NETaRNRA Report Compiled for NDMC by DMS Chapter 6A page 1

Appendix A: School Survey Questionnaire

National Education Training and Research Needs and Resources Analysis (NETaRNRA)
The Department of Provincial and Local Government (the dplg) is entrusted with the responsibility to
oversee the implementation of the Disaster Management Act, 2002 (Act 57 of 2002) and the National Disaster
Management Framework (NDMF) 2005: Government Notice 654 of April 2005 throughout the country with the
objective of inter alia: preventing or reducing the risk of disasters, emergency preparedness, rapid and
effective response to disasters and post disaster recovery.
Section 15(1)(h) of the Act, requires of the National Disaster Management Centre to promote disaster
management capacity building, training and education throughout the Republic, including in schools. Disaster
risk reduction education must be integrated in primary and secondary school curricula, as per Section 6.3.3 of
the National Disaster Management Framework of 2005.
A review of GET and FET National Curriculum Statements shows that elements of Disaster Risk Management
are covered in curriculum statements for Life Orientation and Geography. Furthermore, the theme of the 2006
to 2007 International Day for Disaster Reduction was Disaster Risk Reduction Begins at School and numerous
schools in South Africa have participated in the 2006 and 2007 disaster risk reduction programmes conducted
under the auspices of the United Nations International Strategy for Disaster Reduction (UNISDR) mechanisms
under the theme: Towards a culture of risk reduction: Disaster management begins at School. Please refer to
the next page for a glossary of terms.
While safety planning is familiar to schools, a culture of disaster prevention or risk reduction is relatively new
to the education sector. This research focuses on disasters other than safety related. We want to test the
assumption that when schools conduct emergency exercises they use safety related drills with very little focus
on behaviour that limits or prevents disaster risk. Furthermore, it is assumed that integration of disaster risk
reduction education in primary and secondary school curricula is nonspecific and generic and only focus on
cognitive understanding of, for example, tsunamis, earthquakes, tornados, floods and fires. A related
assumption is that the reason for the lack of focus on cultivating the said behaviour is to be found in a lack of
proper guidance and support to schools. A national survey is conducted in May June 2009 among 400
primary and 120 secondary schools, proportionally sampled across Provincial and urban vs rural divide. Your
school is one of 57 randomly selected schools in this Province, in order to gather information on the
implementation of Disaster Risk Management related curriculum statements and participation in Disaster
risk reduction begins at school programmes.
Researchers from Field Focus Research were contracted by Disaster Management Solutions (DMS) the
commissioned services provider to conduct the survey on behalf of the department and the data will be used
to inform the development of an integrated National Education and Training Framework for disaster risk
management.
Your support in this matter will be highly appreciated and please feel free to contact the following persons
should there be a need for clarity in this regard:
Mr. Mmaphaka Tau; Senior Manager: Capacity Building, Public Awareness and Research; National Disaster
Management Centre; Tel: 012 334 0404.
Dr Johan Erasmus; Research Specialist; Disaster Management Solutions (DMS); Tel: 012 664 4899.
Ms Enency Mbatha; Survey Manager; Field Focus Research Tel: 082 638 5480.


Glossary of Terms
Hazard A potentially damaging physical event, phenomenon and/or human activity that may cause the loss
of life or injury, property damage, social and economic disruption or environmental degradation. Hazards can
include latent conditions that may represent future threats and can have different origins: natural (geological,
hydrometeorological and biological) or induced by human processes (environmental degradation and
technological hazards). Hazards can be single, sequential or combined in their origin and effects. Each hazard is
characterised by its location, intensity, frequency and probability.
Disaster A natural or human-caused event, occurring with or without warning, causing widespread human,
material, economic or environmental losses which exceed the ability of the affected community or society to
cope with its effects using only their own resources. A disaster is a function of the risk process. It results from
the combination of hazards, conditions of vulnerability and insufficient capacity or measures to reduce the
potential negative consequences of the disaster risk.
Disaster risk management The systematic process of using administrative decisions, organisation,
operational skills and capacities to implement policies, strategies and coping capacities of the society and
communities to lessen the impacts of natural hazards and related environmental and technological disasters.
This comprises all forms of activities, including structural and non-structural measures to prevent or to limit
(mitigation and preparedness) adverse effects of hazards.
Disaster risk reduction The conceptual framework of elements considered with the possibilities to minimise
vulnerabilities and disaster risks throughout a society, to avoid (prevention) or to limit (mitigation and
preparedness) the adverse impacts of hazards, within the broad context of sustainable development.
Prevention Actions to provide outright avoidance of the adverse impact of hazards and means to minimise
related environmental, technological and biological disasters.
Mitigation Structural and non-structural measures undertaken to limit the adverse impact of natural
hazards, environmental degradation and technological hazards on vulnerable areas, communities and
households.
Preparedness Activities and measures taken in advance to ensure effective response to the impact of
hazards, including the issuance of timely and effective early warnings and the temporary evacuation of people
and property from threatened locations.
Response Measures taken during or immediately after a disaster in order to provide assistance and meet the
life preservation and basic subsistence needs of those people and communities affected by the disaster. These
measures can be of immediate, short-term or protracted duration.
Recovery Decisions and actions taken immediately after a disaster with a view to restoring or improving the
pre-disaster living conditions of the stricken community, while encouraging and facilitating necessary
adjustments to reduce disaster risk.
Rehabilitation is the process of returning land/buildings in a given area to some degree of its former state,
after some process (industry, natural disasters etc.) has resulted in its damage. Rehabilitation and
reconstruction affords an opportunity to develop and apply disaster risk reduction measures.



Biographical Data:
1. Please state Name of School:

2. Please tick L type of
School:
Primary Intermediary C Secondary C Combined

3. Please tick L Province:
Easter Cape
Free
State
C Gauteng C
KwaZulu-
Natal


Limpopo C Mpumalanga C
North
West
C
Northern
Cape

Western
Cape


4. Respondent, please state your occupation:

Perception of Risk:
YesL NoL
Question 5: Do you think disasters happen in this province? Please L

Question 6: In the last five (5) years, which of the following disasters/major incidents affected your school?
Please read each of the possible disasters and indicate with a tick L
L
Major incident Extreme cold / Snow / Frost
Heavy rain / Hail / Floods C
Fire C
Strong wind / Tornado
Infrastructural damage C
None: this is not a disaster prone area C
Other: Please state C

Question 7: In the last five (5) years, which of the following disasters/major incidents affected the community
your learners come from?

Please read each of the possible disasters and indicate with a tick L
L
Major incident Extreme cold / Snow / Frost
Heavy rain / Hail / Floods C
Fire C
Strong wind / Tornado
Infrastructural damage C
None: this is not a disaster prone area C
Other: Please state C

If C None was chosen in both Question 6 and 7: skip Question 8.

Question 8: What was the impact of the most recent disaster/major incident that struck your:
Please read each of the possible impacts and indicate with a tickL School Community
Emotional trauma
Injuries to individuals and fatalities / deaths C C
Displacement of families C C
Financial and economical impact
Damage/destruction of equipment, buildings and infrastructure C C
Infectious diseases (cholera, malaria, meningitis, measles) C C
Other: C C

Question 9: How likely (in your opinion) is it that a disaster could strike your community in the future?
L
Not at all/No chance (e.g. once in 20 years)
Somewhat likely / Little possibility (e.g. once every 5 years) C
Quite likely / Strong possibility (e.g. every year/seasonal) C
Definitely (e.g. every week

NETaRNRA Report Compiled for NDMC by DMS Chapter 6A page 4
Preparedness:
YesL NoL
Question 10: Do you know what to do if a disaster occurs today? Please L

Question 11: Do you think the teachers know what to do if a disaster occurs today?
Please L
YesL NoL


Question 12: Do you think the children know what to do if a disaster occurs today?
Please L
YesL NoL


Question 13: Do you think the community knows what to do if a disaster occurs YesL NoL
today? Please L

YesL NoL
Question 14: Does your school have an emergency plan? Please L

If YES to Question 14:
Question 15: Was the plan developed for the purposes to comply with Occupational YesL NoL
Health and Safety Regulations? Please L
Question 16: Does the plan cover disaster risk reduction and management?

If YES to Question 16:

Question 17: What processes/activities were used to develop the emergency plan?
Please read each of the possible activities and indicate with a tick L L
1. Hazard, vulnerability and capacity assessment
2. Disaster risk identification C
3. School risk reduction planning and risk reduction management C
4. Formulating school/community preparedness plan
5. Formulating emergency and disaster response, evacuation and first aid plans C
6. Conducting mock drills / emergency drills C


Question 18: If/When you conduct mock drills / emergency drills, is it based on specific
disasters/major incidents that have occurred in your area? Please L
YesL NoL


Question 19: Which disasters/major incidents do you include in your mock drills / emergency drills as
examples?

Please read each of the possible disasters/major incidents and indicate with a tick L
L
Major incident Extreme cold / Snow / Frost
Heavy rain / Hail / Floods C
Fire C
Strong wind / Tornado
Infrastructural damage C
Other: Please state C

Curriculum implementation:

GET and FET National Curriculum Statements provide directives to include safety, hazards and disaster risk
management in learning areas/subjects such as Life Skills / Life Orientation and Geography.

Question 20: Please indicate in which other learning areas/subjects you include the safety, hazards and
disaster risk management related themes/activities. Please indicate with a tick L which learning
areas/subjects:



NETaRNRA Report Compiled for NDMC by DMS Chapter 6A page 5
General Education & Training
L
Further Education
L
& Training
L
Literacy (Foundation Phase) 1 Business Studies 1 Civil Technology 2
Numeracy (Foundation Phase) 2 Consumer Studies 3 Dance Studies 4
Languages 3 Design 5 Dramatic Arts 6
Mathematics 4 Economics 7 Electrical Technology 8
Natural Sciences 5 History 9 Hospitality Studies 10
Social Sciences: History 6 Information Technology 11 Life Sciences 12
Arts and Culture 7 Mechanical Technology 13 Music 14
Economic and Management
Sciences
8
Physical Science 15 Religion Studies 16
Tourism 17 Visual Arts 18
Agricultural (Manage Practices/Sciences/Technology) 19
Computer Applications Technology 20
Engineering Graphics & Design 21
Languages Home; First and Second Additional 22
Mathematical Literacy / Mathematics 23

As a rule, hands-on, experiential learning is the most effective way to educate. Therefore, ideally, a disaster
relevant curriculum would not only teach knowledge of the natural hazards themselves, but also would involve
students in a more hands on, practical application of identifying hazards and risks and how to deal with them.
This could include visits to and by institutions dealing with various aspects of hazard and disaster risk
management.

Question 21: What is taught to children with regard safety, hazards and disaster risk management?
Please L
Mainly cognitive content with the aim to introduce natural hazards?
Mainly cognitive content with the aim to introduce basic disaster risk management concepts and
knowledge?
C
Including life skills with the aim to encourage disaster responsible and preventative behaviour? C
If you have indicated that your school includes life skills education with the aim to inculcate disaster
responsible and preventative behaviour in learners:

Question 22: What processes/activities do you include in practical exercises?
Please read each of the possible activities and indicate with a tick L L
1. Hazard, vulnerability and capacity assessment
2. Disaster risk identification C
3. School risk reduction planning and risk reduction management C
4. Formulating school/community preparedness plan
5. Formulating emergency and disaster response, evacuation and first aid plans C
6. Conducting mock drills / emergency drills focussed on responding to specific hazards and disaster
risks
C

Question 23: If/When the teacher include practical examples, is it based on specific
disasters/major incidents that have occurred in the area of the school? Please L
YesL NoL


Question 24: Which disasters/major incidents are included in the examples used in the classroom?
Please read each of the possible disasters/major incidents and indicate with a tick L
L
Major incident Extreme cold / Snow / Frost
Heavy rain / Hail / Floods C
Fire C
Strong wind / Tornado
Infrastructural damage C
Other: Please state C



NETaRNRA Report Compiled for NDMC by DMS Chapter 6A page 6
Question 25: What activities are used to support the incorporation of risk reduction into the curriculum and
class work?

Please read each of the possible activities and indicate with a tick L L
Conducting mock drills / emergency drills
Discussions about disaster risks and community problems and solutions C
Flyers, video clips, risk calendars C
Stories, rhymes and games
Using art, music and drama to portray the impact of disasters on communities C
Inviting emergency services personnel to provide lectures/demonstrations C
Other: C
Other:
Other:
Other: 1

Question 26: Which of the following additional resources are used to support the incorporation of risk
reduction into the curriculum and class work?

Please read each of the possible activities and indicate with a tick L L
Jasiri Workbooks (Grade 5 to 7) developed by the African Centre for Disaster Studies (ACDS)
Lets learn to prevent disasters! Educational Kit (ISDR/UNICEF) C
Riskland board game developed by ISDR/UNICEF and adapted to South African conditions C
Dingo Creek (Emergency Management Australia)
Whats the Plan Stan (New Zealand) C
Team SAFE-T for Schools (California) C
South African National Disaster Management Centre Booklets on Drought, Flood, etc. C
Water Affairs and Forestry Booklet
Other:
Other: 1

Question 27: Did your school participate in the ISDRs Disaster Risk Reduction Begins at School
Programmes: YesL NoL
in 2006? Please L
in 2007? Please L

Question 28: In your opinion, is initial teacher training and in-service training YesL NoL
essential if education is to result in increased DRM behaviour Please L

Community Involvement:
Question 29: Is your school/are teachers involved in any disaster risk management YesL NoL
related school outreach in the communities? Please L

Question 30: What activities are used to support the involvement of the broader community?
Please read each of the possible activities and indicate with a tick L L
Conducting mock drills / emergency drills
Discussions about disaster risks and community problems and solutions C
Flyers, video clips, risk calendars C
Stories, rhymes and games
Using art, music and drama to portray the impact of disasters on communities C
Inviting emergency services personnel to provide lectures/demonstrations C
Briefings/discussions at Community Meetings C
Other:
Other:
Other: 1

Those are all the questions. Thank you very much for your time and responses, they are most appreciated.