GUIDELINES FOR DISASTER EMERGENCY RESPONSEBUDI MULIA DUA SENIOR HIGH SCHOOLYOGYAKARTACOMPILED BY
UGM-OSAKA UNIVERSITY RESPECT SATELLITE OFFICE ON
DISASTER MANAGEMENT AND HUMANITARIAN ACTION
2018

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Table of Contents

Table of Contents............................................................................................................................. 2
SECTION I .......................................................................................................................................... 4
INTRODUCTION .......................................................................................................................... 4A.

Background ......................................................................................................................... 4

B.

Aim and Objectives ............................................................................................................ 5

C. Definition of Terms................................................................................................................ 5
D.

Scopes ................................................................................................................................. 6

C.

Budi Mulia Dua Senior High School Profile ....................................................................... 7

SECTION II ......................................................................................................................................... 8
COORDINATION OF DISASTER EMERGENCY RESPONSE ..................................................... 8A.

Location .............................................................................................................................. 8

B.

Location Requirements ...................................................................................................... 8

C.

Formation Process .............................................................................................................. 8

D.

Organizing ......................................................................................................................... 10E.

Main Tasks and Organization Functions .......................................................................... 11

F. Duties and Responsibilities of Organization Units ............................................................. 12G.

Facilities............................................................................................................................. 18

SECTION III ..................................................................................................................................... 20
ESTABLISHMENT OF DISASTER EMERGENCY RESPONSE FIELD POST .......................... 20
A.

Location ............................................................................................................................ 20

B.

Location Requirements .................................................................................................... 20

C.

Formation Process ............................................................................................................ 20

D.

Main Tasks ........................................................................................................................ 21

E.

Functions .......................................................................................................................... 21F.

Task Descriptions.............................................................................................................. 21

G.

Structure ........................................................................................................................... 22

H.

Responsilibities Description ............................................................................................. 22

SECTION IV...................................................................................................................................... 26

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DISASTER EMERGENCY RESPONSE TRAINING AT BUDI MULIA DUA SENIOR HIGHSCHOOL ...................................................................................................................................... 26
Activity Materials .......................................................................................................................... 29
Preparation .................................................................................................................................... 33
Activity Objectives ........................................................................................................................ 33
Training Structures ...................................................................................................................... 33
Reference ........................................................................................................................................ 44

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SECTION IINTRODUCTION

A. BackgroundIn disaster emergency situations, there are commonly perplexive responses, inaccurate
information on the number of casualties and damages which create difficulties indecision making process for disaster emergency management.
Moreover, system of coordination is often less-institutonalized. Distribution of aids andlogistics is difficult to monitor, turn the progress of disaster emergency response to beless measurable and objectively directed. These situations are caused by the lack of aworking mechanism as well as a proper, structured, and systematic coordination ofDisaster Emergency Response.
Under these circumstances, there is need to craft an institution served as the center for
coordination and command in disaster emergency situation, in accordance with thelocation and level of disaster event. Coordination and Command Post of Disaster
Emergency Response can be supported by Disaster Emergency Response Field Post
with a task force, consisting of interrelated work units and an integrated system for
managing the emergency situation of disaster event.
Budi Mulia Dua High School has 35 teachers and employees at the senior high schooland 25 teachers and employees at junior high school, with 260 students in total. School
map is as follows:4

B. Aim and Objectives
This Standard Operating Procedure provides set of guidelines for the establishment ofwork systems and coordination of Disaster Response application.
The objectives are to:
1. Provide a set of Standard Operating Procedure for Disaster Emergency Response.
2. Provide guidelines of governance for respective working units and volunteer toadvance coordination, response, observation, and evaluation of Disaster Emergency
Response.

C. Definition of Terms
1. CARED: mobile applications built for Disaster Emergency Response
2. Disaster: Event or series of events which threaten the life and livelihood of society
caused by both natural and/or non-natural and human factors, resulting in theoccurrence of human casualties, environmental damage, property loss andpsychological impact.

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3. Disaster management action: A series of activities covering the formulation ofdisaster risk reduction on development policies, disaster prevention activities,
emergency response, rehabilitation, and reconstruction.
4. Disaster Emergency Response: A series of immediate activities conducted during
the disaster to deal with adverse impacts, covering the rescue and evacuation of
victims, property, basic needs, protection, assistance and treatment of victims, aswell as infrastructure recovery.
5. Disaster Emergency Response period: Duration of emergency disaster set bynational or local government for a certain span of time.
6. Emergency Command Post: Command Post formed during emergency period
covering some phases; emergency alert, emergency response and transition fromemergency response to recovery phase in the form of Command Post,
Coordination of Disaster Emergency Response, and Disaster Emergency Response
Field Post consisting of task forces as work unit of emergency management
system.
7. Coordination and Command Post of Disaster Emergency Response: Institutionfunction as center of Disaster Emergency Response Operations Command tocoordinate, control, monitor and evaluate the implementation of emergency
response.
8. Disaster Emergency Response Field Post: Institution responsible for managing
emergency response directly in disaster area or at temporary shelter consisting ofvolunteer with respective working units that provide assistance and service forthe affected communities.

D. Scopes
1. These guidelines discuss the formation of Disaster Emergency Response andEmergency Command Post, Field Post and Task Force.
2. These guidelines apply to all regional officials, parents, students, and schools in
forming Coordination and Command Post of Disaster Emergency Response, as well6

as being reference for school management, student parents, and students toparticipate on Disaster Emergency Response.

C. Budi Mulia Dua Senior High School Profile

Budi Mulia Dua Senior High School has a tremendous vision in educating their students.
Its vision is to develop values and universal knowledge based on religious morals, toform individuals who have integrity, self-esteem, and environmental concern ascitizens of the world. The mission of Budi Mulia Dua School also has a very noble
purpose as follows:
1. Assisting students to develop their potential.
2. Providing state of the art of science and technology that beneficial for selfdevelopment of students.
3. Developing fun learning process that keeps students delighted in school and school
delightfully.

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SECTION II
COORDINATION OF DISASTER EMERGENCY RESPONSE

Coordination of Disaster Emergency Response involves number of aspects.

A. Location

1. Coordination and Command Post located at Budi Mulia Dua Senior HighSchool.
2. Time operation of Coordination and Command Post of Disaster Emergency
Response is temporary during the emergency period and operates 24 hours
a day and may be extended or shortened based on emergency need.

B. Location Requirements
1. Coordination and Command Post located at the Budi Mulia Dua buildings orother safe points.
2. Coordination and Command Post located at strategic areas with criteria as
follows:
a. Accessible for various groups and work units involved in Disaster
Emergency Response activities.
b. Safe and free from disaster threat.
c. Allow an adequate field for parking space and proper room forlogictic warehouse.

C. Formation Process8Formation of Coordination and Command Post of Disaster Emergency Response
is divided into two types of disaster as follows:
1. Emergency alert stage for gradual type of disasters, such as floods andvolcanic disaster. For such type, the post is formed by following the gradualstatus of Center for Operation Control of National or Regional Agency for
Disaster Management.
2. Emergency alert stage for sudden type of disasters, such as an earthquake.
For such type, the post is formed through compulsary steps which must be
implemented as a whole into a series of integrated command andcoordination system.

Preliminary Information and Data on Disaster Events
Preliminary disaster data includes verified report of students, teachers,
employees, relevant agencies, mass media, and community around the school.
The validity of information must be confirmed with empirical situation in thefield through the question of what, when, where, conditions, number ofcasualties, impacts, previous and existing efforts, and immediate need.

Assignment of Quick Response Team and Assessment Team
From preliminary information, the administrative desk of Budi Mulia Dua SeniorHigh School assigns quick response team (hospital and Search and Rescue) for
implementing coordination task of rescue and emergency management(medical support and SAR). The desk conduct assessment in a prompt andproper manner, map the location of disaster and temporary shelter, and support
assistance in emergency response activities, using either CARED application orother existing disaster mitigation tools.

9The result of Quick Response Team of Budi Mulia Dua Senior High School isperceived as sources of consideration for making decision to conductsubsequent action (determining the location of field post for assistance andservice) and to provide assistance based on the magnitude of disaster. The
report and study of Quick Response Team and Assessment Team will determine
the scale of disaster based on local capabilities and damage condition, as well as
the map of casualties.

Task of Coordination and Command Post of Disaster Emergency Response
1) Issuing decree of formation of Coordination and Command Post of Disaster
Emergency Response.
2) Implementing mobilization of human resources, equipments, logistics, andfunds from all potential given by Budi Mulia Dua High School or donor
community.
3) Inaugurating the Formation of Coordination and Command Post of Disaster
Emergency Response.
4) If Coordination and Command Post in other Budi Mulia Dua School has yet
to be formed, the task is conducted by appointing Disaster Emergency
Response Team.

D. Organizing
1. Organization of Coordination and Command Post of Disaster Emergency
Response is a one-command organization with a chain of command anddistinct responsibility. This organization performs in single congenialcommand. This organization might be established in all level of disastergovernance from national, regional, and local area.

102. Organization structure of Coordination and Command Post of Disaster
Emergency Response consist of Headmaster of Budi Mulia Dua SeniorHigh School assisted by staff and operation task force, parents, andstudents cooperating to form a team consists of:a. Chief of Disaster Emergency Responseb. Vice Chief of Disaster Emergency Response
c. Staff:
1. Treasurer
2. Publication
3. And volunteer documentations
d. Operation Task Force
1. Assesment Work Units
2. Medical Work Units
3. Search and Rescue (SAR) Unit
4. Psychosocial Work Units
5. Logistics and Equipments Work Units
This organizational structure may be adjusted on need.

E. Main Tasks and Organization Functions
Main tasks of Coordination and Command Post of Disaster Emergency Responseare:
1. Ensuring proper operation of Disaster Emergency Response by various
existing working units with a guided, coordination based, effective andefficient manner at disaster location.
2. Collecting information, field data, and information progress to be used as
reference in drafting Disaster Emergency Response Action Plan.
3. Drafting Disaster Emergency Response Plan.

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4. Determining the location of assistance and services for natural disastervictims based on analysis.
5. Deploying Volunteer Team in the determined-location in accordance toDisaster Emergency Response working units based on capacity andexpertise in systematic and measurable manner.
6. Planning, coordinating, controlling, and monitoring the distribution of
resources for Disaster Emergency Response operation which are
immediate, proper, dignified, effective and eficient therewith evaluating
implementation of Disaster Emergency Response operation
7. Reporting the implementation of Disaster Emergency Response
operation to the Chief of the Coordination and Command Post
8. Disseminating valid and accurate information of disaster event to mass
media and public.
Function of Coordination and Command Post of Disaster Emergency Response:
1. Coordinating, integrating, synchronizing all working unit elements
involved in the organization of Disaster Emergency Response Command
to conduct finding, rescuing and evacuating victims, properties, basic
needs, assisting and protecting victims, and recovering vital facilities andinfrastructures immediately in a stage of emergency alert and emergency
response.
2. Set up as assembly point of all resources to perform emergency response
action.
3. Set up as center for managing actions and for employing all resources interms of emergency response action.

F. Duties and Responsibilities of Organization Units
1. Chief of Disaster Emergency Response12a) Chief of Disaster Emergency Response is a first-rank senior personnel in
Emergency Response Command according to their authorities.
b) Chief is responsible for:1. Activating and increasing Command and Coordination Post ofDisaster Emergency Response in accordance with type, location,and level of disaster.
2. Determining location of assistance area based on validated studies
and analysis by Assessment Team.
3. Forming a Post of Assistance and Services at determined location
be it in affected area or temporary shelter area.
4. Drafting operation plan of organization, implementation, andcontrol for Disaster Emergency Response.
5. Giving command and controling utilization of human resources,
equipments, logistics, and rescue team as well as instructing thetask forces which consist of medical work units, Search and Rescue(SAR), psychosocial, logistics, and related institutions in facilitating
accessibility for Disaster Emergency Response.
6. Conducting evaluation through coordination meeting which is heldat least once a day to manage further activity plans.
2. Vice Chief
Vice Chief of Disaster Emergency Response is a second-rank seniorpersonnel in Emergency Response Command according to their authorities.
1) Vice Chief is responsible for:a) Assisting Chief of Disaster Emergency Response inplanning organization, implementation, and control for
Disaster Emergency Response.
b) Coordinating secretarial task, public relations, andhousehold of the post.
c) Representing the Chief of Disaster Emergency Response in13

case of unavailability.
2) Vice Chief of Disaster Emergency Response is directly responsible
to the Chief.
3. Secretariat
Secretariat is led by a Secretary
a. Secretary is responsible for:1) Organizing report and general administration.
2) Providing information board and an updated-data of casualty
condition and deployment of victim, and disaster locatian map.
3) Updating information and data based on the result of report andevaluation.
4) Organizing periodical meeting and evaluation.
b. Secretary is directly responsible to the Chief of Disaster Emergency
Response.
4. Financea. Finance Staff is led by treasurer which are responsible for:1) Conducting all financial administration.
2) Analysing and drafting financial plan in order to conduct Disaster
Emergency Response.
3) Providing the required budget in order to conduct Disaster
Emergency Response.
4) Providing financial statement and record of expenditures andrevenues in accountable manner.
b. Treasurer is directly responsible to the Chief of Disaster Emergency
Response.
5. Publication and Documentationa. Staff of Publication and Documentation is led by a Coordinator who are14

responsible for:1) Establishing

information

andcommunication

network

anddisseminating disaster information to the media, public, andorganization with approval of the Chief of Disaster Emergency
Response.
2) Collecting data and information on disaster management action.
3) Documenting all Disaster Emergency Response Post activities.
b. Publication and Documentation Coordinator is directly responsible to
the Chief of Disaster Emergency Response.
6. Volunteering Unit
a. Staff of Volunteering Unit is led by Coordinator which is responsible for:1) Fulfilling and serving the need of accomodation, consumption, andhealth of volunteers assigned in all Disaster Emergency Response
working units.
2) Compiling database of volunteers involved in Disaster Emergency
Response.
3) Providing administration need of the volunteers who served in thefield.
b. Volunteer Unit Coordinator is directly responsible to the Chief of Disaster
Emergency Response.
7. Assesment Unit
a. Assesment Unit is led by Coordinator assigned by the Chief whose
members are volunteer with expertise on mapping, medical analysis, andwell-informed about the affected area. The Coordinator is responsiblefor:
1. Compiling assesment plan.
2. Compiling data of casualties and damages.
3. Mapping the location of disaster and refugee camp.

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4. Conducting accurate and immediate studies and analysis on thecondition of disaster location.
5. Determining the location of assistance and type of assistence to begiven.
6. Finding and communicating with the branch chief based on type andlocation of disaster event to support assessment task and Disaster
Emergency Response.
b. Asessment Units Coordinator is directly responsible to the Chief ofDisaster Emergency Response.
8. Medical Unit
a. Medical Unit is led by Coordinator which is responsible for:
1. Drafting medical action plan.
2. Contacting and inventoring hospital in the nearest area to be involved
in Disaster Emergency Response.
3. Deploying medical team at determined service points.
4. Determining the number of hospital to be involved in eachreplacement period in accordance with the number of service point
locations that have been determined by the Chief of Disaster
Emergency Response Post.
5. Organizing and setting scheduled activities of hospital to be involved
in Disaster Emergency Response action.
6. Providing and listing need of medicines and medical tools with apharmaceutical team that will record drug distribution.
7. Controlling, monitoring and evaluating the activities of medical teamconsisting of hospitals involved in the field.
b. Medical Unit Coordinator is directly responsible to the Chief of Disaster
Emergency Response.
9. Logistics and Equipment Unit

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a. Logistics and equipment unit is led by Coordinator assigned by the Chiefof Disaster Emergency Response whose members consist of teachers andemployees, which are responsible for:1.

Providing set of tools, equipment, and services to be used by work
units involved in Disaster Emergency Response.

2.

Receiving, administrating, and deploying logisitic support tocasualties.

3.

Coordinating all logistic and equipment support from all related
institutions, assemblies, organizations or agencies.

4.

Providing a list of logistic and equipment support need to besubmitted to the Chief of Disaster Emergency Response.

5.

Assisting the availability of general sanitation activities, clean water,
and6.

Ensuring, correcting and evaluating the needs of both disastervictims and logistic and equipment of all work units in disasteremergency response.

b. Coordinator is directly responsible to the Chief of Disaster Emergency
Response.
10. Parents
a. Monitoring conditions of their children by communication tools.
b. Conducting coordination by assisting school’s officials to provide
current location of their children during disaster event.
11. Teachersa. Providing education on disaster mitigation.
b. Monitoring and managing students during disaster event toensure that the Disaster Emergency Response procedure isfollowed.
c. Providing lesson and guidance for using Care-Edu application in17

disaster response.
d. Providing a mental boost for student to stay calm when disasteroccurs, such as by helping students to orderly step down frommulti-storey buildings as well as not to jostle and avoid casualties.

G. Facilities
Supporting facilities of Coordination and Command Post of Disaster Emergency
Response:a. Communication:

telephone,satellite

telephone,fax

machine,communication radio (short and long distance)b. A set of computer and multimedia: Laptop, desktop, printer, website, emailc. Television, radiod. Speaker: megaphonee. Transportation: cars, motorcycles, inflatable boats
f. Office stationeryg. Furnitures officeh. Media presentation: LCD projector
i. Signboards, banners
j. Data and information boards
k. Main map of post activity
l. Geographic location map, topographic area map
m. Logistics data: plan, availability, distribution, and stock of goods
n. Personils and volunteer datao. Equipment data
p. Wall clocks
q. Duties schedule and team/work unit locationr. Portable electric generator
Facilities of Coordination and Command Post of Disaster Emergency Response,18

including buildings and tents:
a. Meeting and Coordination Roomb. Administration and secretariat roomc. Unit desk
d. Logistics room / logistics warehousee. Data, information and communication roomf. Multipurpose room and furnituresg. Praying roomh. Volunteer break room
i. Restrooms
j. Kitchensk. Parking areas

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SECTION III
ESTABLISHMENT OF DISASTER EMERGENCY RESPONSE FIELD POST

In the establishment of Disaster Emergency Response field post, basic
requirements are to be considered:

A. Location
1. Disaster Emergency Response Field Post located at school area.
2. Working area of each Disaster Emergency Response Field Post covers one
specific area.
3. Time operation of Disaster Emergency Response Field Post is temporary
during the emergency period and operates 24 hours and may be extended
or shortened based on emergency need.

B. Location Requirements
Disaster Emergency Response field post can be located at Budi Mulia Dua SeniorHigh School areas, home residents around the school, or tents that should meetthe following criteria:
1. Located at resident homes near the schoool or shelter camp.
2. Safe and free from disaster threat.
3. Easily and accessible, spacious for various activities.
4. Allow an adequate room for volunteer breaktime, proper medicines andlogictics warehouse.
5. Adequate sanitation and clean water.
C. Formation Process
Field Post formed by Coordination and Command Post of Disaster
Emergency Response Team based on several considerations including
location, organizational capability and the type of disaster. This formationconsiders assessment results and need of support and service of the20

particular area. Formation process must be held right after disaster event.

D. Main Tasks
1. Main task of Field Post is organizing Disaster Emergency Response in a
stuctured, systematic, prompt, appropriate, and dignified manner at
disaster area.
2. Synergize and coordinate with other institutions that operate at the same
location without reducing the effectiveness of the assistance provided todisaster victims.

E. Functions
Disaster Emergency Response Field Post functions as:
1. Assembly points, consolidation and coordination place to integrate all
work units and resources in terms of performing Disaster Emergency
Response.
2. Base to mobilize and control Disaster Emergency Response activities indisaster area.
3. Victim treatment services point.
4. Center of field post data and information.
5. Center for reporting student’s conditions to their parents.
6. Center for reporting student’s conditions to Foreign Disaster
Emergency Response Agency if the students is in foreign country.

F. Task Descriptions
1. Providing services to meet the basic need of victims.
2. Conducting search, rescue, and evacuation of disaster victims.
3. Providing services and protection for vulnerable groups of victim(children, women and parents).
4. Continuing victim and damage assessment activities for rehabilitation
and reconstruction process.

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5. Mobilizing work units to perform services and logistics distribution inappropriate, prompt, and dignified manner.

G. Structure
Organizational structure of Disaster Emergency Response Field Post consists ofField Post Coordinator assisted by Field Post Staff and task forces consist of:
1. Field Post Coordinator
2. Vice Coordinator
3. Field Post Staff:Secretary

Finance

4. Operation Task Force

Medical Work Units

SAR Work Units

Psychosocial Work Units

H. Responsilibities Description

a. Field Post Coordinator assigned by Chief of Disaster Emergency
Response.
a. F Coordinator is responsible for:1) Enabling Field Post as a service center and disaster victim
assistance.
2) Drafting operation plan for organizing, implementing andcontrolling Disaster Emergency Response action.
3) Conducting evaluation through coordination meetings held atleast once a day to manage further activity plan.
4) Coordinating with parents, students, teachers, Coordination and22

Command Post of Disaster Emergency Response, and local
communities regarding Disaster Emergency Response action.
5) Disseminating information of assistance and service activities
conducted by Disaster Emergency Response work units todisaster victims.
6) Submitting regular written reports to the Chief of Coordination
and Command Post of Disaster Emergency Response.
b. Field Post Coordinator is directly responsible to the Chief of
Coordination and Command Post of Disaster Emergency
Response based on type and location of disaster event.
2. Vice Field Post Coordinator
Vice Coordinator is assigned by the Chief of Disaster Emergency Response.
a. Vice Coordinator is responsible for:1) Assisting Field Post Coordinator in planning, organizing,
implementing and controlling Disaster Emergency Responsecommand.
2) Coordinating secretarial duties, public relations, and household of
the post.
3) Representing the Coordinator in case of unavailability.
c. Vice Coordinator is directly responsible to the Chief of Disaster
Emergency Response.
3. Secretariat
Secretariat is led by a Secretary
Secretariat is led by a Secretary.
a. Secretary is responsible for:1) Organizing general administration and report.
2) Providing information and victim’s condition board, deployment

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area of casualties, and disaster location map.
3) Updating data and information based on report and evaluation
results.
4) Managing and organizing meetings and evaluations of field work
units periodically.
b. Secretary is directly responsible to the Field Post Coordinator of Disaster
Emergency Response.
4. Financea.

Finance is led by treasurer which is responsible for:1. Conducting all financial administration.
2. Analysing and drafting financial plan in order to conduct Disaster
Emergency Response.
3. Submitting budget plan to Coordinator and Command Post based onallocation approved by Field Post Coordinator.
4. Providing the required budget in order to conduct Disaster
Emergency Response.
5. Providing financial statement and record of expenditures andrevenues in accountable manner.

b. Treasurer is directly responsible to the Field Post Coordinator ofDisaster Emergency Response.
5. Medical Work Unit
a. Medical Work Unit is led by Medical Coordinator which is legalized byletter of credential from hospital. The coordinator is responsible for:
1. Drafting medical action plan.
2. Implementing medical sevices by either standing by in location ofpost or being mobile to shelter camp or residents location where thecasualties live.
3. Identifying diseases and reguired drugs.

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4. Conducting medical record as patient recovery report and scheduledactivity.
5. Forming a Field Clinic if possible in accordance with condition,
situation, location, and type of disaster.
b. Medical work unit coordinator communicates with Post Field
Coordinator to undertake medical activities in the assistance and service
points. Field Coordinator of Medical work unit is directly responsible to
the Coordinator of Medical Work Unit and Coordination and Command
Post of Disaster Emergency Response.

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SECTION IV
DISASTER EMERGENCY RESPONSE TRAINING AT BUDI MULIA DUASENIOR HIGH SCHOOL

Disaster Emergency Response training is conducted to raise awareness andpractice of disaster response as part of daily activities of all school elements,
including teachers, employees, and students. Students are expected to gain thefollowing competencies:
1. Understand disaster threat map at school areas
2. Able to draw maps of disaster-prone areas based on their observations
3. Understand what should be done during disaster event
4. Understand who should be prioritized to be helped when disaster event
5. Understand what shoud not be done during earthquake
6. Discuss with Osaka students and have an exchange-experience
Figure 1. Students describes disaster risk maps at school

26

This training is held for 3 times with various designed-activities in accordancewith the SOP and with compacted-modules so that all materials needed can bedelivered accurately to the students. Here are the modules in training in Budi
Mulia Dua Senior High School.

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DISASTER-RESILIENT STUDENTS
Thursday, February 1st 2018
Respect Satellite Office

Preparation
The Facilitator prepares the session for Disaster-Resilient Students. Things to
be prepared are (1) materials and training substance; (2) equipment such as
stationery, plano paper, glue, including equipment for games, and (3) a training
room and seat formation for participants.

Aim and Objectives
This session is designed to make participants able to: (1) understand themeaning of hazards, risks, and disasters and explain disaster risks in Yogyakarta
generally and in the school environment particularly; and (2) describe thepotential vulnerabilities that students might encounter during disaster in theschool environment.

Training StructureThis activity will last for 45 (forty-five) minutes long and is addressed to 30(thirty) participants, with the following schedule:
5 minutes

An introduction to training activities in general and about the firstsession in particular

10 minutes

The game "Huru hara" and de-brief28

15 minutes

Explanation of risk, vulnerability, and capacity in the context ofdisasters

10 minutes

Discussion and Question and Answer Session

5 minutes

Evaluation and closing

Activity Materials
1. Games: Huru-hara
Game master guides the game by telling stories and explains some clues asfollows:-

Fallen tree - each participant will perform a leaning body position-

Lightning - two (2) people will be back to back with the hands
forming the letter S.

-

Lava - three (3) participants will assemble with following formation:
one person squatting, two people will stand beside him. Then they
have to make a sound like boiling water.

-

Earthquake - each group consists of 4 participants who will form acircle, then move like a wave.

-

Mountain erupts - each group consists of 5 people who will beshapinga circle, holding hands and making inward and outward
movements while shouting "ha".

-Flood - each group consists of 6 people who will line up then look to
the right and left in turn.

After the game is over, the master game will begin the de-brief process byasking participant’s opinions on the following questions:-

What is participant impression about the games\?

29

-Have the participants ever experienced a disaster situation? If so,
how did the participants manage the disaster situation? How was theevacuation process? Where were they evacuating themselves? Etc.

After the master game finished listening to some participant’s stories, thosestories are used to illustrate the importance of recognizing risks andvulnerabilities when a disaster occurs. By recognizing these things, we candesign disaster risk maps and Disaster Emergency Response standard
procedures.

2.

Concept: Hazards, Risks and Capacities in the Context of Disaster

Hazards are threats or risks caused by both humans and nature causing
certain damages. The example of hazard caused by nature are floods,
typhoons (hurricanes) and earthquakes. The example of hazard caused byhumans are chemical spills, landmines and industrial waste. Disaster is adanger that causes great loss and destruction that affect people who do nothave the ability to deal with it.
Yogyakarta is a disaster prone-area. In general, the risks of disaster thatmust be anticipated are:-Earthquake-

Landslide-

Tsunami-Extremes and abrasion

-

Flood

-

Volcanic eruptions-

Drought-

Extreme weather-

Land and forest fires

30-

Epidemics and disease outbreaks-

Technological failure-

Social conflict

In the last ten years, there had been two major disasters in Yogyakarta:-

The 2006 earthquake: a shallow earthquake of 6.3 on the Richter
Scale, damaging more than 350,000 homes and killing more than
5,000 lives.

-

Mt. Merapi eruption in 2010: the biggest eruption of Merapi in the last
100 years, crippled the airport, killed hundreds of people and forced
hundreds of thousands of people to flee from any housing in radius of
20 km from the top of Merapi.

3. Vulnerability of Students in School Environment

Based on the experience, victims who arise during the disaster are not solely
caused by the direct effects of the disaster. Instead, a great numbers ofcasualties caused by their vulnerability to any kind of disaster in the
beginning. The vulnerabilities that students may have are as follows:-

Less care about disaster risk-

Have no knowledgen in what to do when disaster occurs-

Not ready for the possibility of disaster, such as not preparing adisaster bag containing food, clothing and medicine supplies-

The location of the residence is vulnerable to the impact of disasters,for example in densely-populated housing-

Has no effective tool of communication in the event of disasters

31Evaluation
The facilitator evaluates this session by examined three aspects: materials,
processes and relationships between stakeholders in the training. Recordsof these three aspects were presented by the facilitator during the training.

32

DISASTER RISK MAPPING IN SCHOOL
Thursday, February 8, 2018
Respect Satellite Office

Preparation
Things to be prepared are (1) materials and training substance; (2) equipment
such as stationery, plano paper, A4 paper, board marker, colored small markers,
cameras, sound recorder, and (3) a training room and seat formation forparticipants.

Activity Objectives
This activity aims to introduce students the ability of: (1) mapping disaster riskin the school and surrounding environment; and (2) identifying evacuation
points around school environment.

Training Structures
This activity will last for 45 (forty-five) minutes long and is addressed to 30(thirty) participants, with the following schedule:

5 minutes

Introduction to the second session training materials andactivities.

5 minutes

Games group division.

20 minutes

Each group toured the school and surrounding environment tomap disaster risks, gathering points, and evacuations.

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10 minutes

Each group describes the results of their observations on plano
paper.

5 minutes

Evaluation and closing.

Activity Materials
1.

Disaster Risk Mapping

Duration: 30 minutes, in groups
Equipment: plano paper and A4, various sizes of markers, cameras, voicerecorders
How to recognize risks and vulnerabilities when disaster occurs? The
frequently-used method is to make our own disaster risk maps in schools
and neighborhoods. This activity aims to introduce participants on how tocreate risk and vulnerability mapping in schools, therewith the capacity ofthe school community to deal with it.
In A Student's Guide to Disaster Risk Reduction: Stay Safe and Be
Prepared (2014) published by UNESCO, the following steps are to be taken
during disaster risk mapping activities:-

Set participants into 5-10-member teams.

-

Start to draw a school environment and surrounding areas map,
including existing landscapes such as rivers, reservoirs, rice fields,
hills, and public infrastructure such as roads, bridges, tunnels,
hospitals, police stations, firefighters, etc. If the participants are notsure of the map, participants can be given 15-30 minutes to walkaround the school and specified areas.

34

After the base map of each group is done, the activity coordinator asks eachgroup to discuss and mark the map based on one of the following specificthemes:-

Hazard - what disaster has the participant experienced? Who areparties that most affected by the disaster? Why? Participants may berequested to reflect on their own experiences or ton interview
teachers, friends, villagers around to find out about the dangers of
disaster. After that, participants are required to mark locations,buildings, and areas of disaster hazard.

-

Risk - when a disaster occurs, which areas and buildings exposed togreater risk than others? If the time is available, participants may berequested to think about the risks due to different types ofdisasters. For example, during earthquakes, volcanoes, floods,
etc. Mark buildings or areas where vulnerable groups live, such as
schools, hospitals, nursing homes, etc.

-

Capacity – what kind of building, infrastructure, or area required
when a disaster occurs? Mark important building, infrastructure orarea such as evacuation routes, assembly zones, safe zones, hospitals,
fire brigades, etc. Are the buildings, infrastructures or areas
thoroughly safe? Is there any other risks that have yet to be
identified? How great is the access to such building, infrastructure,
and area when a disaster occurs?

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Example of a disaster risk map
made by children in Huong Hoa, Vietnam | Source: UNISDR, 2012
2.

Risk Map Presentation

Once completed, the three maps above can be put together. If there isavailable time, participants can present it to all other participants. But when
the time is limited, the participants can present it at the next meeting as areference for designing an action plan.
The coordinator closes the activity by asking the participants about thefollowing points and:-

What do participants feel when drawing this map? What doparticipants feel when they have to interview people about theirexperiences during a disaster?

-

What do participants feel when successfully completing this disastermap?

-

Are there new things participants learned during the map creation
process?

-

According to the participants, how much the disaster risk faced by
the school community and the surrounding environment?

Evaluation

36

The facilitator evaluates this session by examining three aspects: materials,
processes and relationships between stakeholders in the training. Records ofthese three aspects were presented by the facilitator at the closing session.

37

STANDARD PROCEDURES OF EMERGENCY RESPONSE IN SCHOOL
Thursday, February 15, 2018
Respect Satellite Office

Preparation
The Facilitator prepares a session on Standard Procedures of Emergency
Response in School. Things to be prepared are (1) training materials; (2)equipment such as stationery, plano paper, glue, and so on; and (3) training
room and seat formation of the participants.

Aim and Objectives
The making of Standard Procedures of Emergency Response in School has
several objectives. After the session, participants are expected to be ableto: (1) transforming problems related to disaster resilience efforts in school andaround the school into a number of concrete actions and steps to be
implemented (2) selecting and determining priorities of actions to be taken
based on certain period of time (3) formulating standard procedures on
emergency response that can be submitted to relevant elements for input,
consideration and approval. This session is expected to produce SOP which isarranged in a matrix.

Training Structures
Process and flow of Standard Procedures of Emergency Response in School
sessions can be seen as follows:38

5 minutes

Introduction to the third session training materials and activities.

5 minutes

Games: acting disaster!

30 minutes

Each group developed Standard Procedures of Emergency
Response in School.

5 minutes

Evaluation and closing.

Activity Materials
1.

Games: "Acting of Disaster"Duration: 10 minutes, individual
Equipment: none
The game aims to educate children in regards to the first steps to be taken
when disaster occurs by using body movements. The game has only threecommands:-

If the game master shouts the word "Flood!", the participant must
demonstrate themselves by pretending to run using hand gestures-

If the game master shouts the word "Earthquake!", the participantmust demonstrate themselves by covering their head with hands.

-

If the game master shouts "Mountain erupts!", all the participants
have to demonstrate themselves by covering their mouths withhands as if using a mask.

In the first round, the game master will shout in order to ensure allparticipants understand the rules. In the second round, the mastergame will give commands and movements differently to confuse
participants. The game is conducted in 5-7 rounds and the exchange
process is accelerated in each round.
The game has only three commands:

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-

If the game master shouts the word "Flood!", the person or
participant who is crouched must run to find another house while
the houses remain in place.

-

If the game master shouts the word "Earthquake!", the house or the
standing participant must find another partner to form a houseabove the person who remains crouching in its place.

-

If the game master shouts "Mountain erupts!", all participants mustswitch positions to form the new configuration of the house and thenew person.

In the first round, the game master will shout in order to ensure allparticipants understand the rules of the game. In the second round, themaster game joins into one of the participants so that the participant which
are not in pair must be the next master game to shout orders. The game isconducted in 5-7 rounds and the exchange process is accelerated in eachround.
After the game complete, the master game will provide de-brief by asking
the participants about their feelings while playing: what should participants
do when a disaster occurs? Then close the session by delivering the
prepared material back early.

2.

Responding Skills

The standard procedure for emergency response depends on the type of
hazard, and should be adjusted to the unique conditions of ourenvironment. This procedure is structured based on five basic emergency
procedures as follows:-

Evacuate (from) buildings / buildings-

Shelter-in-place-

Get together and take shelter outside-

Evacuate to a safe place

40-Safe reunity-process to family

Some basic questions below can be references for facilitators to invite
students to develop an emergency response guide / standard. Each group is
expected to develop guidelines based on the disaster risk maps they havemade at the previous meeting. The facilitator will use some technicalquestions below as an initial stimulant.

Is there an early warning before any danger impact?
Does the danger occur quickly, without any warning (such as violence / riot,
earthquake, fire)? If so, can you react in accordance with the appropriate
standard operating procedures? If the hazard occurs with slow or not too
fast (such as floods, high winds, etc.), what kind of early warning they
have? Has the early warning system been tested? Is there enough time forending school times and use normal procedures to let students back to theirhome safely? Otherwise, the procedure for a hazard situation that occurs
quickly will be enforced.

Is the building (this school) safe?
If the building is not safe, then Evacuation (from) Building must be
implemented immediately. In case of immediate danger such as fire or
strong earthquake, it should be assumed that the building is not strong, andtherefore evacuation from the building should be promptly done. (important
here is that during the earthquake, everyone should stoop down, getprotected, and keep holding and evacuation should only start if theearthquake has stopped). In other situations, a quick assessment can be
conducted before evacuation are implemented through school hazard
signboard. If the building is safe, students, teachers, and other education

41

personnel should be instructed to conduct Shelter-in-Place. Back to theplace (reverse evacuation) is done to return to the place of origin regularly,
from the gathering points back to the classroom, to the Protection-in-Place.

Are schoolyard (also) safe?
If the schoolyard is declared as save, Gathering and Sheltering
Outside becomes the chosen procedure. If the schoolyard is known to be lesssecure (i.e. for tsunami-risked coastal areas) then Evacuation to Safe
Place must be done. Rapid assessments (i.e. hazardous materials, broken
power lines, cracked pipelines) can help make decisions between the two
options.

Is the community secure?
Can children safely reunite with their families, using normal procedures,without risking harm, death and damages? If it is not safe, then a safe reunity
procedure should be carried out, and children should remain in school withsupervision, until they can safely gather with their families. For situations
where disasters and emergencies occur, Family Safe Reunification
Procedures should be initiated to ensure that students are only reunited toparents/caregivers/guardians or designated parties before a disaster occurs,and each meeting is documented. Students should be kept and under thesupervision of the school.

3.

Preparation of Disaster Emergency Response Standard Matrix

Type of Disaster Management Flow
Earthquake-.................................

42

Person in chargeVolcanic eruption-.................................

-.................................

-.................................

-................................

-.................................

-.................................

-................................

-.................................

-.................................

Evaluation
The facilitator evaluates the Session on Standard Procedures of Emergency
Response in School by taking into account three aspects: materials, processes
and relationships between stakeholders in the training. Records of these three
aspects were presented by the facilitator at the closing session.

43

Reference
https://www.academia.edu/9469379/PEDOMAN_STANDAR_OPERASIONAL_P
ROSEDUR_PENANGANAN_TANGGAP_DARURAT_BENCANA_MUHAMMADIYAH_DISASTER_MANAGEMENT_CENTER

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