Indonesia is ranked second as the country most vulnerable to disasters, according to The World Risk Index 2023. Geological factors and geographical locations prone to disasters make it crucial for Indonesia to be prepared, especially in the education sector.
Head of the Laboratory of Social System Simulation from the Shibaura Institute of Technology, Japan, Prof. Manabu Ichikawa, invited the Indonesian people, especially educators, to see Japan’s experience in disaster mitigation. The Japanese government instills preparedness from an early age through three main pillars, namely self-help (individual preparedness), mutual aid (assistance between communities), and public assistance (support from the government).
Manabu conveyed this information during a disaster preparedness symposium in Bandung on February 24th. The event was a collaborative effort between the Bandung Institute of Technology’s School of Business Management, the Shibaura Institute of Technology, the National Disaster Management Agency, the West Java Regional Disaster Management Agency, and siagabencana.com. Its primary aim was to enhance disaster preparedness among educators at the elementary, junior high, and high school levels in the city of Bandung.
According to Manabu, elementary school students in Japan regularly participate in disaster simulations, receive training in first aid, and learn about solidarity by having older students take responsibility for protecting younger ones. Prof. Manabu also emphasized the importance of basic facilities in emergencies, such as providing emergency toilets, which are often overlooked in Indonesia.
Japan has developed an integrated disaster database system, including the Shared Information Platform for Disaster Management (SIP4D). This platform facilitates real-time information exchange among ministries, government agencies, and relevant organizations during emergencies, enabling quicker and more targeted responses.
According to Edy Haryadi, the Head of the Prevention and Preparedness Division of the West Java Provincial BPBD, West Java is susceptible to a range of natural disasters due to its geographical and geological conditions. These disasters include volcanic eruptions, earthquakes (both land and sea), floods, landslides, wildfires, and tornadoes.
Edy mentioned that the West Java BPBD has implemented a community empowerment-based approach to disaster management and has created the Disaster Safe Education Unit (SPAB) program. This program aims to protect schools and their surrounding environments from disaster risks by standardizing facilities and infrastructure, based on the legal framework established by Permendikbud No. 33 of 2019.
However, Saena Sabrina, the founder of siagabencana.com, highlighted the low level of awareness among the Indonesian population regarding disaster preparedness. The main challenges include low disaster literacy, limited formal education on disaster mitigation, insufficient training and simulations, and cultural beliefs that view disasters as an unavoidable fate.
Saena also emphasizes the importance of collaboration among various parties—such as the government, academics, industry, media, and the community—to enhance disaster preparedness. With improved literacy, individuals can save lives, reduce panic, and lessen the economic impact of disasters.
In an effort to improve disaster preparedness in educational settings, Tasril Mulyadi, a staff member from the BNPB Preparedness Directorate, announced the introduction of the “School Watching” program. This program is a participatory approach that engages the entire school community in identifying potential threats, vulnerabilities, and capacities within the school environment through direct observation. The aim is to raise awareness and understanding among school residents regarding potential disaster risks and to promote appropriate mitigation actions.
School Watching has been implemented in various schools across Indonesia to assess disaster risk levels and develop comprehensive response plans. This method enables teachers and students to conduct risk mapping directly within the school environment by observing building conditions, evaluating evacuation access, and identifying potential hazards in the surrounding area. With this program, schools can better prepare to face emergencies and minimize the impact of disasters on the teaching and learning process.
