Regional Share relevant information including good practices and lessons learned at regional level so that a regional policy and guidelines can be drafted On going Both National Draft policy based on regional template 1 year both National Training and/or sensitization for line personnel (teachers, parents, students, officials) in the implementation of policy and template Initially 2 with ongoing training subsequent Both Improved coordination among stakeholders Regional Identify key stakeholders, assign roles and responsibilities and establish coordination mechanisms 6 months CDEMA, OECS, GADRESS partner Both National Identify key stakeholders, assign roles and responsibilities and establish coordination and monitoring mechanisms 6 month Ministries of education Technical Pillar 3: Risk Reduction and Resilience Education Priority area Reg/Nat Activity Timeframe Responsible Technical / Financial support Review and update DRM components in curriculum Regional Undertake Baseline Assessments: (i) Audit of existing DRM content in curricula across Caribbean states (ii) KAP survey (iii) Suggestion to include CCA A realistic timeframe must be determined based on the activities and the varied capacities/ needs of the countries CDEMA CDB Regional Identify a Working Group to: (i) Articulate the methodology, time frame and document in a manual (for the baseline assessments above). 6 months CDEMA/ESSC CXC OECS CDEMA
Annex III: National achievements, challenges and priorities per country Anguilla Achievements Challenges Priorities Naional disaster policy plan DRM documents mentions of education Responses are led by DRM office First aid training, fire estingisher, a number of drills, e.g. tsunami – tsunami ready / earthquake – tools and practice exercise, child friendly school initiative Comprehensive preparedness plan As of January 2017 have a maintenance manager who will oversee the school maintance Master planning exercise No safe school policy Upgrade of schools to become shelters Enabling Environment: Safe school policy Antigua and Barbuda Achievements Challenges Priorities Following the launch of the Safe School Programme, a more structured and sustained engagement in schools commenced. School Disaster Plan template is provided to schools. Schools generally have established exit routes and procedures for the various potential hazards. Ministry of Education Education Officers have been monitoring the implementation of the Safe School Programme, providing feeding back as required. First Aid Kits available in schools. Two teachers per school trained by UWI in collaboration with USAID. DRR focal persons identified at primary and secondary levels. Assessment conducted to determine school needs to enhance facilities. 26 schools took part in tsunami drill. Assessment is being analysed to guide preparation of specific recommendations to the MoE to address weaknesses. Occasionally teachers are unable to add DRR and school safety to regular responsibilities. Ministry of Education has accepted ownership but needs to ensure that all components/actors fully understand and appreciate this. Greater leadership is required to ensure improved centralisation and coordination for the roll out towards quality compliance. Financial allocation to for school safety to be mainstreamed into national budget and not an ad-hoc basis. Enabling Environment: Mechanisms for continuation of procedures during the transfer of new principals. Safe Learning Facilities: Conduct of routine maintenance of the school facilities. Guidance for construction of new schools. Purpose building for one section of the school to be used as temporary shelter. Enforcement of building code for schools. School Disaster Management: Continue Training teachers in First Aid. Follow-up on the implementation of the 2012 mandate, requiring each school to have a Disaster Plan and implement quarterly drills. British Virgin Islands Achievements Challenges Priorities Standards and guidelines for assessments are available. School certification POY 2019. Increase involvement of partners. Set a balance among the different hazards to be addressed. Increase funding for school safety. Safe Learning Facilities: Infrastructure development to support the expansion of the secondary school and repairs to existing schools to meet SAFE-SMART standards. Implementation of CROSQ standards for laboratories. School Disaster Management:
Improve safe site selection for school construction. School Disaster Management: Improve school preparations for fire hazard (emergency response and evacuation). Risk Reduction and Resilience Education: Mainstream Disaster Risk Reduction and Climate Change Adaptation into national curricula. Guyana Achievements Challenges Priorities Standard protocol for safe schools, referring to safe learning environments. Climate Change Adaptation mainstreamed into curricula. Extent of territory makes school access difficult. Safe Learning Facilities: Improve and sanitation facilities in schools (provision of pure water for Hinterland and Riverine Schools, and solid waste storage and disposal in coastal schools). Risk Reduction and Resilience Education: DRR capacity of teachers. Reinforce Education for Sustainable Development at all levels. Managing behaviors of children and using positive discipline in schools. Integration of SEN Learners into the Mainstream schools. Montserrat Achievements Challenges Priorities Red cross is working in training staff in aspects of safe school programme All fire response plan Monsterrat observatory / Disaster management office Children competition – all of the schools Working with Red Cross (first aid) marine hazard, volcanic risk, allocation of budgte not existens School – listed as huriccane shelter Aging infrastructure, non-existing of maintains of building (old schools 1968), Curriculum updating New school is not located in the right place Safe Learning Facilities: Enhance learning facilities Risk Reduction and Resilience Education: Develop a national curriculum – DRR is intergrated Saint Kitts and Nevis Achievements Challenges Priorities Orientation of the various stakeholders in education; training and simulations for fire & tsunami; extinguishers in school Schools developed school safety plan; one teacher identified and trained in each school with responsibility for school safety No clear framework or policy to guide implementation of school safety. Limited financial resources. Enabling Environment: Develop, implement and monitor school safety and security policy and related framework for school safety and security policy Safe Learning Facilities: