UNICEF High Level Meeting on Child Right Protection in Asia and Pacific

1. Ministry of National Development Planning/National Development Planning Agency (BAPPENAS) Advancing Child Rights in the Context of DRR Initiatives in IndonesiaIndonesia Country’s Experiences and Achievements Nina Sardjunani Deputy Minister for Human Resource Development and Cultural Affairs Ministry of National Development Planning Republic of Indonesia UNICEF High Level Meeting on Child Right Protection in Asia and Pacific Beijing, PRC, 4-6 November 2010

2. Disaster characteristics in Indonesia • Archipelago at intersection of four world plates: Asian, Indian Continental, Australian Continental and Pacific Ocean. • Located at confluence of three mountain clusters: Alpine Mountain, Circum Pacific and Circum Australia; • Has more than 500 volcanic mountains, 128 of which are still active. • Has a population of 226 million with uneven income distribution, and comprises various tribes, community groups, races, religions and customs. • 383 of 483 districts/municipalities are disaster prone .

3. Disaster management policy in development • Paradigm Change: : • Response- Prevention • Sectoral -- intersectoral • Government initiatives - joint responsibility • Centralization  Decentralization • Emergency Response Disaster Risk Reduction • National planning on disaster management Disaster Management (DM) Law Number 24 Year 2007 • Government Regulation 21/2008 on Implementation on DM • Government Regulation 22/2008 on Funding of DM • Government Regulation 23/2008 on Foreign Support • The involvement of multiple stakeholders – activities of stakeholders in DRR • National DM Plan • (2010-2014) • National Action Plan (NAP) DRR (2010-2012) • DM and DRR activities by the ministries / agencies and local governments listed in the Government Strategic/Development Plan • Gov’t AWP 2007, 2008, 2009, 2010, 2011

4. Specific needs to consider on child rights in DRR (1) Rationale • Impact of disaster and climate change on children is different from that of adults. Yet this is rarely considered. • Children are effective communicators of risk and agents of change in their communities. • Children have the right to participate in disaster risk reduction initiatives, and also have invaluable contributions to make.

5. Specific needs to consider on child rights in DRR (2) General condition of child-related DRR • Most teachers do not possess sufficient knowledge and understanding of DRR and disaster management; • Lack of regulation, policy, guidelines, syllabus, and teaching material on integration of DRR into school curriculum • Students are overwhelmed by development issues (gender, corruption, human rights, DRR and etc) that are being integrated into school curriculum; • School building & facilities do not meet environmental requirements and are not earthquake resistant. • Minimal resources (human resources, infrastructures and budget allocation) available for DRR education

6. National policy: the Strategy & Circular Letter of Minister of National Education (1) • What is the National Strategy on Mainstreaming DRR into the School Education System? A national policy, references and guidance to mainstream DRR into the education system, which includes programmes, strategic framework, planning, institutional structure, facilities and infrastructures, implementation of learning for participants.

7. National Policy: the Strategy & Circular Letter of Minister of National Education (2) 2. Why is the strategy important? • Students (including those with special needs) are community members who are vulnerable from disasters. • School communities, especially students, are agents of change as well as communicators who could disseminate knowledge on disaster education to their parents and neighbourhoods.

8. National Policy: the Strategy & Circular Letter of Minister of National Education (3) 3. How to implement the strategy? • The strategy is elaborated in a Circular Letter from Minister of National Education to all governors, mayors, and regents in Indonesia to conduct DRR education in school. • The success of the strategy will depend on active participation of schools, school committees and parents as well as local government on child-related DRR initiatives.

9. Implementation (1) National Campaign for 1 Million Safer Schools and Hospitals • Launched by Coordinating Ministry for People’s Welfare; Ministry of Health; Ministry of National Education, National Agency for Disaster Management and the National Platform for Disaster Risk Reduction. • Indonesia is committed to increasing the safety of 3,156 schools and 105 hospitals throughout the country. • More than 200 participants from government institutions, NGOs and representatives of schools and hospitals committed to various activities to improve the resilience of schools and hospitals throughout Indonesia. • At least 27 organizations (government institutions, UN agencies, NGOs, donor agencies, and private actors) will support various activities relating to the campaign until July 2011

10. Implementation (2) Child-led and/or child-centred Disaster Risk Reduction Program. • Implemented by Save the Children and Plan International Indonesia in Nias, Aceh, Rembang, Sikka, Jakarta and Bogor. • Implementation approach : child-led, community-based, active learning, and promote children as agents of change in the context of DRR and climate change adaptation.

11. Implementation (2) Disaster Preparedness Program. Implemented by SCDRR in 3 locations/districts to assist school in conducting school preparedness program. This project involves 9 schools, 1,330 students of primary school, 2,001 students of secondary school, 2,549 students of senior high schools and 419 teachers. • Duration of the project is 8 months, to conduct the following activities: • DRR integration into school curricula. • Formulate and implement of DRR School Action Plan. • Develop and disseminate DRR Information-Education-Communication Material for student (public awareness). • Empower existing teacher forum. • Facilitate the formulation of local regulation/policy that related/promote DRR education in school.

12. Moving forward… (1) Best practices and lessons learned • Dissemination of the new paradigm and policy need to be continued • Effective communication and advocacy aimed at the right audience to expedite the process • Utilize the existing education system to put the strategy in place is effective. • Children are able to participate • Children’s participation is a long term process, not a one-off initiative

13. Moving forward… (2) Remaining problems and challenges • Lack of coordination among related government institutions in strategy implementation • Limited resources (funds, human resources, infrastructure) to implement the strategy • Low level of awareness on the importance of disaster risk reduction • Overwhelmed numbers of activities in learning process without proper guidance in integrating DRR into school curriculum in effective and joyful approach • Scaling up child-led DRR initiatives to national level advocacy remains a huge challenge, involving changing perceptions and attitude of adults, and acknowledging children’s role in contributing to DRR strategies.

14. Thank You