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

VIETNAM NATIONAL UNIVERSITY, HANOIVIETNAM JAPAN UNIVERSITY NGUYEN THI HONG DUONG INNOVATIVE APPROACH IN DEVELOPING A DISASTER PREPAREDNESS PLAN FOR PRIMARY SCHOOLS IN DA NANG CITY IN THE

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

Hanoi, 2020

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

iii

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 theregulations Citations and references for documents, books, research papers and webpages 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

CC Climate Change

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

DisastersDoET Department of Education and Training

DRR Disaster Risk Reduction

DRRE Disaster Risk Reduction Education

IPCC Intergovernmental Panel on Climate Change

NGO Non-Governmental Organization

MCCD Master program of Climate Change and DevelopmentMoET Ministry of Education and Training

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

SFDRR Sendai Framework for Disaster Risk Reduction 2015

-2030

UN United Nations

UNISDR United Nations International Strategy for Disaster

Reduction

The research presented in this Master thesis was carried out at the Masterprogram of Climate Change and Development (MCCD), Vietnam Japan University.During my studies at MCCD, I accumulated a lot of knowledge and skills, which notonly helped me to be able to successfully complete this research but also helped a lotwith my work In the course of my studies, I have gained the necessary knowledge andbasic, interdisciplinary methodologies to assess and address issues related to climatechange mitigation, adaptation to Sustainable development at global, national, and locallevels From there, I can apply that knowledge to my research topic, offer new ideas onclimate change response, approach disaster preparedness planning from a CCadaptation perspective, and propose solutions for it During the research process, Iworked with and cooperated with schools, the Department of Education and Training

of Da Nang City Work skills, communication skills, time management, independentwork, and the seriousness of the work I learned from MCCD helped me to completethis research well

Firstly, I would like to thank my supervisor, Dr Thi Tong for her invaluableguidance, encouragement, and support throughout the Master thesis process Dr Thigave me extremely perceptive, helpful, and appropriate expert guidance, particularly inreading 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 researchprocess All the directors of 97 primary schools and DoET's staff in Da Nang city, whohelped in conducting surveys, interviews, and setting up the fieldwork

Thirdly, the teachers in the MCCD, Vietnam Japan University Teachers notonly equip students with valuable specialized knowledge in the field of climate changeresearch but also create favorable conditions and provide dedicated guidance tostudents during the dissertation process

Last but not least, I would like to thank my family and friends in the MCCD forhelping 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 theweather and climate of Vietnam with natural disasters that are more abnormal andintense Vietnam is the 6th country in the world affected by extreme weather events inthe context of CC (period 1999 - 2018) (Carter, 2008) In the context of CC, thefrequency and intensity of natural disasters are increasing, causing great damages ofpeople 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 andthreaten the achievement of goal 4 - The Quality of Education in the SustainableDevelopment Goals

Education is one of the sectors most severely affected by climate disasters inVietnam (MOET, 2011) In a country like Vietnam, natural disasters such as stormsand floods can happen unexpectedly Therefore, disaster preparedness is the first andmost important step to minimize damages, especially in the context of primary schools,where students are underage disasters‟ response Good disaster preparedness will helpboth reducing the damages and making recovery quicker Disaster preparedness isimportant for disaster managers, as, in the event of an emergency, the response to adisaster 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, sointerrupt learning and the quality of schools learning Primary schools prepare disasterprevention plans at the beginning of each school year Based on the country's NationalAction Plan to Respond to Climate Change and Disaster Risk Reduction (DRR), theMinistry of Education and Training (MoET) will make a plan, and the Departments ofEducation and Training (DoET) will follow that plan to bring down the DoET of eachdistrict 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 preparedisaster plans Instead of a top-down approach, a bottom-up approach is needed Thisstudy is an attempt to develop an innovative approach in developing disasterpreparedness 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 theproblems, to identify factors that affecting the primary schools's ability to cope withnatural disasters On this basis, the study figures out a roadmap to improve resilience ofthe 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, andmountainous 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 primaryschools 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 forbuilding an innovative approach to develop a disaster preparedness plan The results ofthis study is expected to contribute to improve the resilience level of primary schoolsthrough well establishment of disaster preparedness plan development, which in turnwill help schools effectively respond to natural disasters, to adapt to CC, and to achieveGoal 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 thecontext of CC

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

 Carrying out key interviews with the representative of Da Nang DoET to applyfor permission to work and adjust the questionnaire to suit the primary schools in Da NangCity;

 Carrying out key interviews with schools's disaster managers and representative

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 disasterresilience level; among three geographical areas (coastal, low plains, and mountainous); andbetween 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 primaryschools 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 thedisaster 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 peopleand killed 200 people in Da Nang city, total economic losses amounted to 6,803.5billion 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 schoolsaffected (CCFSC, 2006).

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

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

Regarding education, Da Nang's DoET has organized many activities tointegrate contents related to CC in the subjects at all levels, combining extracurricularactivities 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 todisasters, disrupting, and affecting the quality of education

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

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 ThiBoi and Ong Ich Duong primary school (Cam Le district) were hit by HurricaneKatrina, destroyed roofs, broken trees, causing damage to nearly VND 50 million eachschool in 2009 (Cam Le DoET, 2009) Typhoon Nari in October 2013 caused heavyrainfall and all primary schools in the center of city had to closed One month later, inNovember 2013, primary schools in Hoa Vang district, including Lam Quang Thuprimary school, were seriously flooded due to floods from the Tuy Loan River near theschool 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 lowterrain, to be flooded in a large area In December 2018, floodwaters flooded manyschools in Hai Chau, Hoa Vang, Thanh Khe and Ngu Hanh Son districts and wereclosed 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 DaNang City Nearly 2000 students of primary schools in Hai Chau District, Huynh NgocHue and Huynh Thuc Khang primary school (Thanh Khe District) had to close due tothe heavy rain Besides, Nguyen Dinh Chieu primary school (Thanh Khe District) wasflooded 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, LamQuang Thu primary school had to close three times within a month due to flooding.Natural disasters cause serious damage to facilities, teaching equipment, and directlythreaten the safety of teachers and students when going to schools in floodedconditions Whenever a disaster strikes, classroom facilities and the quality ofeducation are affected Phan Dang Luu primary school was flooded to the table (in2018), 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 toVND 50 million each Although natural disasters occur every year, schools still havethe embarrassment of handling before, during, and after a disaster occurs Disaster

recovery also takes time, affecting learning All schools prepare a disaster preparednessplan 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 onerural district in Da Nang City In the school year 2018-2019, the number of publicprimary schools are 97, with about 92,000 students For the purpose of comparingdisaster resilience among areas, primary schools in Da Nang City are divided into threeareas: coastal, low plain, and mountainous areas based on the location of the schoolsand the distance from the school to the coast Table 1.1 shows the number of schoolslocated in three areas

Table 0.1 The number of primary schools divided into 3 areas

7

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 "Badstar" United Nations (UN) defines that Disaster is a serious disruption of thefunctioning of a community or a society involving widespread human, material,economic or environmental losses and impacts, which exceeds the ability of theaffected community or society to cope using its own resources (UN, 2009)

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

Disaster management includes organizing, planning, and applying actions toprepare for, respond to or recover from a disaster (UNDDR, 2017) This is a complexprocess, 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 asthe ability of countries, communities and households to manage change, bymaintaining or changing living standards in the face of shocks or stress - likeearthquakes, droughts or violent conflicts - without lasting impact UNISDR (2008)defines Disaster Resilience as the ability of a system, community or society to beexposed to hazards to adapt, by resisting or changing to maintain functional andstructural acceptance (UNISDR, 2018)

As such, Disaster Resilience is generally a community's ability to resist, oraccept disaster To help both reducing the dramatically and making recovery quicker, aGood disaster preparedness is needed Disaster preparedness is important for disastermanagers, 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 isoften 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 managementactivities Graphics have evolved from most of the top-down relief and responseapproaches Disaster management in the past mainly dealt with natural disasters andrecovery, while disaster risk management encapsulated all disaster managementcomponents (prevention, preparation, mitigation, and response) (Yodmani, 2001)

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

Disaster management is important because it includes measures that not onlyhelp 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 avoidand minimize the impact of disasters However, disaster preparedness often failsbecause it is often not based on evidence or subject matter It suggests that anevaluation of the subject's ability is required before conducting disaster preparednessplanning (Guha-sapir, L.V.Parry, O.Degomme, Joshi, & Arnold, 2006)

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

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

All components of disaster management such as mitigation and preparationshould be modeled to simplify all risk mitigation processes in local government InSouth Africa, the local government is responsible for implementing and maintaining acomprehensive, full-risk disaster management program, ensuring the followingcomponents in disaster management; mitigation; preparation; react; aid; andrehabilitation (Zyl, 2006)

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

in emergency preparedness is a community vulnerability analysis to identifyemergency response requirements that must be met by performing four basicemergency response functions, including: ( 1) emergency assessment actions, such asforecasting storm speed to determine potential disaster impacts; (2) hazardousactivities, such as sandbags surrounding buildings, are short-term actions to protectproperty; (3) population protection actions, such as warnings and evacuations, toprotect people from impact; and (4) incident management actions, such as liaisonbetween feedback agencies (Jane A Bullock, 2006)

In the study of Nahid Aghaei (2018) a systematic review was conducted toassess 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 whatshould be More effective teaching and learning strategies are needed to increase theeffectiveness 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 disasterrisk management and aims to build the capacities needed to effectively manage alltypes of emergencies and achieve transformative order from response to sustainablerecovery Preparation should be based on a reasonable analysis of disaster risk andgood connectivity with early warning systems, and include activities such ascontingency planning, equipment and supplies storage, and development arrangementsfor 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 settlementsand communities Meanwhile, it is likely that disaster also happens in schools Aschool disaster preparedness system has been developed to facilitate good and effectivecoordination and response in school emergencies and disasters In the school's disasterpreparedness system, there should be headquarters, evacuation zones, disastermanagement teams, and the division of their respective tasks and equipment, includingsimulation and preparation practices There is a clear description of responsibilitiesamong principals, teachers, administrative staff, and other parties involved inimproving school disaster preparedness (Lesmana & N Purborini, 2015)

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

Schools with members who are children are at high risk of disaster risks, whichmeans that the risks are also very high Schools that are able to cope with disasters canplay 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 disastermanagement, 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 thesafety of school location, disaster management, and disaster education The studyproposed the minimum essentials to reactivate school disaster prevention activities andstrongly recommends the local government's policy support for ensuring a city-wide,all-schools implementation The study recommended these schools should have anannual school plan to deal with tsunami and a school budget for conducting disasterprevention activities The Education Agency Circular Letter should providejustification for all headmasters to include these components in the schools‟ annualplans 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 InIndonesia, the implementation of disaster management is specified and regulated in theRepublic 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 ofthis phase is that disaster education and understanding and action can be taken toreduce disaster risk (B E Flanagan, 2011)

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

Meanwhile, Hoffmann and Muttarak, based on their experiences in Thailandand the Philippines, show that education plays a role in improving the preparation ofhouseholds 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 beenimplemented through the development of disaster prevention schools The IndonesianDisaster Education Association explained that in order to build a vigilance and safetyculture in schools and to build resilience in the face of disasters, four parameters ofschool preparedness are in place The four parameters of preparation are as follows:Attitudes and actions; Schools policies; Planning preparation; and Resourcemobilization (Konsorsium Pendidikan Bencana Indonesia, 2011)

Disaster management education and improved disaster preparedness in schoolsare very important aspects, especially in areas prone to natural disasters In a disasteremergency, schools play an important role as an emergency disaster recovery andrecovery center Schools also play a role in supporting emotional recovery for staff andstudents (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 inensuring school security In Catalonia, based on Spanish jurisprudence, the principal isresponsible for protecting the members of the schools For adequate safetymanagement, the principal's duties should be supported by adequate administrativesupport, increased time and resources, and improved staff training (Vicario, 2012)

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

In addition to the role of principals and teachers in schools, DRR can also bedone 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 ofdisasters Efforts to build disaster resilience within the community are made possiblethrough the primary schools' mission of providing education, information sharing and abroader 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 inprimary schools and provided the main solution is DRRE The study also proposes thatleadership and priorities are the main factors that help schools manage internal andexternal resources to overcome challenges effectively and promote DRREeffectiveness to improve the resilience of the schools (Tong & Shaw, 2016)

In another study on the risk resilience education sector in Thua Thien Hueprovince, Central Vietnam (2012), Tong developed a method to measure the educationsector's resilience to respond to natural disasters in Central Vietnam named SchoolsDisaster Resilience Assessment (SDRA) This study has provided important insightsinto improving the resilience of the education system in Thua Thien - Hue atprovincial, local and school‟s levels The study provided a basis for policymakers todevelop effective plans to increase the resilience of the education sector and to providethe Schools Board with the means to assess the level of recovery The school'srecovery 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 isone of the most important steps to improve school's resilience to CC This study uses aset 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 ofthe 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 newcontent This study will contribute to providing a new perspective for disasterpreparedness planning in schools, and effective planning Since then, helping schoolsprepare and respond to disasters more effectively, reducing the impact of naturaldisasters 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 managementcapacity, such events continue to threaten the safety and safety of the people(UNISDR, 2015) Their impact particularly affects developing countries, reportinghumanitarian emergencies with increasing size and frequency (UNISDR, 2009a) Eachyear, natural disasters kill about 90,000 people and affect nearly 160 million peopleworldwide (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 ripariancommunities in lowland areas and the cost to affected countries is a significant part oftheir 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, DaNang 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 isvery important to do in the face of disasters and emergencies In areas prone to naturaldisasters, 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 duringschools‟ activities The risk of disaster facing schools is growing because students,with the highest number of school citizens, are put in vulnerable age This conditionindicates that readiness is the first step to safety management in schools which is veryurgent 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 fromthe 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 onlyresponsible for teaching disaster management knowledge, but also provide servicesthrough providing evacuation shelters If a disaster occurs during class time, the schoolmust 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 alsoplay a role in building resilient communities by introducing disaster risk reduction tostudents right from the start head Because students are quick to transfer knowledgefrom schools to their families and communities, early empowering children tounderstand disaster risk reduction is very helpful in achieving goals there In this case,schools and communities can work together to build networks to increase disasterrecovery The school community partnership network can provide necessary andpositive support to the school and provide common benefits to other stakeholders in thenetwork (R S Oktari, 2018)

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

Da Nang has 97 public primary schools, most of which are located in areasprone 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 inother regions need to improve disaster preparedness Schools need to develop a disastermanagement system as a basis for action in emergencies and disasters Instead of adisaster plan developed according to a top-down process and approach, schools need aseparate disaster preparedness plan, built on the basis of each school so that it can beeasily 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 indisaster management Then, in the period of 2007-2010, the program of researchingand testing educational technology in disaster management was conducted In theperiod 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 acomprehensive school safety framework The procedures carried out in thedevelopment 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 andcommunication plans for continuing education, (2) protect reality and the environment,

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

In January 2018, the Project "Strengthening flood resilience in urban areas ofThua Thien Hue Province" was conducted by the Center for Social Research andDevelopment in collaboration with the Office of the Command of Disaster Preventionand Search The provincial rescue organization organized a training course on

"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 toformulate a plan from the bottom-up approach The innovation is demonstrated by theuse of SDRA to assess the school's disaster resilience It is the basis for proposingsolutions to improve disaster resilience for schools, helping schools better prepare andrecover after disasters In addition, group discussions to assess the solution areconducted in schools to increase the feasibility and suitability of the solutions Theseplans are also reviewed and updated over the years to ensure conformity Five steps ofresearching and developing a natural disaster prevention plan for primary schools in DaNang city:

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

Step 2: Summarizing documents, research the contents that need to focus oninvestigation 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 DaNang 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

a basis for proposing solutions

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

CHAPTER 2 RESEARCH METHODS

This study uses four main research methods First, collect data related to thetopic and content of the study Next is the use of sociological research methodsincluding: Questionnaire survey, Key interviews, Focus group discussion, andObservation These methods are used in combination to assess the school's disasterpreparedness and develop disaster preparedness solutions and plans Survey resultsfrom the Questionnaire survey will be calculated using Excel software Data analysismethod in combination with Method of Maps and Charts is used to show the researchresults 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 thescientific basis as well as documents that are relevant to the research objectives Dataabout the research area in recent years including: disaster management, disaster riskmanagement, disaster preparedness in the world and in Vietnam have been carefullycollected and screened These documents are in various types, including books, maps,and charts; newspaper (piece/article); Press Release; reports of organizations; andsurvey data related to the field of school disaster preparedness and disaster resilienceplanning 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 DaNang in particular The main content of these documents is about disaster educationactivities in schools, disaster management for the education sector, and reports onsummarizing natural disasters in the last 5 years of Da Nang city

By summarizing and examining the collected information, the research canuncover outstanding issues in the field of study, showing the common ground and thedifferences of previous studies Since then, clarify the scientific basis as well as betterorientation 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 schoolsreceived a questionnaire, yielding a response rate of approximately 98.97% (List ofschools is in Appendix 2) Figure 2.2 is the location map of 97 primary schools in DaNang 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 disasterresilience 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 basisfor proposing solutions to improve the school's capacity, helping to prepare and recoverdisaster A questionnaire bases on the SDRA method (Tong, 2012) was used to

assess the disaster resilience level of primary schools The study focused on theresilience of primary schools with five types of natural disasters affecting Da NangCity, 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 ofdimensions, parameters, and variables is in Appendix 4) The total number of variablesassessed is 75

Each value in the table is represented as a question with answers coded on ascale 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 theparameters in the same dimensions in the order of 1 to 3 (from unimportant to veryimportant) The score is calculated as the average of the values and the importance ofthat value according to the following formula:

Score of parameter (p):

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

p is the point of the parameter

v1 is the point of variable 1

s1 is the importance of variable 1Score of dimension (D)

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

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

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

Figure 2.3 Conduct survey with the Figure 2.4 Conduct survey with the

director of Ngo Gia Tu primary school 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 ofdistricts to understand the problems of education, response to natural disasters ofprimary schools The results from the key interviews will also be compared with theresults of the interview with the questionnaire to validate the two-way information andincrease 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 dividedinto 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 Figure 2.7 Interview Figure 2.8 Interview a Hanh Son's DoET staff Director of Dinh Bo Linh student of Doan Thi Diem

primary school primary school

2.2.3 Focus group discussions

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

Table 2.2 Information about focus group discussions

1 Doan Thi Diem

School: Director

10/12/2019DoET staff

2 Ngo Quyen

School: Vice-Director

11/12/2019DoET staff

3 Lam Quang Thu School: Vice-Director 12/12/2019

DoET staff

2.2.4 Observation

The author conducted observation, natural conversations, interviews of various

By joining some classes and interviewing teachers and students, the author was able toobserve their activities to:

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