Appendix A: School Survey QuestionnaireNational Education Training and Research Needs and Resources Analysis (NETaRNRA)The Department of Provincial and Local Government (the dplg) is entrusted with the responsibility to oversee the implementation of the Disaster Management Act, 2002 (Act 57 of 2002) and the National Disaster Management Framework (NDMF) 2005: Government Notice 654 of April 2005 throughout the country with the objective of inter alia: preventing or reducing the risk of disasters, emergency preparedness, rapid and effective response to disasters and post disaster recovery.Section 15(1)(h) of the Act, requires of the National Disaster Management Centre to promote disaster management capacity building, training and education throughout the Republic, including in schools. Disaster risk reduction education must be integrated in primary and secondary school curricula, as per Section 6.3.3 of the National Disaster Management Framework of 2005. A review of GET and FET National Curriculum Statements shows that elements of Disaster Risk Management are covered in curriculum statements for Life Orientation and Geography. Furthermore, the theme of the 2006 to 2007 International Day for Disaster Reduction was Disaster Risk Reduction Begins at School and numerous schools in South Africa have participated in the 2006 and 2007 disaster risk reduction programmes conducted under the auspices of the United Nations International Strategy for Disaster Reduction (UNISDR) mechanisms under the theme: Towards a culture of risk reduction: Disaster management begins at School. Please refer to the next page for a glossary of terms.While safety planning is familiar to schools, a culture of disaster prevention or risk reduction is relatively new to the education sector. This research focuses on disasters other than safety related. We want to test the assumption that when schools conduct emergency exercises they use safety related drills with very little focus on behaviour that limits or prevents disaster risk. Furthermore, it is assumed that integration of disaster risk reduction education in primary and secondary school curricula is nonspecific and generic and only focus on cognitive understanding of, for example, tsunamis, earthquakes, tornados, floods and fires. A related assumption is that the reason for the lack of focus on cultivating the said behaviour is to be found in a lack of proper guidance and support to schools. A national survey is conducted in May June 2009 among 400 primary and 120 secondary schools, proportionally sampled across Provincial and urban vs rural divide. Your school is one of 57 randomly selected schools in this Province, in order to gather information on the implementation of Disaster Risk Management related curriculum statements and participation in Disaster risk reduction begins at school programmes.Researchers from Field Focus Research were contracted by Disaster Management Solutions (DMS) the commissioned services provider to conduct the survey on behalf of the department and the data will be used to inform the development of an integrated National Education and Training Framework for disaster risk management.Your support in this matter will be highly appreciated and please feel free to contact the following persons should there be a need for clarity in this regard: Mr. Mmaphaka Tau; Senior Manager: Capacity Building, Public Awareness and Research; National Disaster Management Centre; Tel: 012 334 0404. Dr Johan Erasmus; Research Specialist; Disaster Management Solutions (DMS); Tel: 012664 4899. Ms Enency Mbatha; Survey Manager; Field Focus Research Tel: 082638 5480.

NETaRNRA ReportCompiled for NDMC by DMSChapter 6A page 1Glossary of TermsHazard A potentially damaging physical event, phenomenon and/or human activity that may cause the loss of life or injury, property damage, social and economic disruption or environmental degradation. Hazards can include latent conditions that may represent future threats and can have different origins: natural (geological, hydrometeorological and biological) or induced by human processes (environmental degradation and technological hazards). Hazards can be single, sequential or combined in their origin and effects. Each hazard is characterised by its location, intensity, frequency and probability.Disaster A natural or human-caused event, occurring with or without warning, causing widespread human, material, economic or environmental losses which exceed the ability of the affected community or society to cope with its effects using only their own resources. A disaster is a function of the risk process. It results from the combination of hazards, conditions of vulnerability and insufficient capacity or measures to reduce the potential negative consequences of the disaster risk.Disaster risk management The systematic process of using administrative decisions, organisation, operational skills and capacities to implement policies, strategies and coping capacities of the society and communities to lessen the impacts of natural hazards and related environmental and technological disasters. This comprises all forms of activities, including structural and non-structural measures to prevent or to limit (mitigation and preparedness) adverse effects of hazards.Disaster risk reduction The conceptual framework of elements considered with the possibilities to minimise vulnerabilities and disaster risks throughout a society, to avoid (prevention) or to limit (mitigation and preparedness) the adverse impacts of hazards, within the broad context of sustainable development. Prevention Actions to provide outright avoidance of the adverse impact of hazards and means to minimise related environmental, technological and biological disasters.Mitigation Structural and non-structural measures undertaken to limit the adverse impact of natural hazards, environmental degradation and technological hazards on vulnerable areas, communities and households.Preparedness Activities and measures taken in advance to ensure effective response to the impact of hazards, including the issuance of timely and effective early warnings and the temporary evacuation of people and property from threatened locations. Response Measures taken during or immediately after a disaster in order to provide assistance and meet the life preservation and basic subsistence needs of those people and communities affected by the disaster. These measures can be of immediate, short-term or protracted duration.Recovery Decisions and actions taken immediately after a disaster with a view to restoring or improving the pre-disaster living conditions of the stricken community, while encouraging and facilitating necessary adjustments to reduce disaster risk. Rehabilitation is the process of returning land/buildings in a given area to some degree of its former state, after some process (industry, natural disasters etc.) has resulted in its damage. Rehabilitation and reconstruction affords an opportunity to develop and apply disaster risk reduction measures.

Biographical Data:1. Please state Name of School:

2. Please tick type of School:PrimaryIntermediarySecondaryCombined

3. Please tick Province:Easter CapeFree StateGautengKwaZulu-Natal

LimpopoMpumalangaNorth WestNorthern CapeWestern Cape

4. Respondent, please state your occupation:

Perception of Risk:YesNo

Question 5: Do you think disasters happen in this province? Please

Question 6: In the last five (5) years, which of the following disasters/major incidents affected your school?Please read each of the possible disasters and indicate with a tick

Major incidentExtreme cold / Snow / Frost

Heavy rain / Hail / Floods

Fire

Strong wind / Tornado

Infrastructural damage

None: this is not a disaster prone area

Other: Please state

Question 7: In the last five (5) years, which of the following disasters/major incidents affected the community your learners come from?

Please read each of the possible disasters and indicate with a tick

Major incidentExtreme cold / Snow / Frost

Heavy rain / Hail / Floods

Fire

Strong wind / Tornado

Infrastructural damage

None: this is not a disaster prone area

Other: Please state

If None was chosen in both Question 6 and 7: skip Question 8.

Question 8: What was the impact of the most recent disaster/major incident that struck your: Please read each of the possible impacts and indicate with a tick SchoolCommunity

Emotional trauma

Injuries to individuals and fatalities / deaths

Displacement of families

Financial and economical impact

Damage/destruction of equipment, buildings and infrastructure

Infectious diseases (cholera, malaria, meningitis, measles)

Other:

Question 9: How likely (in your opinion) is it that a disaster could strike your community in the future?

Not at all/No chance (e.g. once in 20 years)

Somewhat likely / Little possibility (e.g. once every 5 years)

Quite likely / Strong possibility (e.g. every year/seasonal)

Definitely (e.g. every week

Preparedness:YesNo

Question 10: Do you know what to do if a disaster occurs today? Please

Question 11: Do you think the teachers know what to do if a disaster occurs today? Please YesNo

Question 12: Do you think the children know what to do if a disaster occurs today? Please YesNo

Question 13: Do you think the community knows what to do if a disaster occurs YesNo

today? Please

YesNo

Question 14: Does your school have an emergency plan? Please

If YES to Question 14:Question 15: Was the plan developed for the purposes to comply with OccupationalYesNo

Health and Safety Regulations? Please

Question 16: Does the plan cover disaster risk reduction and management?

If YES to Question 16:

Question 17: What processes/activities were used to develop the emergency plan?Please read each of the possible activities and indicate with a tick

1. Hazard, vulnerability and capacity assessment

2. Disaster risk identification

3. School risk reduction planning and risk reduction management

4. Formulating school/community preparedness plan

5. Formulating emergency and disaster response, evacuation and first aid plans

6. Conducting mock drills / emergency drills

Question 18: If/When you conduct mock drills / emergency drills, is it based on specific disasters/major incidents that have occurred in your area? Please YesNo

Question 19: Which disasters/major incidents do you include in your mock drills / emergency drills as examples?

Please read each of the possible disasters/major incidents and indicate with a tick

Major incidentExtreme cold / Snow / Frost

Heavy rain / Hail / Floods

Fire

Strong wind / Tornado

Infrastructural damage

Other: Please state

Curriculum implementation:

GET and FET National Curriculum Statements provide directives to include safety, hazards and disaster risk management in learning areas/subjects such as Life Skills / Life Orientation and Geography.

Question 20: Please indicate in which other learning areas/subjects you include the safety, hazards and disaster risk management related themes/activities. Please indicate with a tick which learning areas/subjects:

General Education & TrainingFurther Education& Training

Literacy (Foundation Phase)1Business Studies1Civil Technology2

Numeracy (Foundation Phase)2Consumer Studies3Dance Studies4

Languages3Design5Dramatic Arts6

Mathematics4Economics7Electrical Technology8

Natural Sciences5History9Hospitality Studies10

Social Sciences: History6Information Technology11Life Sciences12

Arts and Culture7Mechanical Technology13Music14

Economic and ManagementSciences8Physical Science15Religion Studies16

Tourism17Visual Arts18

Agricultural (Manage Practices/Sciences/Technology)19

Computer Applications Technology20

Engineering Graphics & Design21

Languages Home; First and Second Additional22

Mathematical Literacy / Mathematics23

As a rule, hands-on, experiential learning is the most effective way to educate. Therefore, ideally, a disaster relevant curriculum would not only teach knowledge of the natural hazards themselves, but also would involve students in a more hands on, practical application of identifying hazards and risks and how to deal with them. This could include visits to and by institutions dealing with various aspects of hazard and disaster risk management.

Question 21: What is taught to children with regard safety, hazards and disaster risk management?

Please

Mainly cognitive content with the aim to introduce natural hazards?

Mainly cognitive content with the aim to introduce basic disaster risk management concepts and knowledge?

Including life skills with the aim to encourage disaster responsible and preventative behaviour?

If you have indicated that your school includes life skills education with the aim to inculcate disaster responsible and preventative behaviour in learners:

Question 22: What processes/activities do you include in practical exercises?Please read each of the possible activities and indicate with a tick

1. Hazard, vulnerability and capacity assessment

2. Disaster risk identification

3. School risk reduction planning and risk reduction management

4. Formulating school/community preparedness plan

5. Formulating emergency and disaster response, evacuation and first aid plans

6. Conducting mock drills / emergency drills focussed on responding to specific hazards and disaster risks

Question 23: If/When the teacher include practical examples, is it based on specific disasters/major incidents that have occurred in the area of the school? Please YesNo

Question 24: Which disasters/major incidents are included in the examples used in the classroom?Please read each of the possible disasters/major incidents and indicate with a tick

Major incidentExtreme cold / Snow / Frost

Heavy rain / Hail / Floods

Fire

Strong wind / Tornado

Infrastructural damage

Other: Please state

Question 25: What activities are used to support the incorporation of risk reduction into the curriculum and class work?

Please read each of the possible activities and indicate with a tick

Conducting mock drills / emergency drills

Discussions about disaster risks and community problems and solutions

Flyers, video clips, risk calendars

Stories, rhymes and games

Using art, music and drama to portray the impact of disasters on communities

Inviting emergency services personnel to provide lectures/demonstrations

Other:

Other:

Other:

Other:

Question 26: Which of the following additional resources are used to support the incorporation of risk reduction into the curriculum and class work?

Please read each of the possible activities and indicate with a tick

Jasiri Workbooks (Grade 5 to 7) developed by the African Centre for Disaster Studies (ACDS)

Lets learn to prevent disasters! Educational Kit (ISDR/UNICEF)

Riskland board game developed by ISDR/UNICEF and adapted to South African conditions

Dingo Creek (Emergency Management Australia)

Whats the Plan Stan (New Zealand)

Team SAFE-T for Schools (California)

South African National Disaster Management Centre Booklets on Drought, Flood, etc.

Water Affairs and Forestry Booklet

Other:

Other:

Question 27: Did your school participate in the ISDRs Disaster Risk Reduction Begins at School

Programmes: YesNo

in 2006? Please

in 2007? Please

Question 28: In your opinion, is initial teacher training and in-service trainingYesNo

essential if education is to result in increased DRM behaviour Please

Community Involvement:Question 29: Is your school/are teachers involved in any disaster risk managementYesNo

related school outreach in the communities?Please

Question 30: What activities are used to support the involvement of the broader community?Please read each of the possible activities and indicate with a tick

Conducting mock drills / emergency drills

Discussions about disaster risks and community problems and solutions

Flyers, video clips, risk calendars

Stories, rhymes and games

Using art, music and drama to portray the impact of disasters on communities

Inviting emergency services personnel to provide lectures/demonstrations

Briefings/discussions at Community Meetings

Other:

Other:

Other:

Those are all the questions. Thank you very much for your time and responses, they are most appreciated.