INTRODUCTION
The necessity of the research
Climate change significantly impacts human society, particularly in vulnerable nations like Vietnam, where children and women face heightened risks (UNICEF, n.d.) The country's average annual temperature has increased by approximately 0.89°C, while rainfall patterns have shifted, decreasing by 1% to 7% in the Northern regions and increasing by 6% to 21% in the South Projections indicate that by 2100, maximum rainfall could rise by over 20% in many Northern, mid-Central, Southern, and Central Highlands areas, with average one-day maximum rainfall increasing by 10-70% compared to historical levels (UNFCCC, 2020).
As temperatures are projected to increase by over 3°C, the frequency of intense typhoons is likely to rise This shift in climate patterns heightens climate-related hazards and escalates the risk of extreme weather events, including heatwaves, hurricanes, floods, and droughts (Shannon et al., 2019).
Natural disasters have a profound impact on Vietnam's education sector, leading to significant damage and loss of life In recent years, events such as the 2006 typhoon Xangsane, which damaged 2,760 classrooms in Da Nang, and the destruction caused by typhoon Damrey, which affected over 4,000 schools, highlight the vulnerability of educational institutions In 2017 alone, 16 storms resulted in severe casualties, with 40 children losing their lives due to natural disasters The toll continued in 2020, with 275 deaths and 65 missing persons reported, primarily due to landslides and floods The Ministry of Education and Training (MoET) indicated that the education sector suffered losses exceeding 600 million, underscoring the urgent need for disaster preparedness and resilience in schools.
2 billion VND due to storms and floods in 2020, especially with provinces in the middle parts of Vietnam
Table 1 1 Damage in the education sector of some provinces caused by natural disasters in 2020
Place Damaged teaching and learning equipment Affected students
Quang Binh 334 schools with about 3,000 classrooms 03 drowned
Quang Tri 309 schools were flooded, 2109 classrooms were flooded, damaged
Binh Dinh 19 high schools had their roofs blown, garage collapsed, fences collapsed
Quang Nam Many schools were flooded, wall collapsed, roof blown up, landslides; 03 drowned
Figure 1 1 Damage in the education sector caused by natural disasters in 2020
Quang Binh Quang Tri Thua Thien Hue Quang Nam Ha Tinh Binh Dinh
Damage in the educational sector caused by natural disasters in 2020
The Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030 highlights the importance of enhancing school resilience, as stated in Article 30 (c) It calls for the strengthening of disaster-resilient investments in both public and private sectors, focusing on structural, non-structural, and functional measures for disaster risk prevention and reduction, particularly in critical facilities such as schools and hospitals, as well as essential physical infrastructure.
The Comprehensive School Safety Framework (CSSF), initiated by the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) in 2013, represents a holistic approach to mitigating risks associated with climate-related disasters in education It emphasizes three key pillars: Safe Learning Facilities, School Disaster Management Risk Reduction, and Resilience Education As part of the global movements following the Framework for Disaster Risk Reduction 2015-2030 by UNDRR, CSSF has been contextualized and implemented in various countries, particularly in disaster-prone areas, to enhance school safety and resilience.
Vietnam, significantly affected by monsoons and with a long coastline, faces severe impacts from climatic disasters, including floods and storms, which extend beyond economic losses to threaten livelihoods, health, and education (Shaw, 2006) In response, the Government has implemented various initiatives to guide the education sector in addressing natural disasters and climate change Notably, MoET's decision No 329/QĐ-BGDĐT, issued on January 25, 2014, aims to enhance awareness and knowledge of climate change and disaster management among students, parents, and teachers through the project "Information and Raising Awareness Campaign on Climate Change Response and Natural Disaster Management in Schools" for 2013-2020 This initiative aligns with the National Strategy for Natural Disaster Prevention, Response, and Mitigation to 2020, emphasizing the critical need for disaster education.
To enhance disaster mitigation education, it is essential to incorporate disaster knowledge into school curricula and improve safety through facility upgrades In line with this objective, the Ministry of Education and Training (MoET) has released Decision No 3162/QĐ-BGDĐT in 2020, which establishes the natural disaster response plan for the years 2021-2025.
Current disaster management decisions and projects lack specificity and have not been effectively implemented at the school level Guidance from the People's Committee or the Committee for Natural Disaster Prevention and Control is typically provided at the start of the school year or during disaster seasons, leading to seasonal responses like school reinforcement and tree pruning However, these measures do not constitute a comprehensive preparedness strategy A robust disaster risk management plan requires a holistic approach that encompasses preparedness, response, rehabilitation, reconstruction, prevention, and mitigation As a result, significant damages continue to occur annually due to natural disasters, with recovery often taking an extended period.
The school safety framework (SSF) plays a crucial role in enhancing resilience against various disruptions that threaten educational continuity, particularly in coastal communities By establishing a set of minimum essentials, primary schools can ensure student safety, facilitate disaster risk reduction (DRR) activities, and maintain operational functions during and after disruptive events The SSF also aids in optimizing resource allocation for continuity and recovery plans, as highlighted by Sahebjamnia et al (2018) Recommendations for the Government and the Ministry of Education and Training (MoET) focus on developing a comprehensive preparedness framework for schools The minimum essentials encompass a holistic approach across five key domains: Infrastructure, Disaster education and training, Institutional issues, Collaboration, and Natural Surroundings.
What are the minimum essentials in this study?
Minimum: the amount is the lowest possible (Oxford’s dictionary)/ the smallest amount or number allowed or possible (Cambridge’s dictionary)
Essentials refer to the fundamental elements required in specific situations or for accomplishing particular tasks, as defined by Oxford's dictionary Similarly, Cambridge's dictionary describes essentials as the core ideas or qualities that are most significant within a given context Understanding these essentials is crucial for effective decision-making and prioritization.
In academic contexts, "minimum essentials" refers to the fundamental requirements necessary for effective functioning in specific situations In the realm of medical education, Schwarx & Wojtczak (2002) outlined the "Global minimum essential requirements" that all graduates must meet to qualify as "global physicians," irrespective of their training location These essential requirements are categorized into seven domains, encompassing critical areas such as knowledge, skills, professional attitudes, and behavior.
(2013) proved the minimum essentials for school health service that show the uniformity in practices and procedures in improving the health of school children (Ellis, 1939)
In 2010, the Inter-Agency Network for Education in Emergencies (INEE) published the second edition of the minimum standards for education, titled "Preparedness, Response, Recovery," which includes 19 standards organized into five domains This handbook is designed to improve the quality of educational preparedness, response, and recovery, while also increasing access to safe and relevant learning opportunities and ensuring accountability in service delivery (INEE, 2010).
A Sakurai (2017) emphasized the importance of reactivating school disaster preparedness activities in Banda Aceh City, Indonesia, by proposing essential measures for school safety These measures include implementing an annual school plan that mandates at least one tsunami evacuation drill each year and allocating a budget specifically for preparedness activities The proposed requirements are minimal, ensuring that schools can effectively enhance their disaster readiness (Sakurai et al., 2018).
However, Japan or Indonesia are two natural disaster hot spots located in The Pacific Ring of Fire Due to the topographical features, school safety studies in these countries n
Tsunamis and earthquakes require rapid and effective response strategies due to their devastating impact Countries like Japan, with a long history of developing school safety frameworks and standards, serve as key examples in this area Consequently, research predominantly focuses on enhancing these response approaches to improve safety and preparedness in educational settings.
Vietnam, as a developing country with low socio-economic status, faces significant challenges in disaster risk reduction (DRR) for school safety Unlike other disaster-prone nations that have implemented comprehensive safety measures in schools, Vietnam is focused on upgrading semi-permanent classrooms to more durable structures Coastal regions are particularly vulnerable, experiencing severe storms and floods, yet the essential DRR preparedness measures for ensuring school safety in these areas remain insufficient.
Resilience assessment is crucial for understanding a community's ability to withstand disasters, with various scholars proposing different frameworks Sivell (2008) identified three key elements—society, economy, and environment—while C Susan (2010) and Joerin and Shaw (2010) expanded this to five dimensions: society, economy, institution, infrastructure, and nature Additionally, Tong (2012) developed the School Disaster Resilience Assessment (SDRA), which includes indicators across five dimensions: physical conditions, human resources, institutional issues, relationships, and natural conditions These frameworks highlight the interconnectedness of these dimensions, emphasizing the need for a holistic approach to sustainability in ecosystems at all levels.
This study categorizes resilience assessment essentials into five key domains: natural surroundings, infrastructure and facilities, disaster education and training, collaboration, and institutional issues Natural surroundings and infrastructure are identified as foundational elements, while institutional issues create an enabling environment that supports the other domains Additionally, collaboration and education and training are critical components for enhancing school safety.
Research questions and research objectives
- What are the effects of natural disasters and extreme climatic events on the education sector?
- How policies and practice of school DRR implementation in Vietnam?
- What is a school safety framework, and what adjustments should be made to make it adaptable for primary schools and contextualized for Vietnam?
- What is a set of minimum essentials feasible for the SSF for primary schools in Vietnam?
Three main objectives of this study, including:
- Synthesize the impacts of natural disasters and climate change to the education sector
- Analyze policies in school DRR and CCA
- Study the school safety framework and contextualized for Vietnam
- Propose minimum essentials for school safety framework
- Literature review of school safety, socio-economic conditions, educational system, natural disasters, and CC in Vietnam;
- Synthesis of the impacts of natural disasters and extreme climatic events on the education sector;
- Analyze policies and practices in the education sector in terms of DRR and CCA;
- Indicators for school safety framework for primary schools in Vietnam;
- A set of minimum essentials for SSF for primary schools in Vietnam.
Objects and scope of the research
Research object: A set of minimum essentials for school safety framework for primary schools in Vietnam
Research scope: Coastal areas of Vietnam n
This study focuses on the entire coastal region of Vietnam, utilizing a literature review, national-level policies, and secondary data Following an initial assessment, three representative provinces/cities were selected for feasibility investigation: Quang Ninh in the North, Da Nang in the Central region, and Ba Ria - Vung Tau in the South.
Time: from September 2020 to June 2021;
Literature review
This study utilizes the Comprehensive School Safety Framework (CSSF) as its primary reference, incorporating its indicators to assess school safety However, the framework is adapted to align with the unique characteristics and conditions of the specific study area.
The Comprehensive School Safety Framework (CSSF) represents a holistic strategy aimed at mitigating risks from various hazards, particularly natural disasters and extreme climatic events, within the education sector Natural disasters can have profound economic and social impacts, especially in developing countries where inadequate disaster management and low resilience exacerbate the effects CSSF is structured around three essential pillars: Safe Learning Facilities, School Disaster Management, and Risk Reduction and Resilience Education, which collectively safeguard students and educators from hazards, prevent educational disruptions, and bolster resilience This study focuses on developing a tailored school safety framework specifically for coastal areas, emphasizing the need for a comprehensive safety approach as a vital reference.
Figure 1 2 Comprehensive School Safety Framework
(Source: GADRRRES) 1.5.2 Practical basis of school safety framework
1.5.2.1 School safety practice in the World
Countries have been conducting school safety projects based on three pillars of CSSF or typical implementation for a specific area throughout the world
The "Comprehensive School Safety Policy: Case Studies" by the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector examined trends in school safety policies across nine Asia-Pacific countries This study highlighted the essential role of each pillar in the Comprehensive School Safety Framework (CSSF) and emphasized the importance of collaboration among stakeholders to effectively implement and sustain school safety initiatives.
In response to the 2008 Sichuan earthquake, China initiated the National Primary and Secondary School Building Safety Project, aimed at assessing and enhancing the safety of schools nationwide, including those not directly impacted by the disaster This initiative highlights the effectiveness of centralized governance in implementing comprehensive safety measures in educational infrastructure.
•Disaster-resilient and 'green' design,
•Physical, environmental, and social protection;
•Representative/participatory SDM linked to school-based management;
Pillar 3: Risk reduction and resilience education
•Formal curriculum integrations and infusion
•National consensus-based key messages
•Teacher training and staff development
•Extra-curricular and community- based informal education n
The implementation of school safety measures highlights the significance of collaboration among central government, provincial authorities, local governments, educational institutions, and international organizations This initiative underscores the collective effort required to enhance safety in schools effectively.
Japan, located along the Pacific Ring of Fire, significantly improved its earthquake-resistant primary and lower secondary schools, increasing the proportion from 44.5% to 98% between 2002 and 2016, according to GARRRES's report This achievement was driven by the Earthquake-resistant School Buildings program initiated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) Under MEXT's guidelines, nearly 52,000 schools underwent assessments, retrofitting, or reconstruction to ensure seismic safety by 2015.
Uttar Pradesh, a disaster-prone state in India with a low socio-economic status, has implemented a collaborative program with the World Bank and UNDP to enhance disaster resilience As part of this initiative, the government developed earthquake-resistant designs for 6,850 school buildings and 82,039 classrooms By 2006-2007, over 6,844 of these buildings were successfully constructed using the new designs, significantly improving safety in educational infrastructure.
In 2004, Uzbekistan recognized its significant earthquake risk and launched the National Programme on School Education Development for 2004-2009, which mandated the retrofitting or rebuilding of unsafe school buildings Over the next six years, the national government collaborated with various governmental agencies to retrofit, repair, or reconstruct a total of 8,501 schools, implementing innovative anti-seismic designs to enhance safety.
In Cuba, the Ministry of Education has implemented an informal Disaster Risk Reduction (DRR) education program developed by MINED, aimed at the entire community This initiative, known as the Education, Leadership, and Gender project, seeks to bolster resilience and improve the response capabilities of children and communities in the face of natural hazards.
California is recognized for its robust disaster management strategies, with around 1,000 schools implementing a Safe School Plan Local government initiatives have led to the distribution of educational apps that inform users about disaster risks, and schools actively participate in global earthquake drills These plans are reviewed and updated annually, and school committees, including various stakeholders, have been established to enhance collaboration and operational efficiency.
Situated in the Ring of Fire, the Philippines is highly vulnerable to natural disasters A significant advancement in disaster management policy is the Children's Emergency Relief and Protection Act, enacted by President Aquino in 2016, which establishes critical measures to safeguard children during emergencies.
In Indonesia, disaster management is governed by Law No 24, which emphasizes the importance of preparedness in the education sector According to the Indonesia Disaster Education Association, establishing a vigilant and safe school environment requires four key parameters: fostering positive attitudes and actions, developing effective school policies, preparing comprehensive planning, and mobilizing resources These principles form the foundation for implementing school safety measures across the country.
In response to the increasing impacts of disasters on children and education in the Asia Pacific, World Vision launched the "Advancing School Safety in Asia" project across eight countries, including Cambodia, China, Indonesia, Mongolia, Myanmar, Nepal, the Philippines, and Vietnam This initiative aims to promote the Comprehensive School Safety Framework (CSSF), which serves as an integrated approach to enhance resilience and effectively address hazards within the education sector.
World Vision's project, "Comprehensive School Safety Initiatives – Pacific Asia," spans Myanmar, Mongolia, China, Nepal, and Vietnam, focusing on three key pillars of the Comprehensive School Safety Framework (CSSF) The initiative aims to ensure that children have access to safe, uninterrupted quality education while safeguarding their rights to survival and safety.
12 face of hazards” World Vision promoted and advocated the adoption and implementation of the CSSF (World Vision, 2015c)
1.5.2.2 School safety practice in Vietnam
In recent years, schools in Vietnam, situated in disaster-prone regions, have focused on improving resilience through investments in infrastructure and institutional measures However, these efforts remain inconsistent, lacking a comprehensive and year-round approach.
METHODOLOGY
Desk review
The initial phase of this study involved a comprehensive desk review, synthesizing secondary data from three key sources: previous research, current policies and programs focused on Vietnam, and damage reports from the Vietnam Disaster Management Authority (VDMA) This review encompassed international and national studies on school safety, disaster risk reduction (DRR), and resilience assessments related to climate change and natural disasters Additionally, it analyzed existing policies and programs for implementing school DRR in Vietnam and globally The findings from VDMA reports on recent damages in the education sector were also integral to this analysis This desk review not only helped identify the research problem but also provided valuable insights into the theoretical and legal foundations necessary for developing a school safety framework tailored to Vietnam.
Interview and observation
- Quang Ninh, Da Nang: Online semi-structured interview (google doc) n
- Ba Ria – Vung Tau: Face to face semi-structured interview:
- Ba Ria – Vung Tau: 10 schools
Figure 2 3 List of the respondents (name of districts the brackets)
• Thanh Son semi- boarding ethnic minority school (Ba
• Thanh Lam semi- boarding ethnic minority school (Ba
• Le Dinh Chinh (Hai Chau)
• Ton Duc Thang (Cam Le)
• Hoang Du Khuong (Cam Le)
• Nguyen Nhu Hanh (Cam Le)
• Dung Si Thanh Khe (Thanh Khe)
• Nguyen Trung Truc (Thanh Khe)
• So 1 Hoa Nhon (Hoa Vang)
• Tran Quang Dieu (Ngu Hanh Son)
• Nguyen Thi Hoa (Dat Do)
• Huynh Minh Thanh (Xuyen Moc)
• Nguyen Ba Ngoc (Ba Ria)
Figure 2 4 Location of 10 primary schools in Quang Ninh
Figure 2 5 Location of 10 primary schools in Da Nang n
Figure 2 6 Location of 10 primary schools in Ba Ria – Vung Tau
In 2020, face-to-face interviews were conducted with school principals in Ba Ria – Vung Tau province after the preliminary development of essential indicators In 2021, online interviews via email were held with school principals in Da Nang and Quang Ninh.
Ten schools were selected from various cities and districts for semi-structured interviews, which explored five key domains related to school safety The interview format consisted of two parts: predetermined questions and open-ended inquiries that encouraged discussion about the challenges and opportunities in implementing school safety measures This approach allowed respondents to share their insights and experiences regarding school safety and disaster risk reduction (DRR) The findings from these interviews were cross-referenced with secondary data to validate the information and identify any discrepancies between primary and secondary sources.
Figure 2 7 Interview with school principal
The observation activity aimed to gather reliable insights and additional information beyond what respondents provided In Ba Ria – Vung Tau, simultaneous observations and interviews were conducted, allowing the researcher to participate in classes, tour campuses, and observe disaster risk reduction (DRR) implementation and regular school activities For Quang Ninh and Da Nang, the investigation utilized school pictures and maps provided by interviewees The focus of the observations included infrastructure such as buildings, equipment, fire fighting systems, and hygiene and water systems, as well as the natural surroundings, including proximity to government agencies, factories, and hazardous sources Furthermore, the conditions of the schools and local areas were assessed and compared with respondents' answers and information gathered from desk reviews.
Key informant interviews with experts from NGOs, NPOs, and educational institutions revealed critical insights into the importance, challenges, and opportunities for implementing school safety and disaster risk reduction (DRR) activities within the education sector These consultations assessed the feasibility of essential measures and provided valuable recommendations and solutions for enhancing safety in schools.
The criteria for choosing the interviewee: Participated in school safety projects
The interview method: telephone and email
The interview was structured into two main sections: the first focused on essential questions regarding the challenges and opportunities in implementing school safety measures, while the second part addressed the minimum essentials, with interviewees providing insights on key indicators.
Stage 2: Contact the interview for acceptance
Stage 3: Send the interview content to the interviewees in advance by email
Content analysis and narrative analysis
Figure 2 8 The methodological framework of the study n
Figure 2 9 Qualitative research framework of the study
Methods of data analysis
All the data were analyzed by qualitative methods (Narrative analysis and thematic analysis) The qualitative method consisting of narrative and thematic is used to analyze primary data and information
Prior to the interview phase, a preliminary version of essential elements was developed based on findings from the desk review The author crafted interview content incorporating keywords and key issues During the interviews, respondents' answers were recorded, allowing for narrative analysis to identify and categorize recurring words, phrases, and ideas Thematic analysis was also employed throughout the interview process, enabling the author to discern patterns of blockers and facilitators in the implementation of Disaster Risk Reduction (DRR) across various schools These methodologies revealed common challenges faced by schools in similar areas or with comparable characteristics.
In the final stage of the interview and data analysis, analytical and comparative methods were utilized to identify issues and organize information, focusing primarily on both primary and secondary data.
Figure 2 10 Method of data analysis n
THE STUDY SITE
Overview of Vietnam’s coastal zone
Vietnam is recognized by the World Health Organization as one of the most disaster-prone countries globally, facing numerous natural hazards due to its 3,440 km coastline and diverse topography The nation experiences various hydrometeorological events, including typhoons, floods, heavy rainfall, and droughts, as well as geophysical hazards like landslides Alarmingly, around 70% of the population residing in coastal and low-lying delta regions are at risk of flooding Additionally, Vietnam's tropical climate, characterized by high temperatures and humidity, makes it particularly vulnerable to annual tropical cyclones, which can lead to significant flooding, especially when accompanied by storm surges.
Vietnam's coastal zones, characterized by unique geographical and climate conditions, face significant risks from natural disasters annually These regions also have some of the highest population densities in the country, coupled with the largest number of primary schools located in coastal and delta areas Given the high exposure to potential hazards, there is an urgent need to enhance resilience and adaptive capacity in these vulnerable communities.
Table 3 1 Number of primary schools in same areas
Area Number of primary schools
North Central and Central Coastal areas 3,253
(Source: The statistical yearbook of Vietnam in 2019)
Vietnam is currently facing severe storms and floods in its coastal regions, highlighting the increasing frequency of natural disasters driven by rapid urbanization and climate change This crisis poses significant threats to public facilities and infrastructure, underscoring the urgent need for resilience and adaptation strategies.
Severe flooding and natural disasters, including storms and storm surges, disrupt service delivery in education, impacting 11 percent of schools in coastal regions (World Bank, 2020) These events annually damage classrooms and facilities, leading to significant interruptions in education In response, the Government has been enhancing the physical infrastructure of educational institutions in these vulnerable areas to mitigate the effects of such disasters.
This study focuses on the entire coastal area of Vietnam, utilizing national-level literature reviews, policies, and secondary data Three representative provinces—Quang Ninh in the North, Da Nang in the Middle, and Ba Ria - Vung Tau in the South—were selected for a detailed investigation of feasibility These provinces, while situated in coastal zones, exhibit a diverse and complex topography that includes coastal, low plain, and mountainous features This unique geography unfortunately heightens the risks of natural disasters, particularly storm-induced flash floods and landslides.
Quang Ninh has identified 371 locations prone to landslides and floods, as reported by the official government website A particularly severe storm in August 2015 resulted in damages amounting to VND 2,700 billion, leading to 17 fatalities and the destruction of hundreds of homes.
Da Nang’s Central Committee for flood and storm control indicated that from 1999 to
2009, Da Nang recorded 23 storms, 35 floors, affecting 277 people, more than 200 deaths The total economic losses amounted to VND 6,803.5 billion (Duong, 2020)
In recent years, Ba Ria – Vung Tau experienced significant losses due to natural disasters, particularly in 2018, when nine storms, including the devastating Usagi in November, resulted in fatalities and extensive property damage Despite being located in the southern region, the area is generally less prone to storms.
The monsoon significantly impacts coastal regions, primarily leading to flooding When the monsoon coincides with high tides, it can result in dangerous sea level surges These storm surges pose a serious risk, as the combination of elevated water levels and high waves can overwhelm dykes, inundate fields, and result in substantial damage to both property and lives (IMHEN, 2015).
Damage caused by natural disasters
Natural disasters significantly impact children's well-being, with statistics showing a high percentage of affected children compared to adults While the total number of injuries surpasses fatalities in the general population, the opposite is true for children, highlighting their vulnerability in dangerous situations Women and children are particularly at risk during such events To enhance children's safety, it is essential to raise awareness and teach vital skills, including swimming, first aid, emergency escape, and flood detection, especially for primary school students aged 6 to 11 This developmental stage is crucial for acquiring these life-saving abilities.
Table 3 2 The number of people affected by natural disasters in Vietnam from 2012 to
Table 3 3 The statistics of damage in schools caused by natural disasters in Vietnam from 2012 to 2017
Affected school school 373 1529 232 104 1445 1431 5114 Collapsed, floated classroom room 47 66 15 14 1817 2358 4317
Damaged tenement house and day house room 0 2 0 0 304 163 469
Damaged functional house houses room 0 0 21 0 1255 1257 2533
Number of students absent from school people 0 450 0 0 2902 183 3535
Damaged equipment and facility unit 0 0 0 0 32 0 32
Natural disasters have increasingly caused significant damage, with the number of affected schools rising dramatically from 373 in 2012 to 1,431 in 2017 Notably, the instances of collapsed floating classrooms surged from just 47 in 2012 to an alarming 2,358, highlighting the urgent need for improved disaster preparedness and infrastructure resilience.
In 2017, significant structural damages were reported, including destroyed classrooms, torn roofs, and flooded learning spaces, along with broken furniture Consequently, it is essential to construct classrooms that adhere to safety standards and are situated in secure locations within the community.
Natural disasters impose significant challenges on society and families, particularly in economically vulnerable regions like remote and coastal areas The consequences extend beyond physical damage, affecting students' health, well-being, and educational continuity When students miss school due to these disasters, they risk dropping out, especially if parents prioritize immediate economic benefits over education This trend highlights the urgent need for support systems to address the educational disruptions caused by natural disasters.
COVID-19 pandemic’s impact on the education sector
The COVID-19 pandemic stands as the most significant biological hazard disaster in recent years, causing widespread disruption and adverse effects across the globe Its impact has been particularly profound on the education sector, highlighting the challenges faced by students and educators alike.
A report by the National Economics University of Vietnam highlights that the education sector has experienced the most substantial economic downturn due to the impact of COVID-19, surpassing the challenges faced by other sectors.
The COVID-19 pandemic, if prolonged until June 2020, was projected to cause a significant decline of up to 60% in the education sector, highlighting its vulnerability and the challenges of recovery (NEU & JICA, 2020) In addition to these visible impacts, the pandemic has led to invisible damages, including disruptions in school hours, a decline in teaching quality, and negative effects on the mental health of both students and teachers, underscoring the need for flexible and supportive policies in education.
Vietnam is considered to have built a success story with its fight against the COVID-19 pandemic As of May 08th, 2021, the country has had 3,152 cases (2,560 recovered), only
35 deaths (MoH, 2021) Nevertheless, schools are always at high risk of virus spreading
In early 2021, Xuan Phuong Primary School in Nam Tu Liem, Hanoi, encountered a significant risk of COVID-19 cross-infection after one student tested positive Nearly 100 individuals, including students, teachers, and staff, were isolated for 14 days However, due to effective educational governance, risk communication, and collaboration among schools, parents, and government agencies, the school successfully prevented any cases of cross-infection.
As the pandemic situation has grown increasingly complex, schools have become prime locations for COVID-19 outbreaks In May 2021, nearly 1,000 students and teachers from Nguyen Binh Khiem Primary School in Dak Lak province, along with 200 students from An Dinh 2 Primary School in Ben Tre province, were affected.
30 isolated The pandemic potentializes cascading risks such as physical and mental health problems, disruption of the education process, continuity, effectiveness of teaching and education
Effective risk communication is crucial in managing the COVID-19 pandemic in Vietnam, as it enhances public awareness of the virus and provides essential information to citizens (Shaw et al., 2021) This approach not only minimizes harm to individuals and the community but also influences behavior changes that reduce the risk of infection.
Timely access to information is crucial for effective educational governance during the COVID-19 pandemic, as it facilitates prompt guidance and helps minimize virus transmission This involves not only the exchange of information between schools and management agencies but also fostering communication between schools and families By enhancing collaboration between parents and teachers, students receive the necessary support to maintain health safety while continuing their education.
The Sendai Framework identifies biological hazards, including epidemics and pandemics, as critical factors in disaster risk reduction from 2015 to 2030 A key global target within this framework is to ensure early recovery and the continuity of essential services, particularly in education.
The COVID-19 pandemic presents a global challenge, impacting educational services through both immediate and long-term consequences, such as disrupted learning opportunities and children's mental health (Shaw et al., 2021) As schools navigate these difficulties, they must seize opportunities to adapt and enhance resilience in the face of ongoing challenges To thrive in "The New Normal," the education sector needs to optimize resource allocation for effective continuity and recovery plans (Sahebjamnia et al., 2018).
Implementing a comprehensive school safety plan is essential, with Disaster Risk Reduction (DRR) education being a key focus By conducting training sessions and integrating DRR into the curriculum, both students and teachers gain vital knowledge and skills related to disaster awareness This understanding of risks influences individual behaviors, encouraging practices such as maintaining hygiene, social distancing, and taking civic responsibilities seriously Additionally, DRR education can be effectively merged with sustainable education in social or natural sciences, while extracurricular activities further enhance the understanding of local community challenges.
The effective implementation of COVID-19 prevention measures in educational institutions requires collaborative efforts from various stakeholders Essential support includes medical guidance from healthcare professionals and technical assistance for e-learning platforms and health monitoring tools Additionally, to ensure educational continuity and promote equal opportunities for all students, it is crucial to provide support from social welfare services for those in need of special assistance during the pandemic.
Incorporating a pandemic response plan into the school annual strategy is essential for minimizing the impact of disasters on academic performance A well-prepared plan allows educational institutions to react swiftly and effectively to emergencies Additionally, critical decisions regarding reopening, transitioning to online learning, adjusting the curriculum, and modifying vacation schedules are vital for ensuring student safety while maintaining educational effectiveness.
Climate change, natural disaster and COVID-19 response policies
In this part, governmental policies and programs related to climate change, education innovation, and natural disasters were analyzed In general, with the aim to achieve n
In the past decades, government initiatives aimed at reducing and responding to natural disasters in the education sector primarily emphasized physical infrastructure, such as buildings and classroom materials However, there has been a lack of focus on essential components like disaster knowledge, awareness, and management, as well as institutional challenges During this time, activities to promote disaster risk reduction (DRR) education in schools were relatively general compared to the more targeted approaches seen in recent years.
In Vietnam, the government prioritized reinforcing semi-permanent classrooms and facilities in disaster-prone areas to address the educational disparities caused by low socio-economic conditions However, guidance on natural disaster response for schools was only provided at the start of storm seasons, indicating a lack of comprehensive, long-term preparedness strategies.
In recent years, government policies on school safety and disaster risk reduction (DRR) have advanced significantly, focusing not only on physical safety but also on climate change and DRR education A key objective is to raise awareness about climate change and natural disasters Educational institutions are encouraged to train teachers and education officers while integrating DRR and climate change into both the school curriculum and extracurricular activities, ultimately enhancing students' self-rescue skills.
Decision No 732/QĐ-TTg, issued on April 29, 2016, focuses on the training of teachers and educational officers to align with essential innovations in general education institutions from 2016 to 2020, with a vision extending to 2025.
2015, more policies and plan with specific and clarified criteria and standards were issued For example, decision No.234/QĐ-TTg stipulated the rate of students learning swimming skills at schools
The Government's current policies on school safety and disaster risk reduction (DRR) are significantly more comprehensive and effective than previous guidelines, emphasizing a proactive approach to enhancing school safety.
In the past, there was a well-prepared plan that lacked a seasonal response Current policies are now more specific, incorporating particular criteria This shift reflects a deep understanding of the potential within schools and children, emphasizing preparedness and self-rescue through targeted interventions and empowerment, which fosters increased proactivity.
The decision No 3162/QĐ-BGDĐT, issued on November 22, 2020, outlines essential requirements for creating a comprehensive school safety framework to address natural disasters and climate change It emphasizes the importance of implementing disaster risk reduction (DRR) strategies and enhancing school resilience to ensure continuity of operations during and after disruptions Key components include establishing building standards and criteria, efficiently utilizing resources, and fostering international collaboration.
Recent policies have significantly improved infrastructure and material facilities in schools It is essential for schools to prioritize student safety by ensuring a healthy study environment, addressing issues related to pollution, water quality, sanitation, and hygiene In addition to constructing sturdy buildings that meet national standards, school infrastructures must also be designed to withstand specific natural disasters prevalent in their regions.
34 Figure 3 1 National legal instrument underpinning the Minimum Essentials
Directive of MoET on natural disaster prevention, flood, storm, search and rescue annually
Decision no 1183/QĐ-TTg (August
Berefore 15: 20The main content of policies in this period generally focuses on the physical aspect such as school building and classroom The
Government put effort into replacing semi-permanent classrooms or reinforce material facilities
Decisions and Directives on disaster response were still seasonality Raising awareness and integrate climate change and natural disaster knowledge into school curriculum was still general
Decision no 161/QĐ-TT (February 25th, 2016)
Decision 234/QĐ-TTg (February 5th,
2016) Decision no.732/QĐ-TTg (April 29th, 2016)
Decision no.1436/QĐ-TTg (October 29th, 2018)
Circular no 17/2018/TT-BGDĐT (August 22th,2018)
Decision No 1329/QĐ-BTTTT (August 03rd, 2020)
Decision no 3162/QĐ-BGDĐT (November 22nd, 2020)
After 2015, policies increasingly focused on raising awareness and implementing disaster risk reduction (DRR) education in schools, alongside teacher training These decisions are characterized by detailed provisions and specific criteria The government's current approach to school safety and DRR has become more comprehensive and effective, emphasizing the development of proactive plans rather than relying on seasonal responses as in the past.
RESULTS
Observation of the school safety issues
The rising summer temperatures and frequent heatwaves are clear indicators of the intensifying effects of climate change, exacerbated by urbanization, particularly evident in Vietnam's tropical climate To safeguard students' health during extreme heat, schools have turned to air conditioning; however, this reliance can lead to health issues such as heat shock, dehydration, and skin disorders Consequently, implementing a combination of green and grey solutions in schools is essential to create a healthier environment for children.
School buildings and classrooms must adhere to national construction standards and primary school design requirements, which include considerations for door and window heights, ventilation, sunlight direction, and the use of heat-resistant materials In recent years, green solutions have gained popularity, particularly the idea of enhancing school campuses with trees, as studies show that areas with dense greenery maintain significantly lower temperatures However, it is crucial to regularly inspect trees to prevent hazards from falling branches, leading schools in Quang Ninh, Da Nang, and Ba Ria – Vung Tau provinces to prune tree branches before storms and implement fencing systems to protect against storm-related incidents.
In coastal regions, integrating swimming into the Physical Education curriculum is essential for primary schools; however, many schools lack the necessary space and resources to construct swimming pools Although the Ministry of Education and Training (MoET) advocates for including swimming in the syllabus, the majority of schools are unable to provide adequate facilities for instruction During a field trip to Ba Ria – Vung Tau, it was noted that only one primary school, Phuoc Thang Primary School, had a swimming pool available for use.
Phuoc Thang Primary School, recognized for its prestigious reputation and favorable socio-economic standing, has successfully integrated swimming skills into its Physical Education curriculum.
Figure 4 2 Swimming pool and students in Phuoc Thang primary school in Vung Tau
City, Ba Ria Vung Tau province
Proactivity, responsibility, and awareness among school principals are essential for effective disaster risk reduction (DRR) education and school safety For instance, while Phuoc Thang Primary School features a swimming pool on its campus, Binh Ba Primary School in Chau Duc district, Ba Ria Vung Tau province, stands out as one of the few schools that incorporate swimming lessons into extracurricular activities despite lacking adequate facilities Located in a remote area without a swimming pool, the school principal creatively arranged for students to learn swimming skills at a nearby governmental fitness center just 1 kilometer away, demonstrating resourcefulness in overcoming challenges.
Figure 4 3 Binh Ba primary school in Chau Duc district, Ba Ria Vung Tau province
In recent years, the government and the Ministry of Education and Training (MoET) have prioritized disaster risk reduction (DRR) and climate change (CC) education, implementing policies to integrate this knowledge into educational institutions However, the effectiveness of extracurricular and curricular activities remains inadequate, as misconceptions about environmental issues and climate change persist This misunderstanding leads to confusion in DRR education and training within schools, as evidenced by interviews where teachers and principals conflated climate change questions with responses focused on environmental protection and waste recycling.
Most schools lack comprehensive annual disaster risk reduction (DRR) and natural disaster management plans, relegating DRR activities to minor components of broader school plans Consequently, schools primarily rely on directives from the government and the Ministry of Education and Training (MoET) for disaster response, resulting in a reactive rather than proactive approach to preparedness This deficiency in specific guidance and structured programs for natural disaster management is a critical issue, as most government directives focus on immediate response rather than long-term preparedness strategies.
In interviews with principals from Da Nang city and Quang Ninh province, it was found that funding for Disaster Risk Reduction (DRR) activities primarily comes from the Government and NGOs, though the amounts vary by school and depend on specific projects While NGOs lead most initiatives in schools, many of these projects are short-lived, leaving no one accountable for ongoing activities after their conclusion Consequently, NGO projects often serve merely as an introduction to DRR The significant challenge lies in engaging communities and individuals in sustained DRR actions, as transforming awareness into habitual practice is a lengthy and difficult process.
Most of the interviewed schools have school maps Some schools have fire fighting or escape route map Nevertheless, no school has disaster maps In terms of schools being n
Preparing disaster maps for storms and floods requires a unique approach compared to other disasters It is crucial to develop hazard maps based on practical experience and data collected from schools, including information on maximum water levels, areas prone to flooding, drainage systems, and side gates Establishing clear exit routes as water levels rise in schools is essential for ensuring safety during such events.
Figure 4 4 Fire fighting and escape map of Hiep Hoa primary school
This map consists of common features of a school map in Vietnam The map illustrates kinds of buildings, schoolyards, gates, trees, lanes
“In rainy or storm seasons, school is susceptible to floods The water level in the schoolyard can increase up to 50 centimeters within some hours
During school break time, we were responsible for guiding parents at the school gate as they came to pick up their children from the classroom, ensuring safety and order Despite the chaos, we could not allow students to leave the premises unaccompanied.
Effective teacher training for integrating Disaster Risk Reduction (DRR) and Climate Change (CC) into school curricula requires not only knowledge but also appropriate teaching materials and methods To ensure successful lessons, educators must avoid outdated pedagogical approaches such as passive learning Instead, lessons should be proactive, utilizing visual aids, group discussions, and collaborative activities Therefore, it is essential to equip teachers with the necessary resources and guidelines to facilitate engaging and effective instruction in DRR and CC education.
In primary schools, the strong connection between teachers and parents is essential for effective communication regarding students' progress and emergencies Regular teacher-parent meetings, along with daily updates, ensure that parents are informed about their children's status Additionally, schools utilize the vnEdu system to relay important announcements, including information about natural disasters, school activities, and vacation schedules, fostering a collaborative environment for student success.
43 achieves high effectiveness besides other mass media tools, namely Zalo, Facebook group In emergency cases, popular mass media platforms are preferred due to their convenience.
Minimum essentials for school safety framework
This chapter outlines 18 crucial indicators necessary for effective natural disaster response within the context of climate change These indicators are organized into five key domains: Infrastructure and Facility, Disaster Education and Training, Collaboration, Institutional Issues, and Natural Surroundings.
Choosing the study sites are coastal areas in Vietnam and application for primary schools, the essentials are contextualized based on practice and national legal instruments
Fire extinguish system: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011 (Article 6.4.1) and Vietnam National Standard TCVN 2622: 1995 - on fire prevention and fighting for houses and buildings
Minimum essential 1: Adherence to building codes Minimum essential 2: Evacuation shelter
Minimum essential 3: Swimming pool Minimum essential 4: Disaster guidelines Minimum essential 5: Emergency standard response Minimum essential 6: Food safety, hygiene and garbage Minimum essential 7: Regular inspection of hazadous material
Minimum essential 1: Adherence to building codes n
Toilet: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011 (Point 5.6.2)
Emergency exit door: Compliance with Vietnam National Standard TCVN 2622: 1995 on fire prevention and fighting for houses and buildings - design requirements
- Compliance with Vietnam National Standard TCVN 5718:1993 “Reinforced concrete roof and floor in buildings – Technical requirements for waterproofing.”
- In particular, build sturdy roofs (avoid blowing the roofs off in storms) and heat-proof roofs (respond to high temperature in CC context)
Sturdy Handrails: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011, article 5 “general requirements,” point 5.1.8 “handrail for lobby”, and 5.1.8 “handrails for stairway”
Fence (around the pool, pond, lake)/gate: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011
This essential focus on safe school buildings and facilities Building codes are the most significant factors for safeguarding people’s lives and property as disasters occur
National legal instruments underpinning the minimum Essential
• Vietnam National Standard TCVN 2622: 1995 - fire prevention and fighting for houses and buildings - design requirements
• Vietnam National Standard TCVN 5718:1993 - Reinforced concrete roof and floor in buildings – Technical requirements for waterproofing
• Vietnam National Standard TCVN 8793:2011 - Primary school - Design requirements
• Dispatch No 64/BGDĐT-CSVC issued on January 09th, 2018 by Moet -Renovate and maintain school facilities to ensure students' safety
• Decree No 46/2015/NĐ-CP issued on May 12th, 2015, on quality control and maintenance of construction works (Article 4, 39)
- Article 4: Construction works must have their quality controlled
- Article 39: Owners or person in charge have to create annual construction maintenance plans
On July 16, 2009, Circular No 15/2009/TT-BGDĐT was issued, mandating schools to regularly inspect and review all facilities and equipment This ensures that necessary repairs and additions are planned in accordance with the established list of minimum teaching equipment.
Building codes encompass various designs and regulations aimed at ensuring safety, durability, and comfort As technology and socio-economic conditions evolve, construction codes have expanded significantly Consequently, compliance with building codes is deemed the foremost priority in construction practices.
The Government has issued mandatory safe building standards for construction, particularly for schools, but the challenge lies in their strict implementation Instances of collapsed walls and floors in educational institutions have jeopardized the physical and mental well-being of students and teachers This reluctance to adhere to building codes stems from a lack of understanding of their importance, insufficient transparency in the construction process, and inadequate resources The use of substandard materials that fail to meet safety requirements increases risks during disasters To enhance safety, the Government must enforce stricter penalties for violations and ensure rigorous adherence to construction codes.
This study emphasizes the importance of strict compliance with national standards for primary school facilities, focusing on critical elements such as handrails, fences, and toilets Given the frequent storms and flooding in coastal areas, school buildings are often vulnerable to natural disasters, which are exacerbated by climate change Therefore, it is essential to construct sturdier roofs and walls, along with heat-proof roofing to combat summer heatwaves Additionally, there is a pressing need for design initiatives that streamline building codes for schools in disaster-prone regions, as adhering to these codes is vital for ensuring the safety of students and staff.
Easy access to a clean water source,
Being well-managed under the command of the school principal
Head of DoET or Chairman of People’s Committee makes decisions on using shelters for the community
Schools are often designated by disaster management authorities as evacuation shelters due to their strategic locations in safe and central areas within communities They provide vital facilities such as water, sanitation, and safe rooms, making them recognized child-friendly spaces (ASIA PACIFIC COALITION FOR SCHOOL SAFETY & SAVE THE CHILDREN INTERNATIONAL, 2017) For instance, during the October 2020 floods in central Vietnam, five provinces were cut off for nearly two weeks, highlighting the importance of schools as safe havens for local residents In fact, in coastal regions of Vietnam, all surveyed schools were identified as evacuation shelters for their communities.
From a managerial standpoint, it is essential to address the maintenance of evacuation shelters Each school's unique circumstances determine whether the shelter is a dedicated space or integrated within gymnasium halls In numerous schools, gymnasium halls and classrooms serve as evacuation shelters during emergencies.
Evacuation shelters serve not only to protect students and teachers but also to enhance community collaboration in disaster response, particularly during storms and flooding By utilizing school buildings as shelters, schools can actively participate in the community's disaster management efforts This partnership allows for joint drills and training exercises focused on evacuation procedures, fostering a coordinated approach to safety and preparedness.
Flooding and natural disasters can severely damage infrastructure and isolate communities for extended periods In these circumstances, boarding schools must ensure they have adequate food supplies for both students and staff to last several days However, the amount of food stored varies based on each school's specific circumstances and the typical risks associated with their location.
Encourage to build a swimming pool in schools
100% of the primary schools integrate swimming course into physical education
At least 50% of the students access swimming skills course
The Hanoi Department of Health reports that Vietnam experiences over 2,000 fatal drownings among children each year, making it the highest in Southeast Asia and second globally, with rates ten times greater than those in developed countries (Hanoi Department of Health, 2020).
In an attempt to reduce these tragic numbers, regarding Directive No 17/CT-TTg on
The implementation of accident prevention and control measures, particularly focusing on drowning, is crucial for pupils and children Article 2 of the Directive highlights the importance of incorporating swimming skills into the school curriculum Additionally, Decision No 234/QĐ-TTg outlines specific objectives for teaching swimming in schools The associated Implementation Plan mandates that at least 70% of students participate in self-rescue training, with a strong emphasis on drowning prevention.
Integrating swimming courses into physical education subjects in schools should be critical in educational innovation, especially for coastal area schools Unfortunately,
National legal instruments underpinning the minimum Essential
• Directive No 17/CT-TTg - implementation of the prevention and control of accidents, injuries and drowning for pupils and children (Article 2 - adding swimming skills school curriculum)
• Decision No 234/QĐ-TTg - the program for prevention of children's accidents and injury in 2016 - 2020 n
48 through the years, albeit getting better socio-economic conditions, the number of children fatally drown is still significantly high
Many schools in remote and rural areas face budget constraints and lack the facilities to construct swimming pools on their campuses For instance, Binh Ba Primary School in Chau Duc District, Ba Ria Vung Tau Province, is a small institution with limited resources, resulting in the absence of a swimming pool However, the school addresses this challenge by providing swimming lessons at a local government fitness center in the district.
Due to budget constraints, our school lacks a swimming pool, yet being in a storm-prone area near an estuary necessitates that children are trained in self-rescue skills In response, our school board is exploring solutions, such as partnering with a nearby fitness center for swimming lessons The proactive leadership of school principals is crucial for enhancing safety and resilience in schools In developing countries where common standards are often absent, a hybrid management model—combining top-down and bottom-up approaches—is essential This model allows the central government to provide guidelines while enabling schools to adapt these to their specific contexts.
Having a swimming pool in schools is still an important goal for the education sector in Vietnam to achieve in the future
Creating a School Disaster Risk Map is essential for identifying hazardous and safe areas within schools and the surrounding community This proactive approach enables students to effectively rescue themselves during disasters by avoiding high-risk zones such as flash flood areas, streams, and rivers.
Each classroom has one set of maps hung on the classroom wall
All students should receive a comprehensive guidebook that includes an escape map and a disaster risk map This guidebook provides essential information about local natural conditions and the history of disasters affecting the community and school, using both text and images for clarity The content is categorized into two main sections: the escape routes within the school for emergencies such as fires and floods, and the hazardous areas in the surrounding locality that should be avoided.
Discussion
This study proposes essential standards for schools in Vietnam's coastal areas, aligning with the national education system that emphasizes uniformity To ensure practical feasibility, these minimum essentials are tailored to the unique characteristics of coastal schools Given that the primary natural disasters affecting these institutions are storms, flooding, and storm surges, a standardized approach is crucial for efficient resource utilization and effective disaster preparedness.
In Vietnam, initiatives aimed at enhancing school resilience are recognized through established safety criteria and guidelines However, there are notable limitations in their implementation The Ministry of Education and Training's Decision No 4458/QĐ-BGDĐT, issued in 2007, addresses these challenges.
“implementation of school safety and prevention of accidents and injuries in schools” regulated official criteria/indicators Nevertheless, the indicators only cover some aspects,
This study highlights the essential requirements for school safety, emphasizing the need to address risks from specific disasters in coastal zones, including physical injuries, accidents, drowning, firefighting, violence, electric shock, and poisoning It notes the lack of measures to evaluate schools' response capacities to natural disasters and the absence of consideration for budgetary or institutional factors.
The minimum essentials for school safety encompass five key domains, with natural surroundings and infrastructure & facility serving as foundational elements The institutional issues domain creates an enabling environment that supports the other components Collaboration, along with education and training, are crucial focal points for effectively implementing school safety, as these domains ensure the ongoing application and sustainability of the framework within educational institutions.
The guidebook for school safety implementation by the German Red Cross in Thua Thien Hue, created in response to storms in 2017, lacks specific standards for applying its detailed disaster response measures and does not address infrastructure requirements In contrast, the School Safety Framework developed by Live&Learn in 2015 enhances this by proposing essential criteria across various elements, including infrastructure and disaster risk reduction education However, it does not account for the necessary budget for adopting and maintaining the system This comprehensive framework is more suited for specialized NGO projects requiring ongoing support and monitoring, rather than being implemented as a universal standard across all schools, especially in heavily affected areas.
Minimum essentials are categorized into two groups: the first includes indicators that can be scaled up for broader applications within the school safety framework, while the second consists of restricted indicators tailored for specific areas under defined conditions.
The study developed school safety framework comprising common safety standard that can be upscaled for national education system:
Table 4 2 Indicators could be applied for larger scales
(1) Adherence to building codes Ensure safe school by standardization of critical facilities
(6) Food safety, hygiene and garbage
(7) Regular inspection of hazardous material Education & training
(8) Integration of disaster knowledge into the syllabus
Collaboration (11) Collaboration with local Governmental departments
Sustain the implementation Institutional issues
(13) Adding disaster terms into school’s operation
Enabling environment for the implementation
(15) Disaster management committee Natural surroundings
(17) Safe site selection, Ensure safe school by standardization of critical facilities
Besides indicators that can be upscaled These below indicators need to be contextualized for particular areas
(2) Evacuation shelter Applied for particular disaster-prone areas only (flood, flashfood, storm, landslide, earthquake areas)
(4) Disaster guidelines - Guidebooks are designed for typical types of disasters in the school sites
- Escape maps based on practical risks assessment
- Emergency device: Depend on types of disaster
- Machine: Backup generator (must have)
- First aid (must have) Education & training
(9) Conducting disaster drills - Fire fighting: Must have
- Others: depend on type of disaster
(10) Disaster training programs - Participants: Students, Teachers, n
- Syllabus: depend on type of disaster Collaboration (12) Financial support from other organizations for DDR
(14) Warning system - Depend on types of disaster
(16) Budget - Regulate the minimum amount
(depend on practical needs and the local socio-economic status)
In Vietnam, the education system operates as a national entity under the oversight of governmental agencies, adhering to national regulations It is crucial for related governmental parties to reference minimum school safety essentials when developing and adopting a natural disaster response framework, which includes facility guidance and retrofitting The Ministry of Education and Training (MoET) directs the Department of Education and Training (DoET) to supervise and provide support in this area At the school level, the disaster management committee, as outlined in indicator No 15, is responsible for implementing school safety measures, involving teachers, staff, students, and parents in the process.
This study recognizes its limitations, particularly the need for time-intensive evaluation of the framework's effectiveness and feasibility in schools As the first research focusing on minimum essentials for school safety in Vietnam's coastal areas, it may present a "one-way trip" challenge.
Considering the importance of locally contextualization, the feasilibity should be examined by piloting for schools in coastal zones, at least with representatives for each country’s part in future studies n