Securing the vulnerable
EQUITABLE, long-term and scalable interventions – beyond just emergency preparedness training – should be introduced in schools, particularly those serving vulnerable communities, say stakeholders.
Universiti Kebangsaan Malaysia (UKM) Faculty of Medicine Assoc Prof Dr Rosnah Ismail suggested using Geographic Information Systems (GIS) to prioritise high-risk schools.
'Schools should be systematically mapped based on hazard exposure, such as flood zones, fire-prone areas, or poor infrastructure that may lead to landslides.
'This allows for targeted resource allocation, ensuring that practical interventions such as emergency equipment, training, and early warning systems are prioritised for the most vulnerable schools,' she said.
She also recommended utilising artificial intelligence (AI)-simulated data to predict the consequences of system failures.
'AI and machine learning models can be employed to simulate the potential impact of fires or floods based on historical incident data and current infrastructure conditions.
'These simulations can help policymakers and school administrators visualise worst-case scenarios, assess the effectiveness of current control measures, and design evidence-based preparedness and response strategies,' she said.
Dr Rosnah, who is also a public health medicine specialist, further emphasised the importance of hazard-proofing infrastructure in ageing school buildings.
'Collaboration with local government agencies, the Public Works Department, and engineering bodies is essential to upgrade outdated school infrastructure.
'Key improvements should include reinforcing building structures, enhancing drainage capacity to prevent water accumulation, and replacing or insulating old electrical wiring to reduce fire risk.
'These structural interventions must be tailored to local hazard profiles to ensure sustainability and cost-effectiveness,' she said.
Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim called for investment in resilient infrastructure.
'Schools in flood-prone areas need elevated classrooms, proper drainage, and access to emergency power supplies.
'Each school should have an updated risk profile and disaster response plan tailored to local conditions.' she said.
She also suggested introducing funding mechanisms for disaster resilience.
'Introduce dedicated national or state-level funds for school-based disaster resilience planning.
'Improve community-based early warning systems. Deploy accessible and multilingual alerts via SMS, radio, and community leaders to ensure no group is left behind,' she said.
She added that recovery plans should include psychosocial support, especially for children from marginalised or repeatedly affected communities.
'Malaysia is increasingly vulnerable to climate-related disasters. Embedding preparedness into education ensures that schools are not just centres of learning, but also safe community hubs during emergencies.
'It's also a matter of equity – underserved communities suffer most when preparedness is lacking,' she said. – By ROWENA CHUA
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- The Star
Start safety early
With disasters striking schools more frequently, experts stress the need to embed emergency preparedness into education STAYING safe during disasters is a fundamental life skill – one that is crucial for survival. With Malaysia increasingly affected by climate change and experiencing more frequent floods in recent years (see infographic), experts are calling for improved emergency preparedness. They stress that such training must start in schools, many of which have also been directly hit by disasters, including floods and fires (see infographic). Citing statistics, Fire and Rescue Department (JBPM) director-general Datuk Nor Hisham Mohammad said delayed response, panic and lack of knowledge are often key factors in accidents during disasters. 'Malaysia frequently faces disasters such as floods, storms, landslides and structural fires, especially in high-risk areas. Nor Hisham 'Instilling emergency preparedness education at the school level helps build a generation that is more alert, responsible, and equipped to face risks. 'This also supports the United Nations' Sustainable Development Goals and the National Disaster Risk Reduction Policy 2030,' he told StarEdu. ALSO READ: Do more to protect us, say students Nor Hisham shared that several key emergency preparedness skills are often found lacking among students and teachers. 'Many lack sufficient understanding of standard operating procedures during emergencies, such as exit routes, assembly points, fire extinguisher use, and safe and orderly student evacuation protocols. CLICK TO ENLARGE 'In addition, effective communication skills are often neglected. This includes relaying accurate and timely information to the authorities, avoiding the spread of false information, and delivering clear instructions to students,' he said. Nor Hisham stressed the importance of frequent drills and simulations for both teachers and students. ALSO READ: Securing the vulnerable 'At the same time, emphasis should be placed on equipping them with basic first aid knowledge so they can act as first responders before the relevant agencies arrive,' he said. Weighing in, Universiti Kebangsaan Malaysia (UKM) Faculty of Medicine Assoc Prof Dr Rosnah Ismail, who is also a public health medicine specialist, said the frequency and scope of emergency drills should reflect each school's risk profile. Dr Rosnah 'For schools assessed as low-risk for fire or flood hazards, conducting a full-scale drill every two years is generally sufficient. These exercises should be treated with the same importance as major school events, such as Sports Day or award ceremonies. 'For high-risk schools, particularly those in flood-prone zones or with older infrastructure, annual drills are essential. 'These should involve multi-agency collaboration such as the JBPM and the Royal Malaysia Police,' she said. Dr Rosnah added that implementing such activities should not impose additional burdens on teachers. CLICK TO ENLARGE 'Parent-teacher associations (PTAs) can take the lead in planning and coordinating these efforts,' she said. She also emphasised the need to distinguish between flood and fire hazards, as this is key to designing more targeted preparedness strategies. Closing the gaps National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said many Malaysians, including students, often do not take disaster preparedness seriously. 'It's important to teach risk assessment and emergency response planning. 'Students and staff should know how to react calmly, who to contact during a crisis, and the protocols for various disasters. Building this awareness early helps reduce panic and enhances community resilience,' he said. He added that embedding such practices more effectively through the curriculum, co-curricular activities, or structured teacher training would help ensure greater compliance and awareness. Fouzi Fouzi pointed out that some schools still fall short of meeting safety key performance indicators, despite the Education Ministry's mandate for all schools to implement occupational safety and health (OSH) programmes. 'These include establishing designated assembly points and conducting fire drills – especially in boarding schools,' he said. He stressed the need for the ministry to appoint dedicated OSH personnel to oversee school safety and health matters effectively. 'Although the Occupational Safety and Health Act has been in force since 1994, there is still a lack of qualified OSH officers within the ministry to develop specialised training and modules,' he said. Joining the discourse, Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said many schools lack consistent practical training in critical areas such as real-time decision-making, basic first aid and rescue skills, situational adaptability, and the use of emergency communication tools. 'In emergencies, split-second decisions are vital. Many are untrained in assessing immediate threats, such as whether to evacuate or shelter in place, what to do if the primary route is blocked, and how to help a peer in distress. Noor Azimah 'Often, students and teachers also do not know how to access or use community alert systems, emergency apps, or basic two-way communication tools in crisis settings,' she said, adding that there is a gap in understanding localised risks, like how to respond differently to flash floods in urban areas versus riverine floods in rural areas. Noor Azimah suggested integrating emergency preparedness into subjects like Geography, Science and Civic Studies, linking it to climate and sustainability education. 'Regular drills involving local fire departments, civil defence, and non-governmental organisations ensure practical readiness, not just theoretical knowledge. 'Empowering students to lead safety initiatives through school clubs also fosters community ownership and peer education,' she said. She further called for mandatory pre-service and in-service training modules on disaster risk reduction in teacher training programmes, developed in partnership with national agencies like the National Disaster Management Agency. Ministry efforts In response to stakeholder calls, the Education Ministry said all principals and headmasters are reminded to take proactive measures to prevent fire incidents in schools. In a statement to StarEdu, it said the measures are outlined in Circular No. 7/2000: Fire Prevention in Schools, adding that safety inspections in schools are comprehensive and not solely focused on fire hazards. Pointing to the Safe School Programme introduced in 2002, the ministry said all schools are required to conduct self-assessment ratings on school safety. On flood mitigation efforts, the ministry said it had developed the Flood Management Guidelines for Schools to assist State Education Departments, District Education Offices and schools in taking precautionary measures should flooding occur in their respective areas. 'Beginning in 2023, the ministry implemented the MOE Preparedness Programme for the Northeast Monsoon to equip the education community for any disasters, including floods,' it added. The ministry also said provisions have been made to address disasters and emergencies such as fire-related hazards, as well as to improve dilapidated infrastructure. 'The government allocated RM1bil under Budget 2025 for the maintenance and repair of schools and educational institutions nationwide,' it said. In the news June 25 - Over 700 fire-hazard abatement (MBK) notices were issued to schools nationwide from 2024 to april this year for failing to meet fire safety standards, said JBPM. - Of the 853 schools inspected, 144 received a total of 767 notices. - Pahang topped the list with 201 notices, followed by Perak (82) and Kuala Lumpur (75). - MBKs are usually issued for issues such as faulty firefighting equipment, and absence of exit signs or emergency lighting. June 6 Malaysia is committed to strengthening school disaster resilience under the national disaster Risk Reduction Policy 2030, said deputy Prime Minister datuk Seri dr ahmad Zahid Hamidi at the 'Safe Schools' Ministerial Roundtable at the global Platform for disaster Risk Reduction in geneva, Switzerland. Key efforts include: > A disaster Risk Reduction Education Module, developed by the Education Ministry, unICEF Malaysia and the national disaster Management agency, for nearly 7,800 primary schools. > RM135mil allocated to build Permanent Relief Centres in high-risk school areas. These will serve as disaster shelters and community learning hubs. > Plans for strategic partnerships with non-governmental organisations, private firms and government-linked companies. Source: Media reports Bomba in action INVOLVE the Fire and Rescue Department (JBPM) in hands-on training or demonstrations with uniformed groups such as Fire Cadets and Junior Firefighters Clubs. That is the call to schools from JBPM director-general Datuk Nor Hisham Mohammad. 'Organise regular workshops – including sessions on using fire extinguishers, cardiopulmonary resuscitation, basic rescue techniques, and evacuation procedures. 'Establish a School Emergency Response Team consisting of trained teachers, staff and students, and hold disaster awareness sessions with parents and local communities,' he added. According to Nor Hisham, JBPM has been actively involved in conducting emergency preparedness and disaster response programmes in schools across the country (see infographic). 'These are carried out in collaboration with the Education Ministry and other agencies to ensure that students and teachers are prepared to face emergency situations,' he shared. Bomba training initiatives for the young Fire Cadets or Junior Firefighters Clubs - Uniformed unit programme offered in primary and secondary schools by the Education Ministry in collaboration with JBPM - Students trained in basic fire safety, such as foot drills, hose handling and emergency procedures - Goal: Prepare students for fires and emergencies while instilling discipline Fire drill simulations - Simulate real emergency scenarios to test the preparedness of students and staff Building evacuation drills - Involve all school members in practising proper evacuation and early emergency response Source: JBPM director-general Datuk Nor Hisham Mohammad Fire statistics in Malaysian educational institutions Educational institutions classified into 10 categories: Preschools (government & private), primary schools (government & private), secondary schools (government & private), boarding schools, tahfiz schools. public institutes of higher learning (IPTA), and private institutes of higher learning (IPTS) Source: Fire and Rescue Department (JBPM)
The Star
2 days ago
- The Star
Securing the vulnerable
Way forward: Mapping schools based on hazard exposure allows for targeted resource allocation, says Dr Rosnah. – Freepik EQUITABLE, long-term and scalable interventions – beyond just emergency preparedness training – should be introduced in schools, particularly those serving vulnerable communities, say stakeholders. Universiti Kebangsaan Malaysia (UKM) Faculty of Medicine Assoc Prof Dr Rosnah Ismail suggested using Geographic Information Systems (GIS) to prioritise high-risk schools. 'Schools should be systematically mapped based on hazard exposure, such as flood zones, fire-prone areas, or poor infrastructure that may lead to landslides. 'This allows for targeted resource allocation, ensuring that practical interventions such as emergency equipment, training, and early warning systems are prioritised for the most vulnerable schools,' she said. She also recommended utilising artificial intelligence (AI)-simulated data to predict the consequences of system failures. 'AI and machine learning models can be employed to simulate the potential impact of fires or floods based on historical incident data and current infrastructure conditions. 'These simulations can help policymakers and school administrators visualise worst-case scenarios, assess the effectiveness of current control measures, and design evidence-based preparedness and response strategies,' she said. Dr Rosnah, who is also a public health medicine specialist, further emphasised the importance of hazard-proofing infrastructure in ageing school buildings. 'Collaboration with local government agencies, the Public Works Department, and engineering bodies is essential to upgrade outdated school infrastructure. 'Key improvements should include reinforcing building structures, enhancing drainage capacity to prevent water accumulation, and replacing or insulating old electrical wiring to reduce fire risk. 'These structural interventions must be tailored to local hazard profiles to ensure sustainability and cost-effectiveness,' she said. Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim called for investment in resilient infrastructure. 'Schools in flood-prone areas need elevated classrooms, proper drainage, and access to emergency power supplies. 'Each school should have an updated risk profile and disaster response plan tailored to local conditions.' she said. She also suggested introducing funding mechanisms for disaster resilience. 'Introduce dedicated national or state-level funds for school-based disaster resilience planning. 'Improve community-based early warning systems. Deploy accessible and multilingual alerts via SMS, radio, and community leaders to ensure no group is left behind,' she said. She added that recovery plans should include psychosocial support, especially for children from marginalised or repeatedly affected communities. 'Malaysia is increasingly vulnerable to climate-related disasters. Embedding preparedness into education ensures that schools are not just centres of learning, but also safe community hubs during emergencies. 'It's also a matter of equity – underserved communities suffer most when preparedness is lacking,' she said. – By ROWENA CHUA
The Star
2 days ago
- The Star
Expert: Treat safety in schools as a public health matter
A worrisome problem: A file photo showing SJK(C) Pei Hwa in Kampung Kemang, Kota Tinggi, Johor, hit by floods which rose as high as the school's fence early last year. PETALING JAYA: Fire and flood safety in schools must be recognised as a public health priority, not merely a safety concern, says Universiti Kebangsaan Malaysia Faculty of Medicine Assoc Prof Dr Rosnah Ismail. Dr Rosnah, who is also a public health medicine specialist, said achieving meaningful preparedness requires a whole-of-community approach, starting with the parent-teacher association (PTA). ALSO READ: Ramping up disaster response 'To institutionalise a safety culture, every PTA meeting should include a dedicated agenda item on school health and safety, ensuring that risk management remains a top priority. 'In emergencies, PTA members must be prepared to act according to the evacuation plan. Their involvement is essential in bridging the immediate response gap, protecting lives and reinforcing community resilience,' she said. Parent Action Group for Education Malaysia chairman Datin Noor Azimah Abdul Rahim urged policymakers to treat disaster preparedness in schools not as an occasional awareness campaign but as a systemic reform agenda – interwoven with education quality, equity and sustainability. 'Emergency preparedness must be proactive, inclusive and student-centred. Schools are not isolated institutions – they are often the heart of the community. 'By equipping them with the knowledge, tools and resources to withstand and respond to natural hazards, we are protecting not just educational continuity, but lives,' she said. Since 2002, all schools, said the Education Ministry, must conduct self-assessment ratings on student activity management; school infrastructure safety management; social management; crisis or disaster management; risk management; and school security guard service management to ensure a safe learning environment. 'The self-assessment information will be verified by the State Education Departments and District Education Offices before further action is taken by the relevant authorities,' it said, calling on all principals and headmasters to take proactive measures to prevent fire incidents in schools. These include measures outlined in Circular No. 7/2000: Fire Prevention in Schools such as conducting fire drills, organising fire extinguisher demonstrations and preparing fire safety plans. Noting that one of the known causes of school fires is short circuits caused by ageing electrical wiring, the ministry said schools are required to report building conditions, including electrical wiring, in the School Safety Rating System. 'If there are issues related to wiring, the Public Works Department will be consulted before further action is taken.'
