(Luận văn thạc sĩ) research and propose a set of minimum essentials for school safety in response to climate change for primary schools in coastal areas, vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY DUONG HUONG GIANG n RESEARCH AND PROPOSE A SET OF MINIMUM ESSENTIALS FOR SCHOOL SAFETY IN RESPONSE TO CLIMATE CHANGE FOR PRIMARY SCHOOLS IN THE COASTAL AREAS, VIETNAM MASTER’S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY DUONG HUONG GIANG n RESEARCH AND PROPOSE A SET OF MINIMUM ESSENTIALS FOR SCHOOL SAFETY IN RESPONSE TO CLIMATE CHANGE FOR PRIMARY SCHOOLS IN THE COASTAL AREAS, VIETNAM MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD THESIS SUPERVISOR: DR TONG THI MY THI PROF AIKO SAKURAI Hanoi, 2021 PLEDGE I hereby declare that I have read and understood the material explaining plagiarism and the prevention thereof provided by Vietnam Japan University and that I understand the procedures of accurate citation and bibliographical practice I confirm that my thesis is the result of my personal research and is solely my own work Hanoi, July 2021 Duong Huong Giang n ACKNOWLEDGMENT The completion of this Master's thesis could not have been possible without the participation and contribution of so many people whose names may not all be enumerated Their support and dedication are sincerely appreciated and gratefully acknowledged This thesis is dedicated and with love and gratitude to them Firstly, I am thankful to my tremendous supervisor, mentor, and beacon - Dr Tong Thi My Thi, for invaluable guidance, support, and encouragement to finish this study and other precious opportunities in academic realm I also would like to express my appreciation to my sub-supervisor Prof Aiko Sakurai for her excellent advice Likewise, I am grateful to the lecturers and staff at Vietnam Japan University and Ibaraki University for being patient, supportive and caring during the thesis process I extend my thank you to all the people who contributed to the accomplishment of this study At last, without my family, I would never complete this journey n TABLE OF CONTENTS n LIST OF TABLES i LIST OF FIGURES ii LIST OF ABBREVIATION iii CHAPTER INTRODUCTION 1.1 The necessity of the research 1.2 What are the minimum essentials in this study? 1.3 Research questions and research objectives 1.3.1 Research questions 1.3.2 Research objectives and tasks 1.4 Objects and scope of the research 1.5 Literature review 1.5.1 Concepts of the research 1.5.2 Practical basis of school safety framework CHAPTER METHODOLOGY 16 2.1 Desk review 17 2.2 Interview and observation 17 2.3 Methods of data analysis 23 CHAPTER THE STUDY SITE 25 3.1 Overview of Vietnam’s coastal zone 25 3.2 Damage caused by natural disasters 27 3.3 COVID-19 pandemic’s impact on the education sector 29 3.4 Climate change, natural disaster and COVID-19 response policies 31 CHAPTER RESULTS 35 4.1 Observation of the school safety issues 39 4.2 Minimum essentials for school safety framework 43 4.3 Discussion 65 CHAPTER CONCLUSION AND RECOMMENDATION 69 REFERENCES …………………………………………………………………….…….72 APPENDIX 1: LIST OF POLICIES USED IN THE STUDY 77 APPENDIX 2: MATRIX OF LEARNING OUTCOMES FOR THE MASTER’S THESIS 83 LIST OF TABLES Table 1 Damage in the education sector of some provinces caused by natural disasters in 2020······························································································· Table Review of School safety projects and programs carried out during 2010-–2020 in Vietnam ························································································ 13 Table Number of primary schools in same areas ··········································· 25 Table The number of people affected by natural disasters in Vietnam from 2012 to 2017 ································································································ 27 Table 3 The statistics of damage in schools caused by natural disasters in Vietnam from 2012 to 2017 ··············································································· 28 Table Minumum Essentials for primary school safety ····································· 36 Table Indicators could be applied for larger scales ········································ 67 Table Restricted indicators ···································································· 67 n i LIST OF FIGURES n Figure 1 Damage in the education sector caused by natural disasters in 2020 ············· Figure Comprehensive School Safety Framework ·········································· Figure Research framework··································································· 16 Figure 2 Desk review method ··································································· 17 Figure List of the respondents (name of districts the brackets) ·························· 18 Figure Location of 10 primary schools in Quang Ninh ··································· 19 Figure Location of 10 primary schools in Da Nang ······································· 19 Figure Location of 10 primary schools in Ba Ria – Vung Tau ·························· 20 Figure Interview with school principal ······················································ 21 Figure The methodological framework of the study ······································ 22 Figure Qualitative research framework of the study ······································ 23 Figure 10 Method of data analysis ····························································· 24 Figure National legal instrument underpinning the Minimum Essentials ·············· 34 Figure Minimum Essentials Tree for primary school safety ····························· 35 Figure Swimming pool and students in Phuoc Thang primary school in Vung Tau City, Ba Ria Vung Tau province ······························································· 40 Figure Binh Ba primary school in Chau Duc district, Ba Ria Vung Tau province ···· 41 Figure 4 Fire fighting and escape map of Hiep Hoa primary school (Quang Yen, Quang Ninh) ······················································································ 42 ii LIST OF ABBREVIATION CSSF CC DRR IMHEN Comprehensive School Safety Framework Climate Change Disaster risk reduction Institute of Meteorology, Hydrology and Climate Change United Nations Development Program Gov Government GADRRRES Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector MoH The Ministry of Health MoET The Ministry of Education and Training MoNRE The Ministry of Nature Resources and Environment MARD The Ministry of Agriculture and Rural Development SSF School Safety Framework SDRA School Disaster Resilience Assessment UN United Nation UNDRR The United Nations Office for Disaster Risk Reduction UNISDR UNDRR (formerly UNISDR) n iii CHAPTER INTRODUCTION 1.1 The necessity of the research The effects of climate change on humans are far-reaching and have adverse consequences on all society and nations, especially developing countries Viet Nam is among the world's most vulnerable countries to climate change, with children and women particularly at risk (UNICEF, n.d.) According to Vietnam’s nationally determined contribution, the annual average temperature of the whole country rose by about 0.89°C Rainfall decreased from 1% to 7% in the Northern regions, increasing Southern areas from 6% to 21% It is projected that by 2100, under the high scenario, the maximum rainfall increase could reach over 20% in most of the North, the mid-Central, parts of the South and the Central Highlands Compared to the base period, the average one-day maximum rainfall rises across the country (10-70%) (UNFCCC, 2020) On the other hand, the temperature is expected to rise by more than 3oC As a result, the n number of vital to very strong typhoons would also increase Thus, the change in climate patterns exacerbates climate hazards and amplifies the risk of extreme weather disasters, such as heatwaves, hurricanes, floods, drought (Shannon et al., 2019) Education is the sector affected most by natural disasters in Vietnam (MARD, 2018) In recent years, there has been increasing evidence of severe damage from natural disasters on the education sector in regard to student lives and school collapse The 2006 typhoon Xangsane caused damage to 2,760 private classrooms in Da Nang city (Duong, 2020) More than 4,000 schools were collapsed, swept away, or damaged by typhoon Damrey (Trung, 2013) In 2017, 16 storms caused severe damage to both people and property According to the Vietnam disaster management authority (VDMA), 40 children had died from natural disasters in that year In 2020, the natural disasters caused 275 deaths, 65 missings in the whole country VDMA announced landslides and floods were the leading causes of respectively 130 and 97 affected people (VDMA, 2020) The Ministry of Education and Training (MoET) reported that the education sector lost more than 600 billion VND due to storms and floods in 2020, especially with provinces in the middle parts of Vietnam Table 1 Damage in the education sector of some provinces caused by natural disasters in 2020 Place Damaged teaching and learning equipment Affected students Quang Binh 334 schools with about 3,000 classrooms 03 drowned Quang Tri 309 schools were flooded, 2109 classrooms were flooded, damaged 03 drowned 14,000 textbooks, 40,000 notebooks, 9,389 school bags 01 injured Binh Dinh 19 high schools had their roofs blown, garage collapsed, fences collapsed Quang Nam Many schools were flooded, wall collapsed, roof blown up, landslides; 03 drowned (Source: MoET, 2020) n 450 400 Billion Damage in the educational 382.8 sector caused by natural disasters in 2020 (MoET) 350 300 250 Damage 200 150 80 100 70.2 36.5 50 26 8.65 Quang Binh Quang Tri Thua Thien Hue Quang Nam Ha Tinh Binh Dinh province Figure 1 Damage in the education sector caused by natural disasters in 2020 (Source: MoET, 2020) the direct and first affected by safety implementation, which holistically understands the schools’ need, potential risks, indigenous knowledge Hence, from the Government’s guidelines of minimum essentials for school safety, the board of school managers can proactively adapt to the particular situations Practically, In schools, knowledge of the environment and climate change (or extreme climatic events) are misunderstandings and unseparated This wrong concept causes misleading in DRR education and training For example, extra-curriculum activities are mainly environmental campaigns: recycling competitions, cleaning classrooms, and schools Moreover, these activities are occasionally held, integrating into national events: Vietnamese teachers’ day and HoChiMinh Communist Youth Union’s founding day Disaster management and climate change education activities in schools are implemented without the involvement of the DoET but are supported by NGOs As a result, the sustainability of these projects could not be achieved After the external supports ended, most of these projects were discontinued n The difficulties in integrating climate change and natural disasters knowledge into main subjects and extra-curricular activities are due to the limited budget and quality of teachers There is no specified training course for teachers or school disaster committee members to understand climate change and natural disasters Regarding teachers, they only apply this knowledge flexibly and sophisticatedly to school subjects if they understand correctly Thus, provide training courses for teachers are the most imperative Concerning education and training, schools can integrate climate change knowledge in particular subjects such as Geography, Natural science; or embed disaster drills into extracurriculum and Physical education Significantly Schools in disaster-prone areas should consider combining DRR education with community-based DRR Collaborating with the local government facilitates school DRR implementation by shared activities 70 The set of Minimum Essentials in the study enables related parties to strengthen the consensus and the collaboration among social sectors In addition, it provides a comprehensive preparedness for schools in response to climate change-induced disasters The minimum essentials encourage the private sector to donate and support schools to reduce budgets It also can be taken as a reference for policymakers To achieve an accomplished school safety system in developed countries with a long history of researches, school safety implementation in Vietnam still needs a long stride to take There has still been a long journey for researchers The contribution of the research The research has developed a set of 18 minimum essentials for primary schools in coastal areas to implement school safety framework The 18 minimum Essentials cover five domains that an education institute needs to sustain its function and services Being contextualized for coastal areas, even with remote and low socio-economic status schools, the requirements for each “Essential” were proposed at the lowest levels n In the Universal declaration of human rights, United Nations declared, everyone has the right to education (UN, n.d.) 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these directives were provided seasonally at mainly provide guidance about the beginning of the storm season, only be reckoned as reviewing and learning from the seasonal responses but not a comprehensive systematic previous years' natural disaster preparedness prevention and response activities; proactively coordinate with the Government and other governmental agencies to enhance and consolidate the natural disaster response activities at all levels The action plan for the national strategy Decision 4068/ QĐ-BGDĐT is the one that mainly emphasized in natural disaster prevention, DRR education Specifically: mitigation of the education sectors from - Integrate contents related to climate change into school 2011 to 2020 aimed to raise awareness, syllabus of the national education system; train staff, teachers, and students, - Raise awareness of climate change and climate change mobilize and use resources effectively response for teachers and educational officers;for natural disaster response and control - Establish and launch training programs for natural disaster in the education sector In addition, the prevention, reduction, and mitigation; plan's targets were to minimize Conduct research and study on the school safety model in disruption in teaching and learning response to natural disasters first piloted for specific areas, activities’ ensure education then for the entire education system development strategies aligned with the National Strategy on Natural Disaster Prevention, Response and Mitigation Approval of the National target Concerning the education sector, the project’s tasks were to Decision no 4068/QĐBGDĐT (September 08th ,2011) Decision no 78 Document 1183/QĐ-TTg (August 30th,2012) Content program in response to climate change from 2012 to 2015 The national target program consists of three remarkable projects Project – “Building capacity, communication, monitoring and performance evaluation” was implemented by the collaboration of MoET, the Ministry of Natural Resources and Environment (MoNRE) and the Ministry of information and communication The project "Information and raising awareness campaign on climate change response and natural disaster management in schools between 2013 to 2020." The decision clarifies the percentage of students, parents, teachers knowing natural disasters and climate change Specification raise awareness for the public and develop education and training programs on climate change and disaster response The project also indicated the importance of collaboration among sectors and fields in climate change response activities In addition, being assigned as a separate project, climate change response activities on the educational aspect were taken as crucial Reinforcement of schools, classrooms, and Build up new classrooms to replace all semi-permanent classrooms, n By 2015, 80% of staff, teachers, lecturers in educational Decision no institutions and education management levels will have 329/QĐbroadened knowledge and skills in climate change response BGDĐT – and natural disaster management; increase to 95% by 2020 MoET (January By 2015, 80% of students have the knowledge and essential 30th,2014) skills in response to climate change and natural disasters (especially extreme climatic events) that increase to 95% by 2020 Raise awareness about climate change response and natural disaster risk reduction for 50% of parents by 2015; reach 80% by 2020 Decision no Plan to achieve sustainable The plan's targets and duties: 2161/QĐdevelopment goals in the education Build a safe, non-violence, comprehensive and effective BGDĐT – sector to 2025 and orientation to 2030.” educational environment (Global target 4.1) MoET (June Raise awareness and capacity to respond to climate change and th ,2014) disaster risk reduction (Global target 13.3.b), Renew content, programs and textbooks of general education and integrate DRR and climate change adaptation into the curriculum Decision 79 Document Content Specification No.1625/QĐ-TTg public houses for teachers between 2014 (September 11th, and 2015 and orientation to 2020 with the 2014) aim of building schools to meet the national standards Document Decision no 161/QĐ-TTg – MoET (February 25th, 2016) Decision no.732/QĐ-TTg (April 29th, 2016) Table A Policies after 2015 Content Specification The Project “develop and implement a plan to Activity no3 Implementing activities related to implement the goals of the ASEAN Socio- sustainable community forming Cultural Community to 2025.” Form a community that is resilient to climate change for sustainable development with the collaboration of the Government, community, private sector and international partners Approval of children’s incidental and injury The decision indicates specified objectives such as: prevention program for the period 2016- 100% of municipalities have piloted the program of 2020 The general objective of the decision is swimming teaching for students to control child accidents and injuries, 40% of children of primary and lower secondary school especially drowning and traffic accidents, to age know safety skills in the water ensure child safety, family and society well- The plan regulated that 70% of students or more in being general educational institutions are instructed to know To facilitate the decision, MoET issued the how to protect themselves in peril, especially drowning Plan on November 04th, 2016 about the and traffic accidents, aiming to increase the rate of “implementation of child accidents and injury students in primary and lower secondary school can learn prevention in the 2016-2020 period of the to swim and have self-rescue skills education sector.” Approving the scheme “training teachers and The scheme focuses on the training for teachers to educational officers to meet the requirements respond to new standards and requirements according to on essential innovation in general education social condition changes, updated knowledge and skills, institutions between 2016 and 2020, especially teachers and educational officers working in orientation to 2025.” remote, disaster-prone areas, islands n Decision 234/QĐ-TTg (February 5th, 2016) temporary classrooms, new material facilities that meet the national standards Before implementation, the statistical investigation on the number of classrooms, main types of natural disasters in the community and their impacts were conducted to determine specific needs for effective investment plans and capital mobilization mechanisms 80 Content The scheme focused on: - Holistic improvements of the quality and efficiency of training activities for teachers and educational officers to meet renovation requirements - Innovate curriculum, textbook, syllabus and education system in general The project improved teachers and educational officers’ knowledge, skills, responsibility and provided long-term training, especially for ones who work in remote, disaster-prone areas, islands Specification The scheme mentioned heads of educational institutions and departments to participate proactively in training activities in terms of requirements The training programs have to be designed to specific conditions of the areas Regarding school DRR activities, teachers play a pivotal role Teachers’ effective participation contributes significantly to school safety implementation Sakurai (2017) indicated that principals are among key persons who affect disaster preparedness and the continuity of school DRR and school safety implementation Circular no 17/2018/TTBGDĐT (August 22th,2018) This circular promulgates regulations on education quality accreditation and recognition of national standards for primary schools The circular content profoundly indicates indicators on national standards that primary schools need to achieve to be accreditated Decision no.1436/QĐ-TTg (October 29th, 2018) The scheme of retrofitting material facilities for general education from 2017 to 2025 focuses on renovating education, renewing curriculum and textbooks, enhancing and solidifying classrooms Remarkably, the program prioritizes areas facing natural disasters regularly Article - Standard regulates the quality of teaching facilities and equipment Especially on criterion 3.4: Toilets, water supply, and drainage systems mention to: a) Separate toilets, no environmental pollution; safe to use, convenient for students b) Water drainage system to protect the environment; clean water supply system c) Garbage collection and environmental protection Teachers, staff and students are trained, instructed, and implement the plan of ensuring hygiene and food safety; safety against accidents and injuries; fire and explosion prevention; safety against disasters and natural disasters The scheme regulates that school material facilities have to be suitable with natural, socio-economic conditions Additionally, the scheme prioritized schools in disaster-prone areas Equally important, criteria and standards for school facilities must be aligned with climate change adaptation and DDR activities It is imperative to determine essentials for each locality to ensure school safety that needs to be considered with holistic dimensions (Tong & Shaw, 2012) Decision n Document no Regarding the promulgation of the natural Raise awareness, responsibility, equipping knowledge 81 Document 3162/QĐBGDĐT MoET (November 22nd, 2020) Content disaster response plan of MoET for the 2021– 2025 period on Strengthen the management of natural disaster response and improve the education sector's capacity and initiative in natural disaster response Specification and skills for staff, teachers, students Build standards and, criteria, indicators to ensure safety from natural disasters for schools Mobilize rationally and efficiently use resources; strengthen international cooperation to respond to natural disasters in the education sector to limit the loss of life and property, minimize the disruption of teachinglearning activities Ensure the implementation of policies, strategies, plannings, and plans for developing education in response to natural disasters n 82 APPENDIX 2: MATRIX OF LEARNING OUTCOMES FOR THE MASTER’S THESIS Results of the Master’s thesis Program Learning Outcomes (PLOs) of MCCD Result Result Outcome                 n PLO1: Accumulating and mastering the basic knowledge on principles of Marxism - Leninism, Political Theory and Ideology of Ho Chi Minh; and general knowledge about administration and management PLO2: Mastering the fundamental, interdisciplinary knowledge and methodologies to assess and address actual problems (fate and features) related to CC mitigation, adaptation for sustainable development at global, national and local levels PLO3: Understanding and developing systematic thinking; necessary knowledge on science, technology, innovation and governance related to CC response for development; identifying, analyzing, assessing and forecasting the issues related to CC and CCR; predicting the developing trend of CC science PLO4: Applying knowledge to solve the problems in CC and CCR: planning and approaching the works in field of CC; proposing the initiatives as well as the researches on CC; implementing the solutions on science, technology, mechanism, policy and finance for CCR and development PLO5: Having skills of cooperation with personal, agencies, organizations domestically and internationally to solve the CC issues, communication in works, projects on CC; and organizing, managing and administrating advanced career development PLO6: Accumulating soft skills to self-directed and adapt to competitive working environment such as English proficiency (at level 4/6 according to English competencies Framework for Vietnam), Japanese communication skills; having skills on time management; using the basic computer skills Other outcomes  83      n proficiently; working and researching independently; having skills of research and development; and using technologies creatively in academic and professional fields PLO7: Dynamic, confident, persistent, enthusiastic, and risk-taking and  management PLO8: Having social/community’s responsibility and professional morality, especially for the scientific research results; being able to adapt to multicultural environment, ensure the harmony between the stakeholders, CCR and  development; having good social morality, assist the vulnerable people to climate change; compliance with the law; discipline at work and positive lifestyle; having good attitude to their career in climate change response for sustainable development PLO9: Having responsibility for researching, creating new knowledge, and offering new ideas on climate change response in different complex situations; adapting and guiding other people and making expert decisions on climate  change response; managing research, having high responsibility in learning in order to develop professional knowledge, and creating new ideas in new process; and having good life-long learning capacity Result 1: A set of Minimum Essentials for school safety framework for primary schools in coastal areas Result 2: Recommendation for school safety framework implemenatation Outcome 1: Analyzing school safety practices and policies 84