INTRODUCTION
The necessity of the research
Climate change has significant and detrimental effects on human societies, particularly impacting developing nations like Vietnam, where children and women face heightened risks (UNICEF, n.d.) Vietnam's nationally determined contributions indicate that the country's average annual temperature has increased by approximately 0.89°C While rainfall has decreased by 1% to 7% in northern regions, it has surged by 6% to 21% in southern areas Projections suggest that by 2100, maximum rainfall could rise by over 20% in many northern, mid-central, southern, and Central Highlands regions, with average daily maximum rainfall increasing by 10-70% nationwide compared to historical levels (UNFCCC, 2020).
Climate change is projected to cause a temperature increase of over 3°C, leading to a rise in the frequency of powerful typhoons This shift in climate patterns intensifies climate-related hazards and heightens the risk of extreme weather events, including heatwaves, hurricanes, floods, and droughts (Shannon et al., 2019).
Natural disasters significantly impact Vietnam's education sector, with severe consequences for student safety and school infrastructure For instance, the 2006 typhoon Xangsane damaged 2,760 private classrooms in Da Nang, while typhoon Damrey resulted in the collapse or destruction of over 4,000 schools In 2017 alone, 16 storms inflicted extensive damage, leading to the tragic loss of 40 children's lives The situation worsened in 2020, with natural disasters causing 275 deaths and 65 individuals reported missing nationwide, primarily due to landslides and floods The Ministry of Education and Training (MoET) revealed that the education sector suffered losses exceeding 600 facilities, highlighting the urgent need for disaster resilience in schools.
2 billion VND due to storms and floods in 2020, especially with provinces in the middle parts of Vietnam
Table 1 1 Damage in the education sector of some provinces caused by natural disasters in 2020
Place Damaged teaching and learning equipment Affected students
Quang Binh 334 schools with about 3,000 classrooms 03 drowned
Quang Tri 309 schools were flooded, 2109 classrooms were flooded, damaged
Binh Dinh 19 high schools had their roofs blown, garage collapsed, fences collapsed
Quang Nam Many schools were flooded, wall collapsed, roof blown up, landslides; 03 drowned
Figure 1 1 Damage in the education sector caused by natural disasters in 2020
Quang Binh Quang Tri Thua Thien Hue Quang Nam Ha Tinh Binh Dinh
Damage in the educational sector caused by natural disasters in 2020
The Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030 highlights the importance of enhancing school resilience, as stated in Article 30 (c) It emphasizes the need to bolster disaster-resilient investments in both public and private sectors, focusing on structural, non-structural, and functional measures for disaster risk prevention and reduction This is particularly crucial for critical facilities such as schools, hospitals, and essential physical infrastructures.
The Comprehensive School Safety Framework (CSSF), initiated by the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) in 2013, embodies a holistic approach to mitigating risks from climatic disasters in the education sector It focuses on three key pillars: Safe Learning Facilities, School Disaster Management Risk Reduction, and Resilience Education As global movements for disaster risk reduction, such as the Framework for Disaster Risk Reduction 2015-2030 by UNDRR, gain momentum, the CSSF is increasingly contextualized and implemented in countries worldwide, particularly in disaster-prone areas.
Vietnam, significantly impacted by monsoons and coastal geography, faces severe consequences from climatic disasters like floods and storms, affecting not only the economy but also livelihoods, health, and education (Shaw, 2006) In response, the Government has implemented various initiatives to guide the education sector in addressing natural disasters and climate change Notably, the Ministry of Education and Training (MoET) issued Decision No 329/QĐ-BGDĐT on January 25, 2014, to promote awareness and integrate knowledge of climate change and disaster management in schools during 2013-2020 This decision establishes essential criteria for educating students, parents, and teachers about these critical issues, aligning with the National Strategy for Natural Disaster Prevention, Response, and Mitigation to 2020, which underscores the significance of disaster preparedness.
The Ministry of Education and Training (MoET) aims to enhance disaster mitigation education by incorporating disaster knowledge into school curricula and improving facility safety To support this initiative, MoET issued Decision No 3162/QĐ-BGDĐT in 2020, outlining a natural disaster response plan for the years 2021-2025.
Current disaster management decisions and projects lack specificity and have not been implemented at the school level Most guidance is issued seasonally, with schools receiving instructions from the People's Committee or the Committee for Natural Disaster Prevention and Control at the start of the academic year or disaster seasons These directives typically involve temporary measures like reinforcing school structures and pruning trees, which only serve as short-term responses rather than a comprehensive preparedness strategy Effective disaster risk management requires a holistic approach that encompasses preparedness, response, rehabilitation, reconstruction, prevention, and mitigation As a result, significant damages continue to occur annually due to natural disasters, with recovery often taking an extended period.
The school safety framework (SSF) plays a crucial role in enhancing resilience against various disruptions that can impact educational continuity, particularly in primary schools within coastal communities By implementing a set of minimum essentials, schools can ensure student safety, promote disaster risk reduction (DRR) activities, and maintain operational functions during and after incidents The SSF also aids in effectively allocating resources towards continuity and recovery plans, as highlighted by Sahebjamnia et al (2018) Additionally, the findings offer recommendations for the Government and the Ministry of Education and Training (MoET) to develop a robust preparedness framework The minimum essentials encompass a comprehensive set of criteria categorized into five key domains: Infrastructure, Disaster Education and Training, Institutional Issues, Collaboration, and Natural Surroundings.
What are the minimum essentials in this study?
Minimum: the amount is the lowest possible (Oxford’s dictionary)/ the smallest amount or number allowed or possible (Cambridge’s dictionary)
Essentials refer to items or concepts that are crucial in specific situations or necessary for accomplishing particular tasks They encompass fundamental ideas or qualities that form the foundation of a subject, highlighting their importance in various contexts.
In academic contexts, the term "minimum essentials" refers to the fundamental requirements necessary for effective functioning in specific situations In the realm of medical education, Schwarx and Wojtczak (2002) outlined the "Global minimum essential requirements" that all graduates must possess to earn the title of "global physician," regardless of their training location These essential requirements are categorized into seven domains, encompassing critical areas such as knowledge, skills, professional attitudes, and behavior.
(2013) proved the minimum essentials for school health service that show the uniformity in practices and procedures in improving the health of school children (Ellis, 1939)
In 2010, the Inter-Agency Network for Education in Emergencies (INEE) published the second edition of the Minimum Standards for Education: Preparedness, Response, Recovery, which includes 19 standards organized into five domains This handbook is designed to improve the quality of educational preparedness, response, and recovery, while also increasing access to safe and relevant learning opportunities and ensuring accountability in service delivery (INEE, 2010).
A Sakurai (2017) emphasized the essential components needed to enhance school disaster preparedness in Banda Aceh City, Indonesia, focusing on elementary schools Key recommendations include implementing an annual tsunami evacuation drill and allocating a specific budget for preparedness activities, with the minimum requirements kept to a manageable level (Sakurai et al., 2018) Both Japan and Indonesia, situated in the Pacific Ring of Fire, face significant risks from natural disasters, highlighting the importance of ongoing school safety research in these regions.
Tsunamis and earthquakes demand rapid and effective response strategies due to their devastating nature Countries like Japan, with a longstanding commitment to developing school safety frameworks and standards, serve as focal points for research in this area Consequently, studies primarily emphasize the importance of swift and concise disaster response approaches.
Vietnam, as a developing country with a low socio-economic status, faces significant challenges in disaster risk reduction (DRR) for school safety Unlike other disaster-prone nations that have implemented comprehensive safety measures in schools, Vietnam is still focused on upgrading semi-permanent classrooms to more durable structures In coastal regions, storms and floods pose major threats, yet the implementation of essential DRR preparedness measures for schools remains inadequate.
Resilience assessment is crucial for evaluating a community's ability to withstand disasters, with Sivell (2008) identifying three key elements: society, economy, and environment In contrast, C Susan (2010) and Joerin and Shaw (2010) expanded the framework to five dimensions, including institution and infrastructure Additionally, Tong (2012) developed the School Disaster Resilience Assessment (SDRA), which encompasses five dimensions: physical conditions, human resources, institutional issues, relationships, and natural conditions These dimensions collectively address the essential aspects required for sustainable ecosystems, highlighting the interconnectedness of each element.
This study categorizes resilience assessment essentials into five key domains: natural surroundings, infrastructure and facilities, disaster education and training, collaboration, and institutional issues Among these, natural surroundings and infrastructure are foundational elements, while institutional issues serve as an enabling environment that supports the other components Furthermore, collaboration and education and training are critical focal points for enhancing school safety.
Research questions and research objectives
- What are the effects of natural disasters and extreme climatic events on the education sector?
- How policies and practice of school DRR implementation in Vietnam?
- What is a school safety framework, and what adjustments should be made to make it adaptable for primary schools and contextualized for Vietnam?
- What is a set of minimum essentials feasible for the SSF for primary schools in Vietnam?
Three main objectives of this study, including:
- Synthesize the impacts of natural disasters and climate change to the education sector
- Analyze policies in school DRR and CCA
- Study the school safety framework and contextualized for Vietnam
- Propose minimum essentials for school safety framework
- Literature review of school safety, socio-economic conditions, educational system, natural disasters, and CC in Vietnam;
- Synthesis of the impacts of natural disasters and extreme climatic events on the education sector;
- Analyze policies and practices in the education sector in terms of DRR and CCA;
- Indicators for school safety framework for primary schools in Vietnam;
- A set of minimum essentials for SSF for primary schools in Vietnam.
Objects and scope of the research
Research object: A set of minimum essentials for school safety framework for primary schools in Vietnam
Research scope: Coastal areas of Vietnam
This study focuses on the entire coastal region of Vietnam, utilizing a comprehensive literature review, national-level policies, and secondary data Following preliminary assessments, three representative provinces—Quang Ninh in the North, Da Nang in the Central region, and Ba Ria - Vung Tau in the South—were selected to evaluate the feasibility of the findings.
Time: from September 2020 to June 2021;
Literature review
This study utilizes the Comprehensive School Safety Framework (CSSF) as its foundational reference, incorporating its key indicators to assess school safety However, these indicators are tailored to align with the unique characteristics of the specific area and conditions of the study site.
The Comprehensive School Safety Framework (CSSF) adopts a holistic approach to mitigate risks from natural disasters and extreme climatic events in the education sector Natural disasters impact various regions globally, but their economic and social consequences are particularly severe in developing countries due to inadequate disaster management and low resilience CSSF encompasses three key pillars: Safe Learning Facilities, School Disaster Management, and Risk Reduction and Resilience Education, all aimed at safeguarding students and educators from hazards, preventing educational disruptions, and enhancing resilience This study focuses on developing a school safety framework tailored for coastal areas, establishing a comprehensive safety model as a vital reference.
Figure 1 2 Comprehensive School Safety Framework
(Source: GADRRRES) 1.5.2 Practical basis of school safety framework
1.5.2.1 School safety practice in the World
Countries have been conducting school safety projects based on three pillars of CSSF or typical implementation for a specific area throughout the world
The "Comprehensive School Safety Policy: Case Studies" by the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector examined school safety policies in nine Asia-Pacific countries This study aimed to identify trends in Comprehensive School Safety Framework (CSSF) policies, highlighting the critical importance of each pillar within the framework and the necessity of collaboration among stakeholders to effectively implement and sustain school safety initiatives.
In response to the 2008 Sichuan earthquake, China initiated the National Primary and Secondary School Building Safety Project to assess, retrofit, and reconstruct schools nationwide, even those not directly impacted by the disaster This initiative highlights the effectiveness of strong central governments in implementing widespread safety measures for educational institutions.
•Disaster-resilient and 'green' design,
•Physical, environmental, and social protection;
•Representative/participatory SDM linked to school-based management;
Pillar 3: Risk reduction and resilience education
•Formal curriculum integrations and infusion
•National consensus-based key messages
•Teacher training and staff development
•Extra-curricular and community- based informal education
The implementation of school safety measures highlights the crucial role of collaboration among central governments, provinces, local authorities, educational institutions, and international organizations This initiative underscores the importance of a unified approach to enhance safety in schools.
Japan, located along "the Pacific Ring of Fire," has significantly improved the earthquake resilience of its primary and lower secondary schools, with the proportion of earthquake-resistant facilities rising from 44.5% to 98% between 2002 and 2016 This enhancement is attributed to the Earthquake-resistant School Buildings program initiated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) Under MEXT's guidelines, nearly 52,000 schools were either assessed for seismic safety, retrofitted, or completely reconstructed by 2015, ensuring a safer learning environment for students.
Uttar Pradesh, a disaster-prone state in India with a low socio-economic status, has made significant strides in improving infrastructure resilience In collaboration with the World Bank, the United Nations Development Program (UNDP), and the Disaster Risk Management Program, the Government initiated a project under Sarva Shiksha Abhiyan (SSA) to develop earthquake-resistant designs for 6,850 school buildings and 82,039 classrooms By 2006-2007, over 6,844 of these structures were successfully constructed, enhancing safety and preparedness in the region.
In 2004, Uzbekistan, a country prone to earthquakes, launched the National Programme on School Education Development for 2004-2009, aimed at retrofitting or rebuilding unsafe school buildings Over six years, the national government collaborated with various governmental agencies to retrofit, repair, or reconstruct a total of 8,501 schools, implementing innovative anti-seismic designs to enhance safety.
In Cuba, the Ministry of Education has implemented an informal disaster risk reduction (DRR) education program developed by MINED, aimed at strengthening the resilience and response capabilities of children and communities to natural hazards This initiative, part of the Education, Leadership, and Gender project, seeks to empower the entire community in disaster preparedness and response.
California has implemented extensive disaster management strategies, with around 1,000 schools creating Safe School Plans Local governments have distributed educational apps on disaster risks, and schools actively participate in global earthquake drills These plans are updated annually, and school committees involving various stakeholders have been established to enhance collaboration and operational efficiency.
Situated in the Ring of Fire, the Philippines is one of the nations most vulnerable to natural disasters In response to this challenge, the Children’s Emergency Relief and Protection Act, enacted by President Aquino in 2016, represents a crucial advancement in policy This legislation establishes essential measures aimed at safeguarding children during emergencies and disasters.
In Indonesia, disaster management is governed by Law No 24, which outlines essential regulations The Indonesia Disaster Education Association, supported by Konsorsium Pendidikan Bencana Indonesia in 2011, emphasizes that to foster a vigilant and safe school environment while enhancing disaster resilience, four key parameters must be integrated: attitudes and actions, school policies, planning preparation, and resource mobilization These principles form the foundation for implementing school safety measures across the country.
In response to the growing impact of disasters on children and education in the Asia Pacific, NGOs have initiated various projects focused on school safety One notable initiative is World Vision's "Advancing School Safety in Asia," which spans eight countries, including Cambodia, China, Indonesia, Mongolia, Myanmar, Nepal, the Philippines, and Vietnam This project promotes the implementation of the Child School Safety Framework (CSSF), an integrated approach designed to enhance resilience and improve responses to hazards within the education sector.
World Vision's project, "Comprehensive School Safety Initiatives – Pacific Asia," operates in Myanmar, Mongolia, China, Nepal, and Vietnam, focusing on three key pillars of the Comprehensive School Safety Framework (CSSF) The primary objective is to ensure that children have access to safe, uninterrupted quality education while safeguarding their rights to survival and safety.
12 face of hazards” World Vision promoted and advocated the adoption and implementation of the CSSF (World Vision, 2015c)
1.5.2.2 School safety practice in Vietnam
In recent years, schools in disaster-prone areas of Vietnam have focused on improving resilience through investments in infrastructure and institutional measures However, these efforts remain sporadic, lacking comprehensiveness and continuity.
METHODOLOGY
Desk review
The study began with a comprehensive desk review, synthesizing secondary data from three key sources: previous research, current policies and programs focused on Vietnam, and damage reports from the Vietnam Disaster Management Authority (VDMA) This review included an analysis of international and Vietnamese studies related to school safety, disaster risk reduction (DRR), and resilience assessments in the context of climate change and natural disasters Additionally, it evaluated existing policies and programs for implementing school DRR in Vietnam and globally The insights gained from VDMA's reports on recent educational sector damages due to natural disasters were also instrumental This initial stage of the desk review allowed the authors to identify the research problem and establish a theoretical and legal foundation for developing a school safety framework tailored to Vietnam.
Interview and observation
- Quang Ninh, Da Nang: Online semi-structured interview (google doc)
- Ba Ria – Vung Tau: Face to face semi-structured interview:
- Ba Ria – Vung Tau: 10 schools
Figure 2 3 List of the respondents (name of districts the brackets)
• Thanh Son semi- boarding ethnic minority school (Ba
• Thanh Lam semi- boarding ethnic minority school (Ba
• Le Dinh Chinh (Hai Chau)
• Ton Duc Thang (Cam Le)
• Hoang Du Khuong (Cam Le)
• Nguyen Nhu Hanh (Cam Le)
• Dung Si Thanh Khe (Thanh Khe)
• Nguyen Trung Truc (Thanh Khe)
• So 1 Hoa Nhon (Hoa Vang)
• Tran Quang Dieu (Ngu Hanh Son)
• Nguyen Thi Hoa (Dat Do)
• Huynh Minh Thanh (Xuyen Moc)
• Nguyen Ba Ngoc (Ba Ria)
Figure 2 4 Location of 10 primary schools in Quang Ninh
Figure 2 5 Location of 10 primary schools in Da Nang
Figure 2 6 Location of 10 primary schools in Ba Ria – Vung Tau
In 2020, face-to-face interviews and observations were conducted with school principals in Ba Ria – Vung Tau provinces after the preliminary development of essential indicators In 2021, online interviews via email were carried out with school principals in Da Nang and Quang Ninh.
In this study, ten schools were selected from various cities and districts to participate in semi-structured interviews that explored five key domains of school safety The interview format consisted of two parts: the first part featured predetermined questions, while the second part included open-ended questions aimed at discussing the challenges, difficulties, and opportunities related to the implementation of school safety measures This approach facilitated in-depth conversations, allowing respondents to share their insights and experiences regarding school safety and disaster risk reduction (DRR) The findings from these interviews were then compared with secondary data to validate the information and identify any discrepancies between primary and secondary sources.
Figure 2 7 Interview with school principal
The observation activity aimed to gather reliable insights and supplementary information beyond what respondents provided In Ba Ria – Vung Tau, simultaneous observation and interviews were conducted, including participation in classes and campus tours, while assessing disaster risk reduction (DRR) implementation and regular school activities For Quang Ninh and Da Nang, the author examined school-related images and maps shared by interviewees The focus of the observation included infrastructure such as buildings, equipment, fire safety systems, and hygiene and water facilities, as well as the natural surroundings, particularly the proximity to government agencies, factories, and hazardous sources Additionally, the condition of the schools and local areas was evaluated and compared with respondents' answers and information from desk reviews.
Key informant interviews with experts from NGOs, NPOs, and educational institutions revealed crucial insights into the necessity, challenges, and opportunities for implementing school safety and disaster risk reduction (DRR) activities in the education sector These discussions served as expert consultations on the feasibility of minimum essentials, offering valuable recommendations and solutions for effective implementation.
The criteria for choosing the interviewee: Participated in school safety projects
The interview method: telephone and email
The interview was structured in two distinct parts: the first focused on essential questions regarding the challenges and opportunities in implementing school safety measures, while the second part addressed the minimum essentials, where interviewees provided insights on key indicators.
Stage 2: Contact the interview for acceptance
Stage 3: Send the interview content to the interviewees in advance by email
Content analysis and narrative analysis
Figure 2 8 The methodological framework of the study
Figure 2 9 Qualitative research framework of the study
Methods of data analysis
All the data were analyzed by qualitative methods (Narrative analysis and thematic analysis) The qualitative method consisting of narrative and thematic is used to analyze primary data and information
Prior to the interview phase, a preliminary version of essential elements was created based on findings from the desk review The author developed interview content that included relevant keywords and key issues During the interviews, responses were meticulously recorded, allowing for a narrative analysis that categorized common words, phrases, and ideas In conjunction with narrative analysis, thematic analysis was employed throughout the interview process, enabling the identification of patterns that either hindered or facilitated the implementation of Disaster Risk Reduction (DRR) in the participating schools These analytical methods also revealed shared challenges among schools in neighboring areas or those with similar characteristics.
In the final stage of the interview and data analysis process, analytical and comparative methods were utilized to identify issues and organize information, focusing on both primary and secondary data.
Figure 2 10 Method of data analysis
THE STUDY SITE
Overview of Vietnam’s coastal zone
Vietnam is one of the most disaster-prone countries globally, as reported by the World Health Organization With a coastline of 3,440 km and a complex topography, it faces various natural hazards, including hydrometeorological events like typhoons, floods, heavy rainfall, and droughts, as well as geophysical threats such as landslides Approximately 70% of the population living in coastal and low-lying delta regions are at risk of flooding The country's tropical climate, characterized by high temperatures and humidity year-round, further exacerbates its vulnerability to annual tropical cyclones, which can lead to significant flooding due to storm surges in coastal areas.
Vietnam's coastal zones, characterized by unique geographical and climatic features, are highly vulnerable to annual natural disasters These areas also boast some of the highest population densities in the country, alongside a significant concentration of primary schools in coastal and delta regions Given their heightened exposure to risks, there is an urgent need to enhance resilience and adaptive capacity in these communities.
Table 3 1 Number of primary schools in same areas
Area Number of primary schools
North Central and Central Coastal areas 3,253
(Source: The statistical yearbook of Vietnam in 2019)
Vietnam is currently facing severe storms and floods along its coastal regions, highlighting the increasing frequency of natural disasters driven by rapid urbanization and climate change The safety of public facilities and infrastructure is also under significant threat as these environmental challenges escalate.
Severe flooding directly impacts 11 percent of schools in coastal regions, disrupting service delivery when it is most critical (World Bank, 2020) Natural disasters such as storms, storm surges, and flooding annually damage classrooms and educational facilities, leading to significant interruptions in education In response, the Government has been enhancing the physical infrastructure of educational institutions in these vulnerable areas to better withstand such challenges.
This study focuses on the entire coastal region of Vietnam, utilizing a comprehensive literature review, national-level policies, and secondary data Three representative provinces—Quang Ninh in the North, Da Nang in the Middle, and Ba Ria - Vung Tau in the South—were selected for further analysis to assess the feasibility of the findings These provinces exhibit a diverse and complex topography, combining coastal, low plain, and mountainous features, which unfortunately heightens the risk of storm-induced flash floods and landslides during natural disasters.
Quang Ninh Province has identified 371 sites prone to landslides and flooding, as reported on the official government website A single devastating storm in August 2015 resulted in damages amounting to VND 2,700 billion, leading to 17 fatalities and the destruction of hundreds of homes.
Da Nang’s Central Committee for flood and storm control indicated that from 1999 to
2009, Da Nang recorded 23 storms, 35 floors, affecting 277 people, more than 200 deaths The total economic losses amounted to VND 6,803.5 billion (Duong, 2020)
In recent years, Ba Ria – Vung Tau experienced significant losses due to natural disasters, particularly in 2018, when nine storms, including the devastating Usagi in November, resulted in fatalities and extensive property damage Although located in the southern region, Ba Ria – Vung Tau is generally less susceptible to storms.
The monsoon significantly impacts coastal regions, primarily through flooding, which is exacerbated by sea level surges during high tides When storm surges align with high tide, they pose serious risks, as the resulting rise in water levels and powerful waves can overwhelm dykes, leading to extensive flooding and substantial damage to both property and livelihoods (IMHEN, 2015).
Damage caused by natural disasters
A comprehensive analysis of secondary data reveals the profound impact of natural disasters on children's well-being, highlighting that a significant percentage of affected individuals are children While overall injury rates exceed fatalities among the general population, the opposite trend is observed in children, indicating their heightened vulnerability in crisis situations Women and children are particularly at risk during natural disasters, emphasizing the need for increased awareness and education To empower children, especially those aged 6 to 11, schools should incorporate essential life skills such as swimming, first aid, emergency escape, and flood detection into their curricula This developmental stage is critical for equipping children with the knowledge and abilities necessary for self-protection in the face of natural disasters.
Table 3 2 The number of people affected by natural disasters in Vietnam from 2012 to
Table 3 3 The statistics of damage in schools caused by natural disasters in Vietnam from 2012 to 2017
Affected school school 373 1529 232 104 1445 1431 5114 Collapsed, floated classroom room 47 66 15 14 1817 2358 4317
Damaged tenement house and day house room 0 2 0 0 304 163 469
Damaged functional house houses room 0 0 21 0 1255 1257 2533
Number of students absent from school people 0 450 0 0 2902 183 3535
Damaged equipment and facility unit 0 0 0 0 32 0 32
Natural disasters have increasingly caused significant damage, with the number of affected schools rising from 373 in 2012 to 1,431 by 2017 Notably, the instances of collapsed floating classrooms surged dramatically from just 47 in 2012 to 2,358.
In 2017, significant structural damages were reported, including classrooms with ripped roofs, flooded interiors, and broken furniture This highlights the urgent need to construct classrooms that adhere to safety standards and are situated in secure locations within the community.
The loss of properties significantly burdens society and families, particularly in economically challenged regions like remote and coastal areas that are frequently affected by natural disasters These disasters have both physical and intangible consequences, impacting students' health and well-being, disrupting their education, and hindering knowledge acquisition Notably, students who miss school due to such disasters may ultimately drop out, as parents often prioritize immediate economic benefits over education, especially in rural and coastal communities.
COVID-19 pandemic’s impact on the education sector
The COVID-19 pandemic stands as the most significant biological disaster in recent history, profoundly affecting global society Its widespread impact has severely disrupted various sectors, particularly education, highlighting the extensive challenges faced by students and educators alike.
A report by the National Economics University in Vietnam highlights that the education sector experienced the most substantial economic decline due to the impact of COVID-19, surpassing the downturns faced by other industries.
The COVID-19 epidemic, projected to last until the end of June 2020, could lead to a staggering 60% decline in the education sector, the highest among all sectors (NEU & JICA, 2020) This highlights the sector's vulnerability and the challenges it faces in recovery, necessitating flexible and tailored support policies In addition to significant economic losses, the pandemic has caused invisible damages, including disruptions in school hours, a decline in teaching quality, and negative impacts on the mental health of both students and teachers.
Vietnam is considered to have built a success story with its fight against the COVID-19 pandemic As of May 08th, 2021, the country has had 3,152 cases (2,560 recovered), only
35 deaths (MoH, 2021) Nevertheless, schools are always at high risk of virus spreading
In January and February 2021, Xuan Phuong Primary School in Nam Tu Liem District, Hanoi, encountered a significant risk of COVID-19 cross-infection after one student tested positive Nearly 100 students, teachers, and staff were isolated for 14 days However, due to effective educational governance, risk communication, and collaboration among schools, parents, and government agencies, no cases of cross-infection occurred.
As the pandemic situation grows increasingly complex, schools are becoming significant hotspots for COVID-19 In May 2021, nearly 1,000 students and teachers from Nguyen Binh Khiem Primary School in Dak Lak province, along with 200 students from An Dinh 2 Primary School in Ben Tre province, were affected by the outbreak.
30 isolated The pandemic potentializes cascading risks such as physical and mental health problems, disruption of the education process, continuity, effectiveness of teaching and education
Risk communication is crucial in managing the COVID-19 pandemic in Vietnam, as highlighted by Shaw et al (2021) It effectively raises awareness about the virus, providing citizens with essential and accurate information that helps minimize harm to themselves and others By enhancing awareness, it also influences individual behaviors to reduce the risk of infection.
Timely access to information is crucial for effective educational governance during the COVID-19 pandemic, as it facilitates prompt guidance and helps mitigate virus transmission This involves not only the exchange of information between schools and management agencies but also fostering communication between schools and families By enhancing collaboration between parents and teachers, students receive essential support to maintain health safety while continuing their education.
The Sendai Framework identifies biological hazards, including epidemics and pandemics, as critical factors in disaster risk reduction from 2015 to 2030 A key global target within this framework is to ensure early recovery and the continuity of essential services, particularly in education.
The COVID-19 pandemic presents a global challenge, impacting educational services through both immediate effects, such as disruptions in learning opportunities and school nutrition programs, and long-term consequences, including children's mental health and reduced educational investment during economic crises (Shaw et al., 2021) In this difficult landscape, schools must capitalize on opportunities while navigating obstacles, adapting to "The New Normal" by enhancing resilience and effectively allocating resources for continuity and recovery plans (Sahebjamnia et al., 2018).
A comprehensive school safety plan is essential, with disaster risk reduction (DRR) education as a key focus By conducting training sessions and integrating DRR into the curriculum, schools can equip students and teachers with vital knowledge and skills related to disaster awareness This understanding influences individuals' responses to risks, fostering a sense of ownership over their safety through practices such as maintaining hygiene, social distancing, and civic responsibilities Additionally, combining DRR education with sustainable practices in social and natural sciences, along with engaging in extra-curricular activities, enhances awareness of local community risks and promotes a proactive approach to safety.
To ensure the effective implementation of COVID-19 prevention, detoxification, and disinfection in educational institutions, collaboration with various stakeholders is essential for maintaining school safety This includes medical support from healthcare professionals and nutrition specialists, as well as technical assistance for e-learning platforms, online classes, and health tracking applications Additionally, to sustain the educational process and mitigate the pandemic's adverse effects, it is crucial to provide support from social welfare services to students requiring special assistance, promoting equal educational opportunities for all children.
Incorporating a pandemic response plan into the school’s annual strategy is essential for minimizing the impact of disasters on academic performance A well-prepared plan allows educational institutions to respond swiftly and effectively to emergencies Additionally, critical decisions regarding reopening, transitioning to online learning, adjusting the curriculum, and modifying vacation schedules are vital for ensuring both student safety and the continuity of effective education.
Climate change, natural disaster and COVID-19 response policies
In this part, governmental policies and programs related to climate change, education innovation, and natural disasters were analyzed In general, with the aim to achieve
In recent decades, government initiatives aimed at enhancing equality in education have primarily concentrated on the physical infrastructure of schools, such as buildings and classroom facilities, while neglecting critical aspects like natural disaster knowledge and management During this time, efforts to promote awareness and education on disaster risk reduction (DRR) in schools remained relatively general and less focused compared to the more comprehensive approaches seen in recent years.
In Vietnam, the government prioritized reinforcing semi-permanent classrooms and facilities in disaster-prone areas to address educational disparities caused by low socio-economic status However, guidance on natural disaster response for schools was only provided at the onset of storm seasons, indicating a lack of comprehensive, long-term preparedness strategies.
In recent years, government policies on school safety and disaster risk reduction (DRR) have significantly advanced, addressing not only physical safety but also the impacts of climate change A key focus is raising awareness about climate change and natural disasters, with educational institutions encouraged to train teachers and integrate DRR and climate change into both the curriculum and extracurricular activities This approach aims to enhance students' self-rescue skills and overall preparedness.
Decision No 732/QĐ-TTg, issued on April 29, 2016, highlights the importance of training teachers and educational officers to fulfill the essential innovations required in general education institutions from 2016 to 2020, with a forward-looking orientation towards 2025.
2015, more policies and plan with specific and clarified criteria and standards were issued For example, decision No.234/QĐ-TTg stipulated the rate of students learning swimming skills at schools
The Government's current policies on school safety and disaster risk reduction (DRR) are more comprehensive and effective than previous guidelines, providing a stronger foundation for enhancing school safety measures.
In the past, there was a well-prepared plan that lacked a seasonal response, but recent policies have become more specific and criteria-driven This shift reflects a growing acknowledgment of the potential within schools and children, emphasizing preparedness and self-rescue through targeted interventions and empowerment, which fosters greater proactivity.
On November 22, 2020, the decision No 3162/QĐ-BGDĐT was issued, outlining essential requirements for creating a comprehensive school safety framework to address natural disasters and climate change This decision emphasizes the importance of implementing disaster risk reduction (DRR) strategies and enhancing school resilience to ensure operational continuity during and after disruptions Key elements include establishing building standards and criteria, optimizing resource mobilization and usage, and fostering international cooperation.
Recent policy advancements have significantly improved infrastructure and material facilities in schools It is essential for schools to prioritize student safety by providing a healthy study environment that addresses pollution, water quality, sanitation, and hygiene In addition to constructing durable buildings that meet national standards, school infrastructure must also be designed to withstand specific natural disasters prevalent in their regions.
Figure 3 1 National legal instrument underpinning the Minimum Essentials
Directive of MoET on natural disaster prevention, flood, storm, search and rescue annually
Decision no 1183/QĐ-TTg (August
Berefore 15: 20The main content of policies in this period generally focuses on the physical aspect such as school building and classroom The
Government put effort into replacing semi-permanent classrooms or reinforce material facilities
Decisions and Directives on disaster response were still seasonality Raising awareness and integrate climate change and natural disaster knowledge into school curriculum was still general
Decision no 161/QĐ-TT (February 25th, 2016)
Decision 234/QĐ-TTg (February 5th,
2016) Decision no.732/QĐ-TTg (April 29th, 2016)
Decision no.1436/QĐ-TTg (October 29th, 2018)
Circular no 17/2018/TT-BGDĐT (August 22th,2018)
Decision No 1329/QĐ-BTTTT (August 03rd, 2020)
Decision no 3162/QĐ-BGDĐT (November 22nd, 2020)
After 2015, policies have increasingly focused on raising awareness and implementing disaster risk reduction (DRR) education in schools, alongside teacher training initiatives These policies are characterized by detailed provisions and specific criteria The government's current approach to school safety and DRR has become more comprehensive, aiming to establish a proactive and well-prepared plan rather than relying on seasonal responses as seen in the past.
RESULTS
Observation of the school safety issues
The increasing frequency of high temperatures and heatwaves signals the alarming intensification of climate change, with its effects becoming increasingly apparent The urban heat island effect, exacerbated by rapid urbanization, is prevalent in many areas In Vietnam's tropical climate, summers are typically hot and humid, prompting schools to rely on air conditioning to safeguard students' health during extreme heat However, the overuse of air conditioners can lead to negative health consequences for children, including heat shock, dehydration, and skin disorders To address these challenges, the integration of green and grey solutions in schools is a viable approach.
School buildings and classrooms must adhere to national construction standards and primary school design requirements, which include considerations for door and window heights, ventilation, and strategic orientation to minimize direct sunlight exposure In recent years, green solutions have gained popularity, with the incorporation of trees on school campuses proving beneficial; research shows that areas with dense greenery maintain significantly lower temperatures However, it is crucial to regularly inspect trees to prevent hazards from falling branches, ensuring the safety of students and teachers Schools in Quang Ninh, Da Nang, and Ba Ria – Vung Tau provinces proactively prune tree branches before storms and utilize fencing systems around trees to mitigate risks during storm seasons.
In coastal regions, integrating swimming into the Physical Education curriculum is essential for primary schools; however, many schools lack the necessary space and resources to build swimming pools Despite the Ministry of Education and Training's encouragement to include swimming in the syllabus, facilities remain inadequate During a field trip to Ba Ria – Vung Tau, it was found that only Phuoc Thang Primary School had a swimming pool, highlighting the challenges faced by other schools in providing this vital component of physical education.
Phuoc Thang Primary School, known for its prestigious reputation and higher socio-economic status within the city, has successfully integrated swimming skills into its Physical Education curriculum.
Figure 4 2 Swimming pool and students in Phuoc Thang primary school in Vung Tau
City, Ba Ria Vung Tau province
Proactivity, responsibility, and awareness among school principals are essential for effective disaster risk reduction (DRR) education and school safety For instance, while Phuoc Thang Primary School features a swimming pool on its campus, Binh Ba Primary School in Chau Duc district, Ba Ria Vung Tau province, stands out as one of the few schools that incorporate swimming lessons into extracurricular activities despite facing challenges due to inadequate facilities Located in a remote area without a swimming pool, the school principal creatively arranged for students to learn swimming skills at a nearby governmental fitness center just 1 kilometer away.
Figure 4 3 Binh Ba primary school in Chau Duc district, Ba Ria Vung Tau province
In recent years, disaster risk reduction (DRR) and climate change (CC) education have become priorities for the government and the Ministry of Education and Training (MoET) Despite the implementation of policies and programs aimed at integrating this knowledge into educational institutions, both extracurricular and curricular activities have fallen short of achieving these goals A significant issue is the prevalent misunderstanding and conflation of environmental knowledge with climate change concepts, which leads to misconceptions in DRR education and training in schools For instance, interviews revealed that teachers and principals often responded to climate change inquiries with references to environmental protection and waste recycling, highlighting a disconnect in understanding the core issues.
Many schools lack comprehensive annual Disaster Risk Reduction (DRR) and natural disaster management plans, with DRR activities often relegated to minor components of broader school strategies As a result, schools primarily rely on directives from the government and the Ministry of Education and Training (MoET) for disaster response, leading to a reactive rather than proactive approach to preparedness This situation is largely due to the absence of specific guidance and structured programs for natural disaster management, as most government directives focus on immediate response rather than long-term preparedness strategies.
In interviews with principals from Da Nang city and Quang Ninh province, it was revealed that the majority of funding for Disaster Risk Reduction (DRR) activities comes from the Government and NGOs, though the amounts vary by school and depend on specific projects While NGOs play a significant role in implementing these initiatives, most projects are short-term, leading to a lack of ongoing responsibility for continued activities once they conclude Consequently, NGO projects are often seen merely as introductory efforts The primary challenge in DRR and Climate Change (CC) education lies in effectively engaging communities and individuals in sustained DRR actions, as transforming awareness into lasting habits is a lengthy and difficult process.
Most of the interviewed schools have school maps Some schools have fire fighting or escape route map Nevertheless, no school has disaster maps In terms of schools being
Preparing disaster maps for storms and floods requires a unique approach compared to other disasters It is crucial to develop hazard maps based on practical experiences in schools, utilizing data on peak water levels, flood-prone areas, drainage systems, and emergency exits Establishing clear evacuation routes in schools is essential as water levels rise.
Figure 4 4 Fire fighting and escape map of Hiep Hoa primary school
This map consists of common features of a school map in Vietnam The map illustrates kinds of buildings, schoolyards, gates, trees, lanes
“In rainy or storm seasons, school is susceptible to floods The water level in the schoolyard can increase up to 50 centimeters within some hours
During school break times, we were responsible for managing the school gate, guiding parents as they entered the classroom to pick up their children This often led to chaotic situations, but it was crucial to ensure that students did not leave the premises unaccompanied.
Effective teacher training for integrating Disaster Risk Reduction (DRR) and Climate Change (CC) into school curricula requires not only equipping educators with knowledge but also providing them with appropriate teaching materials and methods for organizing engaging lectures Since the content of DRR and CC education is unique, instructors must avoid outdated pedagogical approaches, such as passive learning To facilitate proactive lessons that incorporate visual aids, group discussions, and collaborative activities, it is essential for teachers to receive the necessary resources and guidelines.
In primary schools, the collaboration between teachers and parents is notably strong, facilitated by daily communication and regular meetings to discuss students' progress This ongoing dialogue allows for swift contact in emergencies Additionally, schools utilize the vnEdu system to keep parents informed about important announcements, including updates on natural disasters, school activities, and vacation schedules.
43 achieves high effectiveness besides other mass media tools, namely Zalo, Facebook group In emergency cases, popular mass media platforms are preferred due to their convenience.
Minimum essentials for school safety framework
This chapter outlines 18 key indicators crucial for effective natural disaster response within the context of climate change These indicators are organized into five domains: Infrastructure and Facility, Disaster Education and Training, Collaboration, Institutional Issues, and Natural Surroundings.
Choosing the study sites are coastal areas in Vietnam and application for primary schools, the essentials are contextualized based on practice and national legal instruments
Fire extinguish system: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011 (Article 6.4.1) and Vietnam National Standard TCVN 2622: 1995 - on fire prevention and fighting for houses and buildings
Minimum essential 1: Adherence to building codes Minimum essential 2: Evacuation shelter
Minimum essential 3: Swimming pool Minimum essential 4: Disaster guidelines Minimum essential 5: Emergency standard response Minimum essential 6: Food safety, hygiene and garbage Minimum essential 7: Regular inspection of hazadous material
Minimum essential 1: Adherence to building codes
Toilet: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011 (Point 5.6.2)
Emergency exit door: Compliance with Vietnam National Standard TCVN 2622: 1995 on fire prevention and fighting for houses and buildings - design requirements
- Compliance with Vietnam National Standard TCVN 5718:1993 “Reinforced concrete roof and floor in buildings – Technical requirements for waterproofing.”
- In particular, build sturdy roofs (avoid blowing the roofs off in storms) and heat-proof roofs (respond to high temperature in CC context)
Sturdy Handrails: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011, article 5 “general requirements,” point 5.1.8 “handrail for lobby”, and 5.1.8 “handrails for stairway”
Fence (around the pool, pond, lake)/gate: Compliance with “Primary school - Design requirements” – Vietnam National Standard TCVN 8793:2011
This essential focus on safe school buildings and facilities Building codes are the most significant factors for safeguarding people’s lives and property as disasters occur
National legal instruments underpinning the minimum Essential
• Vietnam National Standard TCVN 2622: 1995 - fire prevention and fighting for houses and buildings - design requirements
• Vietnam National Standard TCVN 5718:1993 - Reinforced concrete roof and floor in buildings – Technical requirements for waterproofing
• Vietnam National Standard TCVN 8793:2011 - Primary school - Design requirements
• Dispatch No 64/BGDĐT-CSVC issued on January 09th, 2018 by Moet -Renovate and maintain school facilities to ensure students' safety
• Decree No 46/2015/NĐ-CP issued on May 12th, 2015, on quality control and maintenance of construction works (Article 4, 39)
- Article 4: Construction works must have their quality controlled
- Article 39: Owners or person in charge have to create annual construction maintenance plans
Circular No 15/2009/TT-BGDĐT, issued on July 16, 2009, mandates that schools regularly inspect and assess their facilities and equipment This process is essential for planning timely repairs and additions in accordance with the minimum teaching equipment requirements.
Building codes encompass various designs and regulations aimed at ensuring safety, durability, and comfort As technology and socio-economic conditions evolve, these construction codes have expanded significantly Consequently, strict adherence to building codes is recognized as a fundamental requirement in the construction industry.
The Government has issued mandatory safe building standards for general construction and schools, yet the challenge lies in their strict implementation Incidents of collapsed walls and floors in schools have raised concerns about the physical and mental well-being of students and teachers The reluctance to adhere to building codes stems from a lack of understanding of their importance, transparency issues in the construction process, and insufficient resources The use of substandard materials increases risks during disasters To enhance safety, the Government must enforce stricter penalties for violations and rigorously monitor compliance with construction codes.
This study emphasizes the importance of adhering to national standards for primary school infrastructure, particularly in coastal areas prone to storms and flooding Key requirements include the installation of handrails, fences, and toilets that meet strict compliance Given the increasing intensity of natural disasters due to climate change, it is essential to construct more resilient roofs and walls, as well as heat-proof roofs to combat summer heatwaves Additionally, developing concise design initiatives and building codes tailored for disaster-prone schools is crucial for ensuring the safety and durability of these educational facilities.
Easy access to a clean water source,
Being well-managed under the command of the school principal
Head of DoET or Chairman of People’s Committee makes decisions on using shelters for the community
Schools are often designated by disaster management authorities as evacuation shelters due to their strategic locations in safe and central areas within communities They provide essential facilities, including water and sanitation, safe rooms, and child-friendly spaces (ASIA PACIFIC COALITION FOR SCHOOL SAFETY & SAVE THE CHILDREN INTERNATIONAL, 2017) For instance, during the flooding in central Vietnam in October 2020, five provinces were cut off for nearly two weeks, highlighting the importance of schools as safe havens for local residents In fact, a study in coastal areas of Vietnam found that all observed schools were recognized as vital evacuation shelters for their communities.
From a management standpoint, the maintenance of evacuation shelters is crucial Each school's circumstances dictate whether the shelter is a dedicated space or integrated within gymnasium halls In numerous schools, gymnasiums and classrooms serve as evacuation shelters during emergencies.
Evacuation shelters serve not only to ensure the safety of students and teachers but also to foster collaboration between schools and the community in disaster response, particularly during storms and floods By utilizing school buildings as evacuation shelters, educational institutions can actively participate in the community's disaster management efforts This collaboration allows schools and local organizations to conduct evacuation drills together, enhancing preparedness for emergencies.
Flooding and natural disasters can severely damage infrastructure, isolating communities for extended periods In these circumstances, boarding schools must ensure they have adequate food supplies for both students and staff to last several days However, the amount of food stored will vary based on the specific circumstances and potential risks associated with each school's location.
Encourage to build a swimming pool in schools
100% of the primary schools integrate swimming course into physical education
At least 50% of the students access swimming skills course
The Hanoi Department of Health reports that Vietnam experiences over 2,000 fatal drownings among children each year, making it the highest in Southeast Asia and the second highest worldwide This alarming statistic is ten times greater than that of developed countries (Hanoi Department of Health, 2020).
In an attempt to reduce these tragic numbers, regarding Directive No 17/CT-TTg on
The implementation of accident prevention and control measures, particularly regarding drowning, for pupils and children is crucial Article 2 of the Directive highlights the importance of integrating swimming skills into the school curriculum Furthermore, Decision No 234/QĐ-TTg outlines specific objectives and targets for swimming education in schools, mandating that at least 70% of students participate in self-rescue training, with a strong focus on drowning prevention.
Integrating swimming courses into physical education subjects in schools should be critical in educational innovation, especially for coastal area schools Unfortunately,
National legal instruments underpinning the minimum Essential
• Directive No 17/CT-TTg - implementation of the prevention and control of accidents, injuries and drowning for pupils and children (Article 2 - adding swimming skills school curriculum)
• Decision No 234/QĐ-TTg - the program for prevention of children's accidents and injury in 2016 - 2020
48 through the years, albeit getting better socio-economic conditions, the number of children fatally drown is still significantly high
Many schools in remote and rural areas lack the budget and facilities to construct on-campus swimming pools For instance, Binh Ba Primary School in Chau Duc district, Ba Ria Vung Tau province, faces challenges due to inadequate resources As a result, the school does not have a swimming pool However, it addresses this limitation by providing swimming instruction at a local government fitness center.
Due to budget constraints, our school lacks a swimming pool, yet it is essential for children in our storm-prone area near the estuary to learn self-rescue skills In response, our school board is exploring partnerships with a nearby fitness center to provide swimming lessons Effective school safety and resilience depend heavily on the proactive involvement of school principals In developing countries, where standardized practices may be limited, a hybrid management model that integrates both top-down directives from the central government and bottom-up adaptations at the school level is crucial for addressing specific local needs.
Having a swimming pool in schools is still an important goal for the education sector in Vietnam to achieve in the future
A School Disaster Risk Map is essential for identifying hazardous and safe areas within schools and the surrounding community during disasters By utilizing this map, students can effectively navigate their environment, ensuring they avoid dangerous zones such as flash flood areas, streams, and rivers, ultimately enhancing their safety and preparedness in emergency situations.
Each classroom has one set of maps hung on the classroom wall
All students should receive a comprehensive guidebook, escape map, and disaster risk map The guidebook provides essential information about local natural conditions and the history of disasters affecting both the community and school, illustrated with clear visuals It covers two main topics: designated escape routes within the school for emergencies such as fires and floods, and identification of hazardous areas in the locality that should be avoided.
Discussion
This study proposes essential standards for schools in Vietnam's coastal areas, aligning with the national education system's unified approach To ensure practical feasibility, these standards are tailored to the unique characteristics of coastal schools Given that the primary natural disasters impacting these institutions are storms and related flooding, a common minimum standard can be effectively implemented on a large scale, optimizing resource use and enhancing resilience against such challenges.
In Vietnam, initiatives aimed at enhancing school resilience are recognized through established safety criteria and guidelines However, there are notable limitations in their implementation The Ministry of Education and Training's Decision No 4458/QĐ-BGDĐT, issued in 2007, outlines these efforts but highlights the need for further improvement in school safety measures.
“implementation of school safety and prevention of accidents and injuries in schools” regulated official criteria/indicators Nevertheless, the indicators only cover some aspects,
This study emphasizes the importance of school safety by addressing various risks, including physical injuries, accidents, drowning, firefighting, violence, electric shock, and poisoning It highlights the lack of measures to evaluate schools' response capacities to natural disasters and other critical factors such as budget and institutional challenges The focus is on establishing essential safety requirements while specifically targeting risks associated with disasters in coastal areas.
The minimum essentials encompass five key domains, with natural surroundings and infrastructure as foundational elements The institutional issues domain serves as an enabling environment that supports the other elements Collaboration, along with education and training, is crucial for implementing school safety, ensuring that these domains effectively maintain and sustain the application of the framework within schools.
The guidebook for school safety implementation by the German Red Cross for Thua Thien Hue, issued in 2017, addressed response measures for natural disasters but lacked standards for application and did not regulate infrastructure requirements In contrast, the School Safety Framework developed by Live&Learn in 2015 proposed essential requirements across various elements, including infrastructure, facilities, DRR education, and institutional issues However, it failed to address budgetary needs for adopting and maintaining the system While this comprehensive framework is suitable for piloting in specialized NGO projects requiring ongoing support and monitoring, it is not practical as a common standard for widespread implementation in less affected areas.
Minimum essentials are categorized into two groups: the first group includes indicators that can be scaled up for broader applications, suitable for integration into a school safety framework across various areas The second group consists of restricted indicators tailored for specific areas and conditions.
The study developed school safety framework comprising common safety standard that can be upscaled for national education system:
Table 4 2 Indicators could be applied for larger scales
(1) Adherence to building codes Ensure safe school by standardization of critical facilities
(6) Food safety, hygiene and garbage
(7) Regular inspection of hazardous material Education & training
(8) Integration of disaster knowledge into the syllabus
Collaboration (11) Collaboration with local Governmental departments
Sustain the implementation Institutional issues
(13) Adding disaster terms into school’s operation
Enabling environment for the implementation
(15) Disaster management committee Natural surroundings
(17) Safe site selection, Ensure safe school by standardization of critical facilities
Besides indicators that can be upscaled These below indicators need to be contextualized for particular areas
(2) Evacuation shelter Applied for particular disaster-prone areas only (flood, flashfood, storm, landslide, earthquake areas)
(4) Disaster guidelines - Guidebooks are designed for typical types of disasters in the school sites
- Escape maps based on practical risks assessment
- Emergency device: Depend on types of disaster
- Machine: Backup generator (must have)
- First aid (must have) Education & training
(9) Conducting disaster drills - Fire fighting: Must have
- Others: depend on type of disaster
(10) Disaster training programs - Participants: Students, Teachers,
- Syllabus: depend on type of disaster Collaboration (12) Financial support from other organizations for DDR
(14) Warning system - Depend on types of disaster
(16) Budget - Regulate the minimum amount
(depend on practical needs and the local socio-economic status)
In Vietnam, the education system operates under a national framework regulated by government agencies, ensuring compliance with national laws It is essential for governmental bodies to reference minimum safety standards when developing disaster response frameworks, which include facility guidelines and retrofitting measures The Ministry of Education and Training (MoET) oversees this process, while the Department of Education and Training (DoET) is responsible for supervision and support At the school level, the disaster management committee, comprising school personnel, teachers, staff, students, and parents, is tasked with implementing safety measures effectively.
This study acknowledges its limitations, particularly the need for a thorough application and evaluation of the proposed framework in schools, which requires time to assess its effectiveness and feasibility Additionally, it represents the first research focused on minimum essentials for school safety in Vietnam's coastal areas, potentially leading to a "one-way trip" challenge in its implementation.
Considering the importance of locally contextualization, the feasilibity should be examined by piloting for schools in coastal zones, at least with representatives for each country’s part in future studies