1

2

Universities' Preparedness and Response
Towards Multi-Hazards:
COVID-19, Natural, and Human-Induced Hazards

3About this publication:
This publication is developed by a group of individuals from theInternational Institute of Disaster Science (IRIDeS) at Tohoku
University, Keio University (Japan) and Tsinghua University (China), in
collaboration with the Association of Pacific Rim Universities (APRU)
Multi-Hazards Program.
This publication is not the official voice of any organizations andcountries. The analysis presented in this publication is of the authorof each innovation.

Team members:
Takako Izumi (IRIDeS, Tohoku University)
Rajib Shaw (Keio University)
Hui Zhang (Tsinghua University)

How to refer this publication:
Please refer to this publication as follows:
Izumi, T.; Shaw, R.; Zhang H.; (2021): Universities' Preparedness andResponse Towards Multi-Hazards: COVID-19, Natural, and HumanInduced Hazards by IRIDeS, Keio University, Tsinghua University, Japan,
79 pages.
March 2021

This work is licensed under a Creative Commons Attribution-Non
Commercial-Share Alike 4.0 International License.

4Foreword
The entire world has experienced systemic shocks and personal tragedy from the novel coronavirus fromearly in 2020. It continues to have a major impact on health, the economy, and livelihoods despite efforts tolimit its spread and to develop effective vaccines and treatments. The pandemic led us to realize that severerisks can derive from human-induced threats from our relationship with the natural world beyond what
we regard as normal natural hazards. Since most current risk reduction measures predominantly focus on
natural hazards, it is clear now that they need to be reviewed and improved to incorporate the reduction ofrisks caused by these new threats.
The Association of Pacific Rim Universities (APRU) is a network of 56 universities located aroundthe Pacific Rim. APRU jointly established the Multi-Hazards (MH) Program with Tohoku University in 2013
to strengthen research capacity in disaster science and contribute to international and regional discussions
on disaster risk reduction. Its secretariat has been hosted by the International Research Institute of Disaster
Science (IRIDeS) of Tohoku University. The IRIDeS leads disaster science research and has been successfully
contributing to the recovery efforts in affected areas to build sustainable and resilient communities.
One of the MH program’s major activities is “the campus safety program” which aims to review campus
safety measures and learn from the experiences of member universities. Universities have been severely
affected by the COVID-19 pandemic. Many universities encountered issues in welcoming students back on
campus. Further, they faced financial challenges caused by a decrease in students from overseas. They havemade tremendous efforts to continue providing high-quality education to students online and through othermethodologies. This has highlighted the importance of preparing for such risks and building resilience.
Our member universities face various obstacles in tackling and recovering from these unprecedented
challenges. Hence, it is crucial to record these significant experiences, share them with other universities,
and learn from them. Above all, we hope that the COVID-19 pandemic will be rapidly resolved and that wewill be able to resume our regular education programs, active discussions and learning, as well as campus
lives. We hope that this publication will facilitate learning from each other’s experiences and strengthening
current campus safety through disaster risk reduction activities on campus.

Christopher Tremewan
Secretary General,
Association of Pacific Rim Universities

Fumihiko Imamura
Director,
International Research Institute of Disaster
Science, Tohoku University

01

02

Preface
The experience of the COVID 19 pandemic reminded us that hazard risks are not only natural, but also
include different types of hazards such as biological, chemical, industrial etc. It is crucial to understand thesevarious types of hazard risks and take proper preparedness measures to ensure effective response efforts.
The scope of the Sendai Framework for Disaster Risk Reduction, adopted at the United Nations
World Conference on Disaster Risk Reduction in 2015, emphasizes that “the present framework will apply
to the risk of small-scale and large-scale, frequent and infrequent, sudden and slow-onset disasters caused
by natural or manmade hazards as well as related environmental, technological, and biological hazards andrisks. It aims to guide the multi-hazard management of disaster risk in development at all levels as well as
within and across all sectors.” To support and implement the framework, we are required to incorporate
both natural and anthropogenic hazards as well as other types of hazards such as pandemics in our disastermanagement strategy. Further, we must adopt a comprehensive approach which encompasses all hazards.
Universities in particular need to consider adopting this approach as they keep explosive, chemical, andhazardous materials on campus and are responsible for numerous students, staff, and faculty. In addition, theimpact on neighboring communities could also be tremendous if any incidents occurred on campus.
The year 2020 was extremely challenging for universities, faculty, and students in education. Dueto the COVID-19 pandemic, our regular classes, educational programs, field visits, etc. were tremendously
restricted. Students, faculty, and administration staff were struggling to transition teaching and learning
methodologies to an online format. The lack of internet access as well as stable connectivity were thefundamental obstacles in many countries. Nevertheless, many universities have overcome these challenges
and minimized the damage with innovative and cooperative solutions in such difficult circumstances. It is
crucial to learn from these innovative approaches and measures on how universities have been managing
this crisis.
The APRU Multi-Hazards (MH) program was jointly established in 2013 with the Association ofPacific Rim Universities (APRU) and Tohoku University in Japan. The campus safety program is a major activityof the MH program. The program includes conducting a survey to understand the status of universities’
disaster preparedness, organizing workshops to learn from each other, and compiling this case study toshare the experience. At the workshop held early 2020, it was proposed to collect the case studies to learn
how universities responded and prepare for the pandemic, and share them especially among university
safety/crisis management offices, university staff, and faculty. The idea of this publication derives from theworkshop.
The case studies aim to collect the efforts made by universities in the response and preparedness
toward the COVID-19 pandemic as well as other hazards such as earthquakes, fires, and anthropogenic
hazards. Further, it aims to investigate how to prepare for future pandemics and disasters more effectively.
This compilation includes 26 case studies from 13 countries and region. It is critical to keep a record of what
happened and success and failures to learn from the experience and prepare for the next hazardous events.
We hope that this publication will be useful for universities in strengthening their current strategy and plan
to reduce multiple disaster risks and respond efficiently. Further, we believe that it will enable them to03

establish a resilient campus against various types of hazards to protect the lives of students, staff, and faculty
as well as the assets on campus.

Takako Izumi
Associate Professor,
International ResearchInstitute of Disaster Science(IRIDeS), Tohoku University

04

Rajib Shaw
Professor,
Graduate School of Media andGovernance,
Keio University

Hui Zhang,Vice Director,
Institute of Public Safety
Research,
Tsinghua University

TABLE OF CONTENTS
Universities' Preparedness and Response Towards Multi-Hazards:
COVID-19, Natural, and Human-Induced Hazards

Foreword ............................................................................................. 01
Preface ................................................................................................ 03
Covid-19 .............................................................................................. 07
01. BANGLADESH

Brac University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 08

02. CHINA

Tsinghua University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

03. INDIA

Indian Institute of Technology Roorkee .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

04. INDONESIA

Universitas Indonesia . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

05. MALAYSIA

Universiti Malaya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Universiti Teknologi Malaysia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

06. NEPAL

Tribhuvan University .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

07. PAKISTAN

University of Peshawar .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

08. PHILIPPINES

University of the Philippines Diliman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

09. SINGAPORE

National University of Singapore .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

10. SRI LANKA

University of Colombo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

11. TAIWAN

National Taiwan University . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

12. THAILAND

Chulalongkorn University . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Others . . ................................................................................................ 51
01. BANGLADESH

Khulna University.. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Brac University.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Bangladesh Agricultural University .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

02. CHINA

Sichuan University .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Tsinghua University . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

03. MEXICO

Instituto Tecnológico y de Estudios Superiores de Monterrey .. . . . . . . . . . . . . . . . . . . . . . . 6305

04. PAKISTAN

University of Peshawar(2017) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
University of Peshawar(2013) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
University of Peshawar(2010) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

05. PHILIPPINES

University of the Philippines Diliman . ............................................................... 72

06. THAILAND

Asian Institute of Technology............................................................................ 77

Acknowledgement .................................................................................. 7906

COVID-19

07

BANGLADESHBANGLADESH
University

8

BRAC University

Major damage causedby the hazard in general

People infected by the disease, loss of lives, loss of livelihoods, closureof classes, major loss in the education system, loss of benefits fromin-person classes, huge loss in the country’s economy, for instance, ingarment manufacturing and export areas

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• Closure of classes mid-semester with very short notice;• Loss of benefits from in-person classes;• Difficulty in conducting virtual architecture studios and otherlaboratories that need one-to-one teaching;• Closure of all physical site visits in architecture and disastermanagement programs;• Postponement of international and national seminars, trainings (DRR),
and workshops;• Cancellation of all co-curricular activities;• Abrupt discontinuation of all field-research work;• Physical illness and mental health issues of students, teachers, and staff.

Major preparedness/
DRR measures prior
to the hazard at youruniversity• Temperature readings and hand-sanitizing facilities at the outbreak’s
onset in every building and department• Awareness posters• Awareness counselling

Response efforts
immediately after thehazard at your university• Temperature readings and hand-sanitizing facilities in every building
and every department immediately after the outbreak• Awareness posters• Awareness counselling• Training program• Food and other relief goods supplied to affected people in theneighborhood

Recovery efforts after
the hazard at youruniversity• Training of volunteers by the Disaster Management Program and anawareness campaign in city neighborhoods• Personal initiative of the Department of Architecture and PPDM leadto raising funds for support staff in need

Lessons learned fromthe eventNot to take these disasters lightly
COVID 19 was a slow-onset disaster, and Bangladesh had plenty of time
to control it better with more and proper risk reduction measures.

Major changes /improvement in disasterrisk management on
campus before and after
the event• Campus closure• Introduced online teaching and administration immediately• At the moment (July 4, 2020 onward) a limited number of staff worksocially distanced on the physical premises.
• Offices are equipped with masks, disinfectants, and thermometers forreading people’s temperatures.

BANGLADESH

Relief Work by Postgraduate Programs in Disaster Management (PPDM)

Zainab Faruqui Ali, Professor, Brac University

9CHINA
CHINA

University

10

Tsinghua University

Major damage causedby the hazard in general

Physical health and safety of human life, mental pressure andpsychological burden, network public opinion, economy, employment,
daily work and communication of government departments, schools,
enterprises and institutions, aviation and passenger transport, tourism,
derivative disasters, etc.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)(1) Health and safety of teachers, students, and staff(2) Mental pressure and psychological burden(3) Network public opinion(4) Education, teaching, and scientific research activities, forexample: classes, experiments, practice and training, enrollment,
employment, development and promotion of scientific research
projects, academic exchange, etc.

Major preparedness/
DRR measures prior
to the hazard at youruniversity(1) Enough medical strength and supplies were reserved.
(2) Regulations and emergency plans related to medical and epidemic
prevention were issued.
(3) A relatively complete mechanism of information submission andrelease has been established.
(4) Daily management of school entrance and exit was implemented.
(5) Good cooperation and linkage mechanism with sub-district offices,
relevant government units, communities, and hospitals were formed.

Response efforts
immediately after thehazard at your university(1) Implementing responsibility for territorial management andguarding campus safety. ① Establishing a leading organization forprevention and control. ② Closed management of the campus. ③
Cooperating with sub-district offices and communities to achieve
prevention and control work. ④ Strengthening management ofcampus environmental sanitation.
(2) Paying attention to prevention and treatment at the same timeto protect the lives, safety, and health of teachers, students,and staff. ① Timely release of relevant information on epidemic
prevention and control. ② Providing epidemic protection materials
for teachers, students, and staff. ③ Stopping campus experimental
and practice activities. ④ Helping teachers, students, and staff indifficulties.

Recovery efforts after
the hazard at youruniversity(1) Using information network technology and implementing the
responsibility of teaching and educating people. ① Taking theepidemic situation as an opportunity to conduct ideological andpolitical education. ② Implementing network teaching to ensurethat instruction is not interrupted. ③ Opening a hotline to provide
psychological counselling for teachers, students, and staff. ④
Implementing alternative forms of education around the epidemic
situation. ⑤ As the epidemic subsides, teachers, students, and staff
should go back to school in a planned, step-by-step way.

CHINAManagement of school entrance and exit, and campus safetyknowledge publicity and education

Online learning, conference and academic exchange(2) Conducting scientific research to provide intellectual and technicalsupport for prevention and control of the epidemic situation. ①
Establishing a scientific research team to conduct research on virus
prevention and control. ② Providing decision support for epidemic
prevention and control. ③ Investigating epidemic prevention andcontrol to help at the grassroots level.
(3) Improving countermeasures of the public crisis emergency
mechanism. ① Establishing a unified and long-term public crisis
emergency mechanism. ② Improving corresponding rules andregulations. ③ Strengthening development and application ofa campus security information platform. ④ Strengthening thepracticability of publicity and education, and cultivating the crisis
consciousness of teachers, students, and staff.
Lessons learned fromthe event(1) Strengthening awareness of epidemic prevention. ① Strengthening
college students’ public health and safety education. ②
Strengthening the capacity for major epidemic prevention atcolleges and universities.
(2) Strengthening emergency response capacity. ① Establishingan emergency security mechanism for a major epidemic. ②
Strengthening construction of medical and emergency teams.
③ Strengthening construction of early warning and information
systems.
(3) Improving the level of public opinion control. ① Adopting the public
opinion guidance mode matching college students. ② Adopting
educational and teaching methods appropriate to the new situation.

Major changes /improvement in disasterrisk management on
campus before and after
the event(1) Paying more attention to prior management of campus disaster risk
(2) Further strengthening cooperation and linkage among various
departments of the school(3) Paying more attention to and strengthening the publicity, education,and exercise of public health knowledge(4) Enriching and improving emergency plans related to public health(5) Further improving the school public health emergency management
system11

CHINA(6) In the new era and new situation, paying more attention to
deepening development and application of the campus security
information platform

Management of school entrance and exit, and campus safetyknowledge publicity and education

School leaders investigate and inspect epidemic prevention andcontrol work

Fighting epidemic bravely to ensure a safe and clean school environment

Tao Chen, Professor, Tsinghua University

12

INDIA
University

Indian Institute of Technology Roorkee (IITR)

IITR is located in Uttarakhand State, which, because it lies in Zone
IV, is highly vulnerable to multi-hazards like earthquakes, floods,
and landslides. Furthermore, due to concerns regarding Tehri Dam’s
geological stability, estimates predict that a dam burst would submerge
numerous towns downstream, including Roorkee City. IITR is a
residential campus with 12,000 inhabitants. The current major hazard at
IITR is COVID-19, which has led to several changes in operational modeand continued teaching through online platforms.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• COVID-19 has impacted the campus and city in numerous ways,
including the following: the safety of the campus community,
access to basic services, classroom learning, financial performance,
infrastructure utilization rate and cost, scientific engagement, career
opportunities, social equity, psychological status, the informal sector,
social life, and quality of life. It has also influenced the neighborhoodand campus environment.
• Physical classes were terminated in March 2020 and then reorganizedthrough online platforms. Along with students’ adjustments, faculty
were challenged to shift suddenly and unpreparedly, but seamlessly,
from face-to-face to distance teaching and learning.
• This shift increased the financial burden on the institute and on
individuals, faculty, staff, and students, for instance, investing in
online infrastructure, IT related systems, and creation of off-campus
learning and teaching support. At the same time, the shift resulted in
massive, underutilized infrastructure on campus.
• Furthermore, incompatibility of existing space, services, andinfrastructure to meet new requirements for safe living and working
during the pandemic has created a need for even more investment.
The new normal safety requirement has increased the work
environment’s per-person cost.
• Moreover, some students experienced poor Internet connection
and Internet unavailability in remote areas, leading to concerns
about accessibility and equity. Likewise, due to international travel
restrictions, cross-border movement of students was sluggish.
• Research activities have been affected by travel restrictions, andresearch relying on specific technical equipment was hindered. Timebound, faculty scientific research projects are also in danger of not
being successfully completed, and scientific events were cancelled or
postponed.
• Additionally, the student community had concerns about changing theformat of student recruitment and about withdrawal of job offers, thus
leading to career uncertainty and psychological stress. Furthermore,sudden uprooting from campus life led to unmet psychological and social
needs, making students, faculty, and staff restless. The community felt
a sudden loss in social life and quality of life due partly to restrictions on
outdoor movements and religious gatherings.

INDIA

Major damage causedby the hazard in general

13

INDIA•Roorkee is an education city where local businesses largely dependon the student population. Absence of students affected the city’s
economic and social ecosystem. Furthermore, the informal sector ofcampus—rickshaw pullers, dom estic help, construction workers, andother daily wage earners—were one of the communities the worst hit
by COVID-19, because, due to mobility restrictions, employment andincome were lost.

14

Major preparedness/
DRR measures prior
to the hazard at youruniversity• Since the Institute lies in seismic Zone IV and is prone to earthquakes,
there, the Centre of Excellence in Disaster Mitigation & Management
and various departmental research laboratories have been
established; these are equipped with state of the art equipment andwork actively in disaster mitigation and management.
• Many projects and consultancies have been undertaken by faculty,
students, and researchers in soil testing, seismic analysis, building
design, modelling and management of floods, development ofalgorithms for earthquake early warning systems, and other similarareas of study. Research in these areas has ensured that all Institutestructures are earthquake resistant.
• The Institute has a disaster emergency plan for communicationand electricity backup, and emergency fire drills for residents are
conducted regularly. All structures are equipped with drainage,
electricity, fire alarm systems, sprinklers, fire extinguishers, andsignage boards for information dissemination. The Institute has
established online support portals such as estate and works, network,
software, hospital, email, employee portal, and guest house booking.
• Students, faculty, and staff are familiar with an alternative mode ofeducation in emergencies. On campus, stable Wi-Fi and LAN Internet
access is always available to students and faculty. Wellness support
services are in place for students, staff, and faculty when they need
physical and psychosocial support during and after emergencies.

Response efforts
immediately after thehazard at your university• Early warning about COVID-19 was shared with the campus community,and classroom teaching was suspended. Initially, commercial
establishments on campus were closed but were soon operational again,
with restricted timing and app-based shopping with a home-delivery
option. A supply of essential food items was regularly available on campus
in coordination with District Administration and Mandi Samiti. A scheduleof campus sanitization and fogging was developed, and restrictions on
outsiders were followed.
• A work from home policy was effected for all faculty, students, andstaff to ensure continuity of academic activities; a strategy for thesemester evaluation process and a grading system were developed
to ensure that students progress normally though a full course of
study. Information on various educational tools, such as online
lecturing, was provided to faculty. Regular updates, videos, webinars,
guidelines, and manuals on different educational tools/modes werealso available. IT remote access to e-Resources for seamless learning,
and an IT recovery plan was developed. SPARK and DIC summer
student internships were converted into distance internships tofacilitate safe research and learning practices.

facilitate safe research and learning practices.
• Guest houses were converted into quarantine centers for incoming
persons. Special measures by the Institute hospital committee were
undertaken to test and monitor Institute/home quarantined persons.
• Community action increased to organize camps to provide a regularsupply of food for local daily wage earners. The student community
initiated an action to provide relief to the informal sector of thecampus by distributing essential items.
• Clear, effective communication streams to staff and students were
implemented regularly about critical emergency information, suchas safety instructions, updates on the current situation, changes inaccess routes, and monitored entry to campus premises. Moreover, theinstitute’s susceptibility to cybercrime was overcome by strengthening
security against cybersecurity vulnerabilities and attacks.
• Development of robust teaching systems was introduced to ensure
safety and hybrid learning and to mix synchronous with asynchronous
learning. To ensure that all students received equal attention in
online classes, accommodations were made in modes of connectivity.
Extension of support was provided to students and faculty to cope withthe situation, and special grants were provided to set up home offices.
• The Institute ccontributed to public policies either throughinstitutional leadership or through research. Senior management andfaculty have been consulted by public and government officials on
public policies relating to COVID-19. Incredible innovative approaches
to issues faced and the sector’s resilience were undertaken by facultyat IIR: development of Prana-Vayu ventilators; an antimicrobial
nano-coating system for facemasks and PPE to reduce transmission
risk; development of software that can detect COVID 19 within 5
seconds using an x-ray scan of a suspected patient; and research intodevelopment of a decision support system to help higher education
institutes maintain safety and sustainability.
• The Design Innovation Centre proposed research for a productscheme (R2P) for faculty to find solutions to COVID -19 and organizeda student design challenge for ingenious solutions for campus
safety post-COVID 19. Research is being conducted in space designinterventions in laboratories, classrooms, offices, and public spaces tomaintain social distancing post-COVID-19.

Lessons learned fromthe event• In dealing with and recovering from COVID-19, the Institutedeveloped understanding and systems to regularly monitor, improve,and communicate its preparedness, measurement, and scheduled
evaluation for disasters of different types.
• At the same time, the Institute created a resource pool for humans,
knowledge, technology, and finance to address such unprecedented
circumstances. Furthermore, it developed partnerships at global,
national, and, most importantly, local levels. Likewise, this pandemictaught the need for creating robust and flexible systems to allow
quick recovery and facilitation of normal functioning.

INDIA

Recovery efforts after
the hazard at youruniversity

15

Major changes /improvement in disasterrisk management on
campus before and after
the eventThe Institute has established a special office and a system of monitoring,evaluation, communication, and partnerships. It has also created ahuman, knowledge, technology, and financial pool, along with robust
and flexible systems for administrative safety, campus safety, classroom
learning, scientific engagement, and career opportunities for the entire
campus community and the neighborhood.

INDIA

Mahua Mukherjee, Indian Institute of Technology Roorkee (IITR)
Harshit Lakra, Indian Institute of Technology Roorkee (IITR)
Sonal Atreya, Indian Institute of Technology Roorkee (IITR)

16

INDONESIA
University

Universitas Indonesia

COVID-19—confirmed cases on campus

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

Local infection in offices and at event activities
Online learning for all students until the end of 2020 and still on-going
until further notice.

Major preparedness/
DRR measures prior
to the hazard at youruniversity

1. Conduct activities in population risk assessment
2. Develop protocol Covid-19 prevention for all activities and facilities
on campus
3. Reporting and recording procedure for students, staff, and/or guests
coming from other cities/countries
4. Building inspection to check compliance with safety requirements,
including protocol for COVID-19
5. Provide some COVID-19 prevention equipment and facilities, forinstance, PPE, handwashing, hand sanitizer, and signage
6. Conduct screening via body temperature
7. Conduct disinfecting of indoor areas
8. COVID-19 Awareness Webinars
9. Collaboration with Campus Clinic (student medical examinations),
Campus Hospital (testing), and local government

Response efforts
immediately after thehazard at your university

Contact tracing, swab testing, budget allocation (PPE, disinfectant,handwashing facilities)

Recovery efforts after
the hazard at youruniversity

Return-to-work policy including health test and New Normal Polic

Lessons learned fromthe event

Need for establishing new normal policies that include online events,
restriction of offline meetings, and maintenance of inspecting andmonitoring new normal activities.

Major changes /improvement in disasterrisk management on
campus before and after
the event

COVID-19 policies in university (goverment regulation-province andnational level as reference for Campus COVID-19 Policies)

INDONESIA

Major damage causedby the hazard in general17

Body Temperature Checking

INDONESIA

Disinfecting

COVID-19 Awareness Webinars

18

COVID-19 Prevention Facility

Hand sanitizer

INDONESIA

Handwashing facility

Marks for standing inside elevator

COVID-19-Related Health Promotion MediaCOVID-19-Related Health Promotion Media

Poster of Healthy Lifestyle to Prevent COVID-19 Transmission

Poster of Healthy Lifestyle to Prevent COVID-19
Transmission

Banner of Healthy Lifestyle to Prevent COVID-19 Transmission
Bannerof Healthy Lifestyle to Prevent
COVID-19 Transmission

CUCI TANGAN ANDA
11 Tahap Cuci Tangan
0

1

2

3

4

5

6

7

8

9

10

11

handsanitizer atau sabun
dan air

19

Hand Washing Signage

Hand Washing Signage

CUCI TANGAN ANDA
11 Tahap Cuci Tangan
0

1

2

3

4

5

6

7

8

9

10

11

handsanitizer atau sabun
dan air

UPT K3L UIQueue-marking
Signage
Queue-marking Signage

INDONESIAHow
Wash Hands
How
totoWashHandsProperly
Properly

How to W

Queue-marking Signage

How
Wear aa MaskHow
totoWear
MaskProperly
Properly

Hand Washing Signage

Dr. Sjahrul M. Nasri, Universitas Indonesia

120

MALAYSIA
University

Universiti Malaya (UM)COVID-19 and the subsequent Movement Control Order (MCO) imposedby the government has deeply impacted the UM. This is potentiallycatastrophic for UM, which relies on student fees to stay afloat. In thiscrisis, prospective students are highly likely to delay their studies.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• The university was forced to make a swift change to online teachingwhen the MCO was imposed.
• Lectures and tutorials have been moved online, ongoing laboratory
research has halted, and new student enrollment has been delayed.
• Almost all student exchange programs and academic conferences
have been cancelled.
• While full-time employees face additional pressure to manage
disruptions, contractual staff risk unemployment.
• Even if students and lecturers can get past the technical difficulties,
one cannot assume that students enjoy unlimited Internet access or
possess laptops or desktops that allow them to attend online classes
free.
• Internet coverage and speed vary depending on students’ locations
and budgets. Therefore, some students, especially those residing
in rural areas, do not enjoy sufficiently good Internet access or any
access at all. They run high risk of being left behind if classes are
conducted entirely online.
• Administrators in the tertiary education sector face difficulty
reorganizing their respective schools’ schedules. Schedules,
semesters, new student enrollment, and new staff hiring are
inevitably affected by the MCO.
• Employees in the tertiary education sector are also affected.
Academic staff must become comfortable with online teaching andnavigating online classrooms’ technical challenges. Non-academic
staff must find ways to minimize disruptions.
• Untenured professors, contractual staff and international staff face
greater employment uncertainty.
• Academic staff must not only teach online, perhaps tweaking theirlessons, managing more student questions and complaints, andmarking papers but also be more responsive to students’ queries.
This means a more proactive approach in responding to students’emails, in addition to learning to teach online.
• Meanwhile non-academic staff have to manage schedules,
complaints, and ongoing queries from students, staff, and faculty.
• Students are negatively affected because instructional quality iscompromised: Students can no longer enjoy in-person interactionin lecture halls and tutorial rooms, and online settings increase
students’ difficulty of asking questions in a non-invasive way.

MALAYSIA

Major damage causedby the hazard in general

21

MALAYSIAManaging foreign arriving and returning students from affected
countries at Central Home Surveillance at Residential College

22Managing foreign arriving and returning students from affected
countries at Central Home Surveillance at 11th Residence College

Major preparedness/
DRR measures prior
to the hazard at youruniversity• Establishment of the Crisis Management Committee and the Crisis
Management Plan for UM.
• Produce COVID-19 SOP for students arriving and returning from
affected countries.
• Enhance Internet and intranet facilities on campus for online teaching
and learning.
• Engage in constant communication with the District Health Office
and State Health Department (CDC) to respond to confirmed positive
COVID-19 cases and to obtain contact tracing assistance.
• Create awareness among the campus community on COVID-19
prevention through portals, emails, and presentations.
• Conduct Prevention and Mitigation of COVID-19 at Work Selfassessment introduced by ILO to evaluate and enhance UM’sreadiness.

Response efforts
immediately after thehazard at your university• Complied strictly with the MCO and SOP imposed by the National
Disaster agency Malaysia, Ministry of Health, and Ministry of Higher
Education• Established Task Force of Crisis COVID-19 according to priordeclaration of pandemic by WHO• Provided COVID1-19 Guidance and SOP for control and prevention
actions• Provided centralized home surveillance at residential college forhealth screening of students arriving and returning from affected
countries• Immediately activated a WFH policy for all UM employees• Provide a special budget to procure PPE for all departments andcolleges• Provided free meals and accommodations at centralized homesurveillance facility at the Residential College.
• Helped local authorities and hospitals transfer staff and students forcontact tracing; provided passengers and drivers with resources andtips to protect themselves.
• Adapted to the new normal culture, namely social distancing, wearing
face masks, and hand hygiene across the campus and workplace.

• Human Resources Department provided Psychological Management
services to the campus community.
• Provided guidance to the campus community on social distancing andwearing face masks correctly• Conducted training for the Emergency Response Team (ERT) in
managing suspected positive COVID-19 cases, including patient
preparation in the isolation room
• Produced Health Declaration and Check-in procedure at all points ofentry• Provided additional PPE to all departments• Provided safety training for the ERT in handling COVID-19 positive
cases• Revised the existing COVID-19 Control and Prevention SOP• Provided guidelines for disinfection and sanitization of workplaces• Loaned laptops to students and worked to make Wi-Fi available atextension offices across the state.
• Student affairs office provided free Internet.
• Practiced good hygiene measures in the workplace

Lessons learned fromthe event• The Crisis Management Plan must include a deliberately explained
epidemic/ pandemic action plan.
• Awareness of the pandemic, especially its prevention and mitigation,
should be improved to ensure total compliance among the campus
community.
• In-person classes across the system were moved to online delivery;
therefore, information technology (IT) infrastructure must be inoperation.
• An Epidemic/Pandemic Coordinator or Committee must be
established in each department to provide initial prevention andmitigation response.
• Technical challenges specific to students who lack access tobroadband Internet or to computers necessary for specific types oflearning.
• Employees should shift their work routines from office-based tohome-based and use modern technologies such as video conferencing
and virtual private network (VPN) systems.

Major changes /improvement in disasterrisk management on
campus before and after
the event• Establishment of COVID-19 Task Force and pandemic sub-committee(ERT) at each faculty and/or department• Enhanced epidemic/pandemic SOP in the Crisis Management Plan
• Strengthened liaison and collaboration with local authorities andgovernment agencies, namely the State Health Department, Ministryof Higher Education, Ministry of Health, Department of Safety and
Health, etc.

MALAYSIA

Recovery efforts after
the hazard at youruniversity23• Crisis Management Committee needs to be vigilant and continue
monitoring the new normal way of life.
• Successfully overcoming a crisis does not mean only eliminating its
consequences and reducing its negative impact but also involves
realizing one’s mistakes, shortcomings, and deficiencies in readinessto respond and working constantly to combat these factors.

MALAYSIAPICTORIAL COVERAGE

Arranging coordinated, supervised medical checkups outside the campus prior to course registration

Daily health screenings of quarantined students at the Residential
College

24

Compliance with COVID-19 Control and Prevention SOPs

Compliance with COVID-19 Control and Prevention SOPs

Compliance with COVID-19 Control and Prevention SOPs

MALAYSIA

Temperature screening and check-in at point of entry

Site Disinfection Process where persons under investigation (PUI)or those with confirmed COVID-19 reside

Site Disinfection Process where persons under investigation (PUI)or those with confirmed COVID-19 reside25

MALAYSIA

Health Declaration, temperature screening, and QR code scan before entering campus or buildings, using Mobile
Applications (UM Touch)Samples of materials published online

Major (Retired) Syed Abdul Aziz bin Syed Hashim, Universiti Malaya

26

MALAYSIA
University

Universiti Teknologi Malaysia (UTM)• Campus closed for all students and faculty members since March 18,
2020 under the government’s Movement Control Order (MCO)• Few positive cases in students and faculty members• No major disasters related to natural, fire, or chemical hazards
recorded so far on campus (both Sukudai and Kuala Lumpur).

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• Strict control by campus security of faculty members with permission
to enter campus (staff attendance limited to under 25%, temperaturechecking at entrance, etc.)• All teaching and research activities limited to online engagement• Full sanitization of campus buildings• Possibility of affecting students’ graduation due to delays in academic
activities• Students unable to return home due to MCO (inter-state travel
forbidden)

Major preparedness/
DRR measures prior
to the hazard at youruniversity• Management of student housing (including distribution of food andother essential items) to prevent cluster breakouts• Emergency Response Team (ERT) and manual for fire emergencies,
but no internal experts on pandemics and chemical disasters• Coordination with Police, Fire Department, and Ministry of Healthpre-determined in ERT manual (available only in Bahasa Melayu)• Database Monitoring System for COVID-19 at UTM suggested andbeing developed by Task Force members• To determine levels of disaster risk for each department and building,on-campus Disaster Risk Map being developed• Annual fire evacuation drill conducted by each department

Response efforts
immediately after thehazard at your university• COVID-19 Task Force established based on SOP by Ministry of Health• Teaching and learning switched to online per government SOP• Limitation of faculty members’ attendance at work (less than 25%)
• COVID-19 Task Force established based on Ministry of Health SOP• Government app “MySejahtera” used effectively to monitor status offaculty members and students

Recovery efforts after
the hazard at youruniversity
Lessons learned fromthe event

MALAYSIA

Major damage causedby the hazard in general• Because the Conditional Movement Control Order (CMCO) will be ineffect until November 9, 2020, no response plan is being discussed.
• COVID-19 was the first major disaster experience for UTM; therefore,
the university is now highly conscious of pandemics but also othertypes of disaster risks.
• Risk analysis and ranking of risks by the university might encourage
investment in reducing those risks, whether structural or nonstructural.

27

• UTM may become proactive in managing future disasters, instead of
waiting for government instructions.
• Each department’s risk data and information have not been properly
shared; therefore, a database system should be developed.
Major changes /improvement in disasterrisk management on
campus before and after
the event

MALAYSIA

Dr. Sumiaty Ambran, Malaysia-Japan International Institute of Technology (MJIIT),
Universiti Teknologi Malaysia (UTM)
Nor Zairah Ab. Rahim, Associate Professor, MJIIT, UTM
Dalila Mat Said, Associate Professor, MJIIT, UTM
Dr. Muhammad Hanif Bin Ramlee, Faculty of Engineering, MJIIIT, UTM
Dr. Zanariah Hashim, Faculty of Engineering, MJIIT, UTM
Dr. Zulhairun Abdul Karim, Faculty of Engineering, MJIIT, UTM
Dr. Siti Hajar Binti Misnan, Faculty of Built Environment, MJIIT, UTM
Shohei Matsuura, Associate Professor, MJIIT, UTM

28

NEPAL
University

Tribhuvan University

The effect of COVID-19 was severe in Nepal. Tribhuvan University(TU), one of the oldest and largest in Nepal, with campuses in nearly
all regions, was also affected. Some TU officials contracted the virus,
and a variety of academic and administrative departments on various
campuses closed completely for more than 3 months.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• All teaching-learning activities, including ongoing examinations werehalted.
• Many planned field visits, academic tours, and conferences were
postponed.
• Many students were also affected, and at least one academic session
was directly disturbed.
• The university’s building construction was affected due to cancellationof the procurement process.

Major preparedness/
DRR measures prior
to the hazard at youruniversity• The university closed all its activities immediately after theGovernment of Nepal (GoN) declared a nationwide lockdown on
March 24, 2020.
• The university was prepared to deal with unforeseen conditions thatmight arise due to the pandemic after its rapid spread in China andbeyond.
• University staff and students were advised to use masks and sanitizer;
awareness raising programs were conducted on the campuses.
• The university issued a notice to follow all relevant rules andprocedures suggested by the GoN.
• The university prepared and encouraged its faculties, students, andstaff to familiarize themselves with online platforms for regularmeetings and teaching activities.

Response efforts
immediately after thehazard at your university• The university followed all the GoN’s declarations and rules,
publishing information about its closing until further notice for allconcerned stakeholders.
• All academic and administrative staff and students supported theuniversity’s preventive steps. Additionally, the university requested
all campus administrations to disinfect administrative buildings andclassrooms regularly.
• In all regions of Nepal, most campuses were utilized as quarantine
centers. Tribhuvan University Teaching Hospital (TUTH) designatedone unit as a fever clinic and isolation ward for corona treatment.
During the pandemic, TUTH operated 24/7 for all kinds of treatments.

Recovery efforts after
the hazard at youruniversity• Different campuses began online classes using virtual platforms, i.e.,
Microsoft Team, Zoom, Google Meet, etc. The university also trained
academic and administrative staff on use of Microsoft Team forregular virtual meetings and classes.

NEPAL

Major damage causedby the hazard in general29• Some campuses conducted research-oriented work, i.e., mid-term
and final viva-voce of MSc and PhD theses during the lockdown
period.
• Tribhuvan University formed a committee to recommend alternative
examination systems for use during the COVID-19 pandemic.
• As per recommendation, Tribhuvan University published a notice ofon-site examinations to be conducted following preventive measures.
In the meantime, tentative academic plans are being discussed
among concerned authorities and bodies.
• Important lessons were learned about proper understanding of thedisaster risk management cycle.
• This pandemic has taught us about important aspects of theinteraction of science, society, and nature with humankind. Everyone
should live in harmony with nature and also maintain harmony
among the ecosystem’s various actors.
• University officials realize that preparedness and mitigation ofpotential risk are always more important than rescue and recovery;
preparation of contingency plans for possible hazards is important tobuild community resilience.
• In addition, the pandemic has provided strong lessons aboutstrengthening public health policies and systems, building capacity inhuman healthcare resources, and investing in health infrastructure.
• Furthermore, university officials have realized that the university
should initiate alternative teaching-learning activities using available
information technology.

Major changes /improvement in disasterrisk management on
campus before and after
the event• This pandemic spurred behavior change on sustainable use of natural
resources and practice of hygiene and sanitation measures.
• We have begun practicing new activities in our daily routines, i.e.,
physical distancing, use of masks, and frequent handwashing and useof sanitizer.
• Social awareness and training are regarded and practiced as highly
important in planning and implementation of disaster risk reduction
projects.
• The university requires use of face masks and sanitizers at work
stations.
• After the pandemic began, most campuses established in-housecafeterias to avoid infection.
• University premises are disinfected regularly, and the university
as a whole is motivated to use virtual tools for academic work andmeetings.

NEPAL

Lessons learned fromthe eventGyan Bahadur Thapa, Professor, Tribhuvan University
Dr. Basanta Raj Adhikari, Tribhuvan University

30

PAKISTAN
University

University of Peshawar• Pandemic• Loss of lives across Pakistan• Lockdown

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• Long-term lockdown due to COVID-19 has affected studies,
examinations, seminars, research, and co-curricular activities on
campus.
• Traumatic stress• Termination of classes; events and mass gatherings prohibited on
campus• Evacuation of students from all on-campus hostels on an emergency basis

Major preparedness/
DRR measures prior
to the hazard at youruniversity• To cope with COVID-19 and prevent the spread of the virus, acomplete lockdown was implemented on campus.
• Gatherings of more than 2 persons were banned.
• Hostels were vacated.
• Wearing masks is still mandatory; no one is allowed on campus
without a mask.
• Online classes, examinations, and assignments

Response efforts
immediately after thehazard at your university• Rescue 1122 team is available 24/7 on campus to swab suspectedpatients and send samples to the central lab for PCR• To keep the system going, staff and other meetings of university
administration are held online.
• Ban on gatherings, seminars, and ceremonies• Awareness campaigns

Recovery efforts after
the hazard at youruniversity

The university is still closed due to the Covid-19 threat. However, theuniversity has begun online classes and examinations to recover fromthe disruption. To keep the system going, staff and other meetings ofuniversity administration are also held online.

Lessons learned fromthe event• Online classes, examinations, and assignments are alternate
mechanisms of regular classes• A trained medical emergency response team for such diseases• More informed decision making

Major changes /improvement in disasterrisk management on
campus before and after
the event• Establishment of an LMS system for registering students and online courses• Training designated persons in each department to facilitate thefaculty’s online teaching• Emergency response plan with COVID-19 protocol• Availability of medical team for sampling• Online classes and examinations

PAKISTAN

Major damage causedby the hazard in general

Dr. Atta-ur-Rahman, University of Peshawar
Imran Khan, University of Peshawar

31

PHILIPPINES
University

Major damage causedby the hazard in general

University of the Philippines Diliman(UPD)

As of 18 November 2020, there are 445 confirmed cases for UP Diliman,
with 409 recoveries and 8 deaths. This includes faculty, staff, students
and residents within the University’s compound.

PHILIPPINES

In the Philippines, as of 23 November 2020, the Department of Healthreported that there are 420,786 total cases, whereas 24,209 are Active
Cases, 386,486 have recovered and 8,123 have died.
Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

The major damages/impacts that COVID-19 brought to the UP Diliman
campus:• Some of the members of the community were infected by the virus(students, faculty, staff and residents within the campus);• Some offices were closed while other offices allowed a skeleton force
to report for work; suspension and delay in the provision of some
services;• Termination of face-to-face classes and other campus events (somecampus events, e.g. Commencement Exercises, were physicallyterminated but were done virtually/through online platforms).
• New work arrangements were also instituted by the University, suchas work from home arrangements and decreased number of days tophysically report for work, among others.

Major preparedness/
DRR measures prior
to the hazard at youruniversity

1. Influenza vaccine for University personnel
The UP Health Service (UPHS) offers vaccines to its constituents,
including the annual flu vaccine. While this is not free of charge prior
to the hazard, the vaccine is available through the UPHS-Public Health
Unit (UPHS-PHU).
2. Appointment of Health Liaison Officers (HeLO)The UPHS-PHU, in coordination with the Office of the Vice Chancellor
for Community Affairs (OVCCA), requested that all offices and units
within the University appoint their own HeLOs. The HeLOs’ functions
are as follows:a. Communicates with UPHS-PHU on a regular basis regarding theiroffice’s/unit’s health situation;b. Helps in the dissemination of relevant health information
through the distribution of posters or flyers, maintenance of ahealth bulletin boards, organize health forums, etc.; andc. Participation in the actual implementation of public health orinfection control measures.

Response efforts
immediately after thehazard at your university32

1. Creation of the UP Diliman COVID-19 Task Force in March 2020
The Task Force oversees studying the current situation within thecampus vis-a-vis the local government and the national government
and implementing necessary policies, protocols and mechanisms thatwill prepare and protect the community from the pandemic.

Silungang Molave (SiM)

SiM Hallway: A view of the patients’ rooms

Waste bins: properly labeled for waste segregation

2. Release of the University’s Post-ECQ Guidelines
After the community quarantine level was lifted and changed into
General Community Quarantine (GCQ) from Enhanced Community
Quarantine (ECQ), the University released the UP Diliman Post-ECQ
Guidelines on 13 May 2020 through Administrative Order No. FRN20-052. The guidelines contained policies and measures for those
who will be physically reporting for work, office operations, cleaning
houses/offices, and ensuring the health and safety of the skeleton
staff.

PHILIPPINESAn Updated UP Diliman Post-ECQ Guidelines was released on 11
November 2020, through Administrative Order No. FRN-20-068, toreflect the easing of restrictions implemented by the national andlocal government. The guidelines were formed in anticipation as the
University gradually opens its campus in the coming months.
3. Opening of Kanlungang Palma (KP)The University opened KP, its first community isolation facility, after
it passed the Department of Health’s (DOH) second inspection on
May 13, 2020. The isolation facility, with a capacity of 26 beds, washome to those who are suspect and probable COVID-19 patientswith mild symptoms and those who were waiting for the results ofthe swab tests but unable to quarantine at home. While priority
was given to members of the UP Diliman community, especiallythose who are living within the campus, it was also open to thosefrom nearby barangays who can no longer be accommodated at theisolation facilities sponsored by the barangay and the Quezon City
local government. KP ceased operations in July 2020 in anticipationof the opening of classes in August 2020 (This isolation facility
is an academic building; it houses the College of Social Sciences
and Philosophy). Subsequently, Silungang Molave (SiM), a second
community isolation facility was opened on 15 August 2020.

33

4. Opening of Silungang Molave (SiM)
SiM is the University’s second community isolation facility. A former
student dormitory/ residence hall, Molave Residence Hall was
turned into SiM as part of the University’s response to the COVID-19
pandemic. In addition to housing patients who were tested anddiagnosed to have moderate or mild COVID-19, SiM also serves as
isolation facility for those who are waiting for their swab test results
and are unable to isolate themselves at home.
On 23 October 2020, the DOH certified SiM as a Temporary
Treatment and Monitoring Facility for COVID-19 patients with mild
symptoms. The isolation facility cannot accept children or thosewith comorbidities as patients.
5. Conduct of Targeted-Testing among physically-reporting personnel
The University sponsors the swab testing of its personnel: VeryHigh Risk personnel are tested every month; High Risk personnel
are tested once every two months; and Medium Risk personnel aretested if they are considered as close contacts of COVID-19 positive
patients and upon the recommendation of the UP Health ServicePublic Health Unit.
6. Establishment and hiring of a Contact Tracing TeamPart of the University’s response to the COVID-19 pandemic is thehiring of contact tracers who help the UPHS-PHU in identifying theclose contacts of those who tested positive for COVID-19.

PHILIPPINES

7. Community Engagement and Public Information ProjectIn addition to the Community Isolation Facility, Targeted Testing,and Contact Tracing, the University also launches its Community
Engagement and Public Information Project. There are two groupsof volunteers who go out in the community two or three times
a week for information dissemination and consultation with thedifferent pook leaders, among others.
8. Conduct of Risk Assessment Evaluations and Surveys for all offices
and units All offices and units within the University were requested
to conduct risk assessment evaluation and surveys which were usedas basis for the list of personnel whose names were included in the
University’s targeted testing.
9. Launch of online Health Screening Checklist for University personnel
and visitors To lessen the probability of infection, the University
launched its online Health Screening Checklist for University
personnel. If the personnel/visitor is unable to complete the online
health screening checklist, paper forms and pens are provided at theentrance of the office/building.

34

10. Dissemination of infographics and publicity materials
Infographics and publicity materials were disseminated throughposters, tarpaulins and flyers all over the campus as well as throughsocial media. Information is regarding the novel coronavirus, how it
is spread, how infection can be prevented and who they can contact
in case of emergency.

social media. Information is regarding the novel coronavirus, how it
is spread, how infection can be prevented and who they can contact
in case of emergency.
11. Organizing and appointment of the University’s Post-ECQ Teams(PETs) (online meetings were held to discuss the University’ssituation during pandemic, what we can do to prevent the spread of
the virus and how to ensure the health and safety of the University’s
personnel.
12. Manual procedures were converted to online/digital processes topromote less personal/ face-to-face transactions.
13. Physical/face to face mode of learning shifted to remote/online
learning for academic classes. Teachers were also trained to prepare
and enable them for remote learning.
14. Due to the pandemic, the academic calendar, which previously ran
from August to July, was adjusted. For Academic Year 2020-2021,
the first semester is scheduled from September 2020 until January
2021.
15. Teachers were also required to prepare course packs for the classes
to be given to their students before the classes start. The course
packs are a compilation of the course’s readings and other materials
needed by the students. It aims to promote independent learning
among the students, to be reinforced by the online/dialoguelearning.
PHILIPPINES

16. Whenever there are requests to open certain facilities within
campus, the Public Health Unit of the UP Health Service assigns
a team to inspect the premises for its compliance to minimum
health protocols. They would also recommend other necessaryinterventions that have to be instituted before the facility may be
opened to the public, e.g. interventions for improved ventilation.
17. Dormitory facilities were redesigned to make these compliant tominimum health protocols in the time of the pandemic
Recovery efforts after
the hazard at youruniversity

1. Release of the Updated Post-ECQ Guidelines (The guidelines weremodified to accommodate the national and local government’s plan
to slowly open the economy by easing up on the restrictions, andin preparation for the increasing the number of physically-reporting
personnel per office, etc.)
2. Proposal to continue the operations of SiM, which was originallyapproved and with funding until the end of December 2020.

Lessons learned fromthe event

1. The University needs the following:
Regular risk assessment/evaluation especially since the pandemic is
still ongoing35

2. Offices/Units need to upgrade/improve their physical work
environments to ensure that there is enough airflow/ventilation for
all physically-reporting personnel
3. All offices/units should comply and appoint their respective PostECQ Teams and Health Liaison Officer
4. Establish Disaster Risk Reduction and Management measures not
only for earthquakes but also for other potential hazards: biological,
chemical and technical.
1. Intensified information dissemination to the University ’s
stakeholders
2. Mobilization of University personnel who are assigned to ensure thehealth and safety of the personnel in their respective offices/units
3. Online meetings between the University’s administration andpersonnel were conducted to inquire about each other’s welfare
and current being
4. Establishment of COVID-19 Task Force and Special Committees
who discuss and draft guidelines that are to be implemented andcomplied with
5. Meetings are held weekly to discuss the COVID-19 situation in the
University

PHILIPPINES

Major changes /improvement in disasterrisk management on
campus before and after
the event

Patient’s room: 1 patient per room, with bed, table and chair andcabinet (not in photo)

Donning and doffing area with health care workers

Fidel R. Nemenzo, DSc., Chancellor, University of the Philippines Diliman (UPD)
Alfredo Mahar Francisco A. Lagmay, Professor, University of the Philippines Diliman (UPD)36

SINGAPORE
University

National University of Singapore

1. Ill-health of staff and students
2. Disruption to academic and research activities and projects
3. Disruption to administrative and construction projects

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

1. Classes were moved from face-to-face to online.
2. Outreach activities such as Open Day and the Career Fair weremoved online
3. Cancellation and/or suspension of overseas travel for conferences,internships, and attachments
4. Cancellation and/or suspension of local internships

Major preparedness/
DRR measures prior
to the hazard at youruniversity

1. Establishment of business continuity framework (BCP) for theuniversity
2. All departments required to establish business continuity plans andto conduct regular BCP exercises and drills
3. Establishment of crisis/emergency framework, to deal with incidents
of varying severity
4. Staff and students issued with thermometers and lanyards (foridentification).
5. Purchase of thermal scanners (for temperature taking)
6. Establishment of contract tracing teamResponse efforts
immediately after thehazard at your university

1. Activation of Crisis Emergency Group (CEG) and Crisis Emergency
Management Team (CEM) to coordinate crisis and emergency
response efforts
2. Travel Restrictions to China and other countries of concern for all
staff and students
3. Mandatory travel declaration
4. Dedicated website and regular circulars to all staff and students(https://emergency.nus.edu.sg/)
5. Regular dialogue with all regulators and national authorities–

SINGAPORE

Major damage causedby the hazard in general

Ministry of Education, Ministry of Manpower, and Health Promotion Board

6. Ad-hoc approval for return to campus
7. Swab testing for contractors and vendors
8. COVID-19 related research to contribute national agenda on
research and innovation
9. NUS App for temperature taking
Recovery efforts after
the hazard at youruniversity

1. Town Hall meetings conducted by President with each staff
category
2. Safe Management Officers to monitor compliance
3. Return-to-Work safety video
4. Posters to communicate on Safe Management Measures
5. Increased cleaning and certification to national standards (SG clean)
6. Mandatory mask wearing
7. Cashless payment and/or transactions at F&B outlets
8. Antimicrobial coating for lift buttons on campus
37

SINGAPORE

9. Launch of NUS app for zoning.
10. Allocation of staff and students to zones
11. Safe distancing markers and signage

38

Lessons learned fromthe event

1. A pandemic can affect all aspects of university operations anddisrupt supply chains.
2. The university needs to launch digital solutions speedily to keep
pace with new control measures.

Major changes/ improvements
in disaster risk
management on campus
before and after theevent

1. Changes to design standards for construction of new workspaces(towards touchless surfaces)
2. More tabletop exercises for various types of crisis situations
3. Review of the university risk register

Appendix: Recovery and Response Measures

Safe distancing labels in elevator lobbies

Antimicrobial Coatings in Elevators

Safe distancing labels in lecture halls

Posters on Safe Distancing and Maximum Occupancy

SINGAPORE

39

SINGAPORE

The campus is divided into five zones.

Dr. Thian-Guan PECK, National University of Singapore

40

SRI LANKA
University

Faculty of Science, University of Colombo• The present case study focuses on the COVID19 pandemic, which
has been a major health issue in many countries around the worldin 2020. The speed and scale of transmission and severity of damage
are issues of concern.
• The infection causes mainly breathlessness, fatigue, and respiratory
failure; death is also possible. The pandemic has had many impacts
including those on health (hospitalization, psychological fear, death),the economy (disturbances to normal life, closures of institutes andindustries, loss of income, impacts on economic growth), and society(restrictions on daily and social lives, etc.).
• At this writing, no faculty members have contracted the virus, but a
few have had secondary contacts.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

Only non-structural damages experienced.
Administrative: near total closure of the entire university for more than
1 month as a precaution, work on rotations for non-academic staff
when restarting
Academic: shifting of teaching to 100% online mode in April; inequality
issues among students as some face IT, Internet, and computer
problems; cancellation of laboratory and field-based classes as well as
examinations from March–August; limitations on employing temporary
academic staff
Other: Cancellation of all social events and on-campus student
activities; disturbances to research and outreach activities; disturbances
to some activities due to practice of social distancing; transportation
and accommodation issues among students; fear psychology

Major preparedness/
DRR measures prior
to the hazard at youruniversity

The current situation was not expected, and the faculty was notprepared for the impact of a pandemic on this scale.

Response efforts
immediately after thehazard at your university

Administrative: Temporary closure of the faculty; liaison with university
and government authorities about future activities and safety
precautions when reopening only to staff
Academic: Transforming all teaching to distance learning mode;
postponement of examinations, convocations, etc.
Other: Banning students’ physical entrance; enhancement of safety
facilities (temperature checking, hand washing, social distancing) for
staff; restriction of entry; and other activities

Recovery efforts after
the hazard at youruniversity

Academic: Strengthening online teaching and learning throughintroduction of new IT facilities; staff training for delivering online
lectures; introduction of new teaching and evaluation methods, newtimetables, and new bylaws for examinations
Other: Safety—new safety regulations and facilities; welfare–financial
aids, laptop computers supplied to needy students; research on
COVID-19 and related issues, new COVID19 testing facility to help healthauthorities

SRI LANKA

Major damage causedby the hazard in general

41

Wear ing a mask and handwashing as
safety precautions

Social distancing at lectures

COVID-19 and related issues, new COVID19 testing facility to help healthauthorities
Lessons learned fromthe event

Importance of:a. Preparedness and planning ahead to face any disasterb. Integrated emergency response plans at universities
c. Raising awareness of emergency responses
d. Initiation of new research related to the COVID19 pandemic (testing,modelling, software applications, etc.)

Major changes /improvement in disasterrisk management on
campus before and after
the eventAdministrative: More attention paid to health, sanitation, and otherpractices related to reducing risk of spreading disease; development ofemergency management plan
Other: Initiation of a new help scheme for affected students sufferingfrom financial difficulties

SRI LANKA

Deepthi Wickramasinghe, Professor, Department of Zoology, University of Colombo
Chamari Hettiarachchi, Professor, Department of Chemistry, University of Colombo

42

TAIWAN
University

National Taiwan University

Major damage causedby the hazard in general• Announcement No. 1090100030 of the Ministry of Health andWelfare of the Republic of China on January 15, 109, added “severe
special infectious pneumonia” as the fifth category of legal infectious
diseases.
• Since December 2019, Wuhan City, Hubei Province has launchedmonitoring of respiratory and related diseases, and cases of viralpneumonia of unknown cause have been found.
• On January 9, 2020, we received a notice from Mainland Chinathat the pathogen was initially determined to be a new type ofcoronavirus.
• In addition to seven coronaviruses known to infect humans, otheranimal hosts include bats, pigs, cattle, turkeys, cats, dogs, and ferrets.
And there are sporadic reports of cross-species transmission.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)(1) The University postponed the 2020 spring semester’s start date
to March 2, two weeks from the original date. The schedule forregistration and course enrollment was also postponed for two
weeks.
(2) As of May 21, 109, 989 faculty and staff members of National Taiwan
University reported that they had travelled/transited around theworld or had been tested for the new crown pneumonia virus.
Among them, 120 faculty and 117 staff have completed isolation,
quarantine, or independent health management and closed theircases after 14 days; students accounted for 869 cases, and 867 havecompleted tracking management and closed their cases after 14
days.

Major preparedness/
DRR measures prior
to the hazard at youruniversity(1) The University built an NTU Website for Disease Control (https://my.ntu.edu.tw/ntuwdc/) to enhance the epidemic’s investigation,and to announce standard operating procedures (SOP) for disease
control.
(2) The University will, in principle, adopt a flexible and lenient approachto course enrollment, registration, leaves of absence, suspension/
termination, and so on, with a view to alleviating possible impact
resulting from escalation of the disease in our students.
TAIWAN(3) The timetable of courses in the 2020 spring semester will be
adjusted because of the start date’s postponement. The semester’s
end date, originally scheduled for June 20, has been rescheduled
to July 3. We advised our teachers to modify course plans so as tofinish courses in 16 weeks so that our students can carry out, asscheduled, their summer plans for summer programs, certificate
examinations, internships, and overseas exchanges. The 17th and18th weeks will be reserved for mediation/enrichment courses sincespring courses can be accomplished in 16 weeks via online teaching,examinations, independent learning, and projects, etc. End-ofsemester examinations will be held during the 16th week.
43

Fig. 1 No visitors during the epidemic prevention period, andeveryone must show an ID.

Fig. 2 National Taiwan University has developed a low-cost “noncontact forehead thermometer.”examinations, independent learning, and projects, etc. End-ofsemester examinations will be held during the 16th week.
(4) For students from China who are unable to travel to the University,
support for distance teaching and learning will definitely beprovided. We encourage eligible graduate students to enroll incourses such as dissertation, special topic, oral examination,and others that can be delivered via online discussion. We urge
supervisors to facilitate their graduate students’ course enrollment
in the aforementioned cases to meet requirements for confermentof a degree.
(5) Cleaning and sanitizing measures have been reinforced in allteaching and learning buildings and will continue in frequency andimproved methods after the semester’s commencement.

TAIWAN

Response efforts
immediately after thehazard at your university

44(1) Reduce the campus’s open space and entry of non-school personnel.
(2) Regarding NTU’s guidelines on building access control andtemperature checks, visitors are, in principle, required only to swipe
their ID cards and have their temperatures taken at first entrance,
after which only card swiping is compulsory for (re-)entrance.
(3) Suspension of gatherings or assemblies of 100 people or more until
May 31.
(4) Suspension of international travel among students and colleagues
until May 31.
(5) Suspension of nonessential physical meetings until May 31.
(6) Temporary closures of the Sports Center, Gymnasium, and outdoor
Swimming Pool to May 31.
(7) Beginning April 27, all courses with 60 students or more should shift
to distance learning.

Recovery efforts after
the hazard at youruniversity

We are still fighting the disease; the campus has been opened to the
public, but building access control is ongoing.

Lessons learned fromthe eventSince the outbreak of the new crown pneumonia epidemic in Taiwan,
maintaining the university’s normal operation during the epidemic
prevention process has become an important and difficult issue. In
this epidemic, Taiwan’s universities have faced severe impacts andchallenges: home isolation in dormitories for more than a hundred
overseas Chinese; diagnosis and prevention of the virus; and learning
remote teaching skills. In the face of these arduous tasks, we do not
dare to relax but, with humility, must keep learning and improving.

TAIWAN(1) Participate in epidemic prevention in unity• To integrate the whole school’s relevant resources for epidemic
prevention work, National Taiwan University established a newcrown pneumonia epidemic prevention team.
• The president holds weekly epidemic prevention team meetings
to discuss comprehensive response measures for the new crownpneumonia epidemic prevention and control work, develop SOP,
and actively implement epidemic prevention work.
• The epidemic prevention team is headed by the Academic Affairs
Office for health and public health protection, with deploymentof epidemic prevention materials and campus disinfection by theGeneral Affairs Office, remote teaching by the Academic Affairs
Office, the International Office to remain in contact with overseas
Chinese and foreign students, and the environmental security
center in charge of access control measures, etc.
• Relevant offices cooperate, and the student union includes
members of the epidemic prevention team to strengthen
reflection and communication of student opinions.
• In addition to the school-level epidemic prevention team, deansof each college also convene directors of various departments toestablish a hospital-level epidemic prevention team to discuss andimplement hospital-level epidemic prevention work and to assist
in the preparation and promotion of remote teaching.
• To strengthen communication of epidemic prevention work
among units, all school units need to send staff to participate in
the “epidemic prevention group.” Representative units explain or
reply to related matters in the group. Through the group, relevant
epidemic prevention measures can be immediately promoted toschool staff. In addition, colleagues in all units must take turns
at entrances and exits of campuses or venues to assist in access
control and body temperature measurement. By participating
together in epidemic prevention work, they also gather theircolleagues’ centripetal force. Everyone is an important member insolid epidemic prevention work.
(2) Smooth communication channels• At the beginning of the epidemic, the school set up a NTU Website
for Disease Control (https://my.ntu.edu.tw/ntuwdc/) on the school
homepage so that the public and school staff and students canunderstand the school’s actions.
45

understand the school’s actions.
• In addition to presenting the school’s latest information, it also
discloses important government information related to epidemic
prevention. Too, messages are delivered quickly through emails
and related discussion groups. Relevant information is presented
in both Chinese and English in consideration of foreign teachersand students.
(3) Anti-epidemic with science and technology, assist in access control,and independent health management• In this epidemic prevention work, the real-name system developedby the school’s computer center can not only help students recordand monitor daily body temperature but also serve as access
control by identifying them.
• This system can be used on various campuses to include
classrooms, laboratories, departmental offices, administrative
offices, etc. It scans the QR code for signing in and records
footprints; at the same time, it serves as teachers’ name or
epidemic report.
• In addition, combined with the infrared body temperature
measuring instrument developed by the school’s electricalengineering department, it can also achieve simultaneousfunctions of autonomous body temperature monitoring andaccess control identification.
(4) The entire school implements distance teaching• Our school was actively preparing for distance teaching at the
beginning of the epidemic, and in March, when Mainland, Hong
Kong, and Macao students were unable to enter the country,
it quickly promoted flexible distance teaching programs. Many
teachers have experience in distance instruction, but quite a few
are still hurrying to take this path.
• During implementation of distance teaching, the Teaching
Development Center of the Academic Affairs Office will provide
support for curriculum coordination, distance teaching, and digitallearning design.
• In addition, it will also provide teachers and assistants the useof digital media and technology, curriculum interaction for
implementation of distance courses, web page building, and othertraining and consulting services.
TAIWAN

Response efforts
immediately after thehazard at your university

46• In the last semester, most courses were changed to distance teaching,
and teacher-student interaction and teaching methods continued to
evolve, forcing everyone to think about the future of education.
• During the epidemic, human beings appear insignificant and humble.
We cannot keep the virus thousands of miles away. We can only bemore cautious in facing a life changed by the virus.

Fig. 3 National Taiwan University COVID-19 Prevention Operation Flow Chart.

TAIWANDr. Tsung-Yi Pan, National Taiwan University
Hung-Chi Kuo, Professor, National Taiwan University
Chung-Hsi Chou, Professor, National Taiwan University

47

THAILAND
University

Major damage causedby the hazard in general

THAILAND

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

48

Chulalongkorn University- Some university functions were shut down—lecture classes,
laboratories, projects, etc. due to the COVID-19 situation.
- Faculty members and students of Chulalongkorn University feared theimpact of the COVID-19 situation.
- Based on the 4th report from Chulalongkorn University on April 8,
2020, the university had 4 cases of COVID-19.
- Lecture classes had to change from on-site classrooms to online
classrooms; this caused many issues due to the adaptations.
- Events such as board meetings, conference meetings, exhibitions, andsome clubs’ and student group meetings were cancelled.
- All cafeterias on campus were closed.

Major preparedness/
DRR measures prior
to the hazard at youruniversity- For the last few years, the campus has been preparing for online
classes by purchasing licenses for applications such as Google Meet,
Microsoft Teams, etc. along with Chula Engineering’s development of
the learning management system MyCourseVilles.
- The campus had been preparing for multi-hazard situations by
establishing a risk management center within the university.

Response efforts
immediately after thehazard at your university- Chulalongkorn University announced measures for addressing the
COVID-19 situation since February 26, 2020, especially by bringing theattention of the engineering faculty members and students to it.
- The university also announced security measures for the beginning of
the first 2020 semester:
1. Most lecture classes are conducted online, except for somemandatory meetings between students and lecturers.
2. Along with the university’s overall security measures, special
measures are taken to prepare laboratories for the COVID-19
situation so that classes may be held.
- The university quickly responded as the situation worsened, to ensurethat every faculty member and student would be safe by shutting downsome functions vulnerable to the COVID-19 situation.
- The university developed the Chula COVID-19 Strip Test that canpreliminarily diagnose the virus.
- The university informed people who wanted to enter campus thatthey must scan the government’s ThaiChana QR code to collect records
for the Thai COVID Center (TCC).
- The university’s engineering faculty members and students createdseveral technologies and projects to help to reduce the risk and impact
of COVID-19:
1. The I2P Project (idea to product within 7 days) produced theFaceshield through cooperation between Chula Engineering andmedical companies (Figure 1).

2. Respirator Sterilization by UVC; Chula Engineering designed amethod for reusing the N95 facemask.
3. Telepresence: Technologies that help medical staff care for COVID-19
patients via telecommunication (Figure 2)
4. Quarantine Delivery Robot: This robot functions to help medical staff
care for COVID-19 patients by telecommunication with them and by
delivering foods to them through long-range control (Figure 3).
5. Method for Checking PPE Suit before Usage: This method ensuresthat PPE suits can be used in real operations before they aredispensed to the medical staff.
6. The Negative Pressure Cabinet helps medical staff have a high levelof safety while screening and treating COVID-19 patients (Figure 4).
7. Positive Pressure Innovation: Chula Engineering and the Facultyof Architecture developed this tool to help medical staff care forquarantined COVID-19 patients with less potential harm (Figure 5).
Recovery efforts after
the hazard at youruniversity- After the COVID-19 situation peaked, Chulalongkorn University createda plan to recover losses by involving all stakeholders.
1. Proposed the 10 plus policy for helping students suffering due to the
COVID-19 situation
2. For application to the 2020 semester, proposed the “New Normal”
policy, focused mostly on social distancing and campus hygiene

Lessons learned fromthe eventThe university wants to ensure that during the pandemic’s next wave,
the amount of loss is reduced and that its main functions continue.
Therefore, the risk management plan should be reexamined to focus
on a variety of risks and disasters. Based on the COVID-19 disaster, theuniversity sees that information is a vital resource for understanding
the situation, so it plans greater focus on real-time information
dissemination through reliable social media.

Response efforts
immediately after thehazard at your university

All of the following concepts related to the pandemic situation havebeen improved:
Preparedness: Apart from the current focus on Covid-19, multi-hazards
have been taken into consideration, together with development of newtechnologies.
Response: Real-time responses, with effective solutions, need
improvement for potential, near-future disasters.
Mitigation: Policies for mitigating damages from disasters should becreated in cooperation with all university stakeholders so that no one isleft behind.

THAILAND

49

Figure 2: Quarantine Telepresent

Figure 1: I2P project

Figure 3: Pinto, the quarantine delivery robot

Figure 4: Negative Pressure Cabinet

Figure 5: Positive Pressure

References
Chula Engineering. (2020). I2P. Retrieved August 08, 2020, from https://www.eng.chula.ac.th/th/i2p
Chula Engineering. (2020). Respirator Sterilization by UVC. Retrieved August 08, 2020, from https://www.eng.chula.ac.th/th/
respirator-sterilization-by-uvc
Chula Engineering. (2020). “น อ้ งกระจก” หร อื ระบบส ื อ่ สารทางไกล Telepresence ผ ู ช้ ว่ ยบุคลากรทางการแพทย ส์ ูภ้ ยั โคว ดิ -19 . Retrieved August08, 2020, from https://www.eng.chula.ac.th/th/telepresence
Chula Engineering. (2020). น อ้ งป ิ น่ โต (Quarantine Delivery Robot ) หร อื หุน่ ยนต พ์ ฒั นาเพ ื อ่ การขนส่งและการส ื อ่ สารทางไกลเพ ื อ่ ช ว่ ยบุคลาก
รทางการแพทย .์ Retrieved August 08, 2020, from https://www.eng.chula.ac.th/th/quarantinedeliveryrobot
Chula Engineering. (2020, April 17). ว ศิ วฯ ในส ื อ่ : คณะว ศิ วฯ จุฬาฯ ร่วมทดสอบมาตรฐานชุด PPE เพ ื อ่ ให บ้ คุ ลากรทางการแพทย ์ ใช อ้ ปุ กรณ ป์ อ้ งกนั ท ีป่ ลอดภ ยั . Retrieved August 08, 2020, from https://www.eng.chula.ac.th/th/27140
JNC Team. (2020, May 09). รถความด นั บวก “CU กองหน น
ุ ” สำ�หร บั บุคลากรการแพทย ส์ ำ�หร บั ด แู ลผ ู ป้ ว่ ยช ว่ งก กั ก นั ต วั อย่างปลอดภ ยั . Retrieved
August 08, 2020, from https://thejournalistclub.com/รถความด นั บวก-cu-กองหน นุ /Supot Teachavorasinskun, Professor, Chulalongkorn University
Natt Leelawat, Assistant Professor, Chulalongkorn University

50

OTHERS51

BANGLADESHBANGLADESH

52

University

Date / Year of
disasterKhulna University

2019–2020

Hazard Type
Natural Biological Technological
ChemicalOthers (Protest etc. Please describe thehazard type here.)

Major damage causedby the hazard in generali. Infrastructural damage
ii. Environmental damage/Green bio-diversity loss
iii. Termination of classes
iv. Mismatch in academic calendar
v. Failure or disorder of communication
vi. Anxiety and mental stress

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

i.

Major preparedness/
DRR measures prior
to the hazard at youruniversity

N/A

Response efforts
immediately after thehazard at your universityi.

Monitoring infrastructural damages and taking immediate steps torectify where feasible
ii. Communicating with students, faculties, and staffs about theirconditions
iii. Providing financial support to students and staff in dire neediv. Providing mental and physical health support to stakeholders

Recovery efforts after
the hazard at youruniversity

i. Gradually moving toward online classes
ii. Preparing to start the new semester and minimizing the session gap
iii. Developing an ICT platform for starting online course registration
iv. Identifying and supporting affected students and their families
v. Attempting to provide free Internet access for class attendance.

Electric poles were shattered, electricity remained off for several
days owing to natural hazards (tropical cyclones like Bulbul andAmphan. In addition, several trees fell.
ii. Tea stalls were hard-hit, and repair remained an arduous task.
iii. Breakdown of necessary communication with students due tofragility of telecommunication services
iv. Classes remained closed after the widespread biological hazard, i.e.,
COVID-19.
v. Cultural events, ongoing extracurricular activities, and outdoor
games were postponed.
vi. Halls were immediately vacated, and administrative activities
remained dysfunctional.
vii. Final examinations were postponed, disrupting the academic
calendar.

Appropriate authorities should be prepared for any natural andbiological hazards.
ii. Disaster preparedness education should be disseminated throughtraining and organizing demonstrations for students and staff, forwhich thoughtful planning and preparation can help ensure safety.
iii. Use hotline services for any emergency response—pre-, during, andpost-disaster periods
iv. Students, staff, and faculties should be trained to use digitalplatforms, i.e., taking classes, preparing video tutorial, conducting
meetings, seminars, and so on via online technology.

Major changes /improvement in disasterrisk management on
campus before and after
the eventi. Equipping the medical center with medical instruments
ii. Prohibiting unknown visitors entering campus; establishing thermalscanning at the entrance, especially after the spread of COVID-19
iii. Through email, providing guidelines, important recommendations,and prescribed medicines to all faculties and staffs during the
COVID-19 pandemic.

BANGLADESH

Lessons learned fromthe eventi.

Md. Nasif Ahsan, Professor, Khulna University
Sk. Faijan Bin Halim, Khulna University
Sazia Ahmed, Khulna University
Mohammed Ziaul Haider, Khulna University

53

BANGLADESHBANGLADESH

54

University

Date / Year of
disaster

BRAC University

2019

Hazard Type
Natural Biological Technological Chemical
Others (Fire in a high-rise building in the neighborhood)

Major damage causedby the hazard in genera• Loss of lives,• Toss of property,• Trauma

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

No physical impact on teaching or administration, however, observing
the fire, smoke, and desperate people jumping from upper floors
created fear and trauma among students, teachers, and staff.

Major preparedness/
DRR measures prior
to the hazard at youruniversity• There were fire extinguishers on each floor of the university’s rented
high-rise buildings.
• Main spaces of each floor had smoke detectors.
• Some high-rise buildings had operational fire escapes.

Lack of preparedness/
DRR measures

•
•
•
•

Response efforts
immediately after thehazard at your university• Immediately after the fire, Postgraduate Programs in Disaster
Management (PPDM) arranged an emergency meeting among
teachers and staff of PPDM and Architecture.
• A committee of teachers and staff of these two departments
was formed, logged fire escapes, and discussed other university
preventive and rescue measures the same day. The report (attached)
was sent to the Pro-Vice Chancellor’s office for action.
• The Pro-Vice Chancellor formed a central committee for fire risk
reduction and rescue at the university.

Recovery efforts after
the hazard at youruniversity

The fire did not occur inside the university.

Lessons learned fromthe event• Refurbish each building with working fire escapes. These could beexternal types if there are no existing indoor shafts in the building.
• Regular fire drills should be conducted.
• Regular trainings on prevention of fire, fire extinguishers, escapes,
etc. should be conducted.

Some high-rise buildings had non-operational fire escapes.
Some high-rise buildings had no fire escapes.
Smoke detectors did not cover all major areas.
No handheld fire extinguishers or towels were available in thepremises.
• No fire drills were conducted in the high-rise buildings.

BANGLADESH

Major changes/ improvements
in disaster risk
management on campus
before and after theevent• Fire hoses on each floor were checked and reactivated.
• Handheld fire extinguishers and towels were supplied to classrooms,
offices, the cafeteria, student lounge, auditorium, and library.
• Trainings on fire extinguishers were conducted by the university.
• Posters on awareness were posted on noticeboards.
• PPDM conducted a major national seminar and workshop titled Fire
Prevention and Rescue in collaboration with the Bangladesh Fire
Department.
• PPDM conducted a training and workshop open to all university
students titled Workplace Safety in collaboration with Community
Development for Peace (CDP), a voluntary youth organization.

fire and workplace safety training for senior management

Zainab Faruqui Ali, Professor, Brac University

55

BANGLADESHBANGLADESH
University

Date / Year of
disaster

Bangladesh Agricultural
University

July 22, 2018

Hazard Type
Natural Biological
Others (Fire)

Technological

Chemical

Major damage / impacts
on campus (not only
structural damage, butalso non-structural suchas termination of classes
and, events etc)

• At the the university’s “Bangabandhu Chattar” organized by BAU and
its alumni association jointly on July 22, 2018 to celebrate enormous
success and achievements of the university in the last 57 years,
according to eyewitnesses, the stage suddenly caught fire at about
11:45 p.m. when it was being decorated.
• The fire broke out very rapidly, and everything was burned to ash
within 30 minutes. Worse, the huge fire threatened the facultybuilding, which contained valuable documents and a researchlaboratory, and the central library, which contained more than 2
million valuable books.
• The fire’s cause was not immediately known, but fire service officials
suspected that it was generated by an electrical short circuit. Property
damage reached approximately 60,000 USD, but fortunately, there
were no injuries.

Response efforts taken
immediately after thehazard at your university

Alerted, six firefighting units rushed in and had doused the fire byaround 12:45 a.m. Firefighters worked relentlessly to stop the fire’s
spread in the faculty building and central library.

Recovery efforts taken
after the hazard at youruniversity
Lessons-Learnt from the
event

56

Based on this experience, Bangladesh Agricultural University initiateddisaster management activities.
• One key step was to develop a fire service and civil defense centeron the university campus as a disaster management plan, actions
not considered before the fire.
• After the incident, the university administration began
immediately cooperating with local government to construct an
on-campus fire service unit that will be completed in the near
future.
• Prior to that, a disaster management action plan project teamwas formed, and a disaster management plan was initiated andimplemented.
• University administration is now working on all of the following:
emergency response plans for various types of future disasters;
providing preparedness training exercises for staff; finding
methods of structural improvement and vulnerability assessment
for mitigation; installation of fire extinguishers in buildings in aneffort to save lives and stabilize incidents during the response
phase; a debris management plan during the recovery phase.

BANGLADESH

Major changes /improvement made interms of disaster risk
management on campus
compared to before andafter the event

Several challenges and issues were identified in the context of the fire
and the lessons learned:• No prior plan and facilities for any kind of disaster including fire
• No proper link between the fire brigade and institutions prior to
the incident• Modern firefighting technologies required• Potential resources not transferred to fire authorities toimplement successful firefighting in a disaster• Fire prevention not included in any educational syllabus

Figure 1. Photos illustrate the initial and final conditions of thedevastating fire in 2018.

Figure 3. Fire extinguisher installed in a building

Figure 2. Conditions of disaster management plan before and after thefire incident in 2018.

Figure 4. Construction of a fire service and civil defense unit on BAU campus
after the 2018 fire

Based on its experience of the fire, Bangladesh Agricultural University is now working on an efficient disaster management planand improving associated facilities to reduce risk and possible damage and to better prepare for any future disaster.

Md. Hosenuzzaman, Bangladesh Agricultural University
Md. Anwarul Abedin, Professor, Bangladesh Agricultural University

57

CHINA
Date / Year of
disaster

Sichuan University

May 12, 2008

Hazard Type
Natural Biological Technological Chemical
Others(Protest etc. Please describe the hazard type here.)

CHINA

University

58

Major damage causedby the hazard in general

1. 69,227 people were killed, 374,644 were injured, and 17,923 were
missing.
2. The direct economic loss caused by the Wenchuan earthquake was845.2 billion Chinese yuan.
3. About one-fifth of cultural relics in Sichuan Province were damagedby the Wenchuan earthquake.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

1. Sichuan University suspended classes until May 15th and thenresumed classes.
2. Teachers and students spent nights on the open lawn andplayground in camps, away from buildings.
3. Some public buildings such as office buildings, teaching buildings,
and student dormitories on campus suffered damage to varying
degrees.
4. Teachers and students’ psychological state has been disturbed.
Some students panicked, and some from the earthquake-strickenarea could not contact their relatives or learn whether theirhometowns had been affected by the disaster.

Major preparedness/
DRR measures prior
to the hazard at youruniversity

None.

Response efforts
immediately after thehazard at your university

1. Sichuan University evacuated students, faculty, and staff to a safezone in time. Teachers and students spent the night on the open
lawn and playground, away from buildings. Sichuan University
provided plastic equipment such as tents against the rainy night.
2. Various chemical reagents were properly handled to ensure safety.
3. The broadcast station, campus network, and other media broadcast
the earthquake situation and anti-seismic measures in time toeliminate most teachers and students’ panic.
4. Guards’ management was strengthened, with a strict vehicle entry
and exit system to avoid congestion on campus. Additional security
personnel were assigned to important areas such as student
dormitories to ensure normal school order. All night patrols wereconducted, especially where students were concentrated. A patrol
car with a horn repeatedly publicized the school’s various notices tostudents.

CHINAOn the second day after the Wenchuan earthquake, students took
refuge on Jiang’an campus of Sichuan University.

On the second day after the Wenchuan earthquake, students took
refuge on Jiang’an campus of Sichuan University.

Recovery efforts after
the hazard at youruniversity• After the Wenchuan earthquake, the Department of Planningand Construction immediately organized a team to conduct
comprehensive investigation of the public teaching buildings
and student dormitories. Relevant experts and technicians fromthe School of Architecture and Engineering Design conductedconsultations on some damaged buildings and determined that somehousing should be temporarily suspended.
• At the same time, the Department of Planning and Construction
continued to investigate the library, the first through ninth teachingbuildings, the kindergarten, the defective center of the second
hospital, and the old public health building to eliminate dangers andensure needs for continuing normal classes.

Lessons learned fromthe event

It is necessary to implement policy focusing on prevention, including
effective earthquake protection before disasters, reinforcementof buildings with weak earthquake resistance, popularization ofscientific knowledge to the public, regular earthquake prevention
drills, emergency plans, and emergency preparedness. The earthquake
resistance of the university’s buildings can be improved.

Major changes /improvement in disasterrisk management on
campus before and after
the event• Sichuan University and Hong Kong Polytechnic University jointly
established the “Sichuan Earthquake Reconstruction Support
and Research Center,” which conducts multi-disciplinary andinterdisciplinary scientific research, personnel training, and social
services covering three major areas: comprehensive rehabilitationand nursing services, psychological counselling and community
reconstruction, and construction management and engineering
technology.
• What’s more, the two universities used the “Sichuan Earthquake
Reconstruction Support and Research Center” as a cooperative
platform to conduct research on topics related to earthquake
prevention, rescue work, and community reconstruction.
• Besides, through both parties’ cooperative scientific researchand training services, they actively participate in helping optimize
reconstruction work in the disaster area. Additionally, the center will
regularly organize training courses for key personnel and professionals
59CHINAregularly organize training courses for key personnel and professionals
in related disciplines and train a large number of excellent nursing
staff, prosthetic orthopedic professionals, community reconstruction
staff, psychological counsellors, engineers and construction workers
for earthquake-stricken areas. Management personnel and otherurgently needed talents for post-disaster reconstruction will beorganized.
• The two schools cooperated especially in prosthetics and orthopedics,
rehabilitation treatment, nursing, psychological counselling, clinicalpsychological support for children and families, community capacity
building, renewable energy, water conservancy and environmental
engineering, geotechnical and structural engineering, construction
and quality management, geodynamics, and other aspects, jointly toserve reconstruction in the disaster-stricken area and provide talent,
intelligence, discipline, and scientific guarantees.

A week after the Wenchuan earthquake, students of the West China Campus of
Sichuan University took refuge on the playground.

Dr. Bingwei Tian, Sichuan University
Cheng Zhou, Sichuan University
Haolun Luo, Sichuan University

60CHINA
University

Date / Year of
disasterTsinghua University

2020

Hazard Type
Natural Biological Technological Chemical
Others(Protest etc. Please describe the hazard type here.)
CHINA

Major damage causedby the hazard in general• From campus flooding due to strong, heavy rains, buildings and cars
may be destroyed.
• Some students might have problems leaving buildings.
• In fires and earthquakes, people might be injured, and buildings
destroyed.
• For CBRN disasters at campus laboratories, people might be injured,and air is liable to be polluted.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

Termination of classes and outdoor activities, power shortages,
inconvenient and difficult living, collapse of buildings, human casualties

Major preparedness/
DRR measures prior
to the hazard at youruniversity

For earthquakes: Reinforcement of buildings
For campus flooding: Underground water pipes changed and water
pumps available
For fire and/or explosion: Introduction of various policies. Electric carsbanned from charging in some places. Campus fire inspection every
6 months. November 9 designated as fire day/ firefighting facilities
exercise, with drills conducted. Cleaning of combustible building
materials on campus. Emergency plans available for some laboratories
to prevent fires and explosions.
For campus crime: Alarm pulls installed in many places on campus.
Video-cameras installed.
For traffic accidents: License plate recognition, speeding alerts, parking
control, special times for bicycle passage. Vehicles prohibited at certain
places/playgrounds.

Response efforts
immediately after thehazard at your university

For COVID-19: A fever clinic in the school hospital. Students returning
to school from high risk areas are quarantined. University health code
app for reporting temperatures and building entry and exit required in
mobile phones. Facemasks required in crowded rooms. Campus control
entry (green required for Beijing Health Code app). Seat separation
required for some places. Online courses provided for foreign students
who are overseas. Liquid soap and other hand cleansers provided.

Recovery efforts after
the hazard at youruniversity

Recovery efforts for COVID-19: Students return to school on different
days. Students returning from high risk areas are required to be tested.
Classes are taught in classrooms and are available online.

61

CHINA

Lessons learned fromthe eventThe university plans and prepares for the worst case scenario.
Resources are available.
Students are informed, prepared, and tested.

Major changes /improvement in disasterrisk management on
campus before and after
the event

Changes in teaching methods: Offline classes combined with online
classes
Restriction of tourists coming onto campus
Health code used entering for campus and buildings
Temperature test required for entry to some buildings
Some student activities postponed

Hui Zhang, Professor, Tsinghua University

62

MEXICO
University

Date / Year of
disasterInstituto Tecnológico y deEstudios Superiores deMonterrey

September 19, 2017

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

Natural Biological Technological
Others(Public Health)ChemicalLoss of human lives
Several injuries
Temporary suspension of academic and administrative activities
Structural damages (some structures collapsed)
Reputational damages

MEXICO

Major damage causedby the hazard in general

Hazard Type

Damage to the health and physical, and mental well-being of thecommunity
Interruption of basic services (electricity, gas, water, and IT network)
Temporary suspension of campus activities

Major preparedness/
DRR measures prior
to the hazard at youruniversity

Analysis, evaluation, and management of risk
Generation of a plan for attention to and mitigation of risks, including
earthquake
Improvement of a massive internal alert and notification system
Signaling of evacuation routes, meeting points, lower-risk areas, anddangerous spaces
Determination of an emergency care team (brigade members)
Response team training
Response team training (drills)
Compliance with state and municipal Civil Protection

Response efforts
immediately after thehazard at your university

The seismic warning system was activated.
Once seismic movement stopped, the Evacuation System was
activated and with it, evacuation of the entire university community
began.
Emergency search-and-rescue services of Mexico City were notified.
Conditions in which critical facilities were found (electrical energy,
hydraulic systems, computer networks, liquefied petroleum gas, andelevators) were reviewed, ruling out risky or dangerous conditions.
Once the university community gathered at established meeting
points, psychological first aid was given.
First aid and medical care posts were established,
A community census was conducted.
People search-and-rescue operations were conducted withinbuildings.
Closed-circuit television (CCTV) recordings were reviewed to verify
victims’ locations in collapsed structures.
A primary review and evaluation of physical damage to facilities andinfrastructure was conducted by brigade personnel.

63

MEXICO

Academic and administrative activities were suspended, in order
to conduct an exhaustive safety structural review with support ofexperts in structural engineering.
Once activities were suspended, teaching, administrative, and service
personnel were authorized to leave the facilities.
A review of laboratory facilities was requested by the municipality’s
Civil Protection.
Areas were established for concentration and reunion of students,
collaborators, and their families.
Energy bar and hydration zones were established for the community.
A command and coordination center was established to direct
search-and-rescue service and cadaver-recognition service.
A call center was established to respond to doubts and concerns ofparents and relatives of the university community.

64

Recovery efforts after
the hazard at youruniversity

A DRO conducted a structural safety analysis to define damage tobuildings and a strategy for asset recovery and, subsequently, topresent to authorities.
An area was established temporarily in the vicinity of the campus forcontinuity of academic activities.
The process of restoration and reconstruction of infrastructure began.

Lessons learned fromthe event

Guarantee that personnel are trained in all study and work areas for
management of natural disasters or other crises.
A crisis management committee for each campus, led by the campus
director, must be established, trained, and prepared for crisis
management.
Greater involvement of leadership is needed in organization of
prevention and action during crises.
Extend such training and education to student and teacher
communities and involve them in response action plans.
Include greater involvement of management personnel.
An earthquake can generate generalized psychosis if the community’s
emotions are not dissipated.
Lack of care from qualified psychological personnel after a disruptive
event can greatly impact community members.
After a disruptive event, if criminal behaviors arise, keeping theuniversity community within a protected environment is important,while also containing the city’s security problems.

Major changes/ improvements
in disaster risk
management on campus
before and after theevent

Delegate responsibility to the highest-ranking manager by campus sothat the manager can designate, train, and prepare an emergency
response team.
Allocation of human and financial resources is necessary to extend
and maintain the general emergency alert system in an optimal
condition.
Collaborative worktables were established with government agencies
for training, attention, and response to disruptive natural events.
Support networks were developed with neighboring organizations,providing material and human resources for better care during
disruptive events, including those caused by human beings.

Participation in workshops, seminars, and events that, in terms ofcivil protection, keep us up to date in techniques of attention andcontainment of unwanted events with natural and anthropogenic
origins.

Antonio Bellorin, Instituto Tecnológico y de Estudios Superiores de Monterrey
MEXICO

65

PAKISTANPAKISTAN

66

University

Date / Year of
disaster

University of Peshawar

December 2017 terrorist
attack on the Agriculture
Research InstituteHazard Type
Natural Biological Technological
Others (Terrorist Attacks)

Chemical

Major damage causedby the hazard in general

On December 2017, terrorists attacked the Agriculture ResearchInstitute, opposite University of Peshawar, killing 9 people andwounding 35 others.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• 9 people killed and 35 others wounded• Psychological trauma• Termination of classes; events and mass gatherings prohibited on
campus• On-campus research activities were also hindered.
• Previously scheduled events were postponed.
• There was chaos because the media incorrectly disseminated news
that the attack was on Agriculture University Peshawar where
hundreds of students are from far-flung areas and staying at hostels.

Major preparedness/
DRR measures prior
to the hazard at youruniversity• As a preparedness measure, security checkpoints are installed at eachentrance of the university.
• Barriers are also installed at each entrance.
• Parallel to the checkpoints, an emergency response mechanism isformulated by security agencies to respond in a timely and efficientway.
• Rescue 1122 team is available 24/7 on campus; they respond to any
medical emergency within 5 minutes.
• Regular search-and-rescue exercises by Rescue 1122

Response efforts
immediately after thehazard at your university• The police force responded, and all the terrorists were killed.
• Classes were terminated.
• Entrances were closed, and police were assigned to ensure closure
until further notice.
• Rapid search operations in the University’s hostel to look for any
suspicious persons.
• Against terrorist activities, a well-managed plan is formulated torespond in a timely and efficient way.

Recovery efforts after
the hazard at youruniversity• The government took responsibility for treatment of injured students
and staff.

Lessons learned fromthe event• The university authority, staff, and students highlighted theimportance of preparedness in emergency response.
• Felt need of trained human capital• Focused on trained volunteers• An Emergency Response Plan in which all participants know theirroles and responsibilities is essential.

• The University Police, Elite Force have developed the Safe Evacuation
Plan.
• The university has strengthened coordination mechanisms withstakeholders.
• An early warning system capable of monitoring and disseminating
information to authorities was installed for the campus at police
stations.
• More informed decision making• Checkpoints at university entrance• Emergency response plan prepared by on-campus police.
• Ban on unauthorized persons on departments’ premises.
• Checkpoints at each entrance of campus• Emergency response plan
• CCTV cameras installed at entrances and key parts of the university• Availability of Rescue 1122 team 24/7 on campus• Trace record of every visitor to departments• Police patrolling campus 24/7
• At each department and hostel entrance, a designated official records
visitors’ biodata.
• Hostels are protected by barbed wire.
• Volunteers groups conduct departmental sessions on first aid andemergency response.

PAKISTAN

Major changes/ improvements
in disaster risk
management on campus
before and after theevent

Dr. Atta-ur-Rahman, University of Peshawar
Imran Khan, University of Peshawar

67

PAKISTANPAKISTAN

68

University

Date / Year of
disaster

University of Peshawar

Jan 2013 Terrorist attackon the Institute of Islamicand Arabic Studies

Hazard Type
Natural Biological Technological
Others (Terrorist Attacks)

Chemical

Major damage causedby the hazard in general

In January 2013, five students received minor injuries when an
explosion went off in the conference hall of the Institute of Islamicand Arabic Studies. About 1 kg of explosive material was used, causing
damage to infrastructure.

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• Multi-story Academic Building jolted by the strong wave of the blast• Psychological trauma and post-traumatic stress• Termination of classes; events and mass gatherings prohibited on
campus• On-campus research activities hampered

Major preparedness/
DRR measures prior
to the hazard at youruniversity

Peshawar remained a hotspot of terrorist activities for about 1.5
decades, and educational institutes have been targeted many times.
Preparedness/DRR measures include:• Security checkpoints installed at each university entrance• An emergency response mechanism formulated by security agencies
to respond in a timely and efficient way• At each department’s entrance, a designated official records biodata
of each visitor.

Response efforts
immediately after thehazard at your university• The injured were immediately taken to the nearby Khyber Teaching
Hospital.
• The concerned department immediately called police for the initialenquiry.
• Search-and-rescue operation by the Rescue 1122 team
• Classes were terminated for a few days to prevent a further such
event.
• Rescue 1122 team available on campus 24/7 to respond to any
medical emergency within 5 minutes• Against terrorist activities, a well-managed plan is formulated torespond in a timely and efficient way.

Recovery efforts after
the hazard at youruniversity• Emergency treatment of injured students• Counselling of students and staff to stabilize their mental health• Cracked walls and broken windows were repaired.

Lessons learned fromthe event• Checkpoints at university entrance• Emergency response plan prepared by on-campus police• At each department’s entrance, a designated official notes every
outsider’s name, mobile number, National ID number, address, andpurpose of visit.

• Ban on unauthorized persons to departmental premises
Major changes/ improvements
in disaster risk
management on campus
before and after theevent• Checkpoints at each campus entrance• Emergency response plan
• Availability of Rescue 1122 team 24/7 on campus• Trace record of every visitor to departments• Police patrolling campus 24/7

PAKISTAN

Dr. Atta-ur-Rahman, University of Peshawar
Imran Khan, University of Peshawar

69

PAKISTAN
University

Date / Year of
disaster

University of Peshawar

2010 Floods

Major damage causedby the hazard in general

PAKISTAN

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)

70

Hazard Type
Natural Biological Technological Chemical
Others (Protest etc. Please describe the hazard type here.)

Although the flood didn’t directly affect the University of Peshawar,
surrounding villages and towns were inundated, resulting in huge lossof lives, property, infrastructure, and livelihood of the masses.
• The flood 2010 not only eroded roads but also damaged doors,
gardens, roofs, and furniture in nearby townships and villages.
• Faculty members whose houses were affected sheltered on campus.
• The 2010 flood affected classes, daily games, and sports on playing
fields due to floods around the country and heavy rainfall on campus.

Major preparedness/
DRR measures prior
to the hazard at youruniversity• The campus has good water/drainage channels that are usuallycleaned by the cleaning staff.
• Trees are planted to avoid erosion and keep the campus green.
• The university conducts an annual exhibition on Disaster Risk
Reduction (DRR) in which thousands of students, faculty members,
and other adjacent institutions participate and receive updated
knowledge about natural and human induced disasters.
• The campus has developed student societies including a culture
society, a student welfare society, and a proctorial board.
• The University Police Elite Force closely observes the entire campus
and immediately responds to any mishap.

Response efforts
immediately after thehazard at your university• Several students have conducted their Master ’s, Master ’s of
Philosophy, and Doctoral degrees on 2010 floods and published theirwork in well-regarded journals• Academia continuously provides support to government organizations
on policy making, planning, and development regarding naturalcalamities.
• Universities, in joint ventures with the government, INGOs, and otherstakeholders, conduct projects on disaster risk management.

Recovery efforts after
the hazard at youruniversity• University staff, teachers, and students actively participated infundraising campaigns, volunteerism, mass sensitization, andresearch.
• The affected (University employees) were accommodated on campus.

Lessons learned fromthe event• Importance of preparedness in emergency response• Felt need for trained human capital and volunteer training• Emergency Response Plan
• The University Police Elite Force developed the Safe Evacuation Plan.
• Helpful tools and technology are enhanced on campus for emergency
response, first aid, evacuation, cleaning, fire extinguishers, andsecurity.

• Early warning system for the campus, capable of monitoring anddisseminating information to authorities installed at police stations

Major changes/ improvements
in disaster risk
management on campus
before and after theevent• Mass sensitization and preparedness• Volunteer groups have been developed to conduct departmental
sessions on first aid and emergency response.
• The university regularly organizes awareness campaigns, for instance,
the DRR exhibition and Tree Plantation for students, faculty members
and support staff.
PAKISTAN

Dr. Atta-ur-Rahman, University of Peshawar
Imran Khan, University of Peshawar

71

PHILIPPINES
University

Date / Year of disaster

University of the Philippines On April 22, 2019, an earthquake of 6.1 magnitude
Diliman (UPD)
hit Luzon, Philippines, with an epicenter near
Bataan.
Aftershocks followed. Tremors of Intensity 4 werefelt in Quezon City. Another earthquake with 5.3
magnitude hit parts of Luzon, Philippines on 13
September 2019.

PHILIPPINES

Major damage causedby the hazard in general

Hazard Type
Natural BiologicalTechnological Chemical
OthersAfter the 22 April 2019 earthquake, inspectors declared one building
to be structurally unsafe due to major damaged beams and columns.
There were severe spalling of concrete covers of beams and floor slabs;
cracks on wall-column and wall beam junctions in all floor levels; cracks
on the floor at the fourth floor (overhang part); deflection of second
floor beams; bulging of partition walls due to beam deflection; partition
walls at the 4th floor were detached from the upper beams and might
fall; horizontal crack in one of the columns at the second floor; andground subsidence at the front portion of the building.
Five out of 60 buildings had more than 20 to 30 cracks in their walls,
beams, and columns possibly due to subsidence or settlement; 38
buildings had minor cracks on walls, beams, column, or floors, others
had vertical cracks on columns, had falling hazards or water leakage; 5buildings had pre-existing or old cracks on their walls. The rest of thebuildings had no structural issues. (Please see Annex A for the pictures)

Major damage / impacts
on campus (not only
structural damage, butalso nonstructural suchas termination of classes
and, events, etc)

• As a result of the 22 April 2019 earthquake, classes and work in UPD
were suspended by the Chancellor on April 23, while UPD offices in
Pampanga and Olongapo were suspended on April 23 and 24.

Major preparedness/
DRR measures that havebeen taken prior to thehazard at your university• The University conducted an Orientation Workshop on UniversityBased DRRM, “Diliman DRRM Summit 2016” on 3-4 May 2016
and outlined the proposed UPD Overall Disaster Risk Reduction
Management Plan to be drafted by the UPD Overall DRRM Committee
and its sub-committees. These committees were created as per AO
No. MLT–16-104 dated 30 June 2016 and were renamed on 09 August
2019, in consonance with the terminology used in the National
Disaster Risk Reduction and Management Council (NDRRMC) per RA
10121 or the Philippine Disaster and Risk Reduction Management Act
of 2010.

• Upon the recommendation of a team of experts, one building was
declared “off-limits”. There were certain areas on the first and second
floor of another building that was also declared “off-limits” for wall
repairs. Affected personnel vacated the unsafe buildings and wererelocated to another building.

• Based on the political geography, land use plan, population, andexisting structure of UPD, 15 zones (after Abiera 2015) were identified
for disaster planning purposes. The following priority hazards were72

for disaster planning purposes. The following priority hazards wereidentified: stormwind, flood, fire, earthquake, and human-induced
threat.
• In anticipation of “The Big One,” the UP President and the UPD
Chancellor enjoined everyone to participate in the Nationwide
Earthquake Drill on 29 June 2017. (Please see Annex B for the
pictures)Some UPD units also participated in the 4th Metro Manila
Shake drill as per CHED's Memorandum No. 25.

PHILIPPINES

2018. The drill was held on July 18, 2018. (Please see Annex C for the
pictures)• As part of the capacity-building measure of the University in the eventof an actual disaster, the Chancellor issued Memorandum No. MLT–
19-052 dated 31 January 2019, encouraging everyone to participate
in the University-wide earthquake drill on 27 February 2019. This
was later amended to 21 February 2019 when the Office of the
President of the University of the Philippines issued Memorandum
No.TJH-2019-06 instructing all Chancellors to participate in the
NDRRMC’s nationwide earthquake drill on 21 February 2019. The
UPD Chancellor then issued Memorandum No. MLT-19-079 dated 18
February 2019, encouraging all UP units to participate and submit
the accomplished forms on various phases of the activity: Pre-, intraand post-drill that was provided by the UP Resilient Institute. 31 UPD
academic units joined the drill on February 21. (Please see Annex D
for the pictures)• Acquired funding in the amount of Php13,985,230.00 to purchasesupplies and equipment needed in cases of emergency response
operations within UPD.
• Conducted initial discussion with the Philippine National Red Cross on
6 February 2019, to draft a Memorandum of Agreement to identify
areas to be tapped as emergency sites, the equipment, or otherstructures to be prepositioned in the event of a large-scale disaster.
Response efforts taken
immediately after thehazard at your university• A Rapid Evaluation Team, composed of technical experts was
immediately created to assess possible earthquake damage inbuildings.
• The UPD office Building Administrators (BA) immediately beganinspecting dormitories and academic buildings for safety. They werebriefed by the Team for an initial quick inspection of buildings to
identify signs of earthquake damage, structurally as well as in termsof utility lines (water and electricity).
• A one-page quick inspection checklist was provided and pictures werealso taken of the observed issues. The engineers from the Office of
the Campus Architect, Campus Maintenance Office and the College ofEngineering came in for a more extensive inspection when warranted.
Due to several aftershocks, the monitoring and inspections were acontinuing process. The Team prioritized buildings to inspect further
based on the reports of the BA.

73

Recovery efforts taken
after the hazard at youruniversity

When the second earthquake hit Quezon City in September 2019, theresponse of the same team to assess the damages in the University’sbuildings after the April 2019 earthquake was easier and faster since
the procedures were already in place.

Lessons-Learnt from theevent

The University needs to:• Activate the UPD Overall DRRM Committee that was reconstitutedby the Chancellor on 09 August 2019 and plan a workshop to(a) complete the UPD DRRM Plan using the Florida International
University's plan as a reference, and (b) finalize the structure andcomposition of the UPD Incident Command System. The UPDDRRM
Plan [Outline] was approved in the May 2016 UPDDRRM Summit.

PHILIPPINES• Activate the Disaster Risk Management and Safety Team (DRMST), a
newly created unit that was approved by the Board of Regents on 25
July 2019. The DRMST which is directly under the Public Security and
Safety Office has a primary task to mainstream safety protocols anddisaster risk preparation, as well as to mobilize UPD's personnel andassets to respond in times of emergencies and disasters. The DRMST
will also serve as the University's Incident Command Structure when
activated during emergencies and disasters.
• Activate a pro-active DRRM Committee per academic unit or zones.
The 15 identified zones (or clusters) will guide the customization of
local plans at their units. Evacuation plans should be identified basedon the zoning of structures, to accommodate the members of boththe academic and non-academic community.
• Develop a disaster emergency plan/guideline/standard operatingprocedure for the priority hazards identified: stormwind, flood,fire, earthquake, and human-induced threat (while waiting for the
finalization of the UPD DRRM Plan). These guidelines should bereadily available and accessible for everyone (i.e. publication of a
printed and online manual).
• Clear the delegation of authority between the Office of the Vice
Chancellor for Community Affairs and the Office of the Vice
Chancellor for Development when responding to building structure
disaster-related concern since the latter is the office in-charge inmanaging the infrastructure and physical resources of UPD.
• Define the relationship of DRRM involvement between UP Diliman
and other units or locators inside the campus such as UP Resilience
Institute, Project Noah, Philippine National Red Cross, etc.
• Realize the construction, operation, and maintenance of a Fire Station
on campus as per agreement entered between officials of UP Diliman
and the Bureau of Fire Protection on 13 February 2017.

74• Conduct an assessment and inventory of UPD’s resources, identify
its gaps and establish links with organizations, institutions, etc. toreinforce the gaps. Maintain a directory of hotlines for physical andpsychosocial needs during times of emergency/disaster.
• Ensure that all offices/units are equipped with the necessary
equipment, alarms, and others which will help them during disasters(e.g. fire alarm system, sprinklers, and fire extinguishers) and theplacement of necessary signages (e.g. fire exit signage). Encouragecluster units to conduct regular drills, assessment of potential security
and safety risks such as structural inspection, among others.
Encouraged units to create their DRRM committees and conduct regularsafety drills aside from the Universitywide, local, and national initiateddrills.
PHILIPPINES

Major changes /improvement made interms of disaster risk
management on campus
compared to before andafter the event

Annex A : Photos of cracks and damages in UPD buildings after the 22 April 2019, College of Fine Arts

75

PHILIPPINES

Annex B : Nationwide Earthquake drill, 29 June 2017 In anticipation of “The Big One”

Annex C : Metro Manila Shake Drill, 19 July 2018

Quezon Hall. Photo from the UPRI website.
https://resilience.up.edu.ph/upcoming_events/university-of-the-philippines-participates-inmetro-manila-shake-drill-2018/

Fidel R. Nemenzo, DSc., Chancellor, University of the Philippines Diliman (UPD)
Alfredo Mahar Francisco A. Lagmay, Professor, University of the Philippines Diliman (UPD)76

THAILAND
University

Date / Year of
disaster

Asian Institute ofTechnology (AIT)October 21, 2011
(Flood)Hazard Type
Natural Biological Technological Chemical
Others (Protest etc. Please describe the hazard type here.)

An initial estimate shows that AIT has sustained one billion Thai Baht
in overall damages (infrastructure, academic laboratories, equipment,etc.) (AIT, Nov. 2011).

Major damage / impacts
on campus (not only
structural damage, butalso non-structural
such as termination ofclasses, events, etc.)• Floodwaters rose to three meters in some areas of campus.
• Ground floors of academic (including offices) and residential buildings
were submerged for about a month and severely damaged.
• The campus landscape was totally destroyed. Even several months
after the flood, trees continued to be uprooted.
• Things residents could not move to second floors, such as cars,
motorbikes, and bicycles, were damaged.
• Termination of classes, postponement of research meetings, etc.
• Research proposal defenses and final thesis defense examinations
postponed• Students had to return to their home countries, creating an additional
financial burden. Students who could not return home were
evacuated by the AIT.
• The campus was temporarily moved to Stamford University, HuaHin, Thailand, and Silipakorn University, Petchaburi Information
Technology (IT) Campus, Cha-Am, Thailand, where classes continued
until the AIT campus was restored.
• The graduation ceremony was postponed from December 2011 toJanuary 2012.
• The odor of rot and water damage lasted for a long time in somebuildings and campus areas. On some ground floors of academic
buildings, we can still see floodwater stains and high-water marks,
reminding us of the flood of 2011 2011.

Major preparedness/
DRR measures prior
to the hazard at youruniversity

Thailand Flood 2011 was worst the flood in 50 years. It affected morethan 4 million people in Bangkok and provinces north of Bangkok. At
the time, AIT had less preparedness for addressing a flood of such
unprecedented scale.

Response efforts
immediately after thehazard at your university• Committees were organized to make appropriate decisions andresponses to the disaster.
• Important documents, books, PCs, and experimental equipment on
ground floors of academic and residential buildings were moved tosecond floors.
• Respective school program chairs were assigned to assess students’
status, whether students were returning home or staying on campus
and arranging evacuation for those staying.
• The campus was moved to Stamford University, Hua Hin, Thailand.
The institute arranged to shift students, staff, and faculty toaccommodations in hotels and apartments. AIT paid any difference inrent between AIT and new accommodations.

THAILAND

Major damage causedby the hazard in general77• Campus relocation was very carefully planned in response to a flood
emergency on an unprecedented scale.
• Water was pumped out of campus with mobile pumping stations.
• Cleaning damaged landscapes and areas on campus was undertaken
once water was pumped into nearby canals.
• Damage assessments and professional cleansing operations began.
• The beautiful AIT campus landscape was restored.
• Ground floors of academic and residential buildings were restored.
• Various fundraising calls were circulated among AIT alumni and major
donor partners.

Lessons learned fromthe eventLessons learned from the Flood Disaster 2011, summarized by AIT News
Letter
https://www.ait.ac.th/2012/01/floods-in-asia-lessons-to-be-learnedfrom-thailand/ (26th January 2012) were:• Inability to cope with consequences of flooding on an unprecedented
scale contribute to a major disaster.
• Land use, urban development, industrial activities. and water
management planning must be coordinated.
• Institutional reforms and assigned responsibilities on responding todisasters should be clearly defined.
• Scientific knowledge on flood simulation should be realistic andincluded in planning and policymaking.
• The recovery phase should include not only reconstruction of
infrastructure but the trust and confidence of people in governanceresponse for managing disasters.

Major changes/ improvements
in disaster risk
management on campus
before and after the
event• The campus has recovered and been renovated from disaster loss inthe 2011 flood.
• AIT designated the Vice President Administration as the responsible
person for disaster risk management (now evident during COVID 19
crisis management).
• AIT is more vigilant in disseminating information.
• The library’s books and periodicals section has been moved to thesecond floor for protection.
• AIT is more concerned about building and infrastructure insurance,
especially for natural hazards.

THAILAND

Recovery efforts after
the hazard at youruniversity

Indrajit Pal, Assistant Professor, Disaster Preparedness, Mitigation and Management, Asian Institute of Technology (AIT)
Parmeshwar Udmale, Post-Doctoral Research Associate, Department of Development and Sustainability, AIT
Kullanan Sukwanchai, Doctoral Student, Disaster Preparedness, Mitigation and Management, AIT78

ACKNOWLEDGEMENT
We would like to extend our sincere appreciation to the authors of each case study for their contribution
and efforts to share their experiences and pictures. Some were prepared by disaster researchers and faculty
members, while others were prepared by experts and managers in a crisis management office. These
case studies do not represent overall responses by universities; rather, some of them are initiatives bydepartments and offices belonging to universities.
In addition, our appreciation goes to Ms. Sayaka Kobayashi, a staff member of the Regional and
Urban Reconstruction Research Division of IRIDeS, who made tremendous efforts to compile these casestudies and render this publication more attractive and meaningful.

79