School-based program sustainability model to maintain the disaster alert school status

Abstract

Disaster Alert School (DAS) Program is applied as an education-based attempt of mitigating disaster risk. To expand its coverage, DAS is then changed into The Disaster Safe Education Unit (SPAB) Program. This research aims to find out the sustainability of SPAB status, challenge encountered, and attempt the school has taken to maintain SPAB status. The research took place in Sleman Regency with high disaster vulnerability, particularly to volcanic explosion and earthquake. The research uses qualitative method with case study approach. The sample was selected using purposive technique involving 3 schools with SPAB status. Informants came from teachers, students, alumni, administration officers, and BPBD of Sleman Regency. Data collection was carried out through observation, in-depth interview, and document. Data validation was carried out using source triangulation, while data analysis was carried out using an interactive model through data reduction, data display, and conclusion drawing. The research found: 1) some schools no longer have SPAB status; 2) some challenges are encountered by the schools: organizational succession in school, school's lowered awareness, and limited educational budget; 3) the schools successfully maintaining SPAB status apply school-based program sustainability model. This model contains four basic components: a) integration of disaster-related materials into learning curriculum; b) strengthening school's institutional capacity; c) multi-party network and partnership development; and d) sustainable implementation of monitoring and evaluation. This model's finding is transferable to other schools and policy makers in realizing education resilience in disaster-vulnerable area.