National Action Plan for School Earthquake Safety

January 2013

National Action Plan for School Earthquake Safety

Contents
1.

2.

3.

Backgrounda.

Natural hazards in Bhutan

2-3

b.

Relevant national and education sector policies

3-5

c.

Impact of previous earthquakes on the education sector

5-6National Action Plan for School Earthquake Safetya.

Action planning process

6b.

Action plan objectives

7c.

School earthquake safety framework

7

Priority Areas and Outcomesa.

Priority Area I - Strengthening earthquake safety and disaster management
institutional and policy framework in the education sector

7-11

b.

Priority Area II - Education and awareness

11-14

c.

Priority Area III - Risk reduction and mitigation

15-18

d.

Priority Area IV - Preparedness, response and early recovery

19-21

e.

Priority Area V - Capacity building

22-24

4.

Implementation Review and Monitoring Arrangements

25

Annexure I - School Earthquake Safety Working Group Members

26

Annexure II - Terms of Reference of the working Group

27-28

Annexure III - Guidance Note on Development of Action Plan

29-31

Annexure IV - School Earthquake Safety Action Plan Matrix

32-36National Action Plan for School Earthquake Safety

TablesTable 1 - Estimates as per the Joint Rapid Assessment Report (2009, 2011)

1

Table 2 - Components outlined in the NDRMF, 2009

4

Table 3 - Priority Areas

7

Table 4 - Priority Area I

8Table 5 - Priority I - Outcomes, Activities and Sub-activities

11

Table 6 - Priority Area II

12Table 7 - Priority II - Outcomes, Activities and Sub-activities

14

Table 8 - Priority III

15-16

Table 9 - Priority III - Outcomes, Activities and Sub-activities

18

Table 10 - Priority IV

19

Table 11- Priority IV - Outcomes, Activities and Sub-activities

21

Table 12 - Priority V

22

Table 13 - Priority V - Outcomes, Activities and Sub-activities

24

Figure 1 - Education Statistics, 20123-4

National Action Plan for School Earthquake Safety

I.

Background

The National Action Plan for School Earthquake Safety is the Royal Government of Bhutan'scommitment to reduce future losses of life and property in schools throughout Bhutan due toearthquakes and other natural hazards. GeoHazards International facilitated the formulation of thisaction plan, in collaboration with the Department of Disaster Management and the Ministry of
Education, with funding from the Global Facility for Disaster Reduction and Recovery.
This document provides guidance to the concerned governmental departments regarding actions totake, policies to put into place and projects to undertake in the short, medium and long-term, to ensurethat all schools in Bhutan are safe from the impacts of future earthquakes and other natural hazards.
The authors recommend that this plan receive regular updates and that progress toward implementing
the plan's Priority Areas be reviewed annually.
Schools have proven to be vulnerable in previous earthquakes around the world, resulting in loss of
lives, injuries and damage to infrastructure. Recent earthquakes have shown that Bhutan's schools arealso vulnerable. Both the M6.1 earthquake of 21st September, 2009in Eastern Bhutan and the M6.8
earthquake of 18th September, 2011in Sikkim, which principally affected Western Bhutan, caused
extensive damage to school buildings. The damage to some buildings was severe enough that students
would have been injured or killed, had they been in the buildings at the time of the earthquake. These
two earthquakes disrupted normal school functions in the affected areas, and school officials reported
traumatic impacts on students due to the earthquake damage.
Table 1 - Estimates as per the Joint Rapid Assessment Report (2009, 2011)
Earthquake
Event

Schools
DamagedEstimated
Loss(Nu. Million)

Estimated cost for Recovery
and Reconstruction(Nu. Million)

2009

117

593.6

653

2011

36

50.18

82.96

Total

153

643.78735.96

The foremost responsibility of school management is to ensure a safe environment for both school
children and the public, because schools also host important community functions and provide shelter
during disaster response. It is therefore urgent and imperative to improve seismic safety and enhancesafety and preparedness levels in all schools in Bhutan. Developing and implementing the National
Action Plan for School Earthquake Safety is an important initiative towards this end. This initiative fits
into the overall National Disaster Risk Management Framework,2006, which calls for proactive risk
reduction and for integration of disaster concerns into national programs and policies. The National
1National Action Plan for School Earthquake Safety

Disaster Management Bill requires each notified department or agency to prepare contingency/actionplans for disaster management, while the National Planning Guidelines for the 11th Five Year Plan by
the Gross National Happiness Commission identifies "mainstreaming disaster resilience" as one of the
16 National Key Result Areas and "disaster risk reduction" as a cross cutting theme. The Action Plan
serves as a tool to incorporate risk reduction and preparedness initiatives/actions into five year andannual plans of the Ministry of Education.
a.

Natural hazards in Bhutan

Bhutan is vulnerable to earthquakes and several other natural hazards due to its location in the eastern
Himalayas, which, in addition to being one of the most seismically active regions of the world, haslandslide-prone slopes, potentially dangerous glacial lakes, and a climate conducive to flooding,windstorms and wildfires. Among the hazards that Bhutan faces, earthquakes have the potential tocause the most severe and widespread damage, because the entire country lies atop or near the major
earthquake fault that divides the Indian tectonic plate from the Eurasian tectonic plate. Though recent
earthquakes have been moderate in size, geologic evidence shows that the fault is also capable ofbreaking under most of the country in a single massive earthquake; scientists postulate that such a
1
massive earthquake may have last occurred circa 1100 A.D . Bhutan's two moderate earthquakes (21stSeptember, 2009 and 18th September, 2011) caused 13 deaths, many injuries and losses of2
approximately Nu. 3698.63 million . The much larger earthquakes that the fault is capable ofgenerating would cause unprecedented damage.
Another major natural hazard that Bhutan faces, especially due to effects of climate change, is the risk
from glacial lake outburst floods. Bhutan has 2,674 glacial lakes, 25 of which have been identified as
potentially dangerous. Due to climate change and rising temperatures, the threat of glacial lake
outburst floods is increasing, as glaciers melt and retreat at record rates3. In October 1994, a massive
glacial lake outburst flood from Luggye Tsho in the headwaters of Pho Chhu River damaged the
Punakha Dzong, causing numerous casualties. Earthquake shaking can also trigger a glacial lake
outburst flood, by causing the natural dam holding back the glacial lake to crack and fail.
In addition to these two major natural hazards, Bhutan is vulnerable to recurring and seasonal hazards
that include landslides, flooding, wind and hail storms. These hazards are increasing, with changes intemperature and precipitation levels and patterns. The effects of Cyclone Aila, which hit the Bay of
Bengal in May 2009, were felt in all twenty Dzonkhags of Bhutan, disrupting power and water supplies,
damaging roads, irrigation channels, bridges and other infrastructure, including schools.

1

Kumar, S. Wesnousky, S.G., Jayangondaperumal, R., Nakata, T., Kumahara, Y. and V. Singh (2010). Evidence for surface rupture along the northeastern
Himalayan front, India: Timing, size, and spatial extent of great earthquakes. Journal of Geophysical Research, 115 (B12422), 1-20.
2

Joint Rapid Assessment Report (JRAR), 2009 and 2011

3

Second National Communication, NEC, 20112

National Action Plan for School Earthquake Safety

Bhutan is also susceptible to fire in both settled and forest areas. The country's rugged terrain, highly
combustible forests, erratic wind conditions and shortage of trained fire-fighters and equipment
increase the risk of forest fire outbreaks, especially during the dry winter months. Fires in the humansettlements of Wamrong, Trashigang and Chamkhar, Bumthang in 2011 and 2012 have had devastating
effects on those communities.
In addition to shaking damage, earthquakes can also trigger many of these other hazards, including
glacial lake outburst floods, landslides and rock falls, and fires. Strong earthquakes in mountain areas
invariably cause numerous landslides and rock falls, especially when slopes are saturated by heavy
rainfall. Earthquakes trigger fires that can spread between structures and grow into conflagrations. The
Ministry of Education should describe these hazards by identifying the areas and structures threatenedby floods, landslides, rock falls, avalanches, Glacial Lake Outburst Floods, and by ensuring measures toreduce the risk from them are incorporated into measures to improve earthquake safety andpreparedness of students, teachers, parents and school administrators.
b.

Relevant national and education sector policies

Bhutan has always given education high priority, along with the other social sectors. Throughconsecutive five year plans, the government has tried to make education accessible to all of its citizens.
As of 2012, the education system comprises 553 schools (including private schools), which serve more
4
than 170,000 children . In addition to these schools, the Royal University of Bhutan (formed in 2003)
consists of eleven member colleges.
Figure 1 - Education Statistics, 2012

4

Primary Schools

353

NER* (PP-VI) - 96%

Lower Secondary Schools-

94

GER** (PP-VI) - 118%

Middle Secondary Schools58

NER (VII-VIII) -39%

Higher Secondary Schools48

GER (VII - VIII) - 107%

Early Childhood Care and Development Centres

96

NER (IX - X) - 29%

Special Institutes - 9 GER (IX-X)

80.00%

Private Schools - 26NER (XI - XII)

20.00%

Extended classrooms - 108GER (XI-XII)

53.00%

Non-formal Centres

953

Teachers in Schools

7,932

Annual Education Statistics 2012, PPD, Ministry of Education

3

National Action Plan for School Earthquake Safety

Teachers in Institutes

1,186

Teachers in Non Formal Centres

949

Teachers in Early Childhood Care and Development

229

Tertiary Institutes under Royal University of Bhutan

11

Vocational Institutes under Ministry of Labourand Human Resources

8

Sanskrit Patshala1

Continuing Education Centres

21*Net Enrollment Ratio**Gross Enrollment Ratio

Source - Annual Education Statistics 2012, Ministry of Education

Several national and education sector policy documents summarized in this section were especiallyrelevant to the development of the National Action Plan for School Earthquake Safety. These are the
National Disaster Risk Management Framework; the National Disaster Management Bill; Bhutan 2020:
A Vision for Peace, Prosperity and Happiness; the Education Sector Strategy; and Education Without
Compromise.
The National Disaster Risk Management Frame work of Bhutan, endorsed by the Cabinet in2006,outlines eight components.
Table 2 - Components Outlined in the National Disaster Risk Management Framework, 2009
National Disaster Risk Management Framework Component
1

Institutional, legislative and policy framework2

Hazard, vulnerability and risk assessment

3

Early warning system

4

Disaster preparedness

5

Mitigation and incorporation of disaster risk reduction in development sectors

6

Public awareness and education

7

Capacity development

8

Communication and transportation

The Framework's Component 4, disaster preparedness, requires the formulation of disaster
preparedness and response plans at national and local levels, including for important sectors such as
Education. Component 6, public awareness and education, notes another important role for the4National Action Plan for School Earthquake Safety

Ministry of Education to introduce modules on disaster management into school and college curricula.
The draft National Disaster Management Bill 2011 requires each notified ministry or agency toformulate and implement its own disaster management and contingency plans. The Ministry of
Education, being a key ministry, would be required to formulate such plans.
Bhutan 2020: A Vision for Peace, Prosperity and Happiness outlines a strategy for Bhutan's
development. Its vision for the education sector is to develop a full range of educational and vocational
institutions that will in still cultural, ethical and moral values in children. Vision 2020 targets the fullattainment of enrollment levels at Class X by 2012 and the realization of full adult literacy levels by
2017.Important educational goals in the 10thFive Year Plan have been to achieve near 100 percent
enrollment through various strategies -to build community schools and extended classrooms; tointroducing mid-day meals, student living stipends, and inclusive education; and to achieve gender
parity at higher and tertiary levels of education.
The Education Sector Strategy outlines six strategic objectives: improving the quality and relevance ofholistic education; expanding basic education; developing a motivated and competent teaching cadre;
increasing access to and quality of education; encouraging establishment of private schools; andestablishing a national university.
Education Without Compromise, a comprehensive review conducted by the Education Sector Review
Commission in 2008, recommends priority initiatives to improve the quality of education, throughimplementing various strategies. One important recommendation is to enhance Early Childhood Careand Education, in order to help achieve enrollment of the final10-15% of children who are now out-ofschool and who are hardest to reach, due to persistent poverty at the household level and to otherspecific policy needs to ensure their enrollment and retention.
The Education Without Compromise report also reviews factors that influence learning achievements
in primary education; these include the socio-economic background of students, the education level ofparents, and physical factors such as school infrastructure quality and location, instruction quality, andthe availability of books and other materials. The report also highlights that many schools were foundto be in a "state of disrepair" and that "the maintenance and refurbishing of old schools were
neglected."c.

Impact of previous earthquakes on the education sector

The losses attributable to the two moderate earthquakes of 21st September 2009 and 18th September
2011 demonstrate Bhutan's high level of risk in future earthquakes.
1.

Impacts of September 21, 2009 earthquake

The Department of Disaster Management consolidated a Dzongkhag damage assessment report thatstated that 117 schools were damaged in the September 21, 2009 earthquake; of those, 8 were
5

National Action Plan for School Earthquake Safety

damaged beyond repair, 26 required major repairs, 37 required partial repairs, and 46 required minor
repairs. The Joint Rapid Assessment Report estimated re-construction costs in the education sector at
Nu.653 million.
The report observed that the 21 community schools suffered the most extensive damage, as theirconstructions were non-engineered and lacked "structural integrity."However, the report also notedwith concern that major damage was also found in government-built, "engineered" schools, which
pointed to an "urgent need to improve school construction practices throughout the country."
The Ministry of Education carried out a rapid assessment after the earthquake in the six affected
Eastern Dzongkhags and found that 37 schools were severely damaged, 23 schools had major damage
to classroom blocks, 14 schools required major repairs to principal and staff quarters, and 5 schools had
hostels with major damage which made them highly risky for students to occupy.
2.

Impact of September 18, 2011 earthquake

The Dzongkhag and Ministry of Education damage assessment reports indicate that a total of 36
schools were damaged in the September 18, 2011 earthquake. The community primary and theprimary schools again suffered the most extensive damage. The Joint Rapid Assessment Team for
Recovery, Reconstruction and Risk Reduction estimated the total loss due to earthquake damage toschools at Nu. 50.18 million.
The assessment team also assessed the psycho-social impacts of the earthquake on children. Team
members found that the children were "affected by shock and anxiety during and immediately
following the earthquake." Children who witnessed damage in their homes and schools were morefrightened than other children, although there did not appear to be "any long-term trauma as a resultof the earthquake."The team noted the need to build counseling and emergency skills capacities
among teachers and staff, and to enhance general preparedness of all schools in the country to deal
with such disasters and emergencies.

II.

National Action Plan for School Earthquake Safety

The main focus of the Action Plan is to enhance earthquake safety in schools. Whenever possible, theplan integrates safety measures for other natural hazards such as fire, windstorms and floods.
a.

Action planning process

The Earthquake Safety Action Plan for Schools represents the combined effort of the School Safety
Working Group, formed with representation from key Ministries, Departments, and relevant Donor
Agencies (Annexure I - School Safety Working Group Members), facilitated by GeoHazards
International.
6

National Action Plan for School Earthquake Safety

At a National Stakeholder Workshop on 6th March 2012, working group members and otherparticipants endorsed the Terms of Reference (Annexure II) and a Guidance Note on Development of
Action Plan (Annexure III). The School Safety Working Group met on numerous occasions, and its work
was also facilitated via e-mail and other communication tools.
The Working Group presented the action plan development progress, draft action plan matrix, andimmediate priorities and recommendations for incorporation in the Ministry of Education's 11th Five
Year Plan at the second National Stakeholder Workshop on 21 May, 2012.
b.

Action plan objectives

The National Action Plan for School Earthquake Safety has the following objectives:
1.
Make school children and teachers safer from earthquakes and other natural hazards;
2.
Make buildings safer and more earthquake-resistant;3.
Enhance earthquake and emergency preparedness in schools; and4.
Build overall capacity and awareness about earthquakes and other natural hazards.
c.

School earthquake safety framework

The School Safety Working Group first worked to finalize the School Earthquake Safety Matrix orFramework (Annexure IV). The framework identifies 5 priority areas that cover all aspects ofstrengthening natural disaster management in the education sector.
Table 3 - Priority Areas
Priority Area I

Strengthening Earthquake Safety and Disaster Management Institutional andPolicy Framework in the Education Sector

Priority Area II

Education and AwarenessPriority Area III

Risk Reduction and Mitigation

Priority Area IV

Preparedness,Response and Recovery

Priority Area V

Capacity Building

III. Priority Areas and Outcomesa. Priority Area I - Strengthening earthquake safety and disaster management institutional andpolicy framework in the education sector
The objectives of this priority area are to formulate and implement various policies, guidelines, andministerial directives to improve earthquake safety and disaster preparedness in schools; and tostrengthen disaster management institutions within Bhutan's education sector.

7

National Action Plan for School Earthquake Safety

Table 4 - Priority Area I
Priority
Area I

Outcomes

Baseline

Recommended Interventions

Timeline*

Strengthening
earthquake
safety anddisastermanagement
institutional
and policy
framework in
Bhutan's
education
sector

1.1 Policies,
guidelines,
ministerial
directives
supporting
earthquake
safety anddisastermanagementin schools arein place- School
DisasterManagement
Planning
guidelines
drafted anddisseminatedin 2008- Review and update School
Disaster Management Planning
Guidelines

Short- Formulate guidelines to identify
and abate hazards from building
contents, equipment andfurnishings

Short- School
DisasterManagement
plan part ofschoolperformanceassessment
since 2010
- Facilitators'
guide for
Workshop on
DisasterPreparedness
and Response
for Safe School
developed in2011- Adopt higher safety standards for Medium
design and construction of all
schools/educational institutions(including tertiary/vocational
institutes, special institutes andday care centers)- Issue Ministerial Directives for
implementation of school plans,safety standards, disastermanagement policies andguidelines

Short- Review school and college
academic curriculafor
incorporation of earthquake
science, information on otherhazards and safety materials

MediumPerformance
Indicators

Responsible
Agencies- School Disaster
Management
Planning
guidelines
reviewed andadopted; allschools havefunctional plans

Lead: Department of
School Education,
Ministry of Education- Guidelines to
identify andabate hazards
from building
contents,
equipment andfurnishings
adopted andimplemented inschools

Supporting Agencies:
1. Policy and Planning
Division, Ministryof Education
2. Department ofResearch andCurriculum
Development,
Ministry of
Education
3. Royal University of
Bhutan4. Department ofDisasterManagement,
Ministry of Homeand Cultural Affairs
5. Gross National
Happiness
Commission
6. Dzongkhag/
ThromdeAdministrations- Informationonearthquakes,
other hazards
and risk
reduction
incorporated
into the nonformal
education
curriculum
1.2 Strengthen
DisasterManagement
institutions
within the
education
sector- Disaster- Appoint/ Identify disaster
Short
management
management focal persons in allunit mandated
schools
to be formed in
the Ministry of - Strengthen disaster management Short &unit in the Ministry of Education Medium
Education- Schooldisastermanagement
committees
and teams
formed as per
guidelines- Monitor, review and support
formation of disastermanagement committees andteams in schools- Encourage formation of disastermanagement clubs in schools

Short

Short

- All schools withdisastermanagement
focal persons
and functional
disastermanagement
unit in the
Ministry of
Education

Lead: Department of
School Education,
Ministry of Education
Supporting Agencies:
1. Human Resources
Division, Ministryof Education
2. School Principals
3. Department ofDisasterManagement,
Ministry of Homeand Cultural Affairs
4 Dzongkhag/
ThromdeAdministr
ations*Short (1-5 yrs.), Medium (5-10 yrs.), Long (More than 10 yrs.)

The Department of Disaster Management formed the School Disaster Management Planning
Guideline in 2008. Based on this guideline, almost all schools in Bhutan have developed their own
8National Action Plan for School Earthquake Safety

School Disaster Management Plans. The Ministry of Education has reviewed the formulation of theseplans as part of its performance assessment for schools since 2010.
In addition to these efforts, the Department of Disaster Management has worked with the Ministry of
Education to incorporate information on earthquakes and other natural hazards and risk reduction
materials in the non-formal education curriculum.
The action plan framework specifies two outcomes and eight key interventions to build upon theseearlier actions and further strengthen disaster management institutions and policy framework in the
education sector.
Outcome 1.1 - Policies, guidelines, ministerial directives supporting earthquake safety and disastermanagement in schools in placea.

Review and update school disaster management planning guidelines

Since the adoption of the School Disaster Management Planning guidelines in 2008, schools havegained a lot of experience in formulating and implementing their plans. The existing guideline should
be reviewed to incorporate these experiences, to foster greater ownership by schools and the Ministry,
and to ensure implementation and practice in all schools. The revised guideline should include
procedures and guidance for budget requirements to implement the mitigation and preparedness
measures in the plan and address tertiary/vocational institutes, special institutes, day care centres,
extended classrooms and other such places of learning. The Ministry of Education, in collaboration
with the Department of Disaster Management, should institute a procedure for monitoring theformulation and implementation of school disaster management plans.
b.

Formulate guidelines to identify and abate hazards, from building contents, equipment andfurnishings

Falling hazards cause most injuries and unsafe reactions during earthquakes. Falling objects could
injure students and teachers inside and outside school buildings. These could also block doorways andexits. Equal importance should therefore be given to instituting and pursuing the fixing and mitigating
falling hazards, and to addressing other hazards such as poor electrical wiring that could cause a fire,
besides measures to strengthen buildings. To support this emphasis on falling hazards, standard
guidelines should be formulated, adopted formally and implemented in all schools.
c.

Adopt higher safety standards for the design and construction of all schools/educational
institutions

Schools are densely populated places that function as community nodes during normal times and as
evacuation areas following disastrous events. School buildings should be built to meet higher
standards and levels of safety than other buildings. School buildings have not performed well in
previous earthquakes for many reasons, which include poor workmanship, use of sub-standard
9

National Action Plan for School Earthquake Safetybuilding materials, lack of construction quality control, monitoring and supervision, etc. It is therefore
crucial that the Ministry of Education adopts and formulates higher safety standards and guidelines forschool construction and plan to address capacity building needs for construction personnel, in order toenforce the new standards.
d.

Issue ministerial directives to implement disaster management plans, safety standards,
policies and guidelines

The Ministry of Education should issue directives mandating the adoption and implementation ofsafety and disaster management related guidelines, standard and policies in all schools, day care
centres, special institutes, tertiary/vocations institutes, etc. with fixed timelines.
Outcome 1.2 - Disaster management institutions within the education sector strengtheneda.

Appoint/ Identify disaster management focal persons

All schools have school disaster management plans and a disaster management focal person. However,
focal persons keep changing, making it difficult for them to provide and sustain capacity development
and facilitate disaster management activities in schools. Formally designating focal persons, for a fixed
duration, would support facilitation and coordination of disaster management related activities inschools and help to ensure that capacity building activities are sustainable.
b.

Strengthen disaster management unit in the Ministry of Education

The School Liaison and Coordination Division holds responsibility for coordinating disastermanagement activities within the education sector. The division presently has one dedicated official
working on disaster management. Considering the number of schools and the important role of the
Ministry of Education, it would be advantageous to establish a small disaster management functional
unit. The unit should work with a multi-sector disaster management committee and report to theSecretary, Ministry of Education to ensure that it is integrated and to facilitate mainstreaming of risk
reduction measures into the Ministry's plans and programs.
c.

Form school disaster management committees and teams

As per the school disaster management planning guidelines, all schools are required to form school
disaster management committees that are responsible for emergency planning for the school, as well
as for developing and implementing preparedness, response and recovery measures for the school incoordination with local authorities. However, in most schools, institutional preparedness for disastermanagement exists only on paper, with most of the work being conducted by one focal person or the
Principal. There is a need for schools to form the school committees with representation not only fromteachers but also from parents and students. The committee members should be responsible forproviding direction, decision-making and coordinating with the Dzongkhag, Ministry and otheragencies. The committees should also direct formation of the various school teams, as required.
10

National Action Plan for School Earthquake Safetyd.

Encourage formation of disaster management clubs in schools

Schools have various clubs that help to increase awareness and capacities related to various subjects.
Disaster Management Clubs should be formed in schools to increase awareness about risks fromnatural hazards, to promote student involvement in risk reduction activities, and to enhance thepreparedness level of students and their families.
Table 5 - Priority I - Outcomes, Activities and Sub-activities
Outcome
1.1 Policy
guidelines
andministerial
directives
supporting
earthquake
safety anddisastermanagementin schools inplace

1.2 Disastermanagement
institutions
within the
education
sectorstrengthened

Activitya. Review planning guidelines,
including budgetary andmonetary mechanisms

b. Formulate guidelines to identify
and abate hazards frombuilding contents, equipment
and furnishingsc. Adopt higher safety standards
to be observed and maintainedin the design and constructionof all schools/educational
institutions
d. Issue ministerial directives for
implementation of plans,
standards, policies andguidelines
a. Appoint/identify disastermanagement focal person in all
schoolsb. Strengthen the disastermanagement unit in the
Ministry of Educationc. Form school disastermanagement committees
d. Establishment of disastermanagement club in schools

Sub-Activity
1. Hold stakeholder meeting to compile and analyze lessons
learned
2. Review of guidelines and incorporation of lessons, financial
mechanisms
3. Set up of formal monitoring mechanisms
1. Asses falling hazards in pilot schools
2. Formulate standard guidelines to identify and abate falling
hazards
3. Disseminate guidelines to all schools
1. Review of needs, gaps, current standards , etc.
2. Consult with stakeholders
3. Formulate, and agree on, safety standards
4. Disseminate standards to all schools and educational
facilities
1. Review activities and requirements for formal directives
2. Disseminate directives to all schools and education
facilities
1. Complete Terms of Reference
2. Issue ministerial directives
1. Assess human resource needs, detailing of responsibilities,
etc.
2. Discuss activities and submit them to Royal Civil Service
Commission
1. Issue Terms of Reference, per guidelines
2. Issue ministerial directives
1. Describe the need and rationale for disaster management
club in schools
2. Identify Club activities, materials, resources etc.
3. Issue ministerial directives

Priority Area II- Education and AwarenessThe objective of this priority area is to enhance knowledge and to share information related toearthquake safety and emergency preparedness in and among schools, and to increase awareness andeducation about earthquakes, other natural hazards and the importance of preparedness and risk
reduction in schools and communities.
11

National Action Plan for School Earthquake Safety

Table 6- Priority Area II
Priority
Area II

Outcomes

Education and 2.1 Enhanced
Awarenessknowledge
andinformation
sharingmanagement
systemcreatedBaseline- Knowledge
andinformation
shared throughpast andongoingtrainings
programmes

Recommended
Interventions

Timeline- Form a knowledge sharing
network among schools forearthquake science,engineering, risk reduction
and safety

Medium- Share information with
communities

Short

Performance
Indicators- Mechanism for
information sharing
developed- No.of knowledge
sharing activities- No. of community
campaigns, etc.

Responsible
Agencies
Lead: Department of
School Education,
Ministry of Education
Supporting Agencies:
1. Policy and Planning
Division, Ministryof Education
2. Dzongkhag
Education Officers
3. School Principals
4. Department ofDisasterManagement,
Ministry of Homeand Cultural Affairs

2.2 Awarenessand Education
increased- Workshop on - Conduct awarenessdisaster
activities on a prioritizedpreparedness
basis, including youth
and response
programs, awarenessfor safe schools
through media and media
conducted inmanagement
19Dzongkhags- Observe International Day
for Disaster Reduction (or- Internationalcommemoration of pastDay forearthquake events) andDisastercarry out an earthquake
Reduction
drill in all schools as aobserved since
National event
2008- Existing
informationand educationmaterials- School safety
day observedin few schools
since 2012

Ongoing

Ongoing- Increased awareness of
disaster management
among teachers andstudents

Lead: Department of
School Education,
Ministry of Education- Development of acomprehensive
awareness strategy foreducation sector

1. Policy and Planning
Division, Ministryof Education- No. of awarenessactivities carried out atvarious levels- Develop information andeducationmaterials (Risk
Communication, dos anddon'ts, hazard specific,
family preparedness etc.)

Ongoing- Incorporate safety
information onearthquakes and otherhazards in school
curriculaand teacher
training institute curricula

Medium- Carry out awareness on
Family Preparedness for all
school/ education staff

Short- Information andeducation materials
formulated anddisseminated in all
schools

Supporting Agencies:

2. Department ofResearch andCurriculum
Development,
Ministry of
Education
3. Royal University of
Bhutan4. Dzongkhag
Administrations- Risk reduction materials 5. Dzongkhag
Education officers
incorporated in school
and teacher training
6. School Principals
curricula
7. Department ofDisaster- All school /education
Management,
staff have family
Ministry of Home
disaster management
and Cultural Affairs
plans

Outcome 2.1 - Enhanced knowledge and information sharing managementa.

Establish knowledge sharing network among schools

Forming a network for disaster management focal persons and school disaster management
committees would enable sharing of knowledge and experience, as well as joint implementation ofactivities and programs. A website would serve as a virtual platform for interested education personnel
12National Action Plan for School Earthquake Safety

to access related information, discuss common issues and challenges, and foster solidarity andmotivation.
b.

Share information with communities

Schools play an important role in informing and educating the public, and can spread awareness about
natural hazards and the need for risk reduction and preparedness in their immediate communities andneighborhoods. Schools can undertake awareness campaigns, as well as preparedness and risk
reduction programs, especially through school awareness teams and school disaster management
clubs.
Outcome 2.2 - Increased awareness and educationa.

Conduct awareness programs and activities

There is a need to conduct awareness activities and programs, including youth programs andawareness programs disseminated through local media channels, on a prioritized basis. Awarenessprograms and activities should be tailored to specific audiences, such as decision-makers, school
disaster management committees, focal persons, teachers, and students. A key priority is to educate
and raise awareness about earthquake safety and disaster preparedness for children with special
needs and for day care centres.
b.

Observe International Day for Disaster Reduction

Bhutan has observed the International Day for Disaster Reduction since 2008, with celebrations indifferent Dzongkhags, involving a few schools at a time. In addition to observing this day, Bhutan should
also mark the anniversary of past earthquake events that have affected the country; these are
significant days on which to share earthquake safety and risk reduction messages. Observing thesedays would allow schools to reflect on their safety and level of preparedness. In addition, all schools
across Bhutan should conduct a national earthquake drill, or "shakeout"awareness-raising event, alongwith other awareness activities.
c.

Develop information and education materials

Easy-to-use and understand educational materials should be developed for the disaster management
committees, teams, focal persons, school disaster management clubs, teachers, special needs
children, young children, and youth. These materials should provide basic information on various
hazards, dos and don'ts, family preparedness, risk information including maps showing hazard zone
areas (for glacial lake outburst floods, areas at high risk of flood inundation or landslides, etc.)and otherrelevant topics.

13

National Action Plan for School Earthquake Safety

d. Incorporate safety information on earthquakes and other hazards in school curricula andteacher training institute curricula
Incorporating grade-appropriate material on earthquake science, information on other natural
hazards and on disaster risk management issues into school and academic curricula will help to create aculture of preparedness and resilience. This represents a long-term investment in risk mitigation. The
curricula of relevant vocational institutes like the College of Science and Technology and other higher
tertiary institutes should also incorporate appropriate information on natural hazards and methods tomitigate risk and improve resilience.
e.

Raise awareness on family preparedness

School management and teachers are responsible for ensuring the safety of their school's students. To
fulfill this responsibility, both school personnel and their families need to be prepared for natural
hazard events and emergencies. Schools must place a high priority on sensitizing staff on the need forfamily preparedness. Such programs help school personnel to fulfill their responsibilities to the school
during emergencies, help to change attitudes, and help families to prepare their own emergency plans.
Table 7 - Priority II - Outcomes, Activities and Sub- activities
Outcome2.1 Enhanced
knowledge
andinformation
sharingmanagement

Activitya. Develop knowledge sharing
network among schools

2.2 Increased
awarenessandeducationa. Conduct awareness activities

b. Share information with
communities

b. Observe International Day for
Disaster Reduction and pastearthquake eventsc. Incorporate safety materials onearthquake and other hazards inschool and teacher training institutecurriculad. Raise awareness on family
preparedness

14

Sub-Activity
1. Develop suitable information technology platform andother coordination mechanisms
2. Share knowledge and experience through activities(quiz, exhibitions, newsletters , etc.)
1. Conduct community based awareness activities inschools (dramas/ concerts, street plays, awarenessmaterials, etc.)
2. Conduct a “Families for disaster management”
program
3. Disseminate school plans
1. Conduct a needs assessment and plan activities fortarget audiences
2. Implement planned activities
1. Conduct a National Preparedness drill in all schools
2. Remember past events and conduct other awarenessactivities
1. Review existing curricula
2. Formulate appropriate materials
3. Increase knowledge among teachers on hazards andawareness
4. Incorporate information on hazards and awarenessinto curricula
1. Formulate materials
2. Conduct sensitization programs

National Action Plan for School Earthquake Safety

Priority Area III - Risk Reduction and Mitigation
The objectives of this priority area are to reduce loss of lives and property damage in the event of anearthquake or other natural hazard event. Specific risk reduction and mitigation measures differ,depending on the hazard. For earthquakes, risk reduction and mitigation involve ensuring that schoolbuildings are structurally sound, located on stable ground and able to withstand the expected level ofearthquake shaking, and that furnishing, decorative finishes and parts of the building are anchored orbraced to prevent them from falling onto students. For glacial lake outburst floods, risk reduction
measures might include shifting schools outside of high risk zones and lowering the water level indangerous glacial lakes upriver from schools in low-lying areas. The table below focuses on risk
reduction and mitigation measures for earthquakes, but similar measures can and should bedelineated for the other hazards that Bhutan's schools face.
Table 8 - Priority Area III
Priority
Area III
Risk
Reduction
andMitigation

Outcomes

Baseline

3.1 Structural
measures
implemented- Vulnerability
assessment
checklist
training
conducted formore than 75
participants in2012- Existing
SchoolPlanning andBuilding
Division's
designs include
earthquake
resilientfeatures

Recommended
Interventions

Timeline

New Construction:- Prepare standard
earthquake-resilient school
designs

Short toMedium- Review existing guidelines
for school construction andincorporate risk reduction
concerns, including
identification of sites
outside of hazard zones

Short toMedium- Institute construction
quality control andinspectionmechanism forconstruction materials andadherence to standards
and designs

Short toMediumExisting Buildings:- Conduct vulnerability /safety assessment ofexisting school buildings

Short toMedium- Cary out recommendations
for replacement or
repair/retrofit of existingbuildings

Mediumto Long

Performance
Indicators- All new schools
constructed per
earthquake resilient
designResponsible
Agencies
Lead: School
Planning and Building
Division, Ministry of
Education

Supporting agencies:- Schools constructed per
1. Department
guidelines outside ofof School
hazard zones
Education,- Quality and standards
Ministry ofof all new constructions
Education
ensured2. School Principals
3. Dzongkhag- All schools assessed
Administrations
and strengthened
4. Dzongkhag
accordingly
Engineers
5. Department ofDisasterManagement,
Ministry of Homeand Cultural
Affairs
6. Ministry of Worksand Human
Settlement

15National Action Plan for School Earthquake Safety

Priority
Area III

Outcomes

Baseline

3.2 Falling
hazards areabated- All Dzongkhag
Education
Officers andselectedprincipals
trained on
falling hazards
andpreparedness
measures in2010

Recommended
Interventions- Carry out fixing, bracing
and other non-structural
measures in all schools(e.g. electrification, properuse of electrical appliancesetc.)Timeline
Short toMediumPerformance
Indicators

Responsible
Agencies- Falling hazards inschools are identified
and abatedLead: Department of
School Education,
Ministry of Education
Supporting Agencies:
1. School Principals
2. Dzongkhag
Education Officers
3. Department ofDisasterManagement- Facilitators'
guide for
Workshop on
DisasterPreparedness
and Response
for Safe School
includescomponent on
fixing andbracing offalling hazards

4. Ministry of Finance- Anchoring
and bracing offalling hazards
carried out inpilot schools
3.3 Risk
Insurance inplace forschools- Explore and instituteinsurance coverage forschool buildings

Mediumto Long- School buildings
insured on a prioritizedbasis

Lead: Department of
School Education,
Ministry of Education
Supporting Agencies:
1. Royal Insurance
Corporation andother insurancecompanies
2. Ministry of FinanceOutcome 3.1 - Structural Measures
For New Constructiona.

Prepare standards for earthquake-resilient school designs

School buildings house children and teachers, serve as important community nodes and can function
as safe emergency shelter during disasters. For all of these reasons, it is vital to prepare and maintainhigher performance standards for school buildings, especially with regard to earthquake safety.
b.

Review existing guidelines for school construction

Existing school construction guidelines and procedures should reflect the higher standards ofconstruction that are now in place, and should ensure that potential natural hazards are considered at
16

National Action Plan for School Earthquake Safety

all levels. Guidelines should specify how to identify safe sites for construction and should prohibitbuilding in hazardous areas (e.g., glacial lake outburst flood red zone areas, flood zones or landslide
prone areas).
c.

Institute construction quality control and inspection mechanisms

Past assessments and experiences from previous earthquake events illustrate the importance ofensuring construction quality by testing materials, inspecting workmanship, and confirming thatworkers comply with design drawings during construction. It is therefore very important for the
Ministry to institute independent quality control and inspection requirements for the construction ofschool buildings.
Existing Constructiond.

Conduct Vulnerability/ safety assessment of existing schools buildings

There are many old school buildings across Bhutan; in the 2009 and 2011 earthquakes, older andcommunity-built buildings suffered more damage than did other buildings. It is therefore essential toassess the earthquake vulnerability of existing school buildings, to develop a clear understanding of thelevel of risk and the possibilities for strengthening or replacing structures in order to reduce andmitigate that risk. The vulnerability assessment should also indicate the school's exposure to floods,
wildfires, landslides, rock falls and glacial lake outburst floods, to help identify cases in which the site
itself is unsafe, and the school may need to be relocated.
e.

Carry out recommended strengthening, replacement or relocation measures

Vulnerability and safety assessment recommendations for strengthening, replacing, or relocating oldschool buildings should be carried out in a prioritized and phased manner.
Outcome 3.2 - Falling hazards abated and insurance coverage in placea.

Carry out fixing, bracing and other non-structural measures in all schools

In most earthquakes, falling objects inside and immediately outside of buildings cause more injuries
than structural damage does. Simple measures that keep objects from falling during earthquakes canprevent most of these injuries. The Ministry of Education should formulate guidelines for fixing andmitigating falling and other non-structural hazards (such as stairs, parapets, partitions, equipment,
electrical systems and sources of fire hazards), train appropriate personnel and implement required
measures.
Outcome 3.3 - Explore and institute risk insurance for school buildings
Insuring school buildings (on a prioritized/selective basis) can ensure funds are available for recovery
and reconstruction activities, if required. Insurance can also be a way of ensuring and encouraging
buildings to be constructed per design.
17National Action Plan for School Earthquake Safety

Table 9 - Priority III - Outcomes, Activities and Sub-activities
Outcome3.1 Structural
Measures
Implemented

Activitya. Prepare standards forearthquake-resilient school
designsb. Review existing guidelines forschool construction andincorporate risk reduction
concernsc. Institute quality control andconstruction inspection
mechanisms
d. Conduct vulnerability/safetyassessment of old schoolbuildings

3.2 Falling
hazards
abated

3.3 Insurance
coverage inplace

e. Implement recommended
measuresa. Carry out fixing, bracing andother non-structural
measures in all schools

a. Insure school buildings

Sub-Activity
1. Reviewexisting designs and identify gaps
2. Prepare standards for non-structural elements (fixtures,
ceilings, partitions, equipment,stairs, electric systems,etc.)
3. Formulate and disseminate enhanced standards anddesigns
1. Review of existing construction guidelines
2. Includeseismic considerations, site assessment andother safety concerns in guidelines
3. Update and disseminate guidelines
1. Review existing construction inspection practices
2. Formulate and mandateindependent quality control
and construction inspection
1. Formulate vulnerability assessment checklists/
guidelines
2. Train engineers/assessors
3. Consolidate assessment reportsand present conclusions
to decision makers
1. Prioritize recommended measures
2. Implement measures in phased manner
1. Formulate and adopt guidelines for fixing and bracing
and carrying out non-structural measures in schools
2. Disseminate guidelines and train maintenance andother staff
3. Implement measures
1. Explore insurance options
2. Secure insurance

Priority Area IV - Preparedness, Response and Early Recovery
The objectives of this priority area are to strengthen preparedness planning and to enhance natural
disaster response capacities.

18

National Action Plan for School Earthquake Safety

Table 10 - Priority Area IV
Priority
Area IV

Outcomes

Baseline

Preparedness,
Response and
Early
Recovery

4.1
Preparedness
planning
strengthened- Schooldisastermanagement
plans in place
for all schools- Awareness on
preparedness
planning andneed toenhancepreparedness
initiatedthrough pastand ongoingtraining
programs

4.2 Response
and
immediate
recoverycapacities
strengthened- Basic disasterrisk reduction
and search &rescue training
for 200 Scoutmasters
conducted in2012- Education in
emergency
trainings
conducted in
19 Dzongkhags- Distributionof standard
safetymaterials to
128 pilot
schools

Recommended
Interventions

Timeline- Develop guidelines fordisaster management andcontingency plan for theeducation sector

Short- Carry out table
top/simulation exercisesfor the contingency
requirements andarrangements

Short- Develop education sector
contingency plan

Short toMedium- Sensitize all departments,
divisions, agencies in the
education sector and all
education sector personnel
at national and local levelon plan and contingency
arrangements

Short toMedium- Establish clear chain ofcommand andcommunication flow

Short

- Maintain stockpile ofmaterials required for
emergency response andimmediate recovery

Medium- Establish/institute prearrangements for
emergency requirements

Short toMedium- Standardize equipment/materials requirements at
school, local government
and national level

Short toMediumPerformance
Indicators

Responsible
Agencies- Functional education
sector contingency planin place

Lead: Department of
School Education,
Ministry of Education- All schools,
Dzongkhags, education
sector agencies awareof the contingency plan

Supporting Agencies:
1. All Departments,
Ministry of
Education
2. Dzongkhag
Education Officers
3. School Principals
4. Other agencies
working in the
education sector
5. Department ofDisasterManagement- An effective
communication andcommand system inplace for emergencies

Lead: Department of
School Education,
Ministry of Education- Stockpile of emergency
materials and prearrangements in place
and pre-positioned for
effective response andrecovery

1. School Principals- Schools equipped withbasic disastermanagement
equipment andmaterials

Supporting Agencies:

2. Dzongkhag
Administrations
3. Dzongkhag
Education Officers
4. Department ofDisasterManagement- Continue delivery of
Ongoingworkshop on disaster
Short
preparedness and response
for safe schools andconduct
refresher/additionalcourses and targeted
courses as required

Outcome 4.1 - Preparedness planning strengtheneda.

Develop guidelines for disaster management contingency plan for education sector

As a very important sector, Education should develop a comprehensive emergency response andcontingency plan that would specify emergency arrangements, emergency communication protocols,and responsibilities. This contingency plan would also provide the necessary guidance for school levelemergency planning.
19National Action Plan for School Earthquake Safetyb.

Conduct table top/simulation exercises for contingency requirements and arrangements.

A number of simulation/table top exercises should be conducted at various levels, to help formulate
the education sector emergency response and contingency plan and to test the emergency
arrangements being put into place.
c.

Sensitize all departments, divisions, and agencies on the contingency arrangements

Once the emergency response and contingency plan is formulated and the emergency arrangements
and procedures are put into place, all departments, divisions, agencies at various levels should besensitized on the plan, arrangements, and their specific responsibilities.
Outcome 4.2 - Response and immediate recovery capacities strengtheneda.

Establish clear chain of command and communication flow

Formulating and instituting a clear chain of command and information flow during emergencies will
facilitate effective response. All levels within the education sector should establish a clear
communication flow. To facilitate this, the Ministry of Education should prioritize procurement ofemergency communication equipment that would function during emergencies and allow schools to
self-report and ask for medical and search and rescue help.
b.

Maintain stockpile of materials required emergency response and immediate recovery

Effective emergency preparedness and response require maintaining a stockpile of emergency
materials at various levels. Schools should stockpile basic emergency response materials such as firstaid kits, fire extinguishers, etc. Immediate recovery materials (CGI sheets, tarpaulin, educationmaterials, etc.) should be stockpiled at Dzongkhag or regional levels, to ensure swift recovery andresumption of school function at the earliest possible time.
c.

Establish/ institute pre-arrangements for emergency requirements

Effective emergency management requires that the necessary arrangements be put into place well inadvance. Per the education sector contingency plan, pre-arrangements and procedures (related tocommand and control, manpower, communications, and transportation, for response and immediate
recovery among others) should be instituted and tested regularly.
d.

Standardize equipment/materials requirements at all levels

Disaster response and immediate recovery equipment and materials for the education sector should
be standardized at the school, Dzongkhag/region, and national levels.
e.

Continue ongoing training programs and institute other emergency and responsemanagement trainings

The Safe School Initiative, Education in Emergency campaigns, and the workshop for disaster20

National Action Plan for School Earthquake Safety

preparedness and response for safe schools are a few of the ongoing training programs that the
Department of Disaster Management and the Ministry of Education carry out, in collaboration withvarious agencies. So far, training programs have provided sensitization to District Education Officers
and teachers on various natural hazards in Bhutan, underlying vulnerabilities and risks, and the needfor the education sector to reduce risks and be prepared. The training programs also facilitated theformulation of school disaster management plans and conducted mock drills in pilot schools. Refresher
training programs and programs tailored to target audiences such as principals, disaster management
teams, focal persons and others could reinforce and expand existing training agendas.
Table 11 - Priority IV - Outcomes, Activities and Sub-activities
Outcome
4.1 Preparedness
planning
strengthened

Activitya. Develop education sector
guidelines forcontingency disastermanagement planningb. Conduct table top/
simulation exercises anddevelop education sector
contingency plan

4.2 Response andimmediate
recoverycapacities
strengthenedc. Sensitize all
departments, agencies
on contingency
arrangements
a. Establish clear chain ofcommand andcommunication flow
b. Maintain stockpile ofmaterials requiredc. Establish/ institute prearrangements for
emergency requirements

Sub-Activity
1. Form core group to identify scope and objectives, andoutline guideline contents
2. Discuss guidelines with officials at various levels andwith various stakeholders
3. Formulate guidelines
1. Develop and design scenarios and exercises
2. Conduct table top and simulation exercisesat various
levels.
3. Formulate contingency plan
1. Disseminate contingency plan and guidelines
2. Conduct sensitization among stakeholders at all levels

1. Identify need and gaps
2. Formulate standard communication procedures atvarious levels
1. Identify and standardize materials to be stockpiled for
response and immediate recovery
2. Stockpile materials on prioritized basis
1. Identify gaps and requirements
2. Discuss and formulate pre-arrangements to be put inplace
3. Establish pre-arrangementsas required

Priority V - Capacity Building
The education sector must develop human and material capacities at various levels, in order to reducerisk and increase preparedness. Carrying out a capacity needs assessment and implementing capacity
building programs to build technical, managerial and emergency skills on a prioritized basis, will help
the sector to implement risk reduction and action plan priorities effectively.

21

National Action Plan for School Earthquake Safety

Table 12 - Priority Area V
Safe Schools – Action Plan (2013 – 2023)
Priority
Area V
Capacitybuilding

Outcomes

Baseline

5.1 Capacity
building forrisk reduction- Vulnerability
assessment
forms training
conducted formore than 75
engineers in2012

5.2 Capacity
building for
preparedness
and response- Workshop on
DisasterPreparedness
and Response
for Safe
Schools
conducted in
16 Dzongkhags(includes Mock
Drill, EIE, firstaid and fire
safety)- Basic disasterrisk reductionand Search andRescue training
for Scoutmasters

22

Recommended
Interventions

Timeline- Build capacity of engineers
and maintenance staff toassess building forvulnerability and safety ofschool buildings

Short toMedium- Build capacity of engineers
and architects for
retrofitting and seismic risk
reduction techniques forbuildings

Mediumto Long- Conduct comprehensive
training on how to abate
falling hazards

Short- Raise awareness andcapacity of policy andplanning personnel andother relevant Ministry of
Education personnel on
mainstreaming earthquake
safety and risk reduction
concerns

Short,
Medium- Provide Emergency
Management training for
Education. Personnel(Disaster Management
Unit, Dzongkhag Education
personnel, Principals,
School Disaster
Management Committee,
Focal persons)Short toMedium- Train School Disaster
Management Teams,
Principals, focal persons in
conducting mock drills,
Search and Rescue, First
Aid, emergency logistics
psycho-social/trauma care,fire safety and othercapacity requirements

Ongoing- Develop and delivercomprehensive disastermanagement training
developed for Scouts/
youth volunteer groups

MediumPerformance
Indicators

Responsible
Agencies- Engineers/ technicalpersonnel trained in theuse of vulnerability
assessment tools andprocedures andequipped with capacity
to retrofit/strengthen
existing schoolbuildings

Lead: School
Planning and Building
division, Ministry of
Education- School personnel,
especially maintenancestaff, trained in carrying
out non-structural
measures- Ministry and education
personnel equippedwith knowledge on
emergency
management

Supporting Agencies:
1. Department of
School Education,
Ministry of
Education
2. School Principals
3. District engineers
4. Dzongkhag
Administrations
5. Department ofDisasterManagement,
Ministry of Homeand Cultural
Affairs
6. Ministry of Worksand Human
Settlement

Lead: Department of
School Education,
Ministry of Education
Supporting Agencies:
1. School Principals- School disastermanagement teams
and focal persons haveenhanced capacity incarrying out their
responsibilities- Scouts/ youth groups
trained in disaster risk
reduction andemergency skills andhave ability to aid in
immediate response

2. Department ofYouth and Sports,
Ministry of
Education
3. Department ofDisasterManagement,
Ministry of Homeand Cultural Affairs

National Action Plan for School Earthquake Safety

Outcome 5.1 - Capacity building for risk reductiona.

Build capacity of engineers and maintenance staff to assess vulnerability/ safety of schoolbuildings

Bhutan has 553 schools today (not including day care centres, extended classrooms, and special
institutes). It is especially important to assess the safety of the old and community-built schools, which
proved to be more vulnerable than other schools in previous earthquake events. The Ministry of
Education should invest to formulate tools to carry out vulnerability and safety assessments of schoolbuildings and train engineers to use them.
b.

Build capacity of engineers and architects for retrofitting and seismic risk reduction techniques

Engineers should receive training in retrofitting and seismic risk reduction techniques so that, after
conducting vulnerability and safety assessments, they are able to provide recommendations on how to
replace or strengthen school buildings.
c.

Conduct comprehensive training on how to reduce hazards from falling objects

School maintenance staff or other relevant personnel should receive training on an urgent basis on
how to fix or brace objects that can fall during earthquake shaking, and on other non-structural
hazards, such as poor electric wiring that could lead to fires.
d.

Raise awareness and capacity on mainstreaming earthquake safety and risk reduction
concerns

Both the National Disaster Risk Management Framework and the Bill require Ministries and Agencies
to mainstream disaster management risks and concerns into their plans and programs. The 11th Five
Year Planning Guidelines identify "mainstreaming disaster resilience" as one of 16 National Key Result
Areas and "disaster risk reduction" as a cross cutting theme. It would therefore be important to raiseawareness and build capacity of policy, planning and other relevant personnel in the Ministry of
Education, in order to enable them to carry out mainstreaming of risk reduction concerns into theirplans and programs.
Outcome 5.2 - Capacity building for preparedness and responsea.

Emergency management training for education personnel

Training in emergency management is required for principals, disaster management focal persons,district education officers and other key people in the Ministry of Education.
b.

Training of committees, teams, focal persons

School disaster management committee members, the focal persons, and members of the various
school teams should receive appropriate sensitization and skills development training. Trainings would
include emergency first aid, search and rescue techniques, trauma management, and fire-fighting
techniques.

23

National Action Plan for School Earthquake Safetyc.

Comprehensive disaster management training for scouts and youth volunteers

There are morethan18,000 scouts registered with the Bhutan Scouts Association, and thousands ofyouth are graduating from schools and colleges in Bhutan every year. It would be worthwhile to harness
their potential and to provide them with a comprehensive disaster management and first responder
training. Scouts and youth volunteers could help to spread the message of risk reduction and prove an
immense support to communities during emergencies. They could also assist emergency agencies andfirst responders in delivering effective response and relief.
Table 13 - Priority V - Outcomes, Activities and Sub-activities
Outcome
5.1 Capacity
building for risk
reduction

5.2 Capacity
building for
preparedness andresponse

Activitya. Build capacity ofengineers andmaintenance staff toassess building
vulnerability and safety
b. Build capacity ofengineers and architects
in retrofitting andseismic risk reduction
techniquesc. Conduct comprehensive
training on fixing andabating of falling hazards
d. Raise awareness andcapacity of policy andplanning and otherrelevant personnel on
mainstreaming risk
reductiona. Provide emergency
management training for
education personnelb. Train committees,
teams, principals, focal
personsc. Provide comprehensive
disaster management
training for scouts andyouth volunteer groups

24

Sub-Activity
1. Formulate tools and train engineers and assessors
2. Prepare plans and acquire resources needed forassessments
3. Provide training and mentoring to enhance skills andtraining assessors
1. Conduct a gap assessment and identify capacitybuilding needs
2. Conduct training and mentoring programs
3. Conduct pilot projects to develop skills
1. Develop guidelines and a manual, and provide training
2. Conduct a pilot project to fix falling hazards in schools
to demonstrate measures and develop skills
1. Conduct awareness and sensitization activities
2. Integrate earthquake safety and risk reduction plansand policies into the Ministry of Education’s plans andprograms
1. Conduct an assessment to determine capacity andtraining needs at various levels including the Disaster
Management Unit, district education officers,
principals, and school committee and teams
2. Implement prioritized capacity building plan
1. Prioritize capacity requirements
2. Formulate a plan and strategy for school level capacity
building
3. Implement the prioritized plan
1. Review existing scout programs
2. Assessment of need and opportunities for training
scouts and youth volunteer groups in emergency anddisaster management
3. Incorporate preparedness and response training into
existing scout programs and develop youth volunteer
training programs

National Action Plan for School Earthquake Safety

IV.

Implementation, Review and Monitoring Arrangements

Mainstreaming disaster risk reduction is an important theme in the 11th Five Year Plan. As is true forother cross-cutting themes, the Gross National Happiness Commission and the Ministries andAgencies would be required to monitor their progress and achievements in mainstreaming theseconcerns.
Through the National Action Planning Process, the working groups have succeeded in incorporating
their immediate priorities into the upcoming 11th Five Year Plan. However, the plan takes a long-termview (over more than 10 years) and has identified priorities and activities that would extend beyond
the 11thFive Year Plan. In addition, as needs and priorities change over time, the plan requires
continual review and monitoring.
The Department of School Education should ensure, as the key agency, that the national action plan isreviewed in conjunction with the annual and five yearly plan reviews. The Review Committee, which
would be co-chaired by the Department of School Education and the Department of Disaster
Management and involve the working group members, would carry out annual reviews of the action
plan. The annual review meeting would evaluate the progress made in implementing the action plan,gaps, support and resource requirements and also plan for current priorities to be included in theupcoming annual and five yearly plans.
V.
Annexure
Annexure I - School Earthquake Safety Working Group Members
Annexure II - Terms of Reference for the Working GroupAnnexure III - Guidance Note on Development of Action Plan
Annexure IV - School Earthquake Safety Action Plan Matrix

25National Action Plan for School Earthquake Safety

Annexure I
School Earthquake Safety Working Group Members
Name

Designation

Organisation1

Chencho Dorji

Chief Liaison Officer

Department of School Education2

Karma Sonam

Chief Engineer

School Planning and Building Division

3

Tshering Yangden

District Education Officer

Thimphu Dzongkhag

4

Lham Tshering

Thromde Education officer

Thimphu Thomde

5

Kamal Hingman

Vice Principal

Yangchenphug Higher Secondary School

6

Choki Dukpa

Principal

Jigme Losel Primary School

7

Yang Dorji (Coordinator)

Senior Program Officer

Department of School Education

8

Kaka Tshering

Deputy Chief Program Officer

Department of School Education

9

Lhagey Tshering

Principal

Babesa Primary School

10 Pelden Zangmo

Chief Program Officer

Department of Disaster Management

11 Lhachey Dema

Program Officer

Department of Disaster Management

12 Anne Erica Larsen

Program Analyst

United Nations Development Program, Bhutan

13 Sonam Pelden

Project Officer

Save the Children, Bhutan

14 Sonam Tshewang

Adm. Officer

Save the Children, Bhutan

15 Karma Doma Tshering

National Coordinator

GeoHazards International, Bhutan

16 Sonam Tenzin

Project Officer

GeoHazards International, Bhutan

26

National Action Plan for School Earthquake Safety

Annexure II
Terms of Reference for School and Hospital Earthquake Safety Working Groups
The Department of Disaster Management (DDM) and GeoHazards International (GHI) will becollaborating in the area of disaster risk reduction and preparedness capacity in the country. Towards
this end, the development of National Action Plans for School and Hospital Earthquake Safety in Bhutan
is an important activity. The goal of the action planning process is to support the key Ministries - theMinistry of Health and the Ministry of Education to develop a comprehensive consensus plan on how to
do away with the current situation of seismically unsafe schools and hospitals, to acceptable levels ofseismic safety and preparedness.
Hospital and School Earthquake Safety Working Groups have been formed respectively, withrepresentation from relevant Agencies and Departments, to come out with the draft National Action
Plans for school and earthquake safety. This document describes the roles and activities of the Working
Group and outlines the support and assistance to be provided by the DDM and the GHI in facilitating theplanning process.
A.

Working Group Members

Representative from key Ministries, Departments, the DDM and relevant UN and other Donor Agencies
have been identified as members of the two Working Groups. The same Working Group members are
expected to participate through out the action planning process for continuity and coordinatedoutcome of the process. In the absence of a designated Working Group member, a replacement fromthe same Agency/Department should represent with prior information to the DDM focal person.
B.

Working Group Activities

The Working Group will conduct the following activities:•
Hold in-person meetings as per agreed schedule to carry out the action plan development
process;•
Participate in a National Consultation Workshop to help advance the plan development process;•
Review and provide advice on the draft Action Plan Document, as needed;•
Provide information and data needed for the description of current conditions and gap analysis;•
Produce the draft National Action Plan as a consensus document, with support from DDM and
GHI.
C.

Expected Outcomes

Expected Outcomes of the Working Group meetings are:•
The development of a draft National Action Plan for Hospital Earthquake Safety and School
Earthquake Safety;27

National Action Plan for School Earthquake Safety

Increased awareness, understanding and urgency among members and stakeholders on the needfor seismic safety and to reduce risks and enhance preparedness levels;
The use of the Action Plan as a mainstreaming and prioritization tool for the Ministry of Healthand the Ministry of Education in the 11th FYP.

•
•

D.

Responsibilities of the Department of Disaster Management

As the National Coordinating Agency for disaster management, the DDM will be responsible for:•
Assigning a National focal person•
Providing the space for meetings•
Identifying and facilitating the participation of relevant stakeholders•
Facilitating technical experts/consultants, as required, during the process•
Ensuring awareness and advocacy on the formulation and implementation of the Plan•
Supporting the Ministry of Education and the Ministry of Health in taking ownership and inmainstreaming the Plan during the 11th FYP and consecutive FYP periods, as required.
E.

Responsibilities of GeoHazards International

Support from GeoHazards International will consist of the following:•
GHI's Local Project Officer will organize and facilitate meetings of the Working Group, assist theWorking Group members in obtaining background information and data and document for theWorking Group meetings and decisions made;•Develop drafts of the Plan document and compile and edit the draft Plan as per the comments
and advice of the Working Group members.
•
GHI will provide Mr. Thomas Tobin, who has many years of experience in mitigation planning, as aresource for the Working Groups. Mr. Tobin will co-chair the National Consultative Workshop for
the Working Groups and other stakeholders.

28National Action Plan for School Earthquake Safety

Annexure III
Developing a National Action Plan (School Earthquake Safety and Hospital Earthquake Safety)- A Guidance for the Bhutan Working Groups
A.

Background

In any earthquake disaster event, hospitals and schools have proven most vulnerable, be it in terms ofloss of lives or damage to infrastructure. Bhutan lies in one of the most seismically active regions andeven in the most recent earthquake events in Bhutan (21st September, 2009 Earthquake that impacted
Eastern Bhutan and 18th September, 2010 that affected mostly Western Bhutan), both health andeducation sectors suffered heavy losses. More than 250 numbers of school infrastructure and over 100
hospital infrastructures were recorded as damaged in the two earthquake events. These figures alone
call for schools and hospitals to enhance their seismic safety and preparedness.
In any community hospitals and schools are critical public service nodes and have a key role to playduring all phases of disaster management. Above all, hospital and school management have theresponsibility of ensuring a safe environment for children and the public.
Therefore, developing and implementing National Action Plans for Earthquake Safety for Schools andHospitals is an initiative that needs to be urgently realized. This initiative also fits very well into theoverall National Disaster Risk Management Framework, which calls for proactive risk reduction andmainstreaming of disaster concerns into national programs and policies and upcoming National
Disaster Management Act, which requires each notified department/agency to preparecontingency/action plans for disaster management. The formulation of such actions plans could also
be used as a disaster mainstreaming tool and help concerned sectors in prioritizing and incorporating
important risk reduction and preparedness initiatives/actions into their own five year and annual
plans.
B.

What is an Action Plan?

An Action Plan is a written document that describes the tasks or actions to be performed to achieve astrategy or certain objectives/goals successfully. The purpose is to organize and develop solutions toaddress specific issues and challenge.
An action plan usually outlines - strategy/objectives (what is the strategy and what needs to beachieved), issues (challenges, problems, needs) specific tasks (what will be done and by whom), a timeline (when will it be done), resources (available and required), likely constraints (existing or expected)
and outcomes (expected changes that need to happen to move closer to the goal).
C.

Likely Components of an Action Plan for School and Hospital Earthquake Safety

An action plan can be presented in many different ways - it can be a 50-page report, a five page list of key
plan elements, or a simple one-page table. The working group should determine how best to present
29National Action Plan for School Earthquake Safety

the plan and the level of detail the plan should try to achieve. Too much detail may obscure the major
elements of the plan.
Some of the main elements of an Action Plan would be:1.

Background - A brief description of current conditions physically (hazards, risks, vulnerabilities)
and policy-wise (the NDRMF, Bill, relevant policies/guidelines). The plan document might also
include a summary of the planning process and the work that was put in to come up with the Plan.

2.

Goals - What are the objectives of the Action plan? - What does the Action Plan seek to achieve
over a period of time? Goals and Objectives can be divided into short term, long term andintermediate or medium term goals. Clear and measurable Objectives would lead to identifying
proper needs and interventions.

3.

Identified Gaps - What are the issues to be tackled? A description of the shortcomings, gaps andneeds which should be filled before the fundamental objectives can be met.

4.

Strategic Areas of Intervention - What are the strategies that need to be adopted to overcome
the identified gaps and meet the set goals and objectives? Areas of intervention may be identified
in terms of - Awareness Raising, Mitigation/Risk Reduction, Response/Preparedness,
Mainstreaming etc.

5.

Specific Activities - The Plan then needs to specify priorities and actions under each identified
strategy to fill the gaps and reach the objectives.

6.

Expected Outcomes - What are the expected results/changes due to implementation of thestrategy/ activities? - In quantitative as well as qualitative terms.

7.

Time Frame - Timeline for actions should be realistic and could be aligned with the annual andfive year planning process.

8.

Lead Agencies - A listing of the organizations (and possibly individuals / positions) and agencies
that would take the lead or be responsible for each action.

9.

Resources - A summary of required and available resources, both fiscal (funding to implement
elements of the action plan, cost estimates, sources of funding) and technical (technicaldocuments, standards, training materials, manuals, etc.).

10. Mechanisms/Additional Notes - Implementation/ Coordination/ Reporting mechanisms andarrangements for carrying out activities and other requirements to be noted could also be
included in the Plan.
An Action Plan Matrix to summarize all the key elements and for easy reference would be an importantannexure to the Plan document.

30

National Action Plan for School Earthquake Safety

D.

Action Plan Development Process

For the development of an Action Plan, the working groups would adopt the following steps/process:1.
Set the Goals (Clarify objectives, scope, priority areas, etc.);
2.
Based on the objectives, analyze needs and gaps;
3.
Discuss steps or actions to be taken;
4.
Identify - responsibilities and resources (both available and required), opportunities forcooperative implementation, barriers to implementation;
5.
Discuss and estimate duration/ time required to carry out actions;6.
Establish priorities and a sequence or schedule for implementation.
Working group members shall meet once a month to review the plan drafting process until its
finalization and adoption. An Action Plan is a work in progress. With time, as organizations grow andnew developments take place, the Plan should be reviewed on a timely basis to reflect current realities
and changing needs and priorities.

31

National Action Plan for School Earthquake Safety

Annexure IV
Matrix for School Earthquake Safety – Action Plan (2013 – 2023 and beyond)Priority
Area

Outcomes

1.
Strengthening earthquake
safety anddisastermanagement
institutional
and policy
framework intheEducation
Sector

1.1 Policies,
guidelines,
ministerial
directives
supporting
earthquake
safety anddisastermanagementin schools in
place

Interventions

Timeline

Performance

Short
Indicators(1-5 yrs.)
Medium (510 yrs.)
Long (Morethan 10yrs.)

1.2
Strengthen
disastermanagement
institutions
within the
Education
Sector32

Baseline- School Disaster
Management
Planning
guidelines draftedand disseminatedin 2008- Review of School Disaster
Management Planning
Guidelines, including
budget and monitoringmechanisms

Short- Formulate guidelines to- School Disaster
identify and abate hazards
Management planfrom building contents,
part of school
equipment and furnishings
performanceassessment since - Adopt higher safety
2010
standards for design andconstruction of all- Facilitators guideschools/educationalfor Workshop on
institutions (including forDisastertertiary/ vocational
Preparedness andinstitutes, special institutes
Response for Safe
and day care centres)
School developedn 2011- Issue ministerial directives
for implementation of- Information onschool plan, safety
earthquakes,
standards, disasterother hazards andmanagement policies andrisk reduction
guidelines
incorporated in
the non-formal
education
curriculum

Short- Disaster- Appoint/ identify disastermanagement unit
management focal persons
mandated to be
in all schools
formed in the- Strengthen disaster
Ministry ofmanagement unit in the
Education
Ministry of Education- School disaster- Form school disastermanagement
management committees
committees
and teams
formed as perexisting guidelines- Encourage formation ofdisaster management clubs
in schools

Short

Medium- School Disaster
Management
Planning guidelines
reviewed andadopted and allschools withfunctional plans- Guidelines to identify
and abate hazards
from building
contents, equipment
and furnishings
adopted andimplemented inschools

Short

Short &
Medium

Short

Short

- All health facilities
with disastermanagement focal
persons andfunctional disastermanagement units- Health Help Centre
fully functional andequipped to fulfill its
mandates

Responsible
Agencies

Lead: Department of
School Education,
MoE
Supporting Agencies:
1. Policy andPlanning Division,
MoE
2. Department ofCurriculum, MoE
3. Royal Universityof Bhutan
4. Department ofDisasterManagement,
MoHCA
5. Gross National
Happiness
Commission
6. Dzongkhag/
ThromdeAdministrations

Lead: Department of
School Education,
MoE
Supporting Agencies:
1. Human Resources
Division, MoE
2. School Principals
3. Department ofDisasterManagement,
MoHCA
4. Dzongkhag/
ThromdeAdministrations

National Action Plan for School Earthquake Safety

2.
Education
andAwareness

2.1 Enhanced
knowledge
andinformation
sharingmanagement
systemcreated- Knowledge andinformation
shared throughpast and ongoingtraining
programmes- Form a knowledge sharing
network among schools

Medium- Share information with
communities

Short- Mechanism for
information sharing
developed- No. of knowledge
sharing activities- No. of community
campaigns, etc.

Lead: Department of
School Education,
MoE
Supporting Agencies:
1. Human Resources
Division, MoE
2. Dzongkhag
Education Officers
3. School Principals
4. Department ofDisasterManagement,
MoE

2.2
Awarenessandeducation
increased- Workshop on
disaster
preparedness andresponse for safe
schools
conducted in 19
dzongkhags- International
Day for Disaster
Reductionobserved since
2008- Conduct awarenessactivities and programs

Ongoing- Observe International Day
for Disaster Reduction ( orcommemoration of pastearthquake events) andcarry out a preparedness
drills in all schools as a
National event

Ongoing- School safety
day observed infew schools since2012

Lead: Department of
School Education,
MoE
Supporting Agencies:
1. School Principals- Development of acomprehensive
awareness strategy
for education sector
Ongoing- Develop information andeducation materials
Medium- Existing
information andeducationmaterials- Increased awarenesson disastermanagement among
teachers andstudents- Incorporate safety
information onearthquakes and otherhazards s in school andteacher training institutes
curricula- No. of awarenessactivities carried out
at various levels

2. Department ofCurriculum
3. Department ofDisasterManagement- Information andeducation materials
formulated anddisseminated in all
schoolsShort- Raise awareness on family
preparedness- Disastermanagement relatedmaterials
incorporated inschool and teacher
training curriculum- All school /education
staff with family DM
plans

33

National Action Plan for School Earthquake Safety

3.
Risk
Reduction
andMitigation

3.1 Structural
measures
implemented

Vulnerability
Assessment
checklist
training
conducted formore than 75
participants in
2012

Existing
SchoolPlanning andBuilding
Division's
designs
includeearthquake
resilientfeatures3.2 Falling
hazards areabated andinsurancecoverage in
place

- All
Dzongkhag
Education
Officers andselected
Principals
were trainedon falling
hazards andpreparedness
measures in2010- Facilitators
guide for
Workshop on
DisasterPreparedness
and Response
for Safe
Schoolincludescomponent
on fixing andbracing offalling hazards- Anchoring
and bracing offalling hazards
carried out insome schools

34

New Constructions:- Prepares standard
earthquake-resilient school
designs

Short
Medium- Review existing guidelines
for school construction

Short
Medium- Institute construction
quality control andinspection mechanism

Short
MediumExisting Buildings:- All new schools
constructed as perearthquake resilient
designLead: School
Planning and Building
Division, MoE- Schools constructed
as per guidelines
outside of hazard
zones

1. Department of
School Education,
MoE
2. School Principals
3. Dzongkhag
engineers
4. Dzongkhag
Administrations
5. Department ofDisasterManagement,
MoHCA
6. Ministry of Worksand Human
Settlement- Quality andstandards of all new
constructions
ensured- All schools assessedand strengthened
accordingly- Conduct vulnerability /safety assessment ofexisting school buildings

Short
Medium- Cary out recommended
strengthening, replacement
or relocation measures

MediumLong- Carry out fixing, bracing andother non-structural
measures in all schools

Mediumlong- School buildings
insured on aprioritized basis- Explore and institute risk
insurance for schoolbuildings

Short ,
Medium- Falling hazards inschools are identified
and abatedSupporting agencies:

Lead: Department of
School Education ,MoESupporting Agencies:
1. Royal Insurance
Corporation andother Insurance
Companies
2. School Principals
3. Dzongkhag
Education Officers
4. Department ofDisasterManagement
5. Ministry of
FinanceNational Action Plan for School Earthquake Safety

4.
Preparedness
and Response

4.1
Preparedness
planning
strengthened- SchooldisasterManagement
Plans are inplace for all
schools- Awarenesson
preparedness
planning andneed toenhancepreparedness
initiatedthrough pastand ongoingtraining
programs

4.2 Response
capacities
strengthened- Basic
disaster risk
reduction andsearch &rescuetraining for
200 scoutmasters
conducted in2012- Education in
Emergency
Trainings
conducted in
19dzongkhags- Distributionof standard
safetymaterials to
128 pilot
schools- Develop guidelines fordisaster management andcontingency plan for the
Education Sector

Short- Carry out Table
top/simulation exercises forthe contingency
requirements andarrangements

Short- Sensitize all departments,
divisions, agencies in the
Education Sector on thecontingency arrangements

Short,
Medium- Establish clear chain ofcommand andcommunication flow

Short

- Maintain stockpile ofmaterials required for
emergency response andimmediate recovery

Medium- Establish/institute prearrangements for
emergency requirements

Short,
Medium- Standardize equipment/
Short,
materials requirements at all Medium
levels- Continue delivery ofworkshop on disaster
preparedness and response
for safe schools and also
conduct refresher/
additional courses andtargeted courses as
requiredOngoing- Functional Education
Sector contingency
plan in place- All schools,
dzongkhags,
education sector
agencies aware on
the contingency plan

- An effective
communication andcommand system inplace foremergencies- Stockpile ofemergency materials
and prearrangements inplace and prepositioned for
effective response
and recovery

Lead: Department of
School Education ,MoESupporting agencies:
1. All Departments,
MoE
2. Dzongkhag
Education Officers
3. School Principals
4. Other agencies
working in the
Education Sector
5. Department ofDisasterManagement

Lead: Department of
School Education ,MoESupporting agencies:
1. School Principals
2. Dzongkhag
Education Officers
3. Dzongkhag
Administrations
4. Department ofDisasterManagement- Schools equippedwith basic DM
equipment andmaterials

35

National Action Plan for School Earthquake Safety

5. Capacity
Building

5.1 Capacity
building for
Risk Reduction

5.2 Capacity
Building for
Preparedness
and Response- Vulnerability
assessment
forms training
conducted formore than 75
engineers in
2012- Workshop
on Disaster
Preparedness
and Response
for Safe
Schools
conducted in
16
Dzongkhags(includes
Mock Drill,
EIE, first aid
and fire
safety)- Basic DRR
and Searchand Rescue
training for
Scout masters

36- Build capacity of engineers
Short,and maintenance staff toMediumassess vulnerability/safety ofschool buildings- Build capacity of engineers
and architects for
retrofitting and seismic risk
reduction techniques

Medium,Long- Conduct comprehensive
training on how to reduce
hazards from falling objects

Short- Raise awareness andcapacity on mainstreaming
earthquake safety and risk
reduction concerns

Short,
Medium- Provide Emergency
Management training for
Education. Personnel

Short,
Medium- Train committees, teams,
focal persons

Ongoing- Comprehensive disastermanagement training
developed for Scouts/ youth
volunteer groups

Medium- Engineers/ technicalpersonnel trained in
the use ofvulnerability
assessment tools andprocedures andequipped withcapacity toretrofit/strengthen
existing schoolbuildings- School personnel,
especiallymaintenance staff
trained in carrying
out non-structural
measures- Ministry andeducation personnel
equipped withknowledge on
emergency
management- School disastermanagement teams
and focal persons
have enhanced
capacity in carryingout their
responsibilities- Scouts/ youth groups
trained in Disasterrisk reduction andemergency skills andwith the ability to aid
in immediate
response

Lead: School
Planning and Building
division, MoE
Supporting Agencies:
1. Department of
School Education, MoE
2. School Principals
3. District engineers
4. Dzongkhag
administrations
5. Department ofDisasterManagement,
MoHCA
6. Ministry of Worksand Human
Settlement
Lead: Department of
School Education,
MoE
Supporting Agencies:
1. School Principals
2. Department ofYouth and Sports,
MoE
3. Department ofDisasterManagement,
MoHCA

Formulated and printed under the National Action Plan Development Project for Schools and Hospitals (2012-2013)