Innovative approach in developing a disaster preparedness plan for primary schools in da nang city in the context of climate change

The list of acronyms AADMER ASEAN Agreement on Disaster Management and Application Emergency Response CCFSC Central Committee for Flood and Storm Control CRED The Center for Research on

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

NGUYEN THI HONG DUONG

INNOVATIVE APPROACH IN DEVELOPING A DISASTER PREPAREDNESS PLAN FOR PRIMARY SCHOOLS IN DA NANG CITY IN THE CONTEXT OF CLIMATE CHANGE

MASTER’S THESIS

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

NGUYEN THI HONG DUONG

INNOVATIVE APPROACH IN DEVELOPING A DISASTER PREPAREDNESS PLAN FOR PRIMARY SCHOOLS IN DA NANG CITY IN THE CONTEXT OF CLIMATE CHANGE

MAJOR: CLIMATE CHANGE AND DEVELOPMENT

CODE: 8900201.02QTD

RESEARCH SUPERVISOR:

Dr TONG THI MY THI

Hanoi, 2020

Pledge

I guarantee that this thesis is my own research result and has not been published The use of results of other research and other documents must comply with the regulations Citations and references for documents, books, research papers and web pages must be on the list of references of the thesis

Author of the thesis

Duong Nguyen Thi Hong

Table of contents

Pledge i

Table of contents ii

List of tables iv

List of figures v

The list of acronyms vi

Acknowledgement vii

CHAPTER 1 INTRODUCTION 1

1.1 The necessity of the research 1

1.2 Research objectives and research objects 2

1.3 The research questions and hypotheses 3

1.3.1 The questions of research 3

1.3.2 The hypotheses of research 4

1.4 Research location 4

1.5 Literature review 7

1.5.1 Theoretical basis 8

1.5.2 Practical basis 15

1.6 Framework of the Master‟s thesis 18

CHAPTER 2 RESEARCH METHODS 20

2.1 Document analysis method 20

2.2 Sociological Research Methods 22

2.2.1 Questionnaire survey 22

2.2.2 Key interview 25

2.2.3 Focus group discussions 26

2.2.4 Observation 26

2.3 Methods of data analysis 27

2.4 Method of maps and charts 27

CHAPTER 3 DISASTERS RESILIENCE LEVEL OF PRIMARY SCHOOL IN DA NANG CITY 29

3.1 Result of disaster resilience level of primary schools in Da Nang city 29

3.2 Disparities in disaster resilience between schools have the highest and lowest scores 39

3.3 Disaster resilience among coastal, low plains, and mountainous area 47

3.4 The change of disaster resilience of primary schools from 2012 to 2019 56

CHAPTER 4 BUILDING A DISASTER PREPAREDNESS PLAN FOR SCHOOL 64 4.1 Innovative approach to develop a disaster preparedness plan for the school 64

4.2 Case studies in developing a disaster preparedness plan for schools 66

4.2.1 Develop a disaster preparedness plan for the school in coastal area - Doan Thi Diem primary school 67

4.2.2 Develop a disaster preparedness plan for the low plains school - Ngo Quyen

primary school 75

4.2.3 Develop a disaster preparedness plan for the mountainous school – Lam Quang Thu primary school 83

CONCLUSION 91

References 96

List of publishcations by the author 99

Appendix 100

Appendix 1: Matrix of Learning Outcomes for the Master's thesis 100

Appendix 2: General information of 97 primary schools in Da Nang city 102

Appendix 3: Survey on disaster resilience of primary schools 107

Appendix 4: The list of Dimension, parameter, and variables used to assess the school's disaster resilience 133

Appendix 5: Score of parameters of primary schools in Da Nang city 137

Appendix 6: The list of solutions for 3 pilot primary schools 141

Appendix 7: Parameter score of 3 areas 149

Appendix 8: Key interview 151

Appendix 9: Photos in the research process 152

List of tables

Table 1.1 The number of primary schools divided into 3 areas 7

Table 2.1 Explanation the school's level of disaster resilience 24

Table 2.2 Information about focus group discussions 26

Table 3.1 Lessons learnt from TK34 46

Table 3.2 Disaster resilience of schools divided by region 47

Table 3.3 The average score of the parameters in the " Physical conditions" of the three areas 48

Table 3.4 The average score of the parameters in the "Human resources" of the three areas 50 Table 3.5 The average of the parameters in the "Institution" of the three areas 51

Table 3.6 The average score of the parameters in the "External relationship" of three areas 53 Table 3.7 The average of the parameters in the "Natural conditions" of the three areas 54

Table 3.8 The list of parameter has high corelation to disaster resilience level 56

Table 3.9 The change in dimensions's score between 2012 - 2019 56

Table 3.10 The change in parameters score between 2012 - 2019 57

Table 3.11 Changes of temperature (oC), annual rainfall (%), and Sea level rise (cm) in Da Nang at the end of the 21st century compared to the baseline period 63

Table 4.1 List of selected schools for piloting disaster preparedness planning 66

Table 4.2 Implementation time (year) for solutions in Doan Thi Diem primary school 69

Table 4.3 Evaluate the feasibility, effectiveness, priority and funding for solutions 74

Table 4.4 Implementation time (year) for solutions in Lam Quang Thu primary school 76

Table 4.5 Evaluate the feasibility, effectiveness, priority and funding for solutions 82

Table 4.6 Implementation time (year) for solutions in Lam Quang Thu primary school 85

Table 4.7 Evaluate the feasibility, effectiveness, priority and funding for solutions 90

List of figures

Figure 1.1 The research framework 18

Figure 2.1 The Methodological framework 21

Figure 2.2 Location map of 97 primary schools in Da Nang city 22

Figure 2.3 Conduct survey with the director of Ngo Gia Tu primary school 24

Figure 2.4 Conduct survey with the vice-director of Phan Phu Tien primary school 24

Figure 2.5 Process of implementing key interview method 25

Figure 2.6 Interview Ngu Hanh Son's DoET staff 26

Figure 2.7 Interview Director of Dinh Bo Linh primary school 26

Figure 2.8 Interview a student of Doan Thi Diem primary school 26

Figure 2.9 Data analysis process 27

Figure 3.1 Disaster resilience level of 96 primary schools, Da Nang city 30

Figure 3.2 The average score of the parameters 31

Figure 3.3 The level of periodic testing with teaching equipment 32

Figure 3.4 The average of the parameters 40

Figure 3.5 Comparison of natural disaster resilience between three regions 46

Figure 3.6 Dimensions and indicators score of 2012 (grey line) and 2019 (red line) 58

Figure 3.7 Improvement of variables of "School building" 59

Figure 3.8 Percentage of equipment that is replaced or repaired immediately after a natural disaster occurs (2019) 60

Figure 4.1 Steps to build disaster preparedness plan 64

Figure 4.2 The role of teachers in implementing disaster preparedness plan 72

Figure 4.3 The role of students in implementing disaster preparedness plan 72

Figure 4.4 The role of parents in implementing disaster preparedness plan 72

Figure 4.5 The role of community in implementing disaster preparedness plan 72

Figure 4.6 The role of authority in implementing disaster preparedness plan 73

Figure 4.7 The role of DoET in implementing disaster preparedness plan 73

Figure 4.8 The role of NGO in implementing disaster preparedness plan 73

Figure 4.9 The role of teachers in implementing disaster preparedness plan 79

Figure 4.10 The role of students in implementing disaster preparedness plan 79

Figure 4.11 The role of parents in implementing disaster preparedness plan 80

Figure 4.12 The role of community in implementing disaster preparedness plan 80

Figure 4.13 The role of authority in implementing disaster preparedness plan 80

Figure 4.14 The role of DoET in implementing disaster preparedness plan 80

Figure 4.15 The role of NGO in implementing disaster preparedness plan 80

Figure 4.16 The role of teachers in implementing disaster preparedness plan 88

Figure 4.17 The role of students in implementing disaster preparedness plan 88

Figure 4.18 The role of parents in implementing disaster preparedness plan 88

Figure 4.19 The role of community in implementing disaster preparedness plan 88

Figure 4.20 The role of authority in implementing disaster preparedness plan 88

Figure 4.21 The role of DoET in implementing disaster preparedness plan 88

Figure 4.22 The role of NGO in implementing disaster preparedness plan 89

The list of acronyms

AADMER ASEAN Agreement on Disaster Management and

Application Emergency Response

CCFSC Central Committee for Flood and Storm Control CRED The Center for Research on the Epidemiology of

Disasters DoET Department of Education and Training

DRR Disaster Risk Reduction

DRRE Disaster Risk Reduction Education

IPCC Intergovernmental Panel on Climate Change

MCCD Master program of Climate Change and Development MoET Ministry of Education and Training

MONRE Ministry of Natural Resources and Environment SDRA School's Disaster Resilience Assessment

SFDRR Sendai Framework for Disaster Risk Reduction 2015 -

2030

UNISDR United Nations International Strategy for Disaster

Reduction

Acknowledgement

The research presented in this Master thesis was carried out at the Master

program of Climate Change and Development (MCCD), Vietnam Japan University

During my studies at MCCD, I accumulated a lot of knowledge and skills, which not

only helped me to be able to successfully complete this research but also helped a lot

with my work In the course of my studies, I have gained the necessary knowledge and

basic, interdisciplinary methodologies to assess and address issues related to climate

change mitigation, adaptation to Sustainable development at global, national, and local

levels From there, I can apply that knowledge to my research topic, offer new ideas on

climate change response, approach disaster preparedness planning from a CC

adaptation perspective, and propose solutions for it During the research process, I

worked with and cooperated with schools, the Department of Education and Training

of Da Nang City Work skills, communication skills, time management, independent

work, and the seriousness of the work I learned from MCCD helped me to complete

this research well

Firstly, I would like to thank my supervisor, Dr Thi Tong for her invaluable

guidance, encouragement, and support throughout the Master thesis process Dr Thi

gave me extremely perceptive, helpful, and appropriate expert guidance, particularly in

reading and responding to the drafts of my work quicker than I had anticipated

Secondly, I would like to thank all the people who were involved in the research

process All the directors of 97 primary schools and DoET's staff in Da Nang city, who

helped in conducting surveys, interviews, and setting up the fieldwork

Thirdly, the teachers in the MCCD, Vietnam Japan University Teachers not

only equip students with valuable specialized knowledge in the field of climate change

research but also create favorable conditions and provide dedicated guidance to

students during the dissertation process

Last but not least, I would like to thank my family and friends in the MCCD for

helping me complete this thesis

CHAPTER 1 INTRODUCTION

1.1 The necessity of the research

Climate change (CC) around the globe began to affect and directly affect the weather and climate of Vietnam with natural disasters that are more abnormal and intense Vietnam is the 6th country in the world affected by extreme weather events in the context of CC (period 1999 - 2018) (Carter, 2008) In the context of CC, the frequency and intensity of natural disasters are increasing, causing great damages of people and properties, adversely affecting all fields (MONRE, 2016) The impact of

CC in the form of natural disasters can seriously affect Vietnam's education system and threaten the achievement of goal 4 - The Quality of Education in the Sustainable Development Goals

Education is one of the sectors most severely affected by climate disasters in Vietnam (MOET, 2011) In a country like Vietnam, natural disasters such as storms and floods can happen unexpectedly Therefore, disaster preparedness is the first and most important step to minimize damages, especially in the context of primary schools, where students are underage disasters‟ response Good disaster preparedness will help both reducing the damages and making recovery quicker Disaster preparedness is important for disaster managers, as, in the event of an emergency, the response to a disaster or natural disaster depends very much on the disaster preparedness plan (International Federation of Red Cross and Red Crescent Societies, 2000)

Although natural disasters occur every year, primary schools still have confused

of handling before, during, and after a disaster The recovery takes a lot of time, so interrupt learning and the quality of schools learning Primary schools prepare disaster prevention plans at the beginning of each school year Based on the country's National Action Plan to Respond to Climate Change and Disaster Risk Reduction (DRR), the Ministry of Education and Training (MoET) will make a plan, and the Departments of Education and Training (DoET) will follow that plan to bring down the DoET of each district and the basis for the school's plan The whole process is conducted based on a

top-down approach, and there is no evaluation of school conditions or any involvement

of people involved in disaster preparedness of schools such as teachers, students, parents, communities, and so on

From this fact, there is a need to change the way in which schools prepare disaster plans Instead of a top-down approach, a bottom-up approach is needed This study is an attempt to develop an innovative approach in developing disaster preparedness plan in schools In order to do that, the study used the School's Disaster

Resilience Assessment (SDRA) method, which includes five indicators: "Physical

conditions", "Human resources", "Institutional issues", "External relationships" and

"Natural conditions" (Tong S R., 2012) Results from the assessment of disaster

resilience level of primary schools in Da Nang city is utilized to point out the problems, to identify factors that affecting the primary schools's ability to cope with natural disasters On this basis, the study figures out a roadmap to improve resilience of the schools

In this thesis, the disaster resilience level of primary schools in Da Nang City, the differences in disaster resilience level among the coastal, low plain, and mountainous areas, and the changes in disaster resilience level of primary schools from

2012 to 2019 will be presented From there, the study selects three pilot primary schools and develops disaster preparedness plans for them Difficulties and challenges

in the pilot process at selected schools are summarized in this study as a basis for building an innovative approach to develop a disaster preparedness plan The results of this study is expected to contribute to improve the resilience level of primary schools through well establishment of disaster preparedness plan development, which in turn will help schools effectively respond to natural disasters, to adapt to CC, and to achieve Goal 4 in 17 Sustainable Development Goals on Sustainable Quality Education

1.2 Research objectives and research objects

Research objectives

The main objective of the research is to develop an innovative approach

in developing a disaster preparedness plan that can be applied to primary schools in the context of CC

To accomplish the above objective, the research tasks are set out as follows:

 Carrying out key interviews with the representative of Da Nang DoET to apply for permission to work and adjust the questionnaire to suit the primary schools

Objects of the research

The object of research is to develop an innovative way to build disaster preparedness plan for primary schools in Da Nang city

1.3 The research questions and hypotheses

1.3.1 The questions of research

 What are the most important factors deciding the disaster resilience level of primary schools in Da Nang City?

 How are the differences between the highest and lowest school's disaster resilience level; among three geographical areas (coastal, low plains, and mountainous); and between 2012 and 2019?

 How to develop an effective disaster preparedness plan for primary schools in

Da Nang City?

1.3.2 The hypotheses of research

 The resilience level of primary schools in Da Nang City is depending mostly in

"Human resources" dimension;

 The difference between schools with the highest and lowest scores is mainly in

the “Human resources” dimension; There is no significant difference in natural

disaster resilience of the three regions; There is a significant improvement in scores in all parameters of 2019 compared to 2012;

 An innovative approach to develop a disaster preparedness plan for primary schools includes (1) assessment of schools‟ disaster resilience using SDRA method, (2) proposing solutions to improve disaster resilience level using expert consultation, (3) involvement of stakeholders to evaluate and choose the most suitable solutions for schools; (4) re-assessment the schools‟ disaster resilience and the plan every year to update the disaster preparedness plan

1.4 Research location

The study was conducted in 97 primary schools in Da Nang

Time: from April 2019 to April 2020

Da Nang is a coastal city in the Central region of Vietnam Geographic location

is a factor that makes Da Nang potentially severely affected by natural disasters From

1999 to 2009, there were 23 typhoons, 35 floods, injuring 277 people, lost 19 people and killed 200 people in Da Nang city, total economic losses amounted to 6,803.5 billion VND (CCFSC, 2009) The biggest storm causing damage to Da Nang was the

2006 Xangsane typhoon, causing economic losses of about VND 5,290 trillion (over

USD 300 million), destroying 9,906 houses, 73,874 houses damaged and 2,760 schools affected (CCFSC, 2006)

In recent years, in order to proactively prevent and respond effectively to natural disasters and situations of accidents and disasters caused by serious floods, the People's Committee of Da Nang City issued a directive request departments, agencies, districts

in the city to develop disaster prevention plans, raise public awareness about disaster prevention and fighting; organize drills on natural disaster prevention and control in localities to draw experience The Da Nang People's Committee has also issued Decisions and Plans to implement the Government's instructions on Disaster Prevention and Response to CC

Regarding education, Da Nang's DoET has organized many activities to integrate contents related to CC in the subjects at all levels, combining extracurricular activities to provide knowledge on CC, building awareness for students on responding

to CC Da Nang has also strengthened the "Physical conditions" of almost schools

located in vulnerable areas such as coastal, mountainous and low plains areas Although there have been extracurricular activities on disaster risk reduction education (DRRE) for some schools, the DRRE activities of schools in Da Nang city have not

been synchronized There is no specific plan for each school, only the "Handbook of

DRRE for teachers", which has not specified specific steps to respond to natural

disasters for teachers, students, parents This limits the ability of schools to respond to disasters, disrupting, and affecting the quality of education

Primary schools play an important role in training knowledge, disseminating skills in natural disaster prevention, fighting and reduction, and CC response in schools (Prime Minister, 2018) Primary schools in Da Nang city has been applying local regulations on natural disaster prevention and control However, the application of these regulations is only moderate This is reflected in the school's response to natural disasters

Every year, Da Nang's education sector is affected by the floods that occur often

at the beginning and end of the school year Dien Hong, Hoang Du Khuong, Thai Thi Boi and Ong Ich Duong primary school (Cam Le district) were hit by Hurricane Katrina, destroyed roofs, broken trees, causing damage to nearly VND 50 million each school in 2009 (Cam Le DoET, 2009) Typhoon Nari in October 2013 caused heavy rainfall and all primary schools in the center of city had to closed One month later, in November 2013, primary schools in Hoa Vang district, including Lam Quang Thu primary school, were seriously flooded due to floods from the Tuy Loan River near the school Especially the most recent three rainy seasons, at the end of 2017, 2018 and

2019 In November 2017, heavy rains caused Hoa Vang district, a region of low terrain, to be flooded in a large area In December 2018, floodwaters flooded many schools in Hai Chau, Hoa Vang, Thanh Khe and Ngu Hanh Son districts and were closed In less than a month, Lam Quang Thu primary school had to close three times (October 20th, November 1st, and November 17th, 2018) (Hoa Vang DoET, 2018) Heavy rains in December 2018 caused extensive flooding for central districts of Da Nang City Nearly 2000 students of primary schools in Hai Chau District, Huynh Ngoc Hue and Huynh Thuc Khang primary school (Thanh Khe District) had to close due to the heavy rain Besides, Nguyen Dinh Chieu primary school (Thanh Khe District) was flooded many offices, the entire archives of the school were wet (Thanh Khe DoET, 2018) By the end of 2019, floods also affected schools in Da Nang In particular, Lam Quang Thu primary school had to close three times within a month due to flooding Natural disasters cause serious damage to facilities, teaching equipment, and directly threaten the safety of teachers and students when going to schools in flooded conditions Whenever a disaster strikes, classroom facilities and the quality of education are affected Phan Dang Luu primary school was flooded to the table (in 2018), many teaching aids were soaked in water, documents and records were wet Primary schools Dien Hong, Hoang Du Khuong, Thai Thi Boi, Ong Ich Duong of Cam

Le district were affected by the storm (2009-2010 school year), the costs amounted to VND 50 million each Although natural disasters occur every year, schools still have the embarrassment of handling before, during, and after a disaster occurs Disaster

recovery also takes time, affecting learning All schools prepare a disaster preparedness plan at the beginning of each school year, however, the plan is at a sketchy level,

without assigning tasks to specific people and “Human resources” nor finance for

disaster preparedness is available

The study was conducted at all primary schools in six urban districts and one rural district in Da Nang City In the school year 2018-2019, the number of public primary schools are 97, with about 92,000 students For the purpose of comparing disaster resilience among areas, primary schools in Da Nang City are divided into three areas: coastal, low plain, and mountainous areas based on the location of the schools and the distance from the school to the coast Table 1.1 shows the number of schools located in three areas

Table 0.1 The number of primary schools divided into 3 areas

Area Hai

Chau

Thanh Khe

Son Tra

Ngu Hanh Son

Lien Chieu

Cam

Le

Hoa Vang Total Coastal 18 16 13 8 13 2 1 71

1.5.1 Theoretical basis

1.5.1.1 Concepts of the research

The term disaster origin is the French word "Desastre" which is a combination

of two words „des‟ meaning bad and „aster‟ meaning star So the term refers to "Bad star" United Nations (UN) defines that Disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources (UN, 2009)

The International Bank for Reconstruction and Development declares that natural disasters, such as floods, earthquakes and droughts, are always part of the natural cycle everywhere in the world (The International Bank for Reconstruction and Development , 1999) The impact of natural disasters is enormous, resulting in the death and destruction of houses and socio-economic infrastructure (Mileti, DS , 1999)

Disaster management includes organizing, planning, and applying actions to prepare for, respond to or recover from a disaster (UNDDR, 2017) This is a complex process, revolving around four interdependent steps, including preparation, reaction, recovery and mitigation Disasters occur between steps of preparation and response

Department for International Development (2011) defines Disaster Resilience as the ability of countries, communities and households to manage change, by maintaining or changing living standards in the face of shocks or stress - like earthquakes, droughts or violent conflicts - without lasting impact UNISDR (2008) defines Disaster Resilience as the ability of a system, community or society to be exposed to hazards to adapt, by resisting or changing to maintain functional and structural acceptance (UNISDR, 2018)

As such, Disaster Resilience is generally a community's ability to resist, or accept disaster To help both reducing the dramatically and making recovery quicker, a Good disaster preparedness is needed Disaster preparedness is important for disaster managers, as, in the event of an emergency, the response to a disaster or natural

disaster depends very much on the disaster preparedness plan Disaster preparedness is often considered to include measures that allow governments, organizations,

communities and individuals to respond quickly and effectively to disaster situations (International Federation of Red Cross and Red Crescent Societies, 2000)

1.5.1.2 Disaster management

Herzog indicate that catastrophic impacts can be mitigate by mitigation efforts

or preparation planning (Herzog, 2007) Yodmani shows that carpet management activities Graphics have evolved from most of the top-down relief and response approaches Disaster management in the past mainly dealt with natural disasters and recovery, while disaster risk management encapsulated all disaster management components (prevention, preparation, mitigation, and response) (Yodmani, 2001)

The level of readiness for a disaster situation that can occur for a given community is called resilience Increased resilience is needed to reduce disaster impacts (Haworth, Bruce, Whittaker, & & Read, 2018)

Disaster management is important because it includes measures that not only help relief and recovery, but also reduce disaster risk in the community (Ngcamu & Sibongiseni, 2011) The Center for Research on the Epidemiology of Disasters (CRED) declares declares that disaster management is essential for all countries as it can avoid and minimize the impact of disasters However, disaster preparedness often fails because it is often not based on evidence or subject matter It suggests that an evaluation of the subject's ability is required before conducting disaster preparedness planning (Guha-sapir, L.V.Parry, O.Degomme, Joshi, & Arnold, 2006)

A number of disasters can be prevented and mitigated through improved disaster management capacity to address different aspects of prevention, preparation, mitigation, response, recovery and recovery Holloway argues that disaster risk reduction is the systematic development and application of policies, strategies and practices to mitigate vulnerabilities and disaster risks across society to prevent or limit the adverse effects of hazards, in the context of sustainable development (Holloway,

2003) Haddow et al emphasize that risk reduction, emergency preparedness and recovery preparation practices can reduce losses (Jane A Bullock, 2006)

All components of disaster management such as mitigation and preparation should be modeled to simplify all risk mitigation processes in local government In South Africa, the local government is responsible for implementing and maintaining a comprehensive, full-risk disaster management program, ensuring the following components in disaster management; mitigation; preparation; react; aid; and rehabilitation (Zyl, 2006)

Bullock had found another way to reduce the impact of catastrophes by applying emergency precautions, which can be defined as pre-disaster actions, providing human force and material needed to support reactions at the time of the disaster The first step

in emergency preparedness is a community vulnerability analysis to identify emergency response requirements that must be met by performing four basic emergency response functions, including: ( 1) emergency assessment actions, such as forecasting storm speed to determine potential disaster impacts; (2) hazardous activities, such as sandbags surrounding buildings, are short-term actions to protect property; (3) population protection actions, such as warnings and evacuations, to protect people from impact; and (4) incident management actions, such as liaison between feedback agencies (Jane A Bullock, 2006)

In the study of Nahid Aghaei (2018) a systematic review was conducted to assess and aggregate the evidence on the strategies (Allen, 2006) for DRRE conducted

in December 2016 Although most countries have launched DRR educational activities, these actions are not enough, and there are some gaps between what it should and what should be More effective teaching and learning strategies are needed to increase the effectiveness of preparatory and DRR activities at all community levels (Nahid Aghaei, 2018)

1.5.1.3 Disaster preparedness plan

According to the UN, the preparation action is taken in the context of disaster risk management and aims to build the capacities needed to effectively manage all types of emergencies and achieve transformative order from response to sustainable recovery Preparation should be based on a reasonable analysis of disaster risk and good connectivity with early warning systems, and include activities such as contingency planning, equipment and supplies storage, and development arrangements for coordination, evacuation and public information (UN, 2009)

Why do we need to develop disaster preparedness plan for schools?

Disaster preparedness in schools is the lowest when compared to settlements and communities Meanwhile, it is likely that disaster also happens in schools A school disaster preparedness system has been developed to facilitate good and effective coordination and response in school emergencies and disasters In the school's disaster preparedness system, there should be headquarters, evacuation zones, disaster management teams, and the division of their respective tasks and equipment, including simulation and preparation practices There is a clear description of responsibilities among principals, teachers, administrative staff, and other parties involved in improving school disaster preparedness (Lesmana & N Purborini, 2015)

Disaster preparedness in schools is to strengthen the school's capacity and readiness to respond to natural disasters By including disaster materials in supplemental subjects, teacher training, and advocacy show simulation activities in schools (LIPI, UNESCO, and ISDR, 2006)

Schools with members who are children are at high risk of disaster risks, which means that the risks are also very high Schools that are able to cope with disasters can play an important role in reducing disaster risk in the community (Mutch, 2015), (A

Sakurai, et.al, 2018) Increasing preparedness is one of the elements of disaster

management, which is very important to do in the face of disasters and emergencies

(Wang J , 2016)

A Sakurai et.al, (2017) assessed the safety of schools against tsunami disaster

of public primary schools in Banda Aceh City, Indonesia This study assessed the safety of school location, disaster management, and disaster education The study proposed the minimum essentials to reactivate school disaster prevention activities and strongly recommends the local government's policy support for ensuring a city-wide, all-schools implementation The study recommended these schools should have an annual school plan to deal with tsunami and a school budget for conducting disaster prevention activities The Education Agency Circular Letter should provide justification for all headmasters to include these components in the schools‟ annual plans to ensure smooth implementation (A Sakurai, et.al, 2018)

The role of schools in DRR and disaster management

Threats of natural disasters, especially natural disasters, are often unavoidable However, disaster risk can be reduced by conducting good disaster management In Indonesia, the implementation of disaster management is specified and regulated in the Republic of Indonesia Law No 24 of 2007 related to Disaster Management (Republic

of Indonesia, 2007) There are a number of activities in the disaster management cycle, including minimizing and improving the preparedness made in the pre-disaster phase Mitigation is the initial stage while preparation is the next stage An important part of this phase is that disaster education and understanding and action can be taken to reduce disaster risk (B E Flanagan, 2011)

Wang explained that schools play a very important role in providing disaster awareness for children Through education, a right understanding of disaster management can be established from an early age As a result, community disaster management skills can be improved Currently, disaster management education is a global trend (Wang J , 2016)

Meanwhile, Hoffmann and Muttarak, based on their experiences in Thailand and the Philippines, show that education plays a role in improving the preparation of households not affected by previous disasters Education improves the level so that

people who are educated can prevent it without a disaster (Hoffmann & R Muttarak, 2017)

In Indonesia, the concept of disaster management in schools has been implemented through the development of disaster prevention schools The Indonesian Disaster Education Association explained that in order to build a vigilance and safety culture in schools and to build resilience in the face of disasters, four parameters of school preparedness are in place The four parameters of preparation are as follows: Attitudes and actions; Schools policies; Planning preparation; and Resource mobilization (Konsorsium Pendidikan Bencana Indonesia, 2011)

Disaster management education and improved disaster preparedness in schools are very important aspects, especially in areas prone to natural disasters In a disaster emergency, schools play an important role as an emergency disaster recovery and recovery center Schools also play a role in supporting emotional recovery for staff and students (Mutch, 2015)

The role of members in DRR activities of the school

The success of disaster risk reduction can certainly be achieved through the role

of all members of the school All members of the schools play an important role in ensuring school security In Catalonia, based on Spanish jurisprudence, the principal is responsible for protecting the members of the schools For adequate safety management, the principal's duties should be supported by adequate administrative support, increased time and resources, and improved staff training (Vicario, 2012)

In addition, the principal's role can also be supported by teachers Teachers are also one of the key players in the school's disaster preparedness development In the context of DRRE in schools, teachers are the key factor in teaching students about disasters In order to improve the teacher's role in optimal learning, it is necessary to develop teachers' professional competencies related to disaster education (Kagawa, 2012)

In addition to the role of principals and teachers in schools, DRR can also be done through collaboration between schools and the community In this partnership, the schools play an important role to build resilience of the community in the face of disasters Efforts to build disaster resilience within the community are made possible through the primary schools' mission of providing education, information sharing and a broader network of stakeholders (R S Oktari, 2018)

1.5.1.4 Studies on disaster resilience in schools and school disaster preparedness plan

Tong (2010) conducted a study on "DRRE in primary schools in Da Nang City, Central Vietnam" The study analyzed the parameters affecting primary resilience in primary schools and provided the main solution is DRRE The study also proposes that leadership and priorities are the main factors that help schools manage internal and external resources to overcome challenges effectively and promote DRRE effectiveness to improve the resilience of the schools (Tong & Shaw, 2016)

In another study on the risk resilience education sector in Thua Thien Hue province, Central Vietnam (2012), Tong developed a method to measure the education sector's resilience to respond to natural disasters in Central Vietnam named Schools Disaster Resilience Assessment (SDRA) This study has provided important insights into improving the resilience of the education system in Thua Thien - Hue at provincial, local and school‟s levels The study provided a basis for policymakers to develop effective plans to increase the resilience of the education sector and to provide the Schools Board with the means to assess the level of recovery The school's recovery and setting priorities should focus on improving schools safety and DRRE (Tong, Shaw, R, & Takeuchi, 2012)

According to Thi Tong, Duong Nguyen (2017), assessing resilience to CC is one of the most important steps to improve school's resilience to CC This study uses a set of SDRA to evaluate all secondary schools in Cam Pha City, Quang Ninh Province The results from the toolkit show the level of disaster resilience of each school and of the secondary education system Proposals from this study are intended to help policy

makers conduct planning and improve schools disaster resilience (Tong Thi, Duong, & Tae Young Park, 2017)

In Vietnam, developing a school disaster preparedness plan is quite a new content This study will contribute to providing a new perspective for disaster preparedness planning in schools, and effective planning Since then, helping schools prepare and respond to disasters more effectively, reducing the impact of natural disasters on education

1.5.2 Practical basis

Disasters significantly hinder the process of sustainable development (IPCC, 2014a) Although many countries have increased their disaster risk management capacity, such events continue to threaten the safety and safety of the people (UNISDR, 2015) Their impact particularly affects developing countries, reporting humanitarian emergencies with increasing size and frequency (UNISDR, 2009a) Each year, natural disasters kill about 90,000 people and affect nearly 160 million people worldwide (WHO, 2019) In addition, there is evidence that global warming amplifies

or contributes to the probability, quantity and severity of disasters (Van Aalst, M K., 2006)

It is estimated that global sea level rise will affect coastal and riparian communities in lowland areas and the cost to affected countries is a significant part of their national income (Boko, M., et.al, 2007) Da Nang City is located along the coast, thus increasing their vulnerability to extreme weather events An example of this, Da Nang experienced severe floods in late 2017, 2018, and 2019 leaving devastation, massive property damage, and serious impact on the fields, in that is education

Increasing preparedness is one of the elements of disaster management, which is very important to do in the face of disasters and emergencies In areas prone to natural disasters, especially locations that are central to many people's activities, preparedness

is increasingly important to be established (Wang J , 2016) The school is the location

of the activity center, where many people have long daily activities If the school is

located in an area prone to natural disasters, there is a possibility of a disaster during schools‟ activities The risk of disaster facing schools is growing because students, with the highest number of school citizens, are put in vulnerable age This condition indicates that readiness is the first step to safety management in schools which is very urgent to be applied in schools in disaster prone areas Safety management in schools is

an essential aspect to ensure protection for all students, teachers and other staff from the risks and dangers of the schools environment (Vicario, 2012)

With the risk of disaster facing schools in disaster-prone areas, the responsibility

of schools is growing in protecting the safety of citizens Schools are not only responsible for teaching disaster management knowledge, but also provide services through providing evacuation shelters If a disaster occurs during class time, the school must consider the risks that the student is facing and provide a response first (Wang J , 2016) On the other hand, to a broader extent, schools as educational institutions also play a role in building resilient communities by introducing disaster risk reduction to students right from the start head Because students are quick to transfer knowledge from schools to their families and communities, early empowering children to understand disaster risk reduction is very helpful in achieving goals there In this case, schools and communities can work together to build networks to increase disaster recovery The school community partnership network can provide necessary and positive support to the school and provide common benefits to other stakeholders in the network (R S Oktari, 2018)

Because the number of primary schools is the highest among all, the role of primary schools needs to be improved to properly implement disaster prevention procedures in schools If schools are able to implement risk management methods by organizing a comprehensive organization of environmental practices, software plans and disaster drills, injuries, deaths and property damage can are minimized and school disaster knowledge can be successfully enhanced (Wang J , 2016)

Da Nang has 97 public primary schools, most of which are located in areas prone to disasters, especially storms and floods These impacts include casualties, infrastructure damage

In addition to the potential danger, schools in disaster-prone areas and schools in other regions need to improve disaster preparedness Schools need to develop a disaster management system as a basis for action in emergencies and disasters Instead of a disaster plan developed according to a top-down process and approach, schools need a separate disaster preparedness plan, built on the basis of each school so that it can be easily implemented and improving year by year

In Taiwan, DRR and prevention programs have been in place since 2003 From

2003 to 2006, they initiated a pilot program to implement educational technology in disaster management Then, in the period of 2007-2010, the program of researching and testing educational technology in disaster management was conducted In the period of 2011-2014, a pilot program and establishing a disaster management network

in schools were implemented Finally, from 2015-2018, they implemented a program

to prepare and enhance DRR and prevention in schools and CC education There is a comprehensive school safety framework The procedures carried out in the development of school disaster management include: (1) conducting a plan evaluation,

in particular developing a school disaster management committee, calculating the risks

of the schools, capacities and resources, and emergency preparedness plans and communication plans for continuing education, (2) protect reality and the environment,

in particular by taking actions DRR is carried out daily, (3) Develop resilience in the face of disasters, in particular by preparing standard operating procedures, measurement response and prevention, and training programs, (4) conduct monitoring and improvement (Wang J , 2016)

In January 2018, the Project "Strengthening flood resilience in urban areas of Thua Thien Hue Province" was conducted by the Center for Social Research and Development in collaboration with the Office of the Command of Disaster Prevention

"Guidelines for assessment and planning of natural disaster prevention and control" for

4 wards in Hue city Based on the results of community-based disaster risk assessment, develop a local disaster preparedness plan

1.6 Framework of the Master’s thesis

Figure 0.1 The research framework

The traditional way of preparing disaster preparedness plans for primary schools

in Da Nang is based on a top-down approach Therefore, this study proceeds to formulate a plan from the bottom-up approach The innovation is demonstrated by the use of SDRA to assess the school's disaster resilience It is the basis for proposing solutions to improve disaster resilience for schools, helping schools better prepare and recover after disasters In addition, group discussions to assess the solution are conducted in schools to increase the feasibility and suitability of the solutions These plans are also reviewed and updated over the years to ensure conformity Five steps of researching and developing a natural disaster prevention plan for primary schools in Da Nang city:

Step 1: Identifying factors related to school disaster resilience Limit and adjust the content of disaster preparedness in schools to suit the research objectives

Step 2: Summarizing documents, research the contents that need to focus on investigation for the evaluation process (knowledge about CC, natural disasters, environment, characteristics of primary education, primary schools in Da Nang, )

Step 3: Assessing the school's disaster resilience level of primary schools in Da Nang In particular, the research content is divided into three stages:

- Phase 1: Preparation (identifying the research objectives, contacting schools, the DoET);

- Phase 2: Survey by questionnaire with 97 primary schools in Da Nang city;

- Phase 3: Consult with the DoET on natural disaster-related activities of primary schools

Step 4: Analyzing the results Based on the results obtained from the survey, interview, conducting calculation of collected results, analyzing to see the determinants

of the school's disaster resilience, and problems exist Comparing the results among 3 areas, with the results of the research on disaster resilience in 2012 to see the change as

a basis for proposing solutions

Step 5: Planning for disaster preparedness Selecting 3 schools in 3 different regions, proposing solutions to improve resilience for each school Combined with the evaluation of the school's solution and the DoET as the basis for the school's disaster preparedness plan

2 CHAPTER 2 RESEARCH METHODS

This study uses four main research methods First, collect data related to the topic and content of the study Next is the use of sociological research methods including: Questionnaire survey, Key interviews, Focus group discussion, and Observation These methods are used in combination to assess the school's disaster preparedness and develop disaster preparedness solutions and plans Survey results from the Questionnaire survey will be calculated using Excel software Data analysis method in combination with Method of Maps and Charts is used to show the research results Figure 2.1 shows the methodological framework of the study

2.1 Document analysis method

This method is extremely important and necessary, helping to expertise the scientific basis as well as documents that are relevant to the research objectives Data about the research area in recent years including: disaster management, disaster risk management, disaster preparedness in the world and in Vietnam have been carefully collected and screened These documents are in various types, including books, maps, and charts; newspaper (piece/article); Press Release; reports of organizations; and survey data related to the field of school disaster preparedness and disaster resilience planning These types of documents are found in libraries, newspaper archives, organizations, and Internet document pages

In addition, the study also uses Vietnamese legal documents in general and Da Nang in particular The main content of these documents is about disaster education activities in schools, disaster management for the education sector, and reports on summarizing natural disasters in the last 5 years of Da Nang city

By summarizing and examining the collected information, the research can uncover outstanding issues in the field of study, showing the common ground and the differences of previous studies Since then, clarify the scientific basis as well as better orientation in the process of collecting documents on natural disaster preparedness and

CC response in recent years

Figure 2.1 The Methodological framework

2.2 Sociological Research Methods

2.2.1 Questionnaire survey

The survey was conducted in Da Nang city between April 15 and April 27,

2019 A total of 96 primary schools participated in the survey out of 97 schools received a questionnaire, yielding a response rate of approximately 98.97% (List of schools is in Appendix 2) Figure 2.2 is the location map of 97 primary schools in Da Nang city

Figure 2.2 Location map of 97 primary schools in Da Nang city

In order to develop a school disaster preparedness plan, the school's disaster resilience level must be assessed first to understand the school's capabilities, constraints, and problems in its response The results of this evaluation will be the basis for proposing solutions to improve the school's capacity, helping to prepare and recover disaster A questionnaire bases on the SDRA method (Tong, 2012) was used to

assess the disaster resilience level of primary schools The study focused on the resilience of primary schools with five types of natural disasters affecting Da Nang City, including storms, floods, heatwaves, droughts, and sea levels rise

This questionnaire identifies five aspects of schools' ability to bear disaster risks

based on the local context of Vietnam, including 5 dimensions (1) "Physical

conditions", (2) “Human resources”, (3) "Institutional issues", (4) "External relationships" and (5) "Natural conditions" In particular, each dimension consists of 3

parameters, and each parameter is evaluated by 5 different variables (The list of dimensions, parameters, and variables is in Appendix 4) The total number of variables assessed is 75

Each value in the table is represented as a question with answers coded on a scale from 1 to 5 After 5 questions, there will be evaluating the importance of values

in the order from 1 to 5 (from zero important to very important) Every 15 values (belonging to 3 parameters of the same criteria), evaluating the importance of the parameters in the same dimensions in the order of 1 to 3 (from unimportant to very important) The score is calculated as the average of the values and the importance of that value according to the following formula:

Score of parameter (p):

p = (v1*s1 + v2*s2 + v3*s3 + v4*s4 + v5*s5)/ 15

Where:

p is the point of the parameter

v1 is the point of variable 1

s1 is the importance of variable 1

Score of dimension (D)

D = (p1*s1 + p2*s2 + p3*s3)/ 6

Where:

D is the point of the dimension

p1 is the point of the parameter 1

s1 is the importance of parameter 1

Table 2.1 Explanation the school's level of disaster resilience

Ranking Score Very high 4.3 - 5.0

High 3.5 - 4.29

Medium 2.7 - 3.49

Very low 1.1 - 1.89 Each school answered a questionnaire The person in charge of the school's disaster management will evaluate these aspects The answer to the questionnaire is based on the views of the school and not the individual ones

First, the questionnaires were distributed to primary schools In order to ensure that all surveys are received, there are two ways to distribute them by email to each school and to have DoET staff send the survey After that, the author will go to each school to get the answer sheet and correct the errors if any (Figure 2.3 and 2.4)

Figure 2.3 Conduct survey with the

director of Ngo Gia Tu primary school

Figure 2.4 Conduct survey with the vice-director of Phan Phu Tien primary

school

2.2.2 Key interview

In this study, key interviews were conducted with officials of the DoET of districts to understand the problems of education, response to natural disasters of primary schools The results from the key interviews will also be compared with the results of the interview with the questionnaire to validate the two-way information and increase the authenticity of the research results Figure 2.5 describes the whole process

of implementing the key interview method

Figure 2.5 Process of implementing key interview method

The interviews took place throughout the course of the study, which was divided into three official (Figure 2.6, 2.7, 2.8, and Table 1 - Appendix 6), including:

 1st round interview (before sending questionnaire)

 2nd interview (after sending questionnaire)

 3rd round interview (after collecting questionnaire)

Figure 2.6 Interview Ngu

Hanh Son's DoET staff

Figure 2.7 Interview Director of Dinh Bo Linh primary school

Figure 2.8 Interview a student of Doan Thi Diem primary school

2.2.3 Focus group discussions

Focus group discussions were used in this study at the end of the research process, seeking comments on the proposed pilot solutions for the three schools Three group discussions took place, corresponding to the evaluation of solutions for three schools in three different regions Participants are representatives of the school and DoET A table of solutions is printed out and explained in detail, after consideration based on the objective viewpoint of the school and DoET, the parties will judge on the votes Table 2.2 is information about group discussions

Table 2.2 Information about focus group discussions

No School Participants Time

By joining some classes and interviewing teachers and students, the author was able to

observe their activities to:

 Collecting both quantitative and qualitative data through surveys and interviews;

 Getting a better understanding of the disaster preparedness activities, and checking the reliability of the survey results with the questionnaire

2.3 Methods of data analysis

Statistical, analytical and comparative methods are needed in clarifying the research problem Based on the results of the questionnaire interview, all statistical analyses were carried out using Excel software (Data analysis process is in Appendix 5)

To answer the research question 1, the weighted average function is used to calculate the school's disaster resilience The average function is also used to calculate the average score for schools in three regions, including the coastal, the low plain and the mountainous From there, compare the level of disaster resilience among the three regions, between the primary schools with the highest and lowest scores, and between

2019 and 2012 to answer the research question 2

The correlation was used to determine if each of the variables and parameters had a significant relationship on dimensions‟ score or disaster resilience level Then, solutions will be put in place to improve scores for that parameter, to improve school resilience This is also to answer the research question 3

Figure 2.9 Data analysis process

2.4 Method of maps and charts

The study uses ArcGIS software to visualize the location of 97 schools on the map to see the distribution of primary schools in Da Nang City From that, it is

statistical analysis 3 Visualize data

possible to make judgments, assessments and comparisons about the school's disaster resilience

3 CHAPTER 3 DISASTERS RESILIENCE LEVEL OF PRIMARY

SCHOOL IN DA NANG CITY

3.1 Result of disaster resilience level of primary schools in Da Nang city

Primary schools in Da Nang city are often located in densely populated areas, close to administrative agencies and convenient roads However, due to the nature of the coastal area, many schools are located close to the coastline, highways, and some schools are located near large rivers and streams, which are potential risks of floods, storms and many other risks

This study was conducted at all primary schools in six urban districts (Hai Chau, Thanh Khe, Cam Le, Son Tra, Ngu Hanh Son, Lien Chieu) and one rural district (Hoa Vang) in Da Nang City There are 97 surveys, 1 is invalid (Nui Thanh primary school),

96 are valid Therefore, these analysis results are based on the analysis data of 96 primary schools in Da Nang city (Figure 3.1) (The general information and score of parameters are shown in appendix 4 and appendix 5) The score is divided into 5 ranks, includes very low (1.1 - 1.89), low (1.9 - 2.69), medium (2.7 - 3.49), high (3.5 - 4.29), and very high (4.3 - 5.0)

According to the average score of 5 parameters and 15 indicators shown in figure 3, the disaster resilience level of primary schools in Da Nang City is average

(3.33 points) In which, the "Human resources" factor has the highest score (3.77 points); "Physical condition", "Institutional issues", and "External relationships" are averaged; meanwhile, the dimension of "Natural conditions" reaches the lowest point

(Figure 3.2) There is no significant difference between the scores of human resource

parameters, facilities conditions, "Institutional issues", and "External relationships" In

the 96 schools, 30.2% have high resilience, 66.67% have medium resilience and only 3.13% show low resilience

Figure 3.1 Disaster resilience level of 96 primary schools, Da Nang city

0 1 2 3 4

High 3.5 - 4.29

Medium 2.7 - 3.49

Very low 1.1 - 1.89