Disaster and Emergency Preparedness: Guidance for ... - INEE Toolkit

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Assessing your hazards and risksUsing the Risk Assessment Matrix in the Addenda, work as a group to fill in the chart, takingthese steps:A. Identify all of the hazards that your school community may face. These may be of ”natural”and/or ”man-made” origin.B. Discuss how likely these hazards are. In the case of earthquake, flood, volcano, landslideand similar, check with scientific and technical or disaster management authoritiesto be sure that you have an accurate understanding of these likelihoods. Some hazardsare ever-present, some seasonal, some increase, and some are infrequent but inevitable.Rate the likelihood on a scale of 1 to 5. You should be planning for what may happensometime during your school career, or your children and grandchildren’s school years.HAZARDS 1 2 3 4 5Likelihood Very low Low Medium High Very highDisaster and Emergency Preparedness: Guidance for SchoolsC. Rate the impact severity for each of these hazards on a scale of 1 to 5. When rating impactseverity, consider the wide range of losses that your school and community face,including these factors:Human—deaths, injuries, disability;Physical—damage to buildings, equipment, supplies;Socia Cultural—disruption and loss of friends, mentors, communities, culturalheritage;Economic—cost of repair and replacement, cost to students and families of delayedor incomplete education, loss of livelihoods in education;Environmental—loss of natural resources and habitats;Psychosocial—lost continuities, hopes and dreams;Educational—disrupted or degraded services, quality, outcomes.Your community may be better prepared for some hazards than for others. As you reduceyour vulnerabilities there will be less to worry about.VULNERABILITIES 1 2 3 4 5Impact severity Minor Controllable Critical Devastating Terminal8
D. Find the relative risk score, by multiplying the hazard likelihood by impact severityscores.RISK SCORE 1–3 8–4 14–9 19–15 25–20Description Very low Low Medium High Very highE. Then, in Column E, convert your risk scores to simple priority scores: 3-low 2-medium1-high.RISK SCORE 1–3 8–4 14–9 19–15 25–20PRIORITY LEVEL 3 3 2 1 1Description Low Medium HighAssessing structural safetyOnce you have prioritized the hazardsthat you will be addressing, then youwill need to look further to assess structuraland non-structural risks, and yourresources for mitigation, response andrecovery. The location, design and constructionof a building can increase or decreaseyour school’s vulnerability in thecase of fire, earthquake, flood, landslide,snow or windstorm, extreme temperature,volcanic hazards, or bomb threats.If you have identified these hazards as priorities, ideally you will already have taken structuralsafety measures in the course of school site selection and school construction, retrofitor remodeling. Note that for IFC projects, structural engineers and architects responsible forfacilities, buildings, plants and structures should certify the applicability and appropriatenessof the design criteria employed (IFC EHS Guidelines 2007 p.81).The School Building Safety Checklist in the Addenda will help you to identify any issuesthat would benefit from a closer look. This includes:Location and soil;Load carrying system;Building height;Design;School Disaster Management9
Page 1: The Connected Vehicle5.9 GHz DSRC f
Page 5 and 6: ContentsForewordviiIntroduction 1Sc
Page 7 and 8: ForewordThis handbook and its compa
Page 9 and 10: IntroductionMore than 400 national
Page 11 and 12: School Disaster ManagementSchool Di
Page 13 and 14: 1. Assessment and planningAssessmen
Page 15: vention awareness in the school com
Page 19 and 20: Priority 1: secure items that can k
Page 21 and 22: On the Neighborhood Map mark vulner
Page 23 and 24: And last but not least, students wi
Page 25 and 26: Secure lighting fixtures to ceiling
Page 27 and 28: Standardization - the use of common
Page 29 and 30: Incident Command Systems Organigram
Page 31 and 32: Staff: ahead of time, practice as a
Page 33 and 34: necessary, or when there is not tim
Page 35 and 36: Reunification Team: greets parents
Page 37 and 38: When you are in transit. When trave
Page 39 and 40: If you are indoors, stay off all te
Page 41 and 42: Emergency Procedures Decision-TreeR
Page 43 and 44: Report findings to Operations Chief
Page 45 and 46: Work with the cafeteria and ICC to
Page 47 and 48: the drill, students can debrief wit
Page 49 and 50: ReferencesGFDRR and INEE, Guideline
Page 51 and 52: Addenda:Comprehensive School Safety
Page 53 and 54: addressed and implemented at the lo
Page 55 and 56: 5. Schools have and practice polici
Page 57 and 58: In Column B, the likelihood of occu
Page 59 and 60: “L”-shaped, “H”-shaped, “
Page 61 and 62: We have a fire extinguisher and mai
Page 63 and 64: Other variationsTo make this a real
Page 65 and 66: if there is an earthquake when they
Page 67 and 68:
Class Status Report FormReturn this
Page 69 and 70:
Emergency Provisions ChecklistsADMI
Page 71 and 72:
1 RADIOBATTERIES1 WHISTLE4 EMERGENC
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