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DEATHS

GIRLS QUAKE SCIENCE AND SAFETY INITIATIVE
For EQUAL FUTURES PARTNERSHIP STEM education for 100,000 girls in vulnerable communities

Impacts$
1,000,000$buildings$surveyed$for$their$seismic$weakness$ 100,000$girls$educated$in$seismic$science$and$safety$ 5,000$teachers$trained$in$seismic$curriculum$ 1,500$seismometers$installed$in$schools$ 1,000$engineers$mentoring$the$girls$

United States Geological Survey, Teachers Without Borders, Global Earthquake Model, Earthquake Engineering Research Institute

Education from BELOW the ground and up

Dear Colleagues, Dense populations. Precarious educational systems. Poorly-constructed buildings. High seismic vulnerability. Political instability. A perfect, tragic, preventable storm. We believe that an ounce of prevention and planning education (science and safety) is worth a pound of cure (post-disaster aid money). After having conducted successful, independent earthquake science and education programs for years, the White House asked the United States Geological Survey (USGS) and Teachers Without Borders (TWB) to collaborate on bringing about the most ambitious, yet achievable, science and safety initiative in the world. Endorsed the White House’s Equal Futures Partnership and encouraged by the William and Flora Hewlett Foundation, Prevention Web, Johns Hopkins University, the University of California, and the Interagency Network for Education in Emergencies, the Girls Quake Science and Safety Initiative (GQSSI) bridges the gap between the capacity-building development and global aid following a disaster. (shake tables, QuakeCaster, Plate Tectonic Puzzles), smart phones, Flip video cameras, building inventory data capture and uploading tools, global building taxonomy, risk-portrait case studies, local partnerships, earthquake science and safety curriculum from TWB and USGS, and mentor-teacher workshops. Combining pilots in multiple locations would help lower the cost per student by maximizing efficiencies associated with one-time (up-front) program activities. Greatest efficiencies shall be clearly evident after scalable systems are in place that allow the GQSSI to travel among regions and to monitor scale. The Girls Quake Science and Safety Initiative is consistent with international law and the 2005 Hyogo Framework for Action, a blueprint signed by 168 governments to acknowledge and plan for education as a means by which we can ensure a safe future for our children. GETTING STARTED We suggest five potential regions for pilot implementations: India, Indonesia (Sumatra and Java), Myanmar, and Jordan. Our selection criteria considers (a) diplomatic relations with the host government to provide a constructive collaboration for conducting the GQSSI (b) a history with trusted local partners (c) emerging partners (d) educational capacity; and (e) regional support. For each region, we have provided a brief seismic and educational profile, information about partnerships, and cost differentials. The Girls Quake Science Initiative is poised to advance world-class science and education from below the ground and up. Respectfully submitted, GQSSI intends to reach 100,000 girls over 3 years and can begin with substantial regional pilots as early as September, 2013. All pilots would include the full science and safety program: seismometers, in-country technicians, support providers, educational resources United States Geological Survey, Teachers Without Borders, Global Earthquake Model, Earthquake Engineering Research Institute

“..bolstering access to open educational resources (OER)...to educate girls about earthquake science in high-risk regions of the world.”

EQUAL FUTURES PARTNERSHIP

United States Geological Survey, Teachers Without Borders, Global Earthquake Model, Earthquake Engineering Research Institute

A POOR EDUCATION IS A SEISMIC RISK

More than 50 per cent of children who die in earthquakes each year (worldwide) die inside their school buildings.

Only 2% of all humanitarian aid goes into education

Selected Globally Consulted Networks
Interagency Network for Education in Emergencies, UNDP, UNISDR, UN-ESCAP, Purdue University, Johns Hopkins University, U.C. Berkeley, PreventionWeb, EMI Mega-cities Initiative, International Strategy for Disaster Reduction, Equal Futures Partnership partner organizatons

Disasters Destroy Any Gains in Development

United States Geological Survey, Teachers Without Borders, Global Earthquake Model, Earthquake Engineering Research Institute

India
Teachers Without Borders’ Solmaz Mohadjer in Gujarat

Seismic Risk
ONE BILLION PEOPLE
the Indo-Gangetic Plain live on

Educational Risk
THE LOWEST LITERACY RATES
are located in areas of high seismicity

HIGH RISK for Magnitude 8-9
on the Himalayan front

INDIA ranks 129th of 146 countries
measured for gender parity.
Women are often last to receive space in safe areas and relief is usually issued to males. of girls Relocation after disasters increases women’s workloads, decreases their control over food and income, and disrupts their social support networks. them as weak and poor crisis managers. A few women and non-governmental organization married before have 18 (NGO) programs challenged these perceptions in recent disasters. Women’s selfhelp groups are being integrated into disaster management strategies and women are increasingly represented on local governing bodies.1

20,000 fatalities, 200,000 injured, 1.2m housing units lost, $4b property loss 80,000 fatalities, 200,000 injured, 4,000,000 homeless, inestimable property loss

2001, Bhuj-Gujurat:

44.5%

are

2005, Kashmir:

At the same time, domestic violence and sexual exploitation increase. Women bring valuable management capabilities to the disaster context that are rarely tapped because people view
1 Mainstreaming

Gender in Disaster Management (Cehmonics Support Project

SEISMIC RISK: DETERMINED BY HAZARD MAPS, POPULATION AT RISK, BUILDING TYPOLOGIES, HISTORY OF EARTHQUAKES, CULTURAL MEMORY

EDUCATIONAL RISK: DETERMINED BY USAID, UNDP, USAID FOR LITERACY, GENDER EQUITY, SCIENCE/ EARTHQUAKE EDUCATION, AND TEACHER DEVELOPMENT

India Partnerships
ONGOING, POTENTIAL AND EMERGING:

Regional geologists, NGOs, agencies, NGOs and civil-society organizations, universities, networks
School Earthquake Laboratory Program Pratham National Programme on Earthquake Engineering Education All-India Disaster Mitigation Institute Resource Development Center, New Delhi Gujarat state Disaster Management Authority Sustainable Environment and Ecological Development Society Aga Khan Development Network Gender and Disaster Network Aga Khan Development Network Center for Environment Education, CEE, Himalaya Interagency Network for Education in Emergencies

Substantial progress has been made vis a vis earthquake construction standards for commercial buildings, but these compliant buildings represent a low percentage of building stock and do not extend to much of residential construction, where a majority of the hazard lies. Yearly average of fatalities in India from earthquakes: 1,500. In the United States: 10
—  Asia-­‐Pacific  Disaster  Report:    2012  (UNISDR,  UN-­‐ESCAP)  

Communities
Schools and public access buildings to be finalized, with partners, to focus on schools in Gujarat, Uttaranchal, Himachal Pradesh, Jammu & Kashmir. UNDP India and the Government of India produced a valuable publication called ‘Women as Equal Partners: Gender Dimensions of Disaster Risk Management Programme - Compilation of Good Practices’ This collection showcases gender equity practices in disaster risk reduction from several states in India - Assam , Tamil Nadu, Orissa, Uttar Pradesh, Gujarat, Delhi and Maharashtra.

Seismic Risk JAVA:
140 million people at earthquake risk 50 million

Java and Sumatra

Indonesia

Educational Risk
In Aceh, 2/3 of dead or missing were women or girls

SUMATRA:

DESTROYED
2,512 education facilities (9,051 local)

people at earthquake risk
Damaged 249,833 housing units (50% heavily damaged), 1,010 government facilities, 2,104 worship facilities, 177 kms of road, 4,980 m of bridge

USAID:

EDUCATION FROM A

GENDER EQUALITY PERSPECTIVE enhancing the quality of teaching and learning through strengthened teacher training and improvements in the school
learning environment
EDUCATIONAL RISK: DETERMINED BY USAID, UNDP, USAID FOR LITERACY, GENDER EQUITY, SCIENCE/ EARTHQUAKE EDUCATION, AND TEACHER

SEISMIC RISK: DETERMINED BY HAZARD MAPS, POPULATION AT RISK, BUILDING TYPOLOGIES, HISTORY OF EARTHQUAKES, CULTURAL MEMORY

Communities
PADANG; ACEH PROVINCE Banda Aceh, Calang, Maulaboh

“The Indonesia Framework of School-Based Disaster Preparedness, supported by the School Earthquake Safety Initiative (SESI) of UNCRD has developed "Reducing Vulnerability of School Children to Earthquakes" took place in four countries, two of which (India and Indonesia) are central to the Girls Quake Science and Safety Initiative. Indonesia has committed to ensuring that school children living in seismic regions have earthquake resilient schools and that local communities build capacities to cope with earthquake disasters. The project has the following key components: school retrofitting; disaster education, capacity building and raising awareness. One of the five priorities for action, underscored in the Hyogo Framework for Action (HFA) 2005-2015: Building the Resilience of Nations and Communities to Disasters, is using knowledge, innovation and education to build a culture of safety and resilience at all levels (HFA Priority 3). The World Disaster Reduction Campaign for 2006-2007 by the UN International Strategy for Disaster Reduction (UNISDR) was carried out together with various partner organizations under the theme of "Disaster Risk Reduction Begins at School." Various initiatives were taken during the campaign and they are instrumental in creating a global synergy for safe schools. Though the campaign ended in 2007 with many noteworthy achievements, the task for school safety and building resilience of communities has not ended; in fact, it has just started and needs dedicated efforts to make disaster resilience a component of sustainable development. UNCRD has been playing an active role in realizing the message of school safety and building resilience of communities through schools for last many years. The project on "Reducing Vulnerability of School Children to Earthquake" under the School Earthquake Safety Initiative (SESI) is an example of how different stakeholders can be in science and education.”

Indonesia Partnerships
• • Regional geologists, NGOs, universities, networks • UNDP • Syiah Kuala University, Banda Aceh, Education and Training Division • Aceh Data and Disaster Information • Earth Megacities Initiatives • Stanford University, Paleotsunami

Reducing Vulnerability of School Children to Earthquakes: United Nations Centre for Regional Development (UNCRD); School Earthquake Safety Initiative (SESI); January 2009

Myanmar

70 million
(population)

Myanmar

50 million 20 million 10 million
CAPTION

(in regions of seismic risk)

(in regions of high seismic risk)

(live along Sagaing Fault)

According to the Curriculum Project...

...3 out of 10 primary school aged children are out of school. 70% of those who do start school are unable to finish at the primary level. 50% of students are unable to continue to secondary school.

MYANMAR PARTNERSHIPS
ONGOING, POTENTIAL AND EMERGING

Geologists, NGOs, agencies, civilsociety organizations, universities, networks
• Union Minister of Ministry of Social Welfare Relief and Resettlement • Chairman of Myanmar Disaster Preparedness Agency (MDPA) • Department of Meteorology and Hydrology (DMH) • Myanmar Engineering Society (MES) and Myanmar Geosciences Society (MGS), School of Civil Engineering, Andalas University

YET, A NEW READINESS FOR PREPAREDNESS
MYANMAR DISASTER RISK REDUCTION PROGRAM:
Myanmar is currently operating 11/16 projects focusing on public awareness, education, and training • DISASTER SAFETY DAY • GEOLOGICAL NETWORKS • NATIONAL PUBLIC AWARENESS PROGRAM • MYANMAR EDUCATION RECOVERY PROGRAM: UNESCO

Sub-Component 4.8: Development of School Disaster Preparedness Program
The Ministry of Education and the Township Disaster Preparedness Committees will take the lead roles in this sub-component to work with the school authorities and teachers from selected schools in all states and divisions with priority accorded to Ayeyarwady, Chin, Magway, Mandalay, Rakhine, Sagaing and Thanintharyi, in devising individual school disaster preparedness programs. The Township Education Offices will facilitate the schools to conduct risk assessment of their own schools and their vicinities as basis for their preparedness programs preparation.

COMMUNITIES
Taungoo, Taungdwingyi, BaganNyaung-U, Kyaukse, Pyin Oo Lwin, Shwebo, Wuntho, Hkamti, Hakha, Myitkyina, Taunggyi, and Kunglong

Sub-Component 4.9: Preparedness and response program for psychosocial impacts and epidemic & disease control in the aftermath of natural disasters
The program implementation will also be supported by township authorities.In the time of post-disaster, outbreaks of epidemics is common, which can lead to several deaths. It is important to provide training on epidemic control and prevention, ensure availability of medicines & health care facilities and sanitation (systematic garbage disposal, clean water). Apart from above mentioned activities, this component will include psychosocial aspects of disaster on community. It will also include coordination and cooperation among departments and NGOs. Ministry of Health will lead this component as per the guidance of NDPCC. It will have linkages sub-components (4.1) & (4.4).

USAID GOAL 3

Jordan
Seismic Risk

Increased Educational Access to Education in Crisis and Conflict Environments for 15 Million Learners by 2015

Jordan

Educational Risk
Disaster Risk Management education begun, though little in schools Gender STEM almost non-existent

2/3 of Jordan’s population live within 50km of a fault line.
m5.7 in 1995; m4+ quakes can occur in clusters of dozens within a week
Coordination with the United Nations Develepment Program’s four interlinked projects in Amman, Aqaba and Petra, designed to support Disaster Risk Management efforts in Jordan. “It is anticipated that the projects in Aqaba and Petra will provide institutional set-up and increased capacity in the targeted regions, specifically through the establishment and capacity-building of DRR Unit within the structures of the local authorities.

Activities
• Develop, vet, translate, and test curriculum and training • Create public and stakeholder outreach   • Install equipment • Collect and manage data  • Create risk portraits and mitigtion strategies • Implement evaluation and monitoring

Tested
Afghanistan China Haiti Mexico Pakistan Tajikistan

Translations
English, Chinese, Spanish, French, Russian, Kreyol, Tajik, Farsi/Dari

Planned for 2013-2014
Arabic, Hindi, Malay/Javanese

Budget Notes
Across all projects, budgets fluctuate in regard to in-country staffing and training; shipping; curriculum development costs will remain the same

R = H*E*V

R = RISK (expected losses for a specific length of time, hazard type, and intensity) H = HAZARD (frequency of occurrence, for a specific intensity) E = ELEMENTS at risk (number of people or assets, combined with exposure) V = VULNERABILITY (percentage of losses as compared with total exposure) United Nations Office for Disaster Risk Reduction (2011a) Vulnerability Index (wiki): http://bit.ly/132xceG

E C+R+S

DIVIDED BY

EDUCATION

EQUALS

C = COPING (available skills/resources to face & manage adverse conditions) R = RESILIENCE (the speed and capacity to rebuild capacity) S = SAFETY/SAVED LIVES (to be calculated by mitigation) Reducing Vulnerability and Exposure to Disasters: The Asia-Pacific Disaster Report (2012)

War and natural disasters can significantly disrupt a child’s education and learning trajectory. When children are displaced due to these circumstances, they often are excluded from school for years, sometimes even generations. However, a high-quality education in emergency situations can provide physical, psychosocial and cognitive protection that can sustain and save lives (INEE 2010). In the domains of physical well-being and social and emotional, education can provide children with critical survival skills and coping mechanisms through learning. Learning may occur in formal schooling settings, but very often it occurs in informal ways during conflict and emergencies. Therefore, efforts to assess children’s learning must take into account where school-age children are, what is being taught, mother tongue and language of instruction, and a variety of other factors (INEE 2010).

UPDATE: APRIL-MAY, 2013
Aug. 2013: Pending funding, staff-up and commence regional partnerships Sept. 2013: Translations of educational resources completed, vetted, approved Oct. 2013: Implementation of test workshop end-2013: Seismometers installed, second workshop

Finalizing the research, tools, and metrics for measuring the effectiveness of this program, all of which will be reported publicly and subject to transparent validation.   The design, available for review, will be finalized on April 28th.  It combines a focus on educational evaluations for disaster risk management with USAID and World Bank metrics, capable of being adapted (without loss of integrity) for the different regions in which this project shall be implemented.

CONTINUING TO MAKE THE CASE FOR FUNDING
The partners collaborating on this project continue to pursue opportunities capable of funding regional pilots: Phillips Sea Food, Cisco Systems, W.F. Hewlett Foundation, National Science Foundation, Johns Hopkins University, Qatar Foundation International, World Bank Global Fund for Disaster Risk Reduction, as well as individual philanthropists. A public campaign design is in development.

RECOMMENDATION
The Girls Quake Science and Safety Initiuative partners recommend that the White House, OSTP, USAID, the Open Courseware Consortium, and the W.F. Hewlett Foundation, and other Equal Futures Partnership colleagues can play a pivotal role in this vital Equal Futures Partnership initiative by gathering stakeholders for a meeting hosted by the White House in the summer, 2013. This gathering would be designed to stimulate funding for the first pilot and establishing a momentum following its success for futher funding. Leading up to that meeting, we can commit to an active role in bringing those stakeholders to the table.

OPEN EDUCATIONAL RESOURCES: Courses

JOHNS HOPKINS UNIVERSITY SCHOOL OF EDUCATION
2013-2014 COURSES PLANNED

•Girl Rising: From Film to Movement •Girls Quake Science and Safety Initiative

OPEN EDUCATIONAL RESOURCES: Journal and Lessons

OPEN EDUCATIONAL RESOURCES:
Vital Content for Vulnerable Communities

OPEN EDUCATIONAL RESOURCES: Policies
Supported by funding from The William and Flora Hewlett Foundation, in partnership with UNESCO, Open Educational Resources have been shown as a cost-effective, high-quality way to deliver content to communities facing obstacles to information, tools, and colleagues. All content associated with the Girls Quake Science and Safety Initiative shall be governed by the least-restrictive copyright license, allowing for the maximum amount of adaptability, accessibility, and affordability of resources vital to science and safety.