Disaster preparedness in the red zone schools at 13 years post tsunami 2004

11th Aceh International Workshop and Expo on Sustainable Tsunami Disaster Recovery

Yusuf, S.^1 ; Asniar^1 ; Rachmalia^1^2 ; Susanti, S.S.^1

Faculty of Nursing, Syiah Kuala University, Jl. Tgk. Tanoh Abee, Darussalam, Banda Aceh

23111, Indonesia^1

idn, Meuraxa, Banda Aceh

23233, Jl.Prof. Dr. Ibrahim Hasan, Meuraxa, Banda Aceh^2

关键词: Disaster preparedness;    Educational institutions;    Elementary schools;    Elementary students;    Monitoring and evaluations;    preparedness;    Resource mobilization;    Semi structured interviews;   

Others  :  https://iopscience.iop.org/article/10.1088/1755-1315/273/1/012038/pdf
DOI  :  10.1088/1755-1315/273/1/012038

来源: IOP

【 摘 要 】

Based on the Indonesian Disaster Risk Index, 75% schools in Indonesia are located in the medium to high-risk disaster-prone area. However, many educational institutions in Indonesia especially in Aceh Province, still consider disaster preparedness as inessential issues and tend to be ignored. This study aims to evaluate the preparedness of the high risk school communities after 13 years of post - tsunami 2014; related to policy parameters, knowledge, emergency planning, disaster warning systems and resource mobilization capacity. This is a descriptive explorative study using questionnaires to collect data from 80 elementary school teachers and 265 elementary students. A semi structured interviews with eight elementary school principals was also conducted to enrich the research findings. The study findings show that the school preparedness is in the low category (total index value 20.50); school teacher preparedness is in the medium category (total index value 61.79) and student preparedness is in the low category (total index value 52.12). The preparedness of the school community (a composite index of school institutions, teachers and students) is also in low category (total index value 43.09). The result of the study indicated that disaster preparedness programs in most elementary schools have not been well implemented. The lack of sustainability of the disaster preparedness school program and its monitoring and evaluation might contribute to this condition.