1

School Safety Action Plan

Plan of Action for Safe School and Educational

Buildings in Balochistan

November 2011

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 Regional Program on Disaster Management

ASEAN Association of South East Asian Nations

CSR Corporate Social Responsibility

DDMA District Disaster Management Authority

DFID Department for International Development

DRM Disaster Risk Management

DOE Department of Education

DRR Disaster Risk Reduction

GoB Government of Balochistan

GoP Government of Pakistan

GPS Geo Positioning System

HFA Hyogo Framework for Action

IOC Intergovernmental Oceanographic Commission

KP Khyber Pakhtunkhwa

MOE Ministry of Education

NDMA National Disaster Management Authority

NDRMF National Disaster Risk Management Framework

NEP National Education Policy

NGO Non-Governmental Organization

OCHA Office for the Coordination of Humanitarian Affairs

P&D Planning and Development

PDMA Provincial Disaster Management Authority

PIPCG Provincial Inter-Departmental Policy and Coordination Group

PITE Provincial Institute of Teacher Education

PRCS Pakistan Red Crescent Society

RAHA Refugee Affected and Hosting Areas

RR Relief and Reconstruction

SAARC South Asian Association of Regional Cooperation

SCSPEB Society for Community Support for Primary Education in Balochistan

UN United Nations

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations International Children‟s Emergency Fund

WB 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

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.

2

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 2nd

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

4

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 1st 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.

5

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

6

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 school-

community 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

7

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.

8

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.

9

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.

10

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

11

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

12

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

13

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

14

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

15

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

16

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

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

Risk Exposure: 2005- Public Schools; Primary, Middle, Higher and Higher Secondary Schools only

Data Source: Education Survey of Pakistan Report 2005

Exposure of School Students in Pakistan to Sesmic Risks

0 66

,85

2

0 0 0 0 0 66

,85

2

0

7,7

91

,86

5

2,3

09

,70

4

12

9,7

80

13

,53

7

0 0

10

,24

4,8

86

16

5,1

67

2,1

62

,95

2

1,4

32

,92

5

1,4

64

,92

9

18

8,9

53

23

3,4

28

50

,03

5

5,6

98

,38

8

0 92

,42

7

0

1,0

56

,43

5

35

4,8

34

10

0,0

40

75

,05

3

1,6

78

,78

9

0 0 42

,37

8

48

,48

7

69

,49

8

0 0

16

0,3

63

0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

Islamabad Punjab Sindh NWFP Balochistan FATA FANA PAKISTAN

Nu

mb

er

of

Stu

de

nts

Exposure 1

Exposure 2A

Exposure 2B

Exposure 3

Exposure 4

Exposure of Institutions in Pakistan to Sesmic Risks

0 374

0 0 0 0 0 374

0

43,5

97

28,9

38

1,1

45

242

0 0

73,9

21

382

12,1

02 17,9

53

12,9

21

3,3

77

3363.5

661.2

50,7

60

0 517

0

9,3

18

6,3

42

1441.5

991.8

18,6

11

0 0 531

428

1,2

42

0 0

2,2

01

0

10000

20000

30000

40000

50000

60000

70000

80000

Islamabad Punjab Sindh NWFP Balochistan FATA FANA PAKISTAN

No

. o

f In

sti

tuti

on

s

Exposure 1

Exposure 2A

Exposure 2B

Exposure 3

Exposure 4

17

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.

18

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 non-

engineering 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.

19

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 of

Schools

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

Multi hazard risk assessment of all

schools

Preparation of guiding

principles for implementation

Short term , medium term, and

long term strategy

development

Development of DRR specific

material for awareness

campaign

Collecting training material on

and preparation of Master

trainers

Reconstruction/ retrofit,

relocate hazardous schools

MOE/Provincial

Dept of Education /

PDMA,

GOB/C&W,

Govt/NGO

NDMA, PDMA,

UNICEF, UNESCO

District Government,

GOB Bureau of

Curriculum &

Extension

Draft National

Curriculum

Balochistan based curriculum

Develop local specific training

modules

Initiate development of

Scheme of Studies

Seminars for teachers on safe

schools construction

awareness

BOCE, DOE, GOB

(10 % self help Edu

dept) 90 % donors

MOE, Donors,

GOB, P&DD Formulate national and provincial

safe schools policy

No immediate plan available PDMA, NDMA,

Provincial

Education

Departments,

P&DD

Fed Govt Donors

20

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

PITE Incorporate policy, awareness material

in teachers learning material

Assist in incorporation,

training and sensitizing

teacher community

PITE/EDO

MOE

SCAMB SOP for awareness and

capacity building and its

implementation (EQ, Tsu)

Community Training, Seminars,

Handouts, books, other print material

Developing project proposal/

work plan.

SCAMB

Donors/ TA

providers

RAHA Safe school concepts to integrated in

Education Policy

Capacity Building of Edu Dept for

school safety assessment

School assessments of all

schools, all hazards

Most vulnerable schools to be

strengthened

Fed Govt.,

provincial

government,

Education

department,

DDMA

GOP/GOB PDMA,

Donors

2) Technical

Aspects of Safer

Schools

GOB

Directorate of

Schools

Monitoring of

Construction

M&E Cell

1 rep P&D

1 Rep Edu. dept

1 C&W

1 rep PDMA

Engineering dept to develop

appropriate designs

Prototype design

Disaster engineering solutions

Technical capacity

Develop TORs, process

mechanism

C&W and DOE

Finance Dept,

PDMA

GOB, PDMA,

Donor/ C&W

Education Dept,

GOB Bureau of

Curriculum &

Extension

Awareness and coordination with

Engineering Committees to be

constituted

Awareness raising and

coordination/ provision of

technical expertise to relevant

dept

BOCE/ EDU dept/

W&S dept

PDMA/ Technical

assistance orgs,

donor

GOB, P&DD School buildings technical aspects

incorporated in PC-1 project appraisal

process

Initiate incorporation in PC-1

Development of PC-1

assessment guidelines

P&DD, Edu Dept.

GOB, PDMA,

C&W

PDMA, GOB,

Technical Assistance

orgs

21

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

Provision in PC-I to assess Eq designs

and corresponding construction

drawings, estimates

Requirement of proponent / executing

agency certificate of compliance with

PC-1

SCAMB Advocacy to responsible

departments to construct

schools according to

standards

Structural designs to vetted by reputed

universities

Awareness raising of key area / city

individuals/ orgs

Developing project proposal/

work plan.

SCAMB

Donors/ TA

providers

RAHA Develop Prototype for retrofit

construction

Monitoring of construction work

required

Advocacy with relevant

departments

RAHA-RAA/

DOE, W&S

P&D Dept.,

Education Dept.,

W&S Dept.

GOB, P&D, DDMA,

donors

3) Systems/

Skills /

Resources-

Capacity

Development

Requirements

for Safe

Construction

GOB

Directorate of

Education

(Schools)

Awareness raising of concerned

stakeholder

Increase construction budget to

include skilled manpower cost in

project documents

C&W to organize events/

DOE to coordinate with

various stakeholders

Specific mention of cost in

PC-1

DOE/C&W ,

P&DD

GOB, PDMA,

DDMA Donors,

DOE

GOB Bureau of

Curriculum &

Extension

Training for teachers & mason and

skilled labor

Indigenous knowledge promotion

training

Organize orientation session

Provision of teachers &

technical experts

BOCE/ Edu Dept.

C&W, local

communities

DDMA, Donors,

NGOs

GOB, P&DD Technical training of all stakeholders No immediate plan P&DD. MOE,

C&W

PDMA/DDMA

22

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

PDMA

Balochistan

Training and Orientation Workshops

of line dept staff

Implement as part of PDMA

Plan of Action

PDMA/ DDMA Concerned dept.,

donors

PITE Concerned EDO/ DCO to develop

awareness/ training plans

Can help in increasing

awareness

EDO,DCO/ PITE DOE, PDMA,

UNDP, Donors

SCAMB Advocacy to responsible

departments to construct

schools according to

standards and needs

Trained Skilled manpower on

disasters

Awareness meetings with

relevant dept.

SCAMB Donors/ TA

providers

RAHA Sensitization of Policy makers to

various hazards

A Cadre of engineers with improved

disaster construction related

Fed & provincial

Govt and donors

DDMA and Donors

4) Integrating

Disaster Risk

Reduction

Information in

Formal/Informal

Education

GOB

Directorate of

Schools

(Education)

Policy development to

introduce emerging trends

and disaster management

at education institutions in

process

Community awareness

through media

DRR awareness

Student awareness sessions (one

period /class )

DRR to be part of teachers

education immediately

Conduct seminars at Tehsil /

UC level

DOE/ Bureau of

education to

develop an launch

program

Edu Dept.

concerned EDO/

DDMA,

Directorate and

Bureau of Education

Donor agency,

PDMA, SMC

GOB Bureau of

Curriculum &

Extension

Development of learning tools for

children for incorporating risk

management education

Orientation workshops,

seminars, and training for

teachers

Teachers Manual

development for teachers

HR (B.O.C) +

education

department

BOC (HR)

GOB, Edu Dept.,

NDMA, PDMA,

Donors, Service

providers,

GOB, P&DD Awareness Campaign at both local

public and private schools, public at

massive level

P&DD/ DOE,

PDMA

GOB, Edu dept.

relevant DDMAs,

NGOs, Donors

23

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

PDMA

Balochistan

Awareness Campaigns at

District and Community

Level

Extension of awareness campaign to

school level

( part of PDMA 2009-2010 plan)

A school safety orientation

workshop conducted for line

managers at district level

PDMA/ DDMA Concerned dept.,

donors

SCAMB Awareness raising on

local/regional disasters

risk to schools

Handout, school visits, mobilization of

resources

Meeting with stakeholders

Developing project proposal/

work plan.

SCAMB

Donors/ TA

providers

RAHA DRR information to be part of

curriculum

Frequent Awareness campaign and

demonstration

PTSMC ( school management

committees) to be trained and

informed

Facilitation at local level DOE/ PDMA

GOB, Edu dept.

relevant DDMAs,

NGOs

Boys Scouts

and Girls

Guide

Association

Orientation session on

various hazards

Boys scouts / girls guide training and

awareness session

Train and involve boy scouts

and girl guides in disaster

awareness in schools and

communities

5) Community

Preparedness

for Disaster

Prevention and

Response

GOB

Directorate of

Schools

PTSMC

(parents teachers school

management committees

exist)

Awareness and advocacy campaigns

Community awareness raising and

involvement

PTSMS to be activated and supported

in disaster planning advocacy

Provide First Aid items to the

community and training about risk

through local expertise

DOE to undertake advocacy

Seminars at District level

Develop HRD in community

DOE

District Gov

PDMA,

PDMA, Line

departments,

Department of

Education,

24

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

GOB Bureau of

Curriculum &

Extension

Community awareness and

preparedness with stockpiling

( material / equipment)

Training Seminars HR (B.O.C) +

Education

department

GOB, PDMA,

Donors, Service

providers,

GOB, P&DD Community preparedness and

response programs

Assist in developing concepts P&DD, PDMA,

Education Dept,

NGOs

PDMA, DDMA,

GOB Donors

PDMA

Balochistan

Districts Disaster

Preparedness and

Management Plans

Skills development of teachers and

community activists to respond in case

of disaster

Training / Orientation

Development of districts (few)

disaster management plans

Implementation of disaster

management plans (2009-

2010 plan)

PDMA

PDMA

NDMA/PDMA F.D/

Donors

GOB

PITE Community level disaster preparation

plans

Development of preparation modules

Assist in execution DDMA/ local

communities,

NGOs

PDMA, DOE, local

development

authorities, Donors

SCAMB Community mobilization

and awareness to all

stakeholders

Training Seminars, awareness material Developing project proposal/

work plan.

SCAMB

Donors/ TA

providers

RAHA A cadre of volunteers community

responders ( use indigenous

knowledge and skills, search and

rescue abilities)

PTSMC to be trained in response

Can assist in training and

capacity building

NDMA/PDMA

Education Dept,

Social Welfare

department, Civil

defense

PDMA, DDMA,

GOB Donors

25

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

6) Public -

Private

Partnerships/

Financing for

Safe Schools

GOB

Directorate of

Schools

(Education)

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

DOE to approach MPAs

Develop process, mechanism,

guidelines, mechanisms for

PPP engagement

PDMA/DOE/MPA PDMA, Prov.

Assembly, MPA

Discretionary fund,

NGOs, Media,

Donors, private

sector, technical

assistance orgs

GOB Bureau of

Curriculum &

Extension

Volunteers

(teachers, educators) to coordinate

between public and private sector

Develop volunteer

engagement TORs and scope

of work

Develop Guidelines for PPP

engagement process

BOCE / Edu dept. PDMA, Donors,

NGOs, Finance and

Business sector reps

RAHA Resource mobilization to be arranged

by involving the private sector

institutions

Assist in developing process Edu Dept. PDMA,

Donors

GOB, Fed and

provincial

governments,

NDMA, Finance and

Business sector

26

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

Immediate Actions (Nov 2010-

June 2012)

Strategic Action (Nov 2010-Dec

2014)

Responsibility/

Coordination

1) Policy and

Institutional

Mechanisms

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 /

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.

PITE/EDO/PDMA,

NDMA,

P&DD/Dist Edu

office/ Director

Edu/Sec Edu/ DOE

BOCE, GOB

DOE/ Edu Dept

27

Major Elements

of School Safety

Immediate Actions (Nov 2010-

June 2012)

Strategic Action (Nov 2010-Dec

2014)

Responsibility/

Coordination

Balochistan based curriculum

2. Technical

Aspects of Safer

Schools

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. 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

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

3. Systems/

Skills /

Resources-

Capacity

Development

Requirements

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. 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

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

4. Integrating

Disaster Risk

Reduction

Information in

Formal/Informal

Education

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

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

DOE/ PDMA

P&DD/ DOE,

SCAMB/ DDMA

HR (B.O.C) +

education

department / EDO/

28

risk management education

Major Elements

of School Safety

Immediate Actions (Nov 2010-

June 2012)

Strategic Action (Nov 2010-Dec

2014)

Responsibility/

Coordination

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

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

5. Community

Preparedness

for Disaster

Prevention and

Response

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 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)

PDMA/ DDMA/

local communities,

NGOs/ SCAMB

P&DD, Education

Dept, NDMA,

Social Welfare

department, Civil

defense DOE/

District Gov. HR

(B.O.C)

6. Public -

Private

Partnerships/

Financing for

Safe Schools

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

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”.

Edu Dept. PDMA,

Donors DOE/MPA

BOCE / Edu dept.

DOE/PDMA,

Private Schools

Associations,

Private Building

Contractors

29

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-to-

implementation. 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.

*****

30

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

31

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

32

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 Processes

(Indicative)

Specific

Mandate

( if any)

Existing

actions

Desirable

action

Immediate

planned /

possible

plan of

actions

Responsibility/

coordination

Resourcing

Remarks

Eq Tsu Cy

1) Policy and

Institutional

Mechanisms

-National/local level

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

33

Aspects of Safer

Schools

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

3) Systems/

Skills /

Resources-

Capacity

Development

Requirements

for Safe

Construction

-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,

34

-Appropriate

construction skills

-Formal training set-ups

and resourcing for local

technicians

4) Integrating

Disaster Risk

Reduction

Information in

Formal/Informal

Education

-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

5) Community

Preparedness

for Disaster

Prevention and

Response

-Community

preparedness in

prevention and first

response and search and

rescue

-Preparations for

schools as “safe

havens” in disasters

-Operational

35

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

6) Public -

Private

Partnerships/

Financing for

Safe Schools

-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

36

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

37

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

38

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

39

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

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 Asian Development Bank

ADP Annual Development Plan

AJK Azad Jammu and Kashmir

CDA Capital Development Authority

DWG Departmental Working Group

DRM Disaster Risk Management

DRR Disaster Risk Reduction

EAD Economic Affairs Division

FAO Food and Agriculture Organization

FBISE Federal Board of Intermediate and Secondary Education

FDE Federal Directorate of Education

GoP Government of Pakistan

GoB Government of Balochistan

IDB Islamic Development Bank

ISDR International Strategy for Disaster Reduction

JEA Joint Educational Advisor

JICA Japan International Cooperation Agency

MOE Ministry of Education

MWG Ministerial Working Group

NDMA National Disaster Management Authority

NEP National Education Policy

NESPAK National Engineering Services of Pakistan

NGO Non-Governmental Organization

NWG National Working Group

PC Planning Commission

PC-I Planning Commission Proforma-I

PCATP Pakistan Council of Architects and Town Planners

P&D Planning and Development

PDMA Provincial Disaster Management Authority

PEC Pakistan Engineering Council

PPP Public-Private Partnership

PSDP Public Sector Development Programme

SOP Standard Operating Procedure

TOR Terms of Reference

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNFPA United Nations Population Fund

UN-HABITAT United Nations Human Settlements Programme

UNICEF United Nations International Children’s Emergency Fund

UNISDR United Nations International Strategy for Disaster Reduction

USAID United States Agency for International Development

WFP World Food Programme

WHO World Health Organization

1

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.

2

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.

3

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

4

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

5

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,

Education1, 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

6

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 18th

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.

7

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

8

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

9

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.

10

Organogram of Baluchistan Provincial Inter-Departmental Policy and Coordination

Group on Disaster Risk Reduction in Education

National Working Group(As per National Disaster Management Act 2010)

Ministerial Working Group(As per National Disaster

Management Act 2010

Provincial Inter-Departmental Coordination GroupSecretary Secondary Education - Chair

Addl. Secretary

Secondary

Education

i) Rep of Pvt

Schools

ii) Rep of Wafaq ul

Madaras)

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

PDMA

Joint Secretary

Planning &

Development

Joint Secretary

Home & Tribal

Affairs

(incl. Civil Defense)

Joint Secretary

Urban

Planning &

Development

Representative

Armed Forces

School

Members of Inter-Departmental Policy and Coordination Working Group

Federal Level

Federal Level

Members of Inter-Departmental Policy and Coordination Working Group

Provincial Level

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

Joint Secretary

Higher

Education

Internal

Task Force

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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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