disaster Risk Reduction
with regards to provision of technical guidance to the donors
8. Lead the development and implementation of initiatives for mainstreaming DRR in the
seven donor organizations
9. Review progress on the mainstreaming DRR in the seven donor organizations
10. Organize lessons learnt and dissemination
11. Coordinate any other functions that might be required to be performed in this regard
4

1.6.3 Ministerial Working Groups on Disaster Risk Reduction
The initial focus of the mainstreaming effort in the four priority ministries was upon
infrastructure related projects; e.g. construction of roads, bridges, buildings, dams,
embankments, water channels, settlements, industrial zones, industrial establishments, defense
infrastructure etc. The selected priority sectors include the Ministries of Housing and Works,
Water and Power, Industries and Production, Defense, Communication, Environment, Education,
Health and Food & Agriculture. The representatives of these ministries in the National Working
Group on Disaster Risk Reduction will lead the process of mainstreaming DRR into their
respective ministries. With the addition of five new sectors, i.e. Communication, Environment,
Education 1 , Health and Food and Agriculture, representatives of these ministries are also
expected to be part of this National working group. Representatives of the NWG are expected to
perform the following functions at the Ministry level.
1. Form a Ministerial Working Group comprised upon two ministry representatives to the
National Working Group on Disaster Risk Reduction and three to four other officers from
the concerned department/s.
2. Chair the Ministerial Working Group
3. Develop strategy to integrate disaster risk reduction in the development projects and
programs of the ministry, with the help of the Working Group
4. With the help of Ministerial Working Group identify ministry needs for capacity
development on disaster risk reduction and communicate those needs to NDMA
5. In collaboration with NDMA finalize the ministerial guidelines on mainstreaming DRR
into development
6. Identify two infrastructure projects of the ministry in hazard prone areas in which disaster
risk reduction measures will be implemented on a pilot basis with support from NDMA.
7. Steer the process of documentation of lessons learnt and revision of the sectoral
guidelines on mainstreaming DRR
8. Any other functions with regards to mainstreaming DRR
At the sectoral level NDMA will support the following activities of the first phase priority
ministries.
1. Set up Ministerial Working Group on Mainstreaming DRR
2. Training of members of Ministerial Working Group and other ministry officials to
implement mainstreaming DRR into development
3. Develop sectoral guidelines on mainstreaming DRR
4. Integration of DRR considerations into the project identification, planning,
implementation and monitoring procedures, formats and rules
5. Implementation of two pilot projects on mainstreaming DRR
1 NDMA is in the process of revising the arrangement post 18 th amendment to the Constitution of Pakistan
5

6. Document lessons learned and disseminate for broader application in the ministry and in
other ministries.
2.0 Balochistan Ministry of Education
Education is the process by which society deliberately transmits its accumulated
knowledge, skills and values from one generation to another. Both individuals and
countries benefit from education. The government of Pakistan fully recognizes the
importance of Education in shaping the future destiny of the nation and achieving
national goals through producing young minds imbued with knowledge, values, skills
and competencies
Under 18 th Amendment, Education Sector has been devolved to the provinces with the
provinces becoming fully responsible for provision of education services within their
respective jurisdictions.
Some of the key duties, formally performed by the then Federal Ministry of Education,
have now become part of the Provincial Education Ministry of the Government of
Balochsitan (GOB), and these duties include, but are not limited to:
1. Promote, with special care, the educational and economic interests of backward
classes or areas.
2. Remove illiteracy, and provide free and compulsory secondary education within
minimum possible period.
3. Make technical and professional education generally available on merit.
4. Enable the people of different areas, through education and training to
participate fully in all forms of p r o v i n c i a l activities, including employment in
the service of Balochistan.
5. Decentralize administration to facilitate expeditious disposal of its business to
meet the convenience and requirements of the public.
6. Provide the basic right of education for all citizens of Balochistan, irrespective of
sex, caste, creed or race.
2.1 Responsibilities of Balochsitan Ministry of Education
Major functions of Provincial Ministry of Education thus entail, among others, to:
1. Develop provincial policies, plans and programs in education.
2. Development of curricula and textbooks.
3. Examinations.
4. Education in the P r o v i n c e
5. Financial assistance to educationists.
6. Libraries
7. Boy Scouts and Girl Guides.
8. Administration of selective provincial educational institutions.
6

9. etc
3.0 Provincial Disaster Risk Reduction Integration in Education
Some of the Education related functions and duties as were being performed by the then Federal
Ministry of Education have now placed with various Federal level institutions Units and will still
require a federal level DRR mainstreaming process, regardless of where they are hosted.
However all of the remaining Education sectors functions, duties, roles and responsibilities,
devolved to the provinces with their exclusive jurisdiction and mandate of provincial ministries
of education will their own policy development and coordination systems and mechanism to
integrate disaster risk reduction in education with all education levels of the province.
Therefore, in line with the NWG requirement, as well as need of a functional and responsive
mechanism within the provincial ministry of Education in Balochistan, a proposed Balochistan
Inter-Departmental Policy and Coordination Group within the Ministry of Education, along with
its proposed Terms of Reference ( TORs) to help integrate DRR in Education in the province of
Balochistan has been proposed.
The composition of this policy and coordination group, as well as its proposed tasks, have been
derived of in light of Education ministry’s functions as well as the education ministry’s technical
and operational interface with other provincial departments and key stakeholders in provision of
Education in province of Balochistan.
A Provincial Inter-Departmental Policy & Coordination Group (PIPCG) Organogram, based on
the requirement of Balochistan Department of Education taking the leading responsibility of
integrating disaster risk reduction in Education in coordination and consultation with various key
public and private sector institutions education safety related functions and responsibilities is
also proposed. Details of such institutions in terms of their functional relevance to reducing
disaster risk in education sector and school safety are also listed for reference.
3.1 Composition of Provincial Inter-Departmental Policy & Coordination Group
The Group comprises the following 14 members led by the main education sector stakeholder,
i.e. Department of Education. Secretary Education will lead the Group.
1. Secretary, Department of Secondary Education - Chair
2. Representative Provincial Disaster Management Authority
3. Additional Secretary, Secondary Education
4. Joint Secretary, Higher Education
5. Joint Secretary Urban Planning and Development
6. Joint Secretary P&D Department
7. Joint Secretary Environment Sports and Youth Affairs
8. Joint Secretary, Communication Works, Physical Planning and Housing
9. Joint Secretary, Department of Health
7

10. Joint Secretary, Department of Labor & Manpower
11. Joint Secretary, Social Welfare, Special Education, Literacy/Non-formal Education
12. Joint Secretary Home & Tribal Affairs (including Civil Defense)
13. Representative Private Schools Association
14. Representative Armed Services Schools
3.2 Terms of Reference of Balochistan Provincial Inter-Departmental Policy &
Coordination Group
Following are suggested TORs of the Balochistan Provincial PIPCG based on the functions of
the departments:
1. Develop provincial strategy to incorporate DRR in Balochistan Ministry of Education
functions and operations
2. Implementation of the Strategy/ guidelines issued by the MWG about DRR and
guidelines issued by the NDMA
3. Implement, and monitor strategic and short terms actions issued by MWG for
incorporating school/ education safety in provincial education functions
4. Issue directions for constitution of sub-committees/task groups in the PIPCG departments
and assign tasks in the context of mainstreaming DRR with specific time line
5. Procure technical assistance and support to various PIPCG departments to incorporate
DRR into their functions through internal and external resources
6. Hold periodical meetings (at least once in 3 months) to review progress in the
implementation of the Strategy on DRR
7. Issue timely guidelines and instructions to concerned formations for expediting work on
projects/tasks assigned to them with reference to Mainstreaming DRR
8. Update implementation status on the Ministerial Strategy to the Ministerial Working
Group (MWG) as and when required by NDMA
9. Facilitate organization of workshops/seminars by various PIPCG departments on Disaster
Risk Reduction for creating awareness about DRR
10. Ensure full participation and engagement of relevant non-government and private sector
stakeholders such as private schools, wafaq-ul-madaras etc
11. Any other strategic task requiring promotion of DRR mainstreaming
3.3 Provincial Inter-Departmental Policy & Coordination Group Organogram
The organogram has been developed combining national disaster management set-up and
Balochistan Provincial administrative set-up focusing on the provincial department of Education
and its inter-departmental coordination mechanism in the context of Disaster Risk Reduction to
achieve school safety. The decision making and implementation mechanism flow is from the
national level policy making to local level implementation, with local implementation experience
information flowing back to the national level representation in the national working group. This
process will help in improving risk reduction policies and actions of the country’s education
sector safety plans. Guidelines and directions from NDMA at the national level would be
8

transformed into policies at the Balochistan Education Ministry level, further transformed into
DRR integration in Education concrete actions through the provincial inter-departmental
coordination group.
The inter-departmental Policy and Coordination Group would be chaired by Secretary,
Secondary Education, Government of the Balochistan. The PIPCG would implement the national
level policies, guidelines and directions with the coordination of various provincial departments.
These provincial departments would also form internal Task Force to facilitate alignment of
departmental policies, strategies and plans as well as to implement the policies, guidelines and
directions given by the Chairman, PIPCG on matters concerning disaster risk reduction in
education. A typical combination of such task force would contain internal section/ unit
representatives who deal with planning, operations, budgeting, and review function of the
department, including technical and subject specialist resource members. While constituting
internal Task Force the department may co-op any member from any department who could be
required or could be of help in implementing the decisions of the PIPCG. The Task Force of any
department may seek help of the Task Force of other department if they deem it necessary for the
implementation of the decisions of the PIPCG. The arrows given at the bottom of the
organogram are thus indicative and not prescriptive.
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Organogram of Baluchistan Provincial Inter-Departmental Policy and Coordination
Group on Disaster Risk Reduction in Education
Federal Level
National Working Group
(As per National Disaster Management Act 2010)
Federal Level
Ministerial Working Group
(As per National Disaster
Management Act 2010
Provincial Level
Provincial Inter-Departmental Coordination Group
Secretary Secondary Education - Chair
Members of Inter-Departmental Policy and Coordination Working Group
Members of Inter-Departmental Policy and Coordination Working Group
Addl. Secretary
Secondary
Education
Joint Secretary
Higher
Education
Joint Secretary
Labor &
Manpower
Joint Secretary
Social Welfare, Special
Education, Literacy/NFE
Development
Joint Secretary
Environment,
Sports and
Youth Affairs
Joint Secretary
Communication,
Works Physical
Planning & Housing
Joint
Secretary
Health
Joint Secretary
Planning &
Development
Joint Secretary
Home & Tribal
Affairs
(incl. Civil Defense)
PDMA
Joint Secretary
Urban
Planning &
Development
i) Rep of Pvt
Schools
ii) Rep of Wafaq ul
Madaras)
Representative
Armed Forces
School
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Internal
Task Force
Coordination
between/among ITFs
Coordination between/among ITFs
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4.0 Key Institutions Relevant to Integrating DDR in Education and Their Main
Functions
4.1 Provincial Disaster Management Authority
Established under the provisions of National Disaster Management Ordinance 2006, the
Provincial Disaster Management Authority (PDMA) is the apex disaster preparedness planning
and response organisation in province. PDMA works through all public sector line departments
to coordinate and implement any and all natural or human induced disaster prevention and relief/
response measures. Main roles and responsibilities of PDMA are to:
1. Formulate the provincial disaster management policy obtaining the approval of the
Provincial Commission;
2. Coordinate and monitor the implementation of the National Policy, National Plan and
Provincial Plan;
3. Examine the vulnerability of different parts of the Province to different disasters and
specify prevention or mitigation measures;
4. Provide guidelines to be followed for preparation of disaster management plans by the
Provincial Departments and District Authorities;
5. Evaluate preparedness at all governmental or non-governmental levels to respond to
disaster and to enhance preparedness;
6. Promote general education, awareness and community training in this regard; provide
necessary technical assistance or give advice to district authorities and local authorities
for carrying out their functions effectively;
7. Examine construction in the area and if it is of the opinion that the standards laid down
have not been followed and it may direct the following same to secure compliance of
such standards;
8. Ensure that communication systems are in order and disaster management drills are being
carried out regularly; among others.
4.2 Planning & Development Department
The Planning and Development Department, Government of Balochistan, is the principal
planning organization at the Provincial level. It coordinates and monitors the programs prepared
by the Provincial departments concerned with provincial development. The department also
prepares an overall provincial Five Years Plan and the Annual Development Program. It acts as a
catalyst between different departments in order to improve the pace and quality of economic
development in the Province. Some of its functions include:
1. Planning including policy and development.
2. Co-operation of technical assistance from abroad.
3. Economic research (and matters relating to Board of Economic Inquiry).
4. Co-operation of statistics in General, and all matters relating to the Bureau of Statistics.
5. Processing of all development schemes, programs and proposals submitted by other
Departments and making recommendations to Government there on.
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6. To evaluate the progress of development schemes and write their critical appraisal.
7. Maintaining liaison with the National Planning Agencies.
8. Initiation of measures for giving suitable publicity to the Development Plan and
educating the Public on the results achieved from time to time.
9. Co-operation of training of local officers in foreign countries
10. Foreign aid including donor cooperation, concept clearance and keeping proper liaison
with all the donors and the federal ministries concerned.
11. Autonomous bodies i.e. Quetta Development Authority, Balochistan Development
Authority, Gwadar Development Authority, Balochistan Coastal Development Authority,
and Balochistan Water and Sanitation Authority.
12. Inter-departmental Co-operation in cases relating to Economic Policy and Development.
13. Inter-Provincial Co-operation in the field of Economic Policy.
14. Monitoring and evaluation of all development projects and programmes in the province
4.3 Communication Works, Physical Planning and Housing Department
This Department is responsible for planning, execution, development and maintenance of
provincial public roads, bridges and buildings through Annual Development Program, and
foreign assistance. Some of its functions include:
1. Connectivity / accessibility particularly to the remote and isolated areas improved,
benefiting rural population economically, socially etc.
2. Minimizing vehicles operation costs but also reducing the import bills significantly in
respect of import of POL, spare parts etc.
3. Mitigating the suffering of the masses through provision of all weather communication
facility.
4. Previously roads were prone to damages due to floods, however through construction of
large number of major bridges, culverts and other road structures uninterrupted flow of
traffic is made possible even during peak floods.
5. Traveling times have been curtailed due to improved roads facility having a positive
impact on the over-all living of the masses.
6. Agriculture, trade, exploration of natural resources, education, health care facilities,
farming expanded rather flourished due to improved net work of roads.
7. The roads which are constructed keeping in view the design parameters like provision of
designed horizontal & vertical curves, super-elevation and safe stopping / passing sight
distances the number of road accidents reduced which in turn has reduced the causalities
and fatalities.
The most relevant department from school safety point of view is the Works, Physical Planning
and Housing department. Since it is responsible for designing/planning and execution of the
educational buildings it can play very important role in achieving the school safety from
structural point of view. It can incorporate safety elements at designing stage and can monitor
implementation of these elements during execution of the building.
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4.4 Urban Planning and Development Department
In the year 2008 Government of Balochistan established Urban Planning & Development
Department with its six divisional field offices at Quetta, Sibi, Dera Murad Jamali, Khuzdar,
Kech & Loralai provincial headquarter of the department is established at Old QDA building
Zarghoon Road Quetta. The Department is entrusted the task to oversee all Urban and housing
facilities for the people of Balochistan. Some of its key task includes:
1. Master planning of all major cities for future civic needs with systematic planning
2. To lessen pressure over congested cities such as Quetta
3. Development of housing schemes and parks for beautification of urban areas of
Balochistan
4. Land utilization plans of emerging cities and execution of works
School safety begins with better planning and safe location of a school. As this department is
responsible for physical planning of human settlements within the province, with schools being
one of the key facility and service planned and designed for in such settlements, this
department’s role and mandate makes it one of the major govt. departments with a key roles in
ensuring school safety from a point of a school development concept to school management,
operation, maintenance, and response planning.
4.5 Health Department
Balochistan Health Department mandate is to ensure affordable, accessible and equitable
preventive, curative, promotive and rehabilitative quality health care services to general public.
To achieve its objectives, the Health Department:
1. Provides emergency health care services throughout the province
2. Ensures the availability of essential drugs as per allocation for each type of health
facility.
3. Ensures the availability of trained staff at every health facility.
4. Controls vaccine preventable, endemic and epidemic diseases.
5. Strives to improve the health care delivery system at all level in the department
Health department can play very important role in promoting health of students, teachers and the
management of the school by periodic medical check-ups in routine and by extending emergency
health services to the students, teachers, etc. in the disaster affected areas. The department can
also educate the students in providing them the first-aid training, routine hygiene, post disaster
care, etc., keeping in view the age of the students.
4.6 Environment Sports and Youth Affairs Department
Environment Sports and Youth Affairs Department, Government of the Balochistan being an
administrative body works in accordance with its functions as defined under the Balochistan
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Government Rules of Business. The Environmental Protection Agency Balochistan functions
under the provisions of Pakistan Environmental Protection Act, 1997. Its main functions and
duties are to:
1. Administer laws, rules and regulations relating to the environment within the province.
2. Evaluate Initial Environmental Examination (IEE) and Environmental Impact
Assessment (EIA) of new projects and issue No Objection Certificates (NOCs).
3. Provide information and create awareness in public for environmental issues.
4. Enforce National Environmental Quality Standards (NEQS) to control pollution.
5. Coordinate environmental policies and programs with the Federal Government as well as
with other provincial governments.
6. Establish systems for surveys, surveillance and monitoring of the pollutants and maintain
laboratory for testing and monitoring.
7. Take measures to promote sustainable development and provide information on
environment friendly technology.
8. Provide Ambient Air Quality Testing & Monitoring facilities.
Evaluation of the Initial Environmental Examination and Environmental Impact Assessment of
any proposed development also cater for the safety factors, as well as ensuring elimination of
negative environmental impact on any other land use activity in vicinity such as schools and
hospitals. Enforcement of National Environmental Quality Standards (NEQS) would also ensure
safety of students and teachers from environmental hazards, thus contributing toward school
safety. Creating awareness among students and teachers about environmental issues would also
contribute towards school safety.
4.7 Social Welfare, Special Education Literacy/Non-formal Education Development
Social Welfare department promotes peoples’ potential for effective participation in the process
of social change and improvement of quality of life. The Department of Social Welfare, Special
Education Literacy/Non-formal Education Development, Balochistan undertakes these functions
in three sub sectors of Social Welfare, Special Education and non-formal Education. The social
welfare department also manages and operates schools and educational institutions for special
children throughout the province. Main functions of the department include:
1. Registration and control of Voluntary Social Welfare Organization.
2. Women Development
3. Supervision and Control of Orphanages.
4. Special Education.
5. Rehabilitation of poor and destitute, through training and rehabilitation center.
6. Welfare of Aged Persons and Rehabilitation of Drug Addicts, through Voluntary
Organization. Eradication of Social evils, like vagrancy.
7. Coordination of Social Welfare Programmes / Schemes.
8. Rehabilitation of poor and destitute, through Training and Rehabilitation Centers.
9. Welfare of Aged Persons and Rehabilitation of Drug Addicts, through Voluntary
Organization.
10. Eradication of Social evils, like vagrancy.
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11. Coordination of Social Welfare Programmes / Schemes.
4.8 Home and Tribal Affairs Directorate (including Civil Defense)
Civil Defense Department is one of the attached Departments of the Government of the
Balochistan and is administratively controlled by the Home Department. Headed by a Director
and assisted by Deputy Directors, and Civil Defense Officers, Civil Defense Offices have been
established in District Headquarter Towns of the Province of Balochistan. Some of the functions
of Civil Defense Directorate include:
1. Impart basic civil Defense, first aid and fire prevention training to general public,
industrial commercial concerns, Government / Semi-Government departments, schools
and colleges.
2. Hold Fire Exercises, Seminars and Civil Defense Demonstrations.
3. Render advice on Civil Defense and fire service matters to public and private sectors
including Municipalities.
4. Specify and enforce fire protection and Civil Defense measures for industrial and
commercial concerns and for other premises considered essential.
5. Inspect Municipal Fire Bridges and fire protection measures in Industrial/Commercial
concerns etc.
6. Issue instructions to Urban Local Councils and other agencies on the scope and extent of
Civil Defense functions to be performed by them.
7. Enroll and train volunteers for Civil Defense Services i.e. Warden, Fire, Rescue, First Aid
etc.
8. Plan and coordinate Civil Defense schemes in classified towns of the Province.
9. Liaison with Armed Forces for Fortress and Air Defense on matters relating to Civil
Defense.
10. To provide assistance, render advice and impart training in Bomb Reconnaissance and
Bomb Disposal.
11. Help civil administration in peace and war emergencies mainly through the voluntary
Warden Services and its Razakars (volunteers).
12. Render first aid and evacuate casualties during emergencies.
13. Train Civil Defense Staff in the functioning of Civil Defense Services.
14. Carry out publicity for motivation and mass education in Civil Defense.
4.9 Labor and Manpower Department
Secretariat of the Labor & Human Resource deals with policy issues of the attached departments
and also acts as a conduit between Federal Government (Ministry of Labor, Manpower &
Overseas Pakistanis) and Provincial Government (Labor & Manpower Department). The L&M
department provides medical aid and various cash and other benefits in case of sickness, injury,
death etc. to secured worker and their dependents. It also undertakes other welfare measures for
the industrial workers and their families including housing and education etc. The L&M
department is essentially concerned with the promotion of healthy Labor management relations
for greater socio-economic progress. Some of its main functions include:
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1. Protection of workers’ rights
2. Inspecting mines and ensuring scientific development of mines and safety if workers,
along with welfare measures for miners and their families including housing and
education etc.
3. Establishing housing estates and development of plots for industrial workers and
undertaking other measures for their welfare.
4. Implementing schemes for the education of workers' children.
5. Educating child Labor and ensuring of rights of workers in accordance with national and
international standards
6. Owning and operating educational institutions, specially technical and vocational
institutes, in various cities and towns in the province.
The department can play important role in school safety by implementing the school safety
guidelines at various stages of development and operation of schools and vocational training
institutes
4.10 Representative of Private Schools Associations
A large percentage of children in the province attend private schools at all levels and in various
types of schools structures, including children attending Madrasas. Representatives of such
institutions will be part of the provincial policy and coordination group.
4.11 Representative of Armed Forces Schools
A sizeable number of students attend armed services schools scattered in various parts of the
province. These schools cater from primary to graduate level studies, and are housed in various
types of structures and locations. Representative of such institutions will be part of the provincial
policy and coordination group.
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