MODULE 1 PILLAR 1 - SAFE LEARNING FACILITIESspab.kemdikbud.go.id/smab-content/uploads/module_1_-_eng.pdf · 2019-09-09 · MODULE 1 PILLAR 1 - SAFE LEARNING FACILITIES 4 GREETING

MODULE 1

PILLAR 1 - SAFE LEARNING FACILITIES

MINISTRY OF EDUCATION

AND CULTURE

MODULE 1


PLANNING AND FOREIGN COOPERATION BUREAU

SECRETARIAT-GENERAL OF THE MINISTRY OF EDUCATION AND CULTURE

JAKARTA, 2015

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PILLAR 1 - SAFE LEARNING

FACILITIES

2

Prepared by:

Gogot Suharwoto

Nurwin

Nur’amiaty TD

Rubadi Supatma

Dirhamsyah

Rudianto

Endang Dwi Jayanti

Adinanto Mahulae

Anwar Taufik

Desi Elvera

Inu Kertapati

Kartika Paramitha S.

Nandana Bhaswara

Diana Sari

Nur Hidayati

Indah Meiwanty

Erita Nurhalim (World Bank)

Ida Ngurah (Plan Indonesia)

Jamjam Muzaki (Kerlip)

Maharani Hardjoko (UNICEF)

Yusra Tebe (Plan Indonesia)

Prepared under the cooperation with

3 PLANNING AND FOREIGN COOPERATION BUREAU, SECRETARIAT-GENERAL OF THE MINISTRY OF EDUCATION AND CULTURE - 2015

I

FOREWORD

ndonesia is one of the countries whose areas are vulnerable to disasters, including earthquake

and tsunami. One of the impacts of the earthquake and tsunami that occurred in Indonesia was

damage to building facilities and infrastructure, including school buildings, which resulted in

disrupted students’ learning process at school. More than 7,000 schools have been severely

damaged by the earthquake and tsunami since 2004.

The impact will be more severe if the disaster occurs when the teaching and learning process is taking

place at school; the ruins of buildings and surrounding objects can fall on and or bury the students,

teachers, and other education personnel. Therefore, school is required to be able to guarantee the

safety and security of all people at school at all times, including protecting from the threat of natural

disasters.

In line with the passion for protecting children's rights to protection, security, and survival as well as the

right to obtain quality and sustainable basic education, the Ministry of Education and Culture intends to

disseminate the knowledge on disaster risk reduction, safe learning facilities, and school disaster

management through the teachers and facilitators, one of which is by compiling modules that can be

used as references for teachers.

The first step is to map the Regulation of the Head of National Disaster Management Agency (Perka

BNPB) No. 4 of 2012 on the Guidelines for the Implementation of Safe School/Madrasa based on the

Comprehensive School Safety Framework, in which the Framework along with its three pillars have

been agreed by the international community, especially UNISDR as the UN Agency for Disaster Risk

Reduction.

Furthermore, a material review was carried out from various sources, both from ministries/agencies

(Ministry of Education and Culture, BNPB, and Ministry of Public Works), organizations/institutions

(ChildFund, INEE, Consortium for Disaster Education, MDMC, Plan Indonesia, Save the Children,

World Bank, and World Vision), as well as UN agencies (UNDP - SCDRR Project, UNESCO, and

UNICEF). After compiling and analyzing them, these materials were arranged and divided into three

modules that refer to the Comprehensive School Safety Framework:

• Module 1 – Pillar 1: Safe Learning Facilities

• Module 2 – Pillar 2: School Disaster Management

• Module 3 – Pillar 3: Risk Reduction and Resilience Education

In these three modules, school is defined as the schools under the auspices of the Ministry of

Education and Culture and also the madrasas under the auspices of the Ministry of Religious Affairs.

The preparation of these reference modules is the result of collaboration between the Planning and

Foreign Cooperation Bureau and UNICEF Indonesia in the Disaster Risk Reduction Program which

aims to build the communities that are safe from disaster threats through various disaster risk reduction

efforts.

It is hoped that the reference modules can serve as valuable learning for many different parties in the

implementation and development of the Safe School Concept in the future.

Jakarta, July 2015

Head of Planning and Foreign Cooperation Bureau

Ananto Kusuma Seta

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GREETING FROM THE SECRETARY

GENERAL OF THE MINISTRY OF

EDUCATION AND CULTURE

ndonesian government has enacted the Law No. 24 of 2007 on Disaster Management which

emphasizes that Disaster Management is not only limited to the emergency response phase, but

also includes the pre-disaster (preparedness) and post-disaster (recovery) stages. The Law clearly

states that everyone has the right to obtain education, training, counseling, and skills in the

implementation of disaster management, both in situations where there is no disaster or a situation of

potential disaster.

It is through education that disaster risk reduction efforts are expected to be able to achieve broader

goals and can be introduced earlier to all students, for example by integrating disaster risk reduction

education into school curricula and extracurricular activities, etc. It encompasses the objective to

ensure that the educational environment—schools and educational facilities—are safe from disasters

and do not impose dangers to the lives of students, teachers, and other education personnel.

This module is a manifestation of Indonesia's commitment in supporting WISS (Worldwide Initiative

Safe Schools) as declared in Sendai, Japan at the Third UN WCDRR. This commitment will be

implemented to schools in Indonesia and more importantly to schools in disaster-prone areas.

These modules are structured with the idea that teachers and other relevant parties in education field

can use them as references to risk reduction and resilience during the emergency and post-disaster

response stages.

The Secretariat-General of the Ministry of Education and Culture of the Republic of Indonesia

welcomes the preparation of Safe School Modules which are the results of the collaboration between

the Planning and Foreign Cooperation Bureau of the Secretariat-General and UNICEF Indonesia.

We would like to present our gratitude to those who have actively supported the completion of this safe

school module. Finally, we hope that the publication of the Safe Schools Modules can truly serve as

useful references for teachers and education observers in Indonesia in ensuring the implementation of

Safe Schools.

Jakarta, July 2015

Secretary General of the Ministry of Education and Culture

Dr. Didik Suhardi

I


TABLE OF CONTENTS

FOREWORD iii

GREETING FROM THE SECRETARY GENERAL OF THE MINISTRY OF

EDUCATION AND CULTURE iv

TABLE OF CONTENTS v

CHAPTER I – INTRODUCTION 1

Background 1

Purposes and Objectives 4

Legal Framework 4

Comprehensive School Safety Framework 5

CHAPTER II – PILLAR 1 - SAFE LEARNING FACILITIES 10

1. Sub-Pillar 1: Safe site selection 12

2. Sub-Pillar 2: Building Standards 13

3. Sub-Pillar 3: Performance Standard 26

4. Sub-Pillar 4: Disaster Resilient Design 27

5. Sub-Pillar 5: Builder training 29

6. Sub-Pillar 6: Construction supervision 31

7. Sub-Pillar 7: Quality Control 33

8. Sub-Pillar 8: Re-modelling or Renovation 34

9. Sub-Pillar 9: Retrofit 35

SLICE OF PILLAR 1 AND PILLAR 2 37

1. Building Maintenance 37

2. Non-Structural Mitigation 39

3. Fire safety 40

SLICE OF PILLAR 1 AND PILLAR 3 42

1. Education on structural safety 42

2. Construction as Educational Opportunity 43

CHAPTER III – ACHIEVEMENT INDICATORS (STANDARDS) 44

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CHAPTER I INTRODUCTION

Background

Indonesia is an archipelago country with 17,508 islands, but 6,000 of them are uninhabited. It is located

in Southeast Asia, between the Pacific and the Indian Oceans. Indonesia covers a total area of

5,180,053 km2, consisting of 1,922,570 km2 of land mass (37.1%) and 3,257,483 km2 of seas (62.9%)

with the coastline of 81,000 km.

Geographically, Indonesia in situated on a series of tectonic plates: Australasia, Pacific, Eurasia, and

Philippine, thus making Indonesia vulnerable to any geological changes. In other words, the meeting of

the plates causes tectonic plate (red line) that forms earthquake and a series of volcanoes. Indonesia

has 129 active volcanoes, all of which are being monitored by the Directorate of Volcanology and

Geological Hazards Mitigation (ESDM). The tectonic plate is monitored by The Bureau of Meteorology,

Climatology, and Geophysics (BMKG) that provides information about earthquake and tsunami.

Indonesia is rich in various volcanoes, which at the same time pose the country under the threat of

eruption. In addition, there are 5,590 watersheds (DAS) from Sabang to Merauke that contribute to the

formation of the archipelago.

Indonesian climate is greatly influenced by its location and geographical characteristics. Spread as vast

as 6,400 km between the Pacific Ocean and the Indian Ocean, Indonesia has 3 basic climate patterns:

monsoon1, equatorial, and local climate system. This causes dramatic differences in the rainfall

patterns in country.

1 This seasonal phenomenon can be divided into 2, those are when the sun is on the north of the equator line and south of the equator line. For high latitude

areas, the seasons are divided into 4: autumn, winter, spring, and summer. Meanwhile, there are only 2 seasons in tropical areas, such as Indonesia: dry and

rainy seasons, which are greatly influenced by the monsoon wind patterns.

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Due to Indonesia’s geographical location among the Australasia, Pacific, Eurasia, and Philippine

tectonic plates, these plates movements may cause disasters in the form of earthquake or landslide;

earthquake with certain amount of energy in a particular location may be followed by tsunami and

flood. The Earthquake in Aceh in 2004 has caused tsunami resulted in great impacts and took more

than 230,000 lives in more than 14 countries.

Based on the data from the National Disaster Management Agency (BPNB), in the last 30 years (1982-

2014) there have been 13,729 disaster occurrences dominated by flood. It was followed by landslide,

strong winds, drought, and other disasters. The highest number of fatalities, however, was caused by

earthquake that is followed by tsunami (resulting in 174,101 deaths), earthquake (15,250 deaths), flood

and landslide (7,555 deaths) and other disasters (28,603 deaths)2. The most recent data show that

there were averagely ten occurrences of earthquakes that resulted in considerable damage in

Indonesia. Some of these occurred offshore and some other on the settlement areas (to view the

earthquake that occur, today please click here or http://geofon.gfz-potsdam.de/eqinfo/seismon/

globmon.php).

The complex and challenging condition is made worse with the impacts of climate change. Climate

change will continue to create great impacts on the intervention of humanity program and

developmental program. Further, it will pose more challenges to the development and organization of

education sector.

In addition to fatalities, disasters may cause physical damages. Among others are damages on public

service buildings that eventually disturb human’s daily activities. Among the existing public service

facilities, basic service building, such as school building and those related to health care, such as

hospital, community health center, assisting community health center, and integrated service post, are

social facilities in which human becomes the priority. In relation to damages of the school building,

earthquake and tsunami in Aceh in 2004 destroyed 2,000 schools; earthquake in West Sumatra (2007

and 2009) destroyed 2,800 schools; earthquake in West Java (2009) destroyed 35 schools, earthquake

in Mentawai (2010) destroyed 7 schools, while earthquake in North Lombok (2013) damaged 30

schools, among which until the end of 2014 were not yet renovated; earthquake in Central Aceh and

Bener Meriah (2013) destroyed 314 schools, consisting of 16 High School, 31 Middle School, 129

Elementary School, and 138 Kindergarten. Luckily, most of the disasters occurred outside active

school hours, thus causing no fatality, except in Padang, West Sumatra in 2009, where many students

were injured and several others died. As an illustration, earthquake in Sichuan Province, China, in

2008 resulted in 156 deaths, some of which were students, and 6,000 injuries. This was made worse

by the Chinese government policy of “one child policy”, leading to the loss of at least one generation of

each family.

School that are not strongly built are vulnerable in terms of security. It does not only threaten the lives

of the children, but also causes damage or destruction for the physical infrastructure, leading to the

loss of economic asset for a country. Furthermore, the great cost to reconstruct the buildings will

disturb the state financial and economy condition in general.

2 Based on the Reports of the 2013 National Disaster Risk Study issued by BNPB in 2013,

http://geofon.gfz-potsdam.de/eqinfo/


The efforts taken by the Government and the Regional Government within the last four years included

the documenting comprehensive data about the school condition in Indonesia, of whether they are in

the categories of severe, mild, light or total damage. These were then followed by conducting the

repairing process for the damaged schools. However, new schools are to be built and schools with

light damage may be subject to heavy damage in a few years, as such that school condition may

evolve. It will be unfortunate that less concern is given in the attempt to structurally construct safe

school. Therefore, rehabilitation, repair, and construction of new school buildings are necessary to

implement the school safety principles. The technology of “retrofitting” or “strengthening” can also be

implemented so that school buildings with heavy damage are not to be destroyed completely before

any renovation. Instead, they can be strengthened to minimize the cost.

Besides, safer school construction and retrofit approaches involving broader community in combining

new knowledge and disaster prevention skills can have wider impact to the school. School safety

approach can become a model for constructing and improving the security level for the renovation of

residence, community health center, and other buildings.

Schools can also often be a connecting and learning place for the society. Children are the fastest

learners in terms of receiving knowledge. They are not only capable of integrating new knowledge

within their daily life, but they are also the sources of inspiration for the family and society in their

environment in terms of healthy and safe behaviors that they obtained from school.

Indonesia has the obligation to protect the whole nation and the entire homelands and to advance the

general welfare and to promote the intellectual life of the nation. Protections for the citizen from the risk

of disaster and promotion to the intellectual life of the nation are parts of the noble objectives of the

state.

Related to the efforts to protect the citizen from disaster, the Government of Indonesia has

implemented the Law No. 24 Year 2007 on Disaster Management. The law clearly stated that everyone

has the right to obtain education, training, counseling, and skills in the implementation of disaster

management, both in situations where there is no disaster and situations of potential disaster. It is

through education that disaster risk reduction efforts are expected to achieve broader targets and can

be introduced earlier to all students, for example by integrating disaster risk reduction education into

school curricula and extracurricular activities, etc. In addition, schools should also implement school

safety principles in new school construction or school building rehabilitation programs in a sustainable

way and follow the advance development of building construction technology in accordance with local

condition.

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Purposes and Objectives

a. Purposes

In line with the enthusiasm for protecting children's and teachers’ rights upon protection, security,

and survival as well as the right to obtain quality and sustainable basic education, the Ministry of

Education and Culture proposes to disseminate the information about disaster risk reduction, safe

learning facilities, and school disaster management through the teachers and facilitators

b. Objectives

1. Provides standard reference for teachers and/or facilitators in distributing information on Safe

School through a series of Safe School Standards Modules consisting of 3 (three) modules, namely:

• Module 1 – Safe Learning Facilities

• Module 2 – School Disaster Management

• Module 3 – Risk Reduction Education

2. Provides opportunities for parties that are interested in helping the distribution of the information,

allowing them to contribute to the distribution of this knowledge with standard results, especially

in providing training to facilitators (through Training of Trainer or ToT).

Legal Framework

1. The 1945 Constitution of the Republic of Indonesia, amendments to Article 28, Article 31, and

Article 34 Paragraph 2.

2. Law No. 39 Year 1999 on Human Rights.

3. SNI 03-1726-2002 on Procedures for Planning earthquake resistant building.

4. Law Number 23 Year 2002 on Children Protection.

5. Law Number 20 Year 2003 on National Education System (The Republic of Indonesia Staatsblaad

Year 2003 Number 78, Supplement to Staatsblaad of the Republic of Indonesia Staatsblaad Number 4301).


6. Ministry of Public Works Regulation No. 29/PRT/M/2006 on Guidance for Technical Requirements

of Building.

7. Technical Guidance for Earthquake Resistant House and Building, Directorate General Cipta Karya,

2006, equipped with Methods and Procedures of Construction Repair.

8. Law Number 24 Year 2007 on Disaster Management.

9. Regulation of the Minister of National Education Number 24 Year 2007 on Standards of Facilities

and Infrastructure for Elementary School/Madrasa Ibtidaiya (SD/MI), Junior High School/Madrasa

Tsanawiya (SMP/MTS), and Senior High School/Madrasa Aliya (SMA/MA).

10. Ministry of Public Works Regulation No. 45/PRT/M/2007 on Technical Guidance for the

reconstructions of national buildings


and Infrastructure for Special Elementary School (SDLB), Special Junior High School (SMPLB), and

Special High School (SMALB).


and Infrastructure for Vocational High School/Vocational Madrasa Aliya (SMK/MAK).

13. Circular Letter of the Minister of National Education No. 70a/MPN/SE/2010 on Prioritization of

School Disaster Risk Reduction.

14. Head of the National Disaster Management Agency Number 4 Year 2012 on Implementation

Guidance for Safe School/Madrasa.

15. Law No. 35 Year 2014 on Amendment for Law Number 232 Year 2002 on Children

Protection.

16. Law No. 23 Year 2014 on Regional Government.

17. Government Regulation In Lieu of Law No. Law Number 2 Year 2014 on Amendment for Law No. 23 Year 2014 on Regional Government.

18. Government Regulation In Lieu of Law No. 2 Year 2014 on Amendment for Law Number 23 Year 2014 on Regional Government

19. Indonesian National Standard Number 7937 Year 2013 on Humanity Service during Disaster

20. Law Number 10 Year 2012 on Enactment of Optional Protocol to the Convention on the Rights of

the Child on the Sale of Children, Child Prostitution, and Child Pornography

21. Law Number 19 Year 2011 on Enactment of Convention on The Rights of Children with disabilities

22. Law Number 7 Year 1984 on Enactment of Convention on Eradication of All Forms of Discrimination against Women.

Comprehensive School Safety Framework

Every child has the rights to safety and survival, as well as the rights to have quality and sustainable

elementary education. The rights are often failed to fulfill due to natural disaster and dangers related to

technology that result in big and small disasters. This disaster, be it in big, middle, or small in scale,

has impacts on children safety and education. When education is disturbed, a child education may be

disconnected. In several cases it is forever, which imposes permanent negative impacts, economically

and socially, to the child, family, and community.

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For the education sector, the worst impact of a disaster is the loss of life or severe injury at school.

There are many consequences that can permanently influence the children’s future:

• Schools that cannot be used due to damage

• School that cannot be used as the building changes in function, that is temporary shelter or place of refugee

• Inaccessible school

• Unavailability of physical access to child-friendly playground

• Unavailability of school equipment and educational materials

• Inability of the teachers to work

• Students are expected to earn a living, to help in recovery as well as taking care of younger brothers or sisters full time

• Psychosocial disturbance in teachers, students, and other education workers

Educational sector plays important role in dealing with various challenges emerging from disaster and

in preventing potential hazards. By conducting a review on hazards and risks, planning, providing

physical and environmental protection, as well as creating alertness plan, the hazards can be

prevented from becoming disaster. School is the institution for sharing knowledge and skills, that it is

highly expected to an example for disaster prevention. The success in disaster mitigation is one of the

major tests for the success of education from generation to generation.

In 2012, the National Disaster Management Agency (BNPB) issued Perka BNPB No. 4 Year 2012 on

Implementation Guidance for Disaster Safe School/Madrasa (SMAB), where the regulation has the

objectives to:

1. Identify school/madrasa location in the prioritized area vulnerable to earthquake and tsunami;

2. Provide reference in the implementation of Disaster Safe School/Madrasa structurally as well as

non-structurally.

The scope of the guidance for disaster safe school/madrasa is directed to fundamental aspects,

namely:

(1) Structural Framework, consists of:

• safe location

• Safe building structure

• Safe class design and arrangement

• Safe facilities and infrastructure support

(2) Non-Structural Framework, consists of:

• Knowledge, attitude, and action improvement

• Safe school/madrasa policy

• Alertness planning

• Resources mobility


At the global level, there is the Comprehensive School Safety Framework that includes both Frameworks included in Perka BNPB No. 4 year 2012.

Aims of Comprehensive School Safety

The aims of the comprehensive school safety in dealing with expected dangers, whether natural or

man-made in nature, are to:

• Protect students, teachers, and other education workers from fatalities and injury risks at school

• Plan sustainable education in dealing with expected dangers

• Strengthen the community toughness against disaster through education

• Protect investment in education sector

Three pillars of Comprehensive School Safety

Comprehensive school safety can be achieved through policy and plans that are in line with the

disaster management in national, provincial, district/city, and school levels. This Comprehensive

School Safety is supported by the following three pillars:

1. Safe Learning Facilities

2. School Disaster Management

3. Risk Reduction and Resilience Education

• Building Maintenance

• Non-structural mitigation

• Fire Safety

Pillar 1

Facilities

School Safety Pillar 2

Pillar 3

• Structural safety

education

• Construction as educational

opportunity

• Analysis on education

sector

• Multi-hazards risk

assessment

• Centralized

study and

planning

Management

at School

Education on children

• Household disaster plan

• Family reunification plan

• School (simulation) drill

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Safe Learning Facilities

School buildings and learning facilities that are unsafe from disasters will be vulnerable to damage

and threaten the students’ safety. The damaged and destroyed physical facilities and infrastructures

constitute a loss of economic asset to the state and community, whose cost of reconstruction will

burden the economy3.

In establishing a Safe Learning Facilities, parties in charge of education sector and planning,

architects, engineers, builders, and school community members are the ones deciding the safe

location, design, construction, and maintenance (including the safe access) for the facility.

Dissemination of knowledge on Safe Learning Facilities is the first step to ensure that schools

located in hazard prone areas are designed and built to ensure that the users (students, teachers

and other educational personnel) are protected. This knowledge can also be used in retrofitting the

school buildings to make sure that the learning environment becomes a safe place for them.

The construction and retrofitting approach for safe schools involving the community in the

integration of new knowledge and disaster preparedness skills may provide benefits not only to the

schools, but also the broader audience. The said approach may serve as a construction model to

increase the security level for the construction of houses, community health centers, and other

public facilities.

School Disaster Management

School Disaster Management is an assessment process which is then followed by planning for

physical protection, emergency response capacity building, and education continuity at each school

level as well as for the education authorities at district/city, province, and national levels.

School Disaster Management is carried out by the education authorities in all levels in collaboration

with the disaster management counterparts in accordance with international standards to maintain

the safety of learning environment and plan the education continuity, both in the absence of

disasters and in the event of a disaster.

Risk Reduction and Resilience Education

Risk Reduction and Resilience Education, or more commonly referred to as Disaster Risk Reduction

(DRR) Education, is a long-term activity and is a part of the sustainable development program.

Through education, disaster risk reduction efforts are expected to reach broader targets and be

introduced earlier to all students, who ultimately can contribute to both individual and community

preparedness for disasters.

3 Guidance Notes on Safer School Construction, the Inter-Agency Network for Education in Emergencies (INEE) and the Global Facility for Disaster Reduction

and Recovery (GFDRR) at the World Bank, in partnership with the Coalition for Global School Safety and Disaster Prevention Education, the IASC Education

Cluster and the International Strategy for Disaster Risk Reduction


Risk Reduction and Resilience Education must be designed to build a safe culture and a strong

community.

The linkages between the Structural and Non-Structural Frameworks indicated in Perka BNPB No. 4 of

2012 concerning Safe School/Madrasa (SMAB) with the global Comprehensive School Safety

Framework are as follows:

• The coverage of the Structural Framework is registered in Pillar 1 of the Comprehensive School Safety Framework

• The coverage of the Non-Structural Framework is registered in Pillar 2 and Pillar 3 of the Comprehensive School Safety Framework

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CHAPTER II


Safe Learning Facilities are learning facilities whose buildings, furniture, and surrounding yards fulfilling

the requirements for safety, health, and convenience, including feasibility for children with disabilities,

in accordance with the Regulation of the Ministry of Public Works No. 29 of 2006 and the Technical

Guidelines for Earthquake-Resistant Houses and Buildings issued by the Ministry of Public Works in

2006, SNI-1726-2002 and Perka BNPB 4 of 2012 concerning Guidelines for the Implementation of

Safe School/Madrasa.

Generally, in the establishment of Disaster-Safe Schools, the schools are expected to be able to carry

out the following:

• Selecting the safe location for school and adopting the disaster-resilient design and construction to

ensure each newly established school is a disaster-safe school.

• Implementing the priority scheme for retrofitting and relocating schools (including the ones that are

not disaster-safe).

• Minimizing the structural, non-structural, and infrastructural risks to ensure the buildings and facilities

are safe for survival and evacuation.

• Including the provision of access and safety for people with disabilities when designing and

constructing the school facilities.

• Ensuring the school construction planning include the needs of people with disabilities (if the school

is envisioned to be used as an emergency shelter) and making sure that the place meets the

requirements to serve as an alternative facility for education continuity.

• Ensuring that the children’s access to schools is free from physical hazards (for example, at the

sidewalks or road and river crossings).

• Including the water and sanitation facilities into the potential risks (for example, rainfed reservoir and

toilets built in row).

• Implementing the climate-smart interventions to enhance water, energy and food security (for

example, conducting rainwater harvesting, utilizing solar panels and renewable energy, and building

school gardens).

• Maintaining the learning facilities and their security.

Safe learning facilities can provide security for the school community during disasters. The concept of

disaster-safe school which is recently developed into the Comprehensive School Safety includes the

supporting elements for safe learning facilities as the sub-pillars. The following is a diagram indicating

the said sub-pillars:

Household disaster plan

• Family reunification plan

• School drill


The main sub-pillars supporting the Pillar 1 are as follows:

PREPARATION DEVELOPMENT MAINTENANCE

1. Location selection 2. Building code

(building regulations)

3. Performance standards

4. Disaster-resilient

design

5. Training for builders

6. Construction

supervision

7. Quality control

8. Remodeling or

renovation

9. Retrofitting

Additionally, there are also connections between Pillar 1 Safe Learning Facilities and Pillar 2 School Disaster Management, namely:

1. Building maintenance

2. Non-structural mitigation

3. Fire safety

Meanwhile, the connections between Pillar 1 and Pillar 3 Risk Reduction and Resilience Education are as follows:

1. Building’s structural safety education

2. Construction as an educational opportunity

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Whereas the connections of the three pillars are:

1. Education sector analysis

2. Multi-hazard risk assessment

3. Child-oriented assessment and planning

The connections of the three pillars are explained further in Pillar Module 3.

1. Sub-Pillar 1: Location selection The school location selection is very important for the continuity of the school and the implementation

of the best mechanism for school maintenance. Avoid choosing location in disaster potential areas.

However, oftentimes the schools are still built in locations with poor land conditions due to the land

scarcity and lack of understanding on the actual land condition along with its potential risks.

Such aspects are described within regulations on building construction employing different focuses.

For example, in Earthquake-Resistant Building Technical Guidelines issued by the Directorate General

of Human Settlements in 2006, only mentioned the basic planning for houses and buildings such as

geographical conditions (geological and geophysical conditions) presented in earthquake maps, as well

as technical and economy conditions in an area where the building will be established. Then, the

Procedure for Earthquake-Resistant Buildings and Houses Planning according to the Indonesian

National Standard - SNI 03-1726-2002 technically describes how to analyze the land conditions up to

the types of disaster that may affect the land.

In the Guidelines for Safe School/Madrasa (Perka BNPB Number 4 of 2012), the aspects of a safe

school location are aptly described, location selection is a fundamental aspect in building a school.

Some of the location criteria for disaster-safe schools include:

a. The land chosen must be in compliance with its designation as mentioned in the District/City Spatial

Planning under the Regional Regulation or other more detailed and binding planning.

b. The land owner must provide valid land ownership and/or land use permit in pursuant to the laws

and regulations valid for minimum 20 years (Regulation of the Minister of Public Works Number 29

of 2006). This regulation also provides the analysis of the land structure, including for the land that

has been hit by a disaster and its impacts.

c. Adequate land area to build the school/madrasa’s infrastructures such as buildings, playgrounds,

open/closed space to do sports, and fulfill the provisions on the minimum ratio of land area to the

number of students.

d. The land is protected from potential hazards threatening the health and safety of the school

community as well as water, noise, and air pollution and has access for emergency rescue.

• Not located in the former landfill (TPA) and former mining areas.

• Far from high voltage electric networks (at least 0.5 km away).

• School buildings should be located far enough from rivers and at an altitude that is safe from

the danger of flood.

• Not located on a cliff, the slope of the land should not be over 6% unless measures have been

taken to control land erosion and prepare the drainage.

e. The school is built adequately far from the roadsides, a space between the building and the roadside

where the school facilities and water channels (both for clean and dirty water), in accordance with

the prevailing regulations.


f. The infrastructure and facilities standards issued by the Ministry of Education and Culture are the

Regulation of the Minister of National Education Number 24 of 2007 and the Regulation of the

Minister of National Education Number 33 of 2008 (Special School/SLB) regarding the land for

school establishment as referred to in Perka BNPB No. 4 of 2012 letter b, c, d above, the slope of

the land, are not in the riverside or near the railway track. The land is free from water pollution (the

Government Regulation of the Republic of Indonesia Number 20 of 1990 concerning Water Pollution

Control), noise disturbances (Decree of the Minister of Environment Number 94/MENKLH/1992

concerning Noise Quality Standards), air pollution (Decree of the Minister of Environment Number

02/MEN KLH/1988) concerning Guidelines for Determining Environmental Quality Standards.

g. Specifically, for Special Schools (SLB), the location of the school should allow easy access to the

health facilities; provide access for emergency rescue with four-wheeled vehicles (Regulation of the

Minister of Education and Culture Number 33 of 2008 on Infrastructure for SLB).

Disaster-safe land assessment has also been included in appendix 3 of Perka BNPB Number 4 of

2012 concerning Guidelines for the Implementation of Safe School/Madrasa namely the School

Building Vulnerability Assessment Tool adopted from the Safe School Rehabilitation Technical

Guidelines with the 2011 Special Education Fund Allocation submitted by BNPB to the Ministry of

National Education, through the Deputy Minister of Education, dated 18 February 2011. One

instrument related to the school location is read as follows: "Our school is located in the area that was

hit by major earthquakes, tsunamis, landslides, or fires."

Note for other sub-pillars:

This instrument uses the School Examination form regarding the aspects of school/madrasa facilities

and infrastructures as well as the social aspects of the school. The facilities and infrastructures include:

• General information (school name, examiner), geographical information, building information

(function, ownership, occupants, year of establishment, building structure material, building wall

material, roof frame material - roof truss), community information (area, village/city/suburb,

profession of the people, economic status, population awareness);

• History of natural disasters (type of the natural disaster, time of occurrence, whether the building was

damaged by a disaster, when the building was damaged and which disaster causing the damage,

and whether the building was repaired/strengthened);

• School conditions (whether the building is designed as earthquake-resistant, classroom doors,

evacuation routes, whether or not disaster simulations have been conducted, whether the building is

located in disaster-prone area);

• Status of the school whether or not it is vulnerable to various types of disasters such as tsunamis,

volcano eruptions, landslides, and fires.

2. Sub-Pillar 2: Building Standards

The building standards including the "building code" or SNI (Indonesian National Standard) related to

the buildings, will be the basis for the description below with reference to the Technical Guidelines for

State-Owned Building Construction (Minister of Public Works Regulation Number 45/PRT/M/2007)

issued by the Ministry of Public Works.

In Perka BNPB No. 4 of 2012, several existing regulations related to building standards include:

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1. Law of the Republic of Indonesia Number 26 of 2007 concerning Spatial Planning;

2. Law of the Republic of Indonesia Number 28 of 2002 concerning Buildings;

3. Law of the Republic of Indonesia Number 4 of 1992 concerning Housing and Settlements; which

was substituted by the latest legislation namely Law of the Republic of Indonesia Number 1 of 2011,

concerning Housing and Settlement Areas;

4. Government Regulation of the Republic of Indonesia Number 36 of 2005 concerning the Implementation of Law Number 28 of 2002 concerning Buildings;

5. Government Regulation Number 80 of 1999, concerning Ready-to-Build Area and Standalone Ready-to-Build Environment;

6. Presidential Regulation Number 73 of 2011 concerning State-Owned Building Construction;

7. Presidential Decree Number 63 of 2003 concerning the National Board for Policy and Supervision of

Housing and Settlements Development.

Specifically related to School Building, the Ministry of Education and Culture have issued the facilities

and infrastructure standards, namely the Regulation of the Minister of National Education Regulation

(Permendiknas) No. 24 year 2007 for SD/MI/SMP/MTs/SMA/MA and the Ministry of National Education

Number 33 year 2008 for SLB in accordance with the Ministry of Public Works Regulation No.

29/PRT/M/2006 on Guidance for Technical Requirements of Building. Following is the outline of the

Permendiknas No. 24 year 2007:

1. The building of the SD/MI/SMP/Mts/SMA/MA educational unit meets the minimum ratio requirement

of the floor area compared to students.

2. For educational unit with study groups consisting of students less than the class maximum capacity,

the floor area also meets minimum area requirement such as

listed in the table below.

Quantity

No study

group

Building minimum floor area (m2)

Single floor building

400

Two floors building

Three floor building

1 6 470 500

2 7 – 12 680 740 770

3 13 - 18 960 1030 1050

4 19 - 24 1230 1330 1380

3. The building meets the building arrangement requirement consisting of:

a. 30% maximum of building base coefficient;

b. Building floor coefficient and building maximum elevation set in

Regional Regulation;

c. The building clearance distance consisting of the building border line with the road axis, river bank,

coastal bank, railway, and/or high voltage network, distance between the building with parcel

borders, and distance between the road axis and the yard fence set in the Regional Regulation.

4. The building meets the following safety requirements.

a. Having stable and solid structure up to the maximum loading condition in supporting living

payload and non-living payload, as well as for certain areas/zones to have the capability to

withstand earthquake and other natural powers;


b. Equipped with passive protection and/or active protection system to prevent and mitigate fire and

lightning hazards.

5. Meeting the following health requirements.

a. Adequate facilities for ventilation and sufficient lighting;

b. Sanitation inside and outside the building to fulfill the needs for clean water, dirty water and/or

waste water disposal, dirt and trash cans, as well as distribution of rain water;

c. Safe building materials for the users’ health and prevention from negative impacts on the

environment.

6. The building meets the following accessibility requirements:

a. Providing facilities and accessibility that are easy, safe, and convenience for people with disability

having the difficulties in mobility, including wheel chair users;

b. Equipped with guiding blocks for blind people.

7. The building meets the following convenience requirements.

a. The capability of damping vibration and noise that disturb learning activities;

b. Adequate temperature and humidity that do not exceed outside condition;

c. Adequate lighting.

8. Multilevel building meets the following requirements:

a. Three floors for maximum;

b. Equipped with stairs that take convenience, security, safety, and health of the users into

consideration.

9. Building is equipped with following security system:

a. Danger warning for users, emergency exit, and evacuation route in the event of fire and/or other

disasters;

b. Easy-accessed evacuation route and equipped with clear direction signs.

10. Building is equipped with electricity facility with minimum power of 900 watts.

11. Construction of new building or room have to be designed, performed, and supervised professionally.

12. Minimum quality of permanent building class B refers to PP No. 19 Year 2005 Article 45, and refers

to Public Works Standards.

13. New school building will last in a minimum of 20 years.

14. Building is equipped with building construction permit and usage permit in accordance with

applicable laws.

For further details related to technical requirements for state building, the Ministry of Public Works has

issued the Minister Regulation PU No. 29 year 2006 on requirements for state building construction.

The government has also issued regulation for the operator in executing the construction of state

building, namely the Minister Regulation No. 45 year 2007.

School building is considered simple building and falls under non-simple building category when it has

more than 2 floors.

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The following are the requirements for the building

REQUIREMENTS FOR BUILDING STRUCTURES

The structure of the school building must adhere to the safety and serviceability requirements as well

as the Indonesian National Standard (SNI) for building construction, proved by a structure analysis

conducted in accordance with the provisions. In general, the technical specifications for state buildings

are as follows:

a. Foundation structure

1) Calculate the foundation structure to enable seamless performance of the building in compliance

with its functions and its stability against its self-weight, live load, and external forces such as

wind pressure and earthquake as well as slope stability should the building be built on a slope.

For sandy soil and slope with an inclination over 15°, adjust the foundation to the building’s mass

structure to avoid liquefaction4 during earthquake;

2) Adjust the state building’s foundation to the soil/land condition, all types of load on the building,

and the building’s classification. For buildings built on the soil/land requiring specific foundation’s

finishing, the funding for the cost exclusive of the standard cost may be requested in the form of

non-standard foundation work cost;

3) For buildings comprising over 3 floors or built on a location with specific condition, the calculation for the foundation must be supported with a thorough soil/land condition investigation.

b. Floor structure

The materials and tension applied must be in compliance with the following provisions:

1) Wooden floor structure

• in the case that the wooden floor used has the thickness of 2 cm, the distance between blocks must not be over 60 cm, the minimum size of the block is 6/12 cm;

• make sure to first apply preservative to the floor blocks prior attaching them to the wall;

• the materials, tension, and maximum deflection applied must be in compliance with the provided SNIs.

2) Concrete floor structure

• a layer of sand with thickness of at least 5 cm and a layer of lean concrete must be put first prior

installing the concrete floor directly on the ground;

• for reinforced concrete panels with thickness over 10 cm and on the block part (¼ of the plate

surface), used doubly-reinforced concrete, unless determined otherwise based on the structure

calculation;

• the materials, tension, and maximum deflection applied must be in compliance with the

provided SNIs.

4 Soil liquefaction is a sudden phenomenon in which solid soil behaves like liquid or indicating heavy water qualities. Such a phenomenon is more likely to

occur in loose to moderately saturated granular soil with poor drainage such as in silty sand, sandy silt, or clayey sand. Upon its occurrence, for example

during an earthquake, the loose sand tends to experience volume decrease which leads to the increase of water pressure in the pores. Consequently, there

is a decline in the shear strength or decreasing effective stress.


3) Steel floor structure

• calculate the thickness of the steel plate to ensure that the floor will still be convenient despite the deflection formed;

• ensure that the plates are linked closely and apply coating to the enclosed

parts to prevent corrosion;

• the materials and tension applied must be in compliance with provided SNIs.

c. Column Structure

1) Wooden column structure

• the dimension for the columns must be at least 20x20 cm;

• the quality and tension applied must be in compliance with provided SNIs.

2) Tied column and blocks for bricklaying:

• 4 pieces of tied reinforced steel columns minimum, Ø8 mm with distance between lateral

ties of 20 cm maximum;

• the strength of the mortar used must at least be equal to 1PC: 3 PS;


3) Reinforced concrete column structure:

• reinforced concrete columns casted on-site must have the thickness at minimum of 15 cm and

given at least 4 rebars, Ø12 mm, with the distance between lateral ties at maximum of 15 cm;

• the thickness of concrete cover must be at least 2.5 cm;


4) Steel column structure:

• steel columns must have the slenderness (λ) at maximum of 150;

• steel columns of both universal and composite profiles must have at least 2 symmetrical axes;

• linkages between steel columns for building with several floors must not be made on the

contact surface for the blocks and columns, the minimum strength of linkage must at least be

equal to that of the column’s;

• use electric welder to weld the welded steel column linkage and high-quality bolts for the steel columns linked by bolts;

• when using thin cold-formed steels profile, make sure they meet the required appropriate calculations in terms of strength, stiffness, and stability;

• the material quality and tension applied must be in compliance with provided SNIs.

5) Sliding wall structure:

• the structure of sliding wall must be planned to move altogether to accommodate the load

generated by the actions occur due to the working load throughout the life of the structure,

both in the form of dead or live load resulted from earthquake and wind;

• make sure the sliding wall thickness is compliance with the SNIs.

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d. Roof structure

1) General

• roof construction must be conducted based on the appropriate scientific/ technical calculations;

• the steepness of the roof must be adjusted to the roof covering material to be used to minimize the chance of roof leak;

• the decking must have a level surface, unless desired otherwise.

2) Wooden roof frame structure

• the size of the wood used must be in line with the standardized size;

• apply anti-termite substance to the wooden roof frame;

• the materials and tension applied must be in compliance with provided SNIs.

3) For the concrete roof frame, the structure must utilize high quality reinforced concrete whose strength is compliance with the provided SNIs.

4) Steel roof frame structure

• the bolts, rivets, or electric welder used to create linkages for the steel roof frame must meet the provisions under the Guidelines on Steel Structure for Building Planning;

• steel roof frame must be coated with anti-corrosive substance;

• the materials and tension applied must be in compliance with provided SNIs;

• for primary and secondary/further education buildings as well as state-owned buildings having

already used the fabricated components, the roof frame structure may utilize the existing pre-

fabricated components.

The details of the foregoing requirements, letter a to d, are provided in accordance with the

provisions required by the SNIs.

e. Precast Concrete Structure

1) The precast concrete components for the state-owned buildings may be in the form of plates,

blocks, columns and/or wall panels;

2) The planning for precast concrete structure and its linkages must include all load application

conditions and the deformation “confinement” beginning from the outset of manufacture up to the

completion of the structure, including the release of concrete casting, storage, shipment, and

attachment;

3) Forces generated by the components may be channeled through linkage grouting, sliding lock,

mechanical linkage, reinforced steel linkage, covering with reinforced steel, covering with

reinforced concrete direct casting, or combination of the foregoing;

4) Precast concrete structure system may be utilized if the testing and analysis proved that such a

system provides at least similar strength and rigidity to that of the equal monolithic concrete;

5) Component and system of precast concrete floor

• Precast concrete flooring system must be planned to ensure that the structure’s components

are linked to provide lateral load bearing system (rigid diaphragm). The linkage between

diaphragm and the structure’s components supported laterally must have the nominal pulling

force at least of 45 kN/m;

• The composite floor plates and direct cast concrete must have the thickness of at least 50 mm;

• The non-composite floor plates and direct cast concrete must have the thickness of at least 65 mm;


6) The components of precast concrete columns must have the nominal tensile strength of at least

1.5 of the total cross-sections (Ag in kN);

7) The components of precast concrete walls must have at least two tying rebars per panel with the

nominal tensile strength no less than 45 kN per tying rebar;

8) The materials and tension applied must be in compliance with provided SNIs.

REQUIREMENTS FOR THE RESCUE FACILITIES

Each state-owned building must be equipped with emergency or disaster rescue facilities and meet

the standard requirements for rescue facilities under the SNIs. The technical specifications regarding

the rescue facilities for state buildings are as follows:

a. Emergency stairs

1) All state buildings comprising 3 or more floors must be equipped with a minimum 2 emergency

stairs with maximum distance of 45 m (if sprinkler is used, the distance may be enhanced 1.5

times);

2) Emergency stairs must be equipped with a fire door, providing resistance at minimum for 2

hours, with an opening directing to the stairs and can close automatically as well as equipped

with a fan to provide positive tension. Such a door must be equipped with lighting and EXIT

instruction that illuminates even when the power is out. The EXIT lighting must be powered by a

centralized UPS;

3) Indoor emergency stairs must be built separately from other rooms with a fire and smoke resistant door and accessible with the distance at maximum of 45 m and at minimum of 9 m;

4) The width of the emergency stair is 1.20 m;

5) Emergency stairs must not be vertical spiral staircases, the exit in the ground floor must directly

head to the yard;

6) Further provisions on emergency stairs are similar to those under the technical standards.

b. Emergency exit

1) All state buildings comprising 3 or more floors must be equipped with minimum 2 emergency exits;

2) The width of the emergency exit is at minimum 100 cm; the opening directs towards the

emergency stairs or outside (yard) if built in the ground floor;

3) The maximum distance between the emergency exit and each position of the people within one block of building must be of 25 meters;

4) Further provisions on emergency exits are similar to those under the standards required.

c. Emergency lighting and EXIT sign

1) Each state-owned building providing services for the public such as offices, markets, hospitals,

low-cost apartments (rusun), dormitories, schools, and religious places of worship must be

equipped with the emergency lighting and EXIT sign illuminating in the event of emergency;

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2) EXIT sign or directional arrows must be placed in the intersection of the corridors, the route to the

emergency stairs, balcony or porch, and the door leading to the emergency stairs;

3) Further details regarding emergency lighting and EXIT sign must be in compliance with the

technical standards and guidelines.

d. Corridor/hallway

1) The width of the corridor is at minimum of 1.80 m;

2) The distance from each corridor to the emergency exit or to the nearest yard must not exceed

25 m;

3) The corridor must be equipped with directional signs heading towards the emergency exit

or the yard;

4) The length of a dead-end corridor without sprinkler is 15 m at maximum, while for the one with sprinkler is 9 m.

e. Warning system

1) Each state-owned building providing services for the public such as offices, markets, hospitals,

low-cost apartments (rusun), dormitories, schools, and religious places of worship must be

equipped with an internal communication system and warning system;

2) Such systems must be established with reference to the provided SNIs.

f. Rescue facilities

Each floor in the state-owned building must be equipped with rescue facilities such as strong

tables, adequate evacuation facilities to serve as protective shelters during disasters whose

establishment must refer to the provided SNIs.

BUILDING SAFETY REQUIREMENTS

a) Requirements for the Building Structure

1. Each building structure must be planned and applied to ensure its strength, toughness, and

stability in bearing the load/load combination applied and meet the safety requirements as well as

fulfilling the serviceability during the course of services planned by taking into account the

building’s function, location, perseverance, and the possible construction design.

2. The load bearing ability is calculated by taking into account the impact of actions resulted by the

loads applied during the structure’s life such as dead load or live load incurred by earthquakes,

wind, corrosion, mold, and termites.

3. The planning for the earthquake-resistant building structure, all elements of building’s structure

including the sub-structure and the overall structure, must include the load incurred by

earthquakes. Such a planning must be adjusted to the relevant earthquake prone zone.

4. The building structure must be planned in detail so in the event of the planned maximum load

application, the structure will still enable the occupants to save themselves when the building

collapses.

5. If the building is located in land prone to liquefaction, the lower structure must be planned to resist the force incurred by such an event.


6. To determine the resilience of the building, a periodic building resilience assessment must be

conducted in accordance with the provisions within the Technical Guidelines on Building

Resilience Assessment.

7. Repair or retrofitting of the building must be immediately conducted in line with the

recommendations generated by the assessment to ensure that the building continues to meet the

structural requirements.

8. The planning and application of building structure maintenance including the structure additions

and/or substitutions must take into account the structural safety requirements in accordance with

the prevailing technical guidelines and standards.

9. Building demolition shall be conducted when the building is no longer feasible in terms of its

functions, each demolition must be carried out in orderly manner by taking into account the safety

of the community and environment.

10. Building resilience assessment must be conducted periodically in accordance with the building

classification by or assisted by the certified professionals.

11. To avoid unexpected structural collapse, such an assessment must be conducted regularly in

accordance with the prevailing technical guidelines.

b) Loads Applied to the Building

1. Structural analysis must be conducted to check its response against the potential loads applied

during its life such as dead load, live load (earthquake and wind), and specific load.

2. The determination of the type, intensity, and performance of load must comply with:

(1) SNI 03-1726-2012 on the procedure for the planning of earthquake resistant buildings and houses, or the latest edition thereof; and

(2) SNI 03-1727-1989 on the procedure for the load application for buildings and houses, or the latest edition thereof.

If there are still requirements that have yet to be described or made into an SNI, the standard

and/or technical guidelines must be used.

c) Building Upper Structure

1. The planning for concrete construction must follow:

(1) SNI 03-1734-1989 on the procedure for the planning for reinforced wall structure for buildings and houses, or the latest edition thereof;

(2) SNI 03-2847-1992 on the procedure for the calculation for concrete structure of buildings and houses, or the latest edition thereof;

(3) SNI 03-3430-1994 on the procedure for the planning for hollow reinforced concrete blocks wall structure for buildings and houses, or the latest edition thereof;

(4) SNI 03-3976-1995 on the procedure for the concrete casting mixture or the latest edition thereof;

(5) SNI 03-2834-2000 on the procedure for the planning of normal concrete casting mixture or the latest edition thereof; and

(6) SNI 03-3449-2002 on the procedure for the planning of lightweight concrete casting mixture with lightweight aggregate, or the latest edition thereof.

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Whereas for the planning and application of precast and prestressed concrete must comply with:

(1) The Procedure for the Planning and Application of Precast and Prestressed Concrete for

Buildings;

(2) The Testing and Determination Methods for the Parameter of the Planning of Earthquake Resistant Precast and Prestressed Concrete Construction for Buildings; and

(3) The System Specification and Material Construction of Prestressed Concrete Construction for Buildings.



2. Steel Construction Planning must comply with:

(1) SNI 03-1729-2002 on the procedure for the steel construction for buildings, or the latest edition thereof;

(2) Other procedures and/or guidelines relevant to the planning of steel construction;

(3) Procedure for the Making or Assembly of Steel Construction; and

(4) Procedure for the Maintenance of Steel Construction during the Construction Process.



3. Wooden Construction Planning must comply with:

(1) SNI 03-2407-1994 on the procedure for the wooden painting for buildings and houses, or the latest edition thereof;

(2) Procedure for the Planning of Wooden Construction for Buildings and Houses; and

(3) Procedure for the Making or Assembly of Wooden Construction;



4. Bamboo Construction

The planning for this construction must follow the requirements for the construction planning

based on the prevailing technical guidelines and standards.

5. Specific Guidelines for Each Type of Construction

In addition to the specific guidelines for each construction, other technical standards regarding the

planning of a building construction must adhere to:

(1) SNI 03-1736-1989 on the procedure for the planning of building structure to prevent fire for buildings and houses, or the latest edition thereof;

(2) SNI 03-1745-1989 on the procedure for the installation of hydrant system to prevent fire for buildings and houses, or the latest edition thereof;

(3) SNI 03-1977-1990 on the basic procedure for modular coordination in the design of buildings and houses, or the latest edition thereof;

(4) SNI 03–2397-1991 on the procedure of the design of simple wind-resistant buildings, or the latest edition thereof;

(5) SNI 03–2404-1991 on the procedure to prevent termites for buildings and houses, or the latest edition thereof;


(6) SNI 03–2405-1991 on the procedure to manage termites for buildings and houses with termiticide, or the latest edition thereof; and

(7) SNI 03-1735-2000 on the procedure for the planning of building structure to prevent fire for buildings and houses, or the latest edition thereof;



d) Building Lower Structure

1. Shallow Foundation

(1) The depth of shallow foundation must be planned in a way that the base is on the solid soil

with adequate soil bearing capacity and that during its life, the building will not experience

excessive quality decline.

(2) The calculation of the supporting power and foundation decline must be conducted based on

the standard mechanical theory, based on the soil parameter found in the soil assessment by

taking into account the typical values and correlation against other soil parameters.

(3) The application of shallow foundation must not violate the effective technical plans and specifications or set by the certified professional planner.

(4) Shallow foundation may be made from stones or reinforced concrete construction.

2. Deep Foundation

(1) Deep foundation is usually used when the soil with proper bearing capacity is located way

beneath the surface, in which direct foundation may trigger excessive decline or instability of

the construction.

(2) The calculation of the supporting power and foundation decline must be conducted based on

the standard mechanical theory, based on the soil parameter found in the soil assessment by

taking into account the typical values and correlation against other soil parameters.

(3) Naturally the bearing capacity of deep foundation must be verified through load application

tests, unless it is planned by taking into account the more complex safety indicators.

(4) Load application tests on the deep foundation must be conducted based on the standardized

procedure. The result thereof must be evaluated by the appropriate certified professional

planner.

(5) The load applied during the test is 1% of the entire foundation load bearing points. Load

bearing points will be determined randomly, unless decided otherwise by the professional

planner or Local Office for Building Permit and Control.

(6) Building construction must take into account the possible environmental problems during the

construction period.

(7) If the foundation pile is placed in a coastal area, make sure to apply anti-corrosive coating for

the steel.

(8) If the planning or method using foundation type that has yet to be made an SNI and/or

copyrighted, be sure to provide a certificate obtained from the authorized institution.

(9) If the structure is calculated using a software, be sure to use the one acknowledged by the

relevant association. If there are still requirements that have yet to be described or made into

an SNI, the standard and/or technical guidelines must be used.

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e) Building Resilience

1. Structural Safety

(1) To determine the resilience of the building, a periodic building resilience assessment must be

conducted in accordance with the provisions within the Technical Guidelines for Building

Resilience Assessment.

(2) Repair or retrofitting of the building must be immediately conducted in line with the

recommendations generated by the assessment to ensure that the building continues to meet

the structural requirements.

(3) Building resilience assessment must be conducted periodically in accordance with the building classification by or assisted by the certified professionals.

2. Structural Collapse

To avoid unexpected structural collapse, such an assessment must be conducted regularly in

accordance with the prevailing technical guidelines.

3. Material Requirements

(1) All structure materials used must meet all the security requirements, including human and

environmental safety, and the relevant technical standards (SNIs).

(2) The materials made or mixed in the field must be processed in line with the standardized

procedure for the relevant purposes.

(3) Building materials that are pre-fabricated must be designed to accommodate good linkages

and enhance the strength of the materials linked as well as able to resist lift during

installation/application.

If there are still requirements that have yet to be described or made into an SNI, the standard and/or technical guidelines must be used.

BUILDING HEALTH REQUIREMENTS

a) Air System Requirements

1. Ventilation Requirements

(1) Each building must accommodate natural and/or mechanical ventilation appropriate to its

function.

(2) Buildings for settlement, health care especially hospital rooms, educational purposes

especially classrooms, and public services must have permanent openings, grated doors and

windows and/or permanent openings that can be opened for natural ventilation.

(3) General Requirements: If ventilation cannot be accommodated, a mechanical ventilation

system must be developed for buildings with certain facilities requiring protection from natural

ventilation and pollution.

2. The technical requirements for the ventilation system and needs must comply with:

(1) SNI 03-6390-2000 on energy conservation of air system in buildings;


(2) SNI 03-6572-2001 on the procedure of the design of ventilation system and conditioning in buildings, or the latest edition thereof;

(3) Standards for the planning, installation, and maintenance of ventilation system;

(4) Standards for the planning, installation, and maintenance of mechanical ventilation system;


b) Lighting System Requirements

1. Requirements for lighting system in buildings include:

(1) Each building must have natural and/or man-made lighting, including the emergency lighting

with the appropriate functions.

(2) School buildings must have openings for natural lighting.

(3) Natural lighting must be optimal, suited to the function of the building and each room inside it.

(4) Man-made lighting must be planned in accordance with the illumination level required suited to

the rooms within the building by taking into account the energy efficiency and placed in

locations in which glaring effect and reflection will not occur.

(5) Man-made lighting used for emergency purposes must be installed in the buildings with

specific functions and able to work automatically as well as having the appropriate illumination

to accommodate safe evacuation.

(6) All man-made lighting, unless that for emergency purposes, must be equipped with manual

and/or automatic controller and installed at the accessible/readable spots.

(7) Both natural and man-made lighting must be installed properly indoor and outdoor.

2. Lighting requirements must comply with:

(1) SNI 03-6197-2000 on energy conservation of man-made lighting system in buildings, or the

latest edition thereof;

(2) SNI 03-2396-2001 on the procedure of the design of natural lighting system in buildings, or the

latest edition thereof;

(3) SNI 03-6575-2001 on the procedure of the design of man-made lighting system in buildings, or

the latest edition thereof.


c) Building Materials Use Requirements

1. Building materials used must be safe for the health of the building’s occupants and environment.

2. Safe building materials are those containing zero hazardous/poisonous substances.

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3. The materials safe for environment must:

(1) not generating glaring light and reflection against the building’s occupants, community, and the

surrounding area;

(2) not increasing the air temperature;

(3) apply the conservation of energy principles; and

(4) use the environmentally friendly elements.

4. Building materials must be supportive of the environment protection.

If there are still requirements that have yet to be described or made into an

SNI, the standard and/or technical guidelines must be used.

3. Sub-Pillar 3: Performance Standard The Performance Standards for Disaster-Safe Schools based on the Regulation of BNPB Head

Number 4 of 2012 are standard policies on disaster-safe schools regarding budget allocation for

planning, monitoring, evaluation conducted by BNPB, the Ministry of Public Works, the Ministry of

Education and Culture, the Ministry of Religious Affairs, the Ministry of Finance, the Ministry of Home

Affairs, Local Government, and BPBD.

Physical construction activities include:

a. Conducting an examination and assessment of the completeness as well as accuracy of the

documents used in the physical construction;

b. Developing work programs covering the schedule of activity implementation, materials procurement,

human resource use, and heavy equipment use;

c. Doing field preparation in accordance with the implementation guidelines;

d. Creating shop drawings necessary for certain works;

e. Carrying out physical construction in the field in accordance with the implementation plan;

f. Reporting the physical construction implementation through field meetings; daily, weekly, and

monthly reports; work progress report; report on challenges faced, and correspondence;

g. Creating as-built drawings5 in line with the actual implementation completed in the field prior to the

1st handover, following the approval of construction management consultants or construction

supervision consultants, acknowledged by the construction plan consultant;

h. Repairing the damages occurred during the construction maintenance period;

5 As built drawing


a classroom

with exits

opening

outward

4. Sub-Pillar 4: Disaster-Resilient Design Classroom design and arrangement must be done ideally to minimize the disaster risk as referred to in

the Regulation of the Minister of Public Works Number 29 of 2006. The following are several things that

must be added when designing and arranging a disaster-safe school/madrasa:

a. two exits with outward opening must be installed in each classroom;

a classroom

with exits

opening inward

b. safe and accessible evacuation route and access, equipped with clear directional signs and easily

understood by children including those with special needs especially in the event of fire, earthquake,

and/or other disasters;

c. Several accessible assemblies

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Additionally, the classroom design and arrangement must include:

• Tables and chairs arrangement providing convenient moving space for wheelchair users

and during emergencies;

• Tables and chairs must be strong to provide an emergency shelter during earthquake/hurricane;

• Power outlets must be located at certain height; the socket must be sealable. The lowest power outlet must of ± 1.5 m high;

• All cabinets and wall decorations indoor must be tightly secured.

The following is a design and arrangement for classroom:

Shelves

must be

anchored

against

the wall.

Retainers must be

installed to the

shelves to prevent

dropped objects.

Tables must be strong for

a temporary shelter.

Vase holder

Vase

Size of the desk

Bolts must be secured

tightly to the wood.

Wires secured tightly

to the frame.


5. Sub-Pillar 5: Training for Builders Training for builders is conducted in reference to the technical standards for the state-owned building

construction to ensure the technicians, builders, and contractors understand how to strengthen the

school building to become earthquake resistant school. In this training, the earthquake resistant school

planning and construction supervision concepts are described. Such a description covers the definition

of an earthquake, earthquake school building structure planning and calculation, construction

supervision, and the impacts of an earthquake to the non-structural components of a building.

Additionally, the materials relevant to the prototype of the planning for earthquake resistant school,

school building maintenance technique, guidance on the provision of subsidy for educational building

facilities and infrastructures, as well as school building development supervision are also provided in

the training. Following the training, the participants conduct a simulation and discussion on the design

for earthquake resistant buildings.

Why earthquake resistant buildings? The topic is selected considering the geographical condition that

Indonesia is located in earthquake prone area and that schools may function as an emergency shelter

for the community in the event of disaster. Therefore, the quality of school building must be improved to

become resistant against earthquakes. This training is expected to give the participants knowledge on

the planning, supervision, or building construction structure of an earthquake resistant school. Such

knowledge will also be applied in the rehabilitation of schools impacted by the earthquake.

The overview of the initial knowledge of builders based on the orderly indicators are as follows:

a) Knowledge on the terms relevant to earthquake resistant buildings.

Builders show the most limited knowledge for this indicator.

b) Primary concept of earthquake resistant buildings.

Builders show sufficient knowledge for this indicator. The current trend is that they inherit the

construction knowledge which is incompliant with the rules of earthquake resistant building

construction.

c) Work implementation to realize earthquake resistant buildings.

d) Knowledge on the building materials.

Builders have apt basic knowledge on the building materials.

In essence, earthquake resistant buildings are designed to ensure safety and convenience of their

occupants. To establish a quality building, the construction must be supported with the quality materials

and skilled human resources. The outcome expected to be provided by earthquake resistant buildings

is the accomplishment of the building’s best performance, namely:

1. Not experiencing any damages on both structural and non-structural elements in the event of a mild

earthquake.

2. During a moderate earthquake, the building may experience a slight repairable damage on its non-

structural elements. Its structural elements must remain in a prime condition.

3. During a major earthquake, the building may experience damages on both structural and

non-structural elements, but does not collapse.

The said structural elements include: columns, blocks, truss, and linkages. Whereas the non-structural elements cover: regular brick walls, roof, windows, doors, and ventilations.

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Essentially, an earthquake resistant building comprises a composite of several crucial elements. Such

elements altogether form a building capable of bearing the load incurred by the earthquake. These

elements are:

1. Vertical elements whose function is to distribute the building load to the foundation and hold the external loads.

For example: columns, walls, and bracing.

2. Horizontal elements whose function is to “tie” the vertical elements and distribute the load to them.

For example: blocks and diaphragm (floor and roof).

3. Foundation system whose function is to “tie” the walls and distribute the load to the ground.

4. Linkages whose function is to “tie” together all building’s elements. For example: column’s block

linkage, anchors, and riveted joints.

To realize the desired building performance, the following requirements for the earthquake resistant

building must be fulfilled:

1. Building must be established on a stable ground.

2. Building’s map plan must be made simply and symmetrically.

3. The quality of the materials and concrete mixture as well as mortar must be appropriate.

4. Tie beam6 must be anchored to the foundation.

5. Ring beam must be secured to the column.

6. Tied column must be attached in every 10 m2 of wall.

7. Brick wall must be anchored with the vertical interval of 30 cm to the column.

8. The entire building frame must have tough and rigid ties.

9. The truss frame located in the wooden truss connection must be connected with bolts and truss connector plates.

10. Make sure that the roofing materials are lightweight.

11. Ensure that the construction is conducted properly. Construction process determines the building

quality and performance. Make sure that local technology, skilled personnel, and intensive

supervision are all involved in the construction process.

The followings are taken into account in the planning for school building:

1. Geographical condition (geological and geophysical conditions), technical condition, and economy

condition of a region in which the school building will be established.

2. The SNIs and regulations relevant to building structure planning include:

• SNI-03-1726-2002 on the Procedure for the Planning of Earthquake Resistant Buildings.

• SNI-03-1726-2002 (revised edition) on the Procedure for the Planning of Earthquake Resistant Buildings and Houses.

• RSNI T-02-2003 on the Procedure for the Planning of Wooden Structure in Indonesia.

• SNI 03-1729-2002 on the Procedure for the Planning of Building Steel Structure.

• SNI 03-6816-2002 on the Procedure for the Detailing of Reinforced Concrete in Indonesia.

• Regulation of the Minister of Education and Culture Number 24 of 2007 on the Standards for Facilities and Infrastructure for Elementary School, Middle School, and High School.

6 Tie beam is a structure located above the foundation. Its function is to distribute the loads from the upper part of the building to the foundation, ensuring the

loads are evenly distributed to the entire foundation. Additionally, it serves as a locking feature for walls and columns so they will not collapse when the

ground moves. For earthquake resistant buildings, the tie beams are equipped with steel anchors with the diameter of 12 mm. The anchor is attached every

1.5 meters. The distance may vary for bigger buildings or buildings with many floors. In summary, tie beams are reinforced concretes installed horizontally

above the foundation whose function is to distribute the loads from the upper part of the building (walls and columns) to the foundation. They ensure that the

loads are distributed evenly to the foundation. Additionally, they secure the wall, column, and foundation altogether.


3. Damages experienced by the building due to the earthquakes occurred found in the study conducted in Indonesia.

4. The structure system for buildings and houses generally uses the following:

• Wall bearing structure;

• A bearing frame structure consists of simple frame with infill walls to bear the lateral load (load

caused by earthquake) altogether and beam frame structure and rigid columns (infill walls are not

considered as load bearing walls).

Training on earthquake resistant building construction based on the area characteristics and necessity

is aimed at creating more earthquake resistant buildings. The learning approach is based on the adults’

learning process. The method used is participatory training.

Such training provides positive impacts, namely improved knowledge and understanding of builders

regarding earthquake resistant buildings. In order, the training provides improvement to knowledge and

understanding of builders on the terms used for earthquake resistant buildings, primary concept of

earthquake resistant buildings, and construction of earthquake resistant buildings.

This training program is beneficial since it is developed based on the needs of builders to establish

earthquake resistant buildings, supporting the adult’s learning process through a participatory learning

model. Assessment on the training results is conducted to find out the improvement of knowledge,

attitude, and behavior of the participants. Whereas the assessment on the impacts of the training is

aimed to figure out how the learning outcomes affect the life of the participants.

6. Sub-Pillar 6: Construction Supervision Construction supervision activity is conducted in reference to the Regulation of BNPB Head Number 4

of 2012, in which the Human Resources (HR) implementing the planning, application, construction,

supervision, maintenance, repair, or periodic building assessment must have the competence and

expertise related to the fields relevant to building establishment in accordance with the prevailing

laws and regulations.

Additionally, the construction supervision is a part of construction management. In pursuant to the

Regulation of the Minister of Public Works Number 45 of 2007, the construction supervision includes

the following activities:

a. examining and learning the documents on construction implementation which will be used as the

basis for supervision of the work in the field;

b. supervising the use of materials, equipment, and implementation methods as well as the timely

performance and construction work cost;

c. supervising the construction work in terms of quality, quantity, and the rate of volume

achievement/physical realization;

d. collecting the data and information in the field to solve the problems occur during construction

process;

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e. holding regular meetings in the field and developing a weekly and monthly report on the construction

management utilizing the inputs collected from the regular meetings and the daily, weekly, and

monthly reports on the physical construction work provided by the parties carrying out the

construction;

f. conducting a research on the shop drawings proposed by the parties carrying out the construction;

g. conducting a research on the as-built drawings prior to the 1st (first) handover;

h. reporting the defects/damages prior to the 1st handover and supervising the repairment thereof

during the maintenance period;

i. together with the planning service providers developing the guidance on maintenance and the use of

the building;

j. developing minutes of the work progress approval, first handover, construction maintenance, and

second handover to fulfill the documents required in the payment of the construction work

installment;

k. helping the activity manager to develop the Registration Document;

l. helping the activity manager in the preparation of the documentations require to acquire the Building Worthiness Certificate (SLF) from the local Government.

In addition to the above regulation, the Ministry of Education and Culture also provides reference for

the educational unit receiving the social aid regarding the building physical condition.

In reference to the Regulation of the Minister of Education and Culture Number 24 of 2013 on the

General Guidelines for the Management and Accountability of Social Aid Expenditure within the

Ministry of Education and Culture, the types of social aid include:

a. physical and non-physical development;

b. physical rehabilitation;

c. provision of facilities and infrastructures;

d. implementation of other activities related to the education and culture sectors; and

e. scholarships.

Social aid in the form of money used by the beneficiaries to procure goods and/or services

independently worked on by/generated by the beneficiaries in self-management. In the regulation, it is

also mentioned that technical guidelines must at least cover the supervision and assessment.

Annually, supervisors from the Inspectorate General of Education and Culture conduct a supervision

on the use of social aid by the educational units. Such a supervision if conducted in 34 provinces, in

which the supervision is selected to be conducted through sampling method, whose number is

adjusted to the number of team exists in each province.

In addition to the Inspectorate General, the technical unit providing the social aid also conducts

monitoring and evaluation (money) as described within the Technical Guidelines for social aid in each

technical directorate. Such money is conducted to all provinces with the higher number of target

districts/cities compared to that of the Inspectorate General for each province. When visiting the field,

the money staff examine the administrative documents required in the technical money such as the

school’s bank statement, the Decision Letter for Classrooms Development Team (TPRK), pictures of

the school’s progress, financial reports, and others. In addition to the administrative documents, the


staff also directly monitor the repairment and construction for the physical condition of the buildings

accomplished and register the process in the form provided. The staff also take pictures of all progress

made, when the construction is still 0% up to 100% completed or up to the latest development made

during the money activity. For rehabilitation/establishment of new classrooms utilizing the regional

budget (APBD), the supervision is conducted by the staff from the local Inspectorate General.

7. Sub-pillar 7: Quality Control Quality control refers to the Regulation of BNPB Head Number 4 of 2012, where the mass media serve

as a means of control in the establishment of safe school/madrasa. Additionally, it also refers to the

Regulation of the Minister of Public Works Number 45 of 2007, which is carried out through the

following:

a. Technical guidance and supervision of the construction of state-owned buildings is carried out by the

Ministry of Public Works c.q. Directorate of Building and Environment Management Directorate

General of Human Settlements to the Budget Users, Construction Service Providers, and other

stakeholders.

b. Technical guidance is carried out through technical mentoring to use these technical guidelines

(Technical Guidelines for the Construction of State-Owned Buildings), Indonesian National

Standards (SNI), and Technical Guidelines/Instructions stipulated by the Minister of Public Works.

c. Technical guidance, among others, is carried out through the provision of information technical

assistance and technical assistance to become: Head of Working Unit/Commitment Making Official,

committee, technical manager, technical team and other technical experts.

d. Technical guidance is also carried out through the provision of activity assistance for the

construction of strategic buildings in accordance with the policies set by the Minister of Public

Works.

e. Technical supervision is carried out by supervising the implementation of technical guidelines for the

construction of state-owned buildings, SNIs, and Technical Guidelines established by the Minister of

Public Works, with the aim that the available human resource, costs, equipment and management

can be used effectively and efficiently.

f. Technical guidance and supervision of the construction of state-owned buildings are carried out as

follows:

1) For the national level and region of DKI Jakarta, the processes are implemented by the Directorate of Building and Environment Management of Directorate General of Human Settlements;

2) For areas outside DKI Jakarta (except for buildings with special function), the processes are implemented by the Office of Public Works/Provincial Technical Office responsible in guiding the building construction.

g. The Directorate of Building and Environmental Management/Office of Public Works/Provincial Technical Office is responsible in guiding the building construction, reports the results of the technical guidance and supervision of the construction of state-owned buildings in the area to the Minister of Public Works.

For physical development (rehabilitation and construction of new classrooms) in educational units

using the social grants from the state budget, in accordance with the technical guidelines issued by

relevant directorates, the educational unit receiving social grants must form a team of supervisors and

developers stipulated by the Decree of Principal receiving the social grants on recommendations or

input from District/City Education Office.

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• The team is in charge of the planning and supervision stages.

• All team members must have an educational background relevant to the development

of physical construction such as Civil Engineering, Architecture, Drafter/Draftsman, etc.

• This team consists of one team leader and several team members.

• This team is responsible for the suitability of the built/ rehabilitated building to

the standards of facilities and infrastructure included in 8 (eight) National Education Standards.

As for the regulations governing the standards of facilities and infrastructure for each level are as

follows:

No. Level Legal Framework

1 Elementary School/Madrasa Ibtidaiya, Junior High School/Madrasa Tsanawiya, and Senior High School/Madrasa Aliya

Regulation of the Minister of National

Education No. 24 of 2007

2 Special Elementary School, Special Middle School, and Special Senior High School

Regulation of the Minister of National Education No. 33 of 2008

3 Senior High School/Vocational High School Regulation of the Minister of National

Education No. 40 of 2008

8. Sub-Pillar 8: Remodeling or Renovation Remodeling is often used broadly to describe each type of change made to an established building.

Technically, it is more appropriate to say that remodeling means changing the character of a building or

a part of a building. So, when a medium-sized warehouse attached to a library is converted into a

computer laboratory, then the action taken is remodeling. Or, when a small meeting room is combined

with a teachers’ room to produce a teachers' room in which the center is used as a meeting space, then

the action taken is remodeling.

Renovation is a more specific term, which literally means making updates. Old or outdated classrooms

that are updated and equipped with new whiteboards, lighting and electricity systems (e.g. replacement

of switches, replacement of lamps from hanging neon lights to electricity-saving downlights, etc.) are

considered renovated. Then replacing an old window with a new window is included as a renovation

project. In addition, renovation is a process to repair damaged or outdated structures.

The renovation process can usually be broken down into several stages, which are:

• Planning and designing

• Improving structure

• Rebuilding

• Finishing


9. Sub-Pillar 9: Retrofit Referring to the book “How to Repair Simple Buildings Damaged by Earthquakes”, Teddy Boen and

colleagues (2010), retrofitting is a method of repairing buildings by adding new technology or the

incorporation of new technologies in existing/old systems so as to create a structural reinforcement

process in old buildings and make the building stronger/earthquake resistant and more effective and

efficient in terms of its construction process.

In the event of damage to buildings due to natural disasters (earthquakes), age of buildings, etc., it is

necessary to identify the damage before recommending repairment and retrofitting for the buildings.

Opinions of structural retrofit expert: "If a damaged building is still standing upright, it does not need to

be demolished because it can be repaired and strengthened (efficient in cost and time)"

Classification of problems:

1. Before an earthquake occurs - Weak buildings must be strengthened to withstand earthquakes, checks (surveys) are carried out and then the analysis is made.

2. Shortly after a destructive earthquake - Immediately install a temporary buffer to support the

component that is heavily damaged and may collapse. After that, immediately carry out emergency

repairs. This action is needed so that the building can function again and does not collapse due to

aftershocks.

3. Once the situation is under control – At this stage, the retrofitting to be done includes: 1) repairment, 2) restoration, and 3) retrofitting (in this case strengthening).

a. Repairment

The main objective is to restore the architectural form of the building so that all appliances/equipment can function again. Repairment has nothing to do with structural strength. Actions that are included in the repairment category include: • Patching cracks on walls, plaster, etc.

• Repairing doors, windows, replacing glass, etc.

• Repairing electrical cables.

• Repairing water pipes, gas pipes, sewers.

• Rebuilding separation walls, fences.

• Re-plastering the walls.

b. Restoration

The aim is to make improvements to the components of the load bearing structure and restore the

original strength.

Actions included in the restoration category are:

• Injecting cement water or epoxy materials (if any) into small cracks found on load bearing walls,

beams or columns.

• Adding reinforcement to the walls of the bearer, beam, or column experiencing big crack for then to be plastered again.

• Disassembling parts of the split wall and replace them with new walls with stronger mixture and anchored on the portal.

• Dismantling the damaged column/beam section, repairing the reinforcement, and then casting it back.

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c. Strengthening

The aim is to make the building stronger than its original strength. Actions included as

strengthening category are:

• Eliminating the sources of weakness or that can cause tensile concentration in certain parts, including:

o Asymmetric deployment of columns

o Asymmetric deployment of walls

o Big difference in stiffness between one floor and the other

o Excessive openings

• Making the building as a unit by tying all load bearing component to one another.

• Avoiding brittle destruction by repairing, adding to, and installing reinforcement in accordance with the details to achieve sufficient ductility.

• Increasing the resistance to lateral loads, by adding walls, columns, etc.

Some requirements for repairment and strengthening are

• Revolutionary changes to construction patterns (simple and according to Building Standards)

• The technique introduced must be easily copied by the local builders

• Local materials must be prioritized

• Materials used are cheap

• The amount of additional costs must be practical

The steps to analyze retrofitting requirements are as follows:


The stages of the retrofitting method are carried out as follows:

1. Preparing the design drawings for retrofitting

2. Conducting the retrofitting preparatory work, which begins with:

a. Determination of reliable workforce/developer (contractor)

b. Preparation of the equipment needed (by managing contractor)

c. Procurement of material needed in accordance with the technical specifications of the Recommendation Document Retrofitting and Design Drawings (with the supervision from the school/assisting experts)

d. Joint Survey/rechecking of school location as the beginning of work begun among managing

contractors, the school and accompanying experts as well as an explanation of the existence of a

joint inspection process between the managing contractor –– the school –– assisting experts

using a checklist.

3. Strengthening foundation and tie beams connection work

4. Strengthening tie beams and column connection work

5. Strengthening column and wall connection work

6. Strengthening wall surface work

7. Strengthening wall due to cracking work

8. Strengthening roof construction connection work

CONNECTION OF PILLAR 1 AND PILLAR 2 1. Building Treatment

Carry out the treatment of the state-owned building, it has been regulated in the Regulation of the

Minister of Public Works Number 45/PRT/M 2007 on Technical Guidelines for the Construction of

State-Owned Buildings. Things to consider are as follows:

1.1. Age of Building and Depreciation

a. The age of the building is the period of the building in which it can still fulfill the functions and

reliability of the building, in accordance with the stipulated requirements. For state-owned

buildings (including state-owned houses) the life of the buildings is calculated to be 50 years;

b. Depreciation is the value of building degradation which is calculated equally each year during

the building's lifespan. For state buildings, the depreciation value is 2% per year for buildings

with a minimum salvage value of 20%;

c. Depreciation of a state-owned building that is built with semi-permanent construction is 4%

per year, while for emergency construction, it is 10% per year with a minimum salvage value

of 20%.

1.2. Building Damage

Building damage is the non-functioning of buildings or building components due to

shrinkage/expiration of the age of the building, or due to human behavior or nature such as

excessive function load, fire, earthquake, or other similar causes. The intensity of building

damage can be classified into three levels of damage, which are:

a. Minor damage - Minor damage is a damage mainly occurs to non-structural components,

such as roof coverings, ceilings, floor coverings and infill walls.

b. Medium damage - Medium damage is a damage occurs to some non-structural components

and/or structural components such as roof, floor, etc.

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c. Major damage - Major damage is a damage occurs to most building components, both

structural and non-structural, which if properly repaired may restore the building functionality.

Determination of the damage level can be conducted after a consultation with the local

technical agency responsible for building construction.

1.3. Building Treatment

a. Building treatment is an effort to repair the damage that occurs so that the building can

function properly as it should. Building treatment can be classified according to the damage

level of the building as follows:

1) Treatment for minor level of damage;

2) Treatment for medium level of damage;

3) Treatment for major level of damage;

b. The amount of treatment costs is adjusted to the level of damage, which is determined as

follows:

1) Treatment for a minor level of damage, the maximum cost is 30% of the highest applicable

price of constructing a new building, for the same type/class and location;

2) Treatment for a medium level of damage, the maximum cost is 45% of the highest

applicable price of constructing a new building, for the same type/class and location;

3) Treatment for a major level of damage, the maximum cost is 65% of the highest applicable

price of constructing a new building, for the same type/class and location;

c. For treatment requiring special handling or to improve the form of a building, such as through

renovation activities, the amount of treatment costs is calculated according to the real needs

and consulted in advance with the local Technical Agency.

1.4. Building Maintenance

a. Building maintenance is an effort to maintain the condition of the building so that it continues

to meet the requirements of proper functioning or to improve the shape of the building, and to

protect against damaging effects;

b. Building maintenance is also an effort to avoid component/building elements damages due to obsolescence before the end of its lifespan;

c. The cost of building maintenance depends on the function and classification of buildings.

Maintenance costs per m2 of the building per year is maximum 2% of the highest standard

price per m2.

d. Maintenance of school buildings is as follows.

1) Light maintenance, including repainting, repairing part of windows/doors, floor coverings,

roof coverings, ceilings, water and electricity installations, is carried out at least once in 5

years.

2) Heavy maintenance, including replacement of roof truss, ceiling frame, wooden frame, sills,

and all roof coverings, carried out at least once in 20 years.


To ensure that the school building will perform during and after the time stated in the design,

creating a maintenance program is very important. A strong school maintenance program consists

of three main components: organization, inspection and maintenance plans.

a. Organization - A basic structure of the organization will include the general coordinator and the

people or teams responsible for a particular school area. If maintenance fund is not sufficient to

carry out the maintenance tasks, a fund-finding coordinator should be sought. It is recommended

for students and community members to fill this role.

b. Maintenance plan - The maintenance plan consists of an inspection schedule, the party in charge,

inspection items and corrective responses that must be taken if problems arise.

c. Inspection - Final assessment after the completion of construction or retrofitting work will be used

as a benchmark for all future inspections. If during routine inspections a problem is found that is

beyond the capacity of the maintenance team to handle or if the building undergoes major

changes (such as damage caused by a hazardous event), then advice from a qualified expert

must be sought.

The amount of maintenance costs will vary depending on the design and age of the building and the

availability of the resources needed to make repairs. Generally, the annual budget for maintenance

ranges from 1-2% of capital costs Entering the cost of re-maintenance into the school construction

or retrofitting budget will provide support for a longer period of time in maintaining a safe learning

environment. The school community will be given responsibility in maintaining school facilities. It is

recommended to review the maintenance and reporting tasks together with the responsible

community organizations and, if needed, facilitate efforts to determine the roles, responsibilities,

documentation and reporting mechanisms. The cost of rebuilding damaged schools is far greater

than maintenance costs.

2. Non-Structural Mitigation

Mitigation is divided into two types, namely structural mitigation and non-structural mitigation:

a. Structural Mitigation

Structural mitigation is an effort to reduce disaster risk through the construction of various physical

infrastructures and use of technological approaches, such as the construction of special canals for

flood prevention, detection of volcanic activity, earthquake-resistant buildings, or Early Warning

Systems used to predict the occurrence of tsunami waves.

Structural mitigation is an effort to reduce vulnerability to disasters by means of disaster-resistant

building technical engineering. Disaster-resistant buildings are buildings with a structure that is

planned in such a way to able to survive or experience damage that is not harmful if the disaster

occurs. Technical engineering is a procedure of building structure design that has taken into account

the characteristics of the action from a disaster.

b. Non-Structural Mitigation

Non-structural mitigation is an effort to reduce disaster risk other than structural mitigation efforts

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mentioned above. It can be within the scope of policy making efforts such as making a

regulation/guideline. Disaster Management Law Number 24 of 2007 is a non-structural effort in the

field of mitigation policy. Other examples are the creation of urban spatial planning, community

capacity building, advocacy and promotion, and even reviving various other activities that are useful

for strengthening community capacity, which are also part of this mitigation. This is all done for, by

and in the communities living around the disaster-prone areas.

Non-structural policies include legislation, regional planning, and insurance. Of course, beforehand

risk identification needs to be done. Physical risk assessment includes the process of identifying

and evaluating the possibility of a disaster and the possible impacts. Mitigation policies, both

structural and non-structural, must support each other. The use of technology to predict, anticipate

and reduce the disaster risk must be balanced with the creation and enforcement of an adequate

set of regulations that are supported by an appropriate spatial plan.

Often the occurrence of floods and landslides in rainy season and drought in several places in

Indonesia during the dry season are mostly caused by weak law enforcement and spatial use of the

area that is not in accordance with the surrounding environment. Technology that is used to predict,

anticipate and reduce the disaster risk must be sought so as not to disrupt the environmental

balance in the future.

3. Fire Safety

Each state-owned building must have fire prevention and mitigation facilities, in accordance with the

requirements stipulated in:

• Decree of the Minister of Public Works Number 10/KPTS/2000 on Technical Terms of Protection Against Fire Hazard on Building and Environment; and

• Regional Regulation on Building and Regional Regulation on Fire Hazard Management and Prevention;

as well as the relevant technical standards.

Requirements on Building Capacity Against Fire Hazard:

a. Passive Protection System

Passive protection system is a protection system against fire performed by setting the building

components in architectural and structural aspects in such a way to protect the occupants and

objects from physical damage during fire.

Every building, except single occupancy and simple row houses, must have the design-based

passive protection system against fire that protects the belongings or setting of architectural and

structural components to provide protection for the occupants and objects from physical damage

during fire. The implementation of passive protection system is based on the function/classification

of fire risk, spatial geometry, installed building materials, and/or the number and condition of the

building’s occupants. Things to be taken into account in the passive protection system include:

performance requirements, fire-resistance and stability, fire-resistant construction type, required

construction type, compartmentalization and division, and protection on outlets.


Passive protection system must follow:

(1) SNI 03-1736-2000 on procedures of the planning of passive protection system for the prevention of fire hazards on building; and

(2) SNI 03-1746-2000 on procedures of the planning and installation of emergency exits against fire hazards on building.

In the event that other requirements are not yet included, or made into an SNI, the formal standards

and/or technical guidance is used.

b. Active Protection System

Active protection system is a protection system against fire performed through the use of equipment

that are capable of working automatically or manually by the building’s occupants and fire fighters in

the firefighting. In addition, this system is used in the initial phase of fire management.

Every building, except single occupancy and simple row houses, has to be protected against fire

hazards through active protection. The implementation of active protection system is based on the

function, classification, area, altitude, building volume, and/or the numbers and condition of the

building’s occupants.

Things to be taken into account in active protection system include:

• Firefighting System;

• Fire Detection and Alarm System;

• Smoke Control System; and

• Fire-Control Center

Active protection system must follow:

(1) SNI 03-1745-2000 on procedures for the planning and installation of standpipe and cross-connection piping system for fire hazards prevention on building.

(2) SNI 03-3985-2000 on procedures for the planning, installation, and testing of fire detection and alarm system for fire hazards prevention on building;

(3) SNI 03-3989-2000 on procedures for the planning and installation of automatic sprinkler for fire hazards prevention on building.

(4) SNI 03-6571-2001 on smoke control system on building; and

(5) SNI 03-0712-2004 on smoke management at malls, atrium, and space with large volume.



c. Exit and Accessibility Requirements for Firefighting

Exit and accessibility requirements for firefighting include the planning on building and environment

access as well as the planning and establishment of exit routes for survival against fire hazards.

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Exit and accessibility for firefighting must follow:

(1) SNI 03-1735-2000 on procedures for the planning of building and environment access for fire hazards prevention on houses and buildings; and

(2) SNI 03-1736-2000 on procedures for the planning and installation of exit facilities for survival against fire hazards on buildings.



CONNECTION OF PILLAR 1 AND PILLAR 3 1. Education on structural safety

The aspects related to education on structural safety include:

a. All new schools will be safer when the following are taken into account upon referring to the

guidance and regulations related to disaster-safe schools:

(1) specific school location, design, safe learning facilities;

(2) percentage of newly constructed schools in safe locations with disaster-resistant design and

construction;

(3) study on disaster-safe schools, including the study on the risks and selection of school location

b. Retrofitting the existing schools.

c. The building standards ensuring the safety of school facilities, by taking into account:

(1) the regulations on building standard or international guidance for schools’ retrofitting,

(2) re-modelling, reconstruction, and supervision are reviewed at least once in 10 years focusing on

the successfully constructed schools;

(3) compliance mechanism in terms of school location and design inspection, and certification of

school safety;

(4) priority scheme in the planning, identification, retrofitting, and reconstruction of school.

Additionally, in relation the education process on structural safety, assessment on school’s facilities in

must refer to the indicators on the operational framework for all stages of disaster-resilient schools,

which include:

a. guidance and regulations on school construction, including:

• location selection, design, construction, inspection, and

• school safety certification;

b. checklist for school building safety;

c. checklist:

• for identification of threats existing around the school location;

• for the percentage of schools with built disaster-safe plan, design, construction, and maintenance;

• for policy and procedure to implement the community-based school construction;

• for the study on school functions (safe access to school, location conformity, and evacuation route at school);

• for the use of desktop methodology, rapid visual assessment, and building engineering;

• for the building retrofitting integrated into school re-modelling through the modern system


2. Construction as Educational Opportunity

The schools conducting the facility maintenance, building maintenance or rehabilitation, and retrofitting

are able to use these processes as an opportunity for teachers, students, and school management to

learn the things relevant to disaster-safe facilities.

BIBLIOGRAPHY

• Decree of the Minister of Public Works No. 10/KPTS/2000 on Technical Terms of Protection Against Fire Hazard on Building and Environment;

• Regulation of the Minister of Public Works No. 29/PRT/M/2006 on Guidance for Technical Requirements of Building

• Regulation of the Minister of Public Works No. 45/PRT/M/2007 on Technical Guidelines for the Construction of State-Owned Building

• Regulation of the Minister of National Education RI No. 24 of 2007 on Standards of Facilities and

Infrastructure for Elementary School/Madrasa Ibtidaiya (SD/MI), Junior High School/Madrasa

Tsanawiya (SMP/MTs), and Senior High School/Madrasa Aliya (SMA/MA)

• Appendix of the Regulation of the Minister of National Education No. 24 of 2007 dated 28 June

2007 on Standards of Facilities and Infrastructure for Elementary School/Madrasa Ibtidaiya

(SD/MI), Junior High School/Madrasa Tsanawiya (SMP/MTs), and Senior High School/Madrasa

Aliya (SMA/MA)

• Tofiknur. (23 February 2008). Melatih Guru SMK Membangun Sekolah Tahan Gempa – Bangunan

Tahan Gempa. SMKN 2 Purwokerto.

• Boen, Teddy et al. (2010). Cara Memperbaiki Bangunan Sederhana yang Rusak Akibat Gempa Bumi. Second Edition.

• Rocita, Oya. Pelengkap Panduan Penerapan Sekolah Aman melalui DAK 2011-2012.

• Regulation of the Minister of Education and Culture No. 24 of 2013 on the General Guidelines for

the Management and Accountability of Social Aid Expenditure within the Ministry of Education and

Culture

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CHAPTER III

ACHIEVEMENT INDICATORS

(STANDARDS)

From facilities and infrastructure aspects, disaster-safe schools can be understood as schools that

fulfill the facilities and infrastructure standards to protect the school community and the surrounding

environment from risks of disaster.

In pursuant to the Regulation of BNPB Head Number 4 of 2012, the indicators for disaster-safe school

facilities and infrastructures are as follows:

1. Does not collapse when experiencing a disaster (earthquake, tsunami, and effects of volcano

eruption) in line with the plan

• In the event of minor earthquake, the building does not experience any damage

• In the event of moderate earthquake, the building may experience damage on its non-structural elements, the structural elements do not experience any damage

• In the event of major earthquake, the building may experience non-structural and structural

elements damage, but does not collapse, partially or entirely, and the damages incurred must be

repairable. Building does not collapse due to its ductility. The building structure must be planned

to have ductility so that during the planned maximum load application condition and the structure

collapses, its occupants may still survive. (Government Regulation Number 36 of 2005 on the

Implementation of Law Number 28 of 2002 on Building Article 33 sub-article 4)

2. The dropped objects do not cause any harm to humans, including dangerous objects both inside

and outside the building

3. The school design facilitates the emergency evacuation of people from the building to a safer place

(sufficient number of doors, outward-facing door opening, emergency route, etc.)

4. Provides an exit route and safe access

5. Has safe muster points

6. Dangerous objects around the building are identified and known to students and teachers

7. Emergency route and evacuation location are known to students and teachers

In addition to the above indicators (Perka BNPB No. 4 of 2012), there are indicators for Safe Learning

Facilities issued by the members of Global Alliance for Disaster Risk Reduction and Resilience in

Education Sector (GADRRRES) through Workshop on developing a hierarchy indicator targets for

comprehensive school safety at national/sub-national/school level in Bangkok on 19-21 February 2015.

The following are the key indicators from Worldwide Initiative on Safe School issued on March 2015

whose target is to ensure that each newly constructed school is disaster-safe:

1) The Government Provides Guidance and Regulations for Disaster-Safe Schools

a. Increased percentage of newly constructed school in safe locations with disaster-resistant design

and construction (workshop result)


b. The availability of studies on school safety against disasters, including studies on the risks and

school location selection (UNESCO-GFDRR ARUP)

2) The selection of safe school location, design and construction are monitored by the relevant

government for compliance/implementation

a. There is a checklist for the safety of the school building (Save the Children)

b. There is a checklist for identification of threats existing around the school (Save the Children)

c. There is an increase on the percentage of schools built with disaster-safe plan, design, construction, and maintenance (GFDRR-ARUP)

d. There are policies and procedures to implement the community-based school construction (workshop result)

e. There are studies on the school functions (safe access to school, location conformity, and school

evacuation route (workshop results))

3) A systematic planning for the study and determination of priorities for retrofitting and

reconstruction for unsafe school building, is developed and currently being implemented

a. there is increased percentage of unsafe schools that are retrofitted or reconstructed (ASSI)

b. there is decreased percentage of destroyed or damaged school due to disasters happening in the previous academic year (ASSI)

c. there is decreased percentage of the students, teachers, and educational personnel whose lives

were lost due to the disasters occurring in the previous academic year (ASSI)

d. there is decreased percentage of the students, teachers, and educational personnel injured due

to the disasters occurring in the previous academic year (ASSI)

e. there is decreased percentage of the loss of learning hours due to disasters occurring within the academic year (ASSI)

f. the building retrofitting integrated into school re-modelling through the modern system (workshop results)

g. there is increased use of desktop methodology, rapid visual assessment, and building

engineering (workshop results)

4) Priority planning for unsafe school building repair is performed and developed

a. the regulations on building standard or international guidance for schools’ retrofitting, re-

modelling, reconstruction, and supervision are reviewed at least once in 10 years focusing on the

successfully constructed schools (workshop results)

b. compliance mechanism in terms of school location and design inspection, and certification of

school safety is implemented (workshop results)

c. priority scheme in planning, identification, retrofitting, and reconstruction of school is implemented (workshop results)

5) The Ministry of Education/Education Office promotes routine maintenance and non-structural

mitigation to improve the safety and protection in public schools a. knowledge on non-

structural mitigation is available (workshop results)

b. school’s equipment and furniture are repaired to minimize injury potentials affecting the school

community during disaster (workshop results)

6) Planning is conducted for schools serving as emergency shelters and temporary refuges

a. planning and resources are available to meet the school’s needs to serve as a temporary

emergency shelter and temporary refuge (workshop results)

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In addition to the indicators mentioned above, the following are additional indicators related to Pillar 1 –

Safe Learning Facilities.

Parameter Indicator Verification

Attitude and action Availability of knowledge on the

efforts to reduce disaster risks,

especially for disaster-resistant

building (earthquake, flood,

landslide, fire)

Availability of

book/guideline/guidance on disaster-

safe schools, especially safe learning

facilities at schools

Trainings for integrating DRR into the

School-Based Curriculum (KTSP),

including safe learning facilities are

conducted

The number of trainings conducted

by schools on safe learning facilities,

including disaster-resistant building

(earthquake, flood, landslide, fire)

School policies Availability of policies, agreements,

and/or regulations that supports the

efforts of DRR at school, especially

on safe learning facilities aspect

School policy document that

includes and/or adopts the

applicable building construction

requirements and retrofitting

guidance.

Vocational High School for Building

Construction Program (SMK

Bangunan) provides the lessons on

earthquake-resistant school building,

post-earthquake/disaster building

rehabilitation, including the

approaches for “retrofitting” or

“strengthening”

SMK Bangunan facilitates School

Construction Committee to

implement/apply the knowledge

learned as well as fulfill

the lack of professionals with the

expertise on earthquake-resistant

building or other disaster-safe

buildings

For SMK Bangunan, the

learning materials, both theoretical

and practical, on earthquake-resistant

building, retrofitting or strengthening

as one of the methods for building

rehabilitation/repair are available.

List of certified SMKs to facilitate new

school building construction or

rehabilitation with the

expertise/knowledge on earthquake-

resistant building or other disaster-

safe buildings

Preparedness

planning Availability of medium-term planning

for school building development,

addition of new classrooms/reduction

on the number of classrooms, new

building construction (for example,

canteens, musalla, library, etc.)

applying the safe learning facilities

principle

Availability of disaster risks

assessment document created

through the collaboration of the

school community and stakeholders

The school’s layout/blueprint and/or

mockup showing the evacuation

route

Documents for the vulnerability of

school building assessment are

reviewed/checked regularly by the

Government and/or Regional

Government. The school vulnerability

is assessed based on its structural

and non-structural aspects (interior,

layout, doors, etc.)

47

Parameter

Indicator

Verification

Implementation School has school/classroom

rehabilitation committee, safe

learning facilities principles are

implemented in the construction of

new classroom or school facilities.

School regularly tests the quality of its

building structure and fulfills available

form

School has a guidance for school

building maintenance

The number of SMK facilitating new

school building

construction/damaged school

building rehabilitation by

implementing safe learning facilities

principles.

Report of the school/classroom rehabilitation committee on the construction of new classroom or damaged classroom rehabilitation indicating how safe learning facilities principles are implemented

Equipped with test report

Procedure document for the

maintenance of school building,

classrooms, interior/layout

Report of Teachers/Principals as

earthquake-resistant building

professional workers on the

implementation of the practice or

agreement in the field

Monitoring and

Evaluation District/City Education Office

records the data on school

condition and then reports them to

the Provincial Education Office and

The Ministry of Education and Culture

Availability of guidance for monitoring

and evaluation on the implementation

of new school construction/damaged

school rehabilitation employing the

safe learning facilities principles

Regional Government/Office performs

the monitoring on safe learning

facilities in the construction of new

school/classroom and rehabilitation of

the damaged classrooms/

other rooms using the existing

guidance

Report/list of damaged schools

requiring rehabilitation and list of new

school to be constructed, as well as

list of schools needing repairment

and/or reconstruction

Guidance for monitoring and

evaluation on the implementation of

new school construction/damaged

school rehabilitation implementing the

safe learning facilities principles is

issued by the central government and

available in the regions in the form of

hard copy and e-copy

Report of the monitoring and

evaluation on the implementation

of safe learning facilities principles

in the construction of new

school/classrooms and

rehabilitation of classrooms/other

rooms


Parameter

Indicator

Verification

Mobilization

Resources Availability of school buildings that

are disaster-resistant, especially

against earthquake

Government programs for

rehabilitation of school building or

construction of new school building,

funded by the central, provincial, or

regional government will employ the

safe learning facilities principles.

School Building with the following

characteristics:

• Building structure is in

accordance with the disaster-

resistant building standards

• School Health Unit (UKS) has its

own room separated from the

classrooms and center for

learning source.

• Disaster-safe classroom’s layout and design.

• Disaster-safe layout and

design for the placement of

facilities and infrastructures for

the classroom and school.

Detailed explanation on

earthquake-resistant building is

included in the Technical Direction

of the Specific Allocation Fund

(DAK), State Budget of the

Ministries for damaged school

building rehabilitation and new

building construction

Availability of collaborations

between board of teachers and

other associations for teachers in

the region such as teacher’s

association (MGMP) forum in

relation to the DRR efforts at

school.

Frequency and types of collaboration

activities between board of teachers

and other teachers’ associations in

relation to DRR efforts at school.

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MODULE 1


FACILITIES

MINISTRY OF EDUCATION

AND CULTURE