2007 Proyecto Unesco-Dipecho Tsunami Preparedness

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EUROPEAN COMMISSION
DIRECTORATE-GENERAL FOR HUMANITARIAN AID - ECHO
SINGLE FORM FOR HUMANITARIAN AID ACTIONS 1
1. GENERAL INFORMATION
1.1 Name of Humanitarian Organisation/Country of registration:
United Nations Educational, Scientific and Cultural Organization UNESCO
For this proposal: UNESCO Regional Bureau of Education for Latin America and the
Caribbean based in Santiago, Chile and UNESCO's Intergovernmental Oceanographic
Commission (IOC) based in Headquarter Paris, France.
1.2 Title of the Action:

Adaptive Learning Mechanism on Tsunami Preparedness at Community Level in Colombia,
Ecuador, Peru and Chile.
1.3 Area of intervention (country, region, localities):

The activities planned under the current proposal will focus on selected areas vulnerable to
tsunamis in four countries::
Colombia: Tumaco (Nario)
Peru: Callao (Lima)
Ecuador: Esmeraldas (Esmeraldas)
Chile: Penco, Tom y Coronel (Bio Bio Region)
1.4 Start date of the Action:

UNESCO is not allowed to advance the funds (with the exception of the final payment
expected from the Commission for all EC-funded projects). Therefore we will be able to use
the funds for the implementation of activities only after the receipt of funds from the
Commission and the establishment of the budget code & budget distribution in the system,
which usually takes a few days. Even if the Commission considers the eligibility of
expenditures at the date of signature of the contract, this is not in conformity with
UNESCOs rules and regulations. Therefore, we propose as starting date of the action two
weeks after received the first payment. The same apply for the date of eligibility of
expenditures.
1.5 Duration of the Action in months:

15 months
1.6 Start date for eligibility of expenditure:

See above under item 1.4
1
At proposal stage fill the numbered paragraphs, except those which start with [INT] (to be filled in at
intermediate report stage) or with [FIN] (to be filled in at final report stage). At intermediate and final report
stage, modify only key data in the numbered paragraphs (using strikethrough).
[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,
Ecuador, Peru and Chile] version [February 2009
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1.7 Requested funding modalities for this agreement

100% financing
Co-financing
Multi-donor (for International Organisations)
In case of 100% financing: justify the request
1.8 Urgent action Yes No

If yes: ECHO Primary emergency decision
ECHO Emergency decision
Other ECHO decision Please justify:
1.9 Control mechanism to be applied: A P

1.10 Proposal and reports
Initial proposal date: 26-02-2009
Revised proposal N... date: dd-mm-yy
ECHO reference A/ date: dd-mm-yy
Intermediate report date: dd-mm-yy
Final report date dd-mm-yy
1.11 [INT] List the supplementary agreements and exchange of letters after signature of
the Agreement up to intermediate report stage
1.12 [FIN] List the supplementary agreements and exchange of letters after submission
of the Intermediate report up to final report stage
2. NEEDS ASSESSMENT
2.1 Date(s) of assessment; methodology and sources of information used;
organisation/person(s) responsible for the assessment
In the framework of DIPECHO VI for South America tsunamis, floods and earthquake are
identified as principal vulnerabilities of coastal communities in several areas of South
America. This is perfectly in line with the historic records of tsunami activity in the region as
shown in the figure below.
In this context, and in absence of a regionally
coordinated mechanism for tsunami
preparedness at community level, the proposal
will coordinate adaptive learning mechanisms
on tsunami preparedness at community level.
This mechanism has been successfully put in
practice in the Indian Ocean, in areas affected
by natural disasters in recent years.
The adaptive learning mechanism on tsunami
preparedness at community level embraces
the priority for action 2. ("identify, assess and
monitor disaster risks and enhance early
warning") of The Hyogo Framework for Action
2005-2015: Building the Resilience of Nations
and Communities to Disasters (HFA). More
specifically, this project addresses the
following subcomponents of Priority 2 of HFA:
2.5. People-centred early warning systems
developed and communication systems to
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those at risk
2.6. Link early warning systems policy and practices to emergency management
2.7. International and regional efforts are standardized for cooperation and support
to early warning capacities
This proposal has drawn on the UNESCO/Inter-Governmental Oceanographic Commission
(IOC) experience as the technical oceanographic commission advisor for the Member
States and leader of Tsunami Early Warning System (EWS) mechanism. The
UNESCO/IOC established a Working Group on Tsunami Early Warning System for the
South Pacific, in partnership with the South East Pacific Permanent Commission (CPPS),
which meets frequently with relevant intergovernmental authorities and national
stakeholders. The Permanent Commission follows the ECHO country evaluation of selected
countries.
The Authorities Declaration of the Governments of Colombia, Chile, Ecuador, Peru and
Panama, issued at the "High Level Meeting on Climate Change and its impacts on marine
and coastal ecosystems of the Southeast Pacific (November 28, 2008), recognize the need
to strengthen and focus the technical work coordination and provide clear and more direct
knowledge and handling of the issue of Global Climate Change, in the marine and coastal
environment of the South Pacific Region, with focus on tsunami preparedness and natural
hazards of networks member states.
Based on this assessment by the national authorities, a detailed stock-take and needs
assessment will be carried out as a first step of the suggested project in the selected local
communities. This will include:
Stock-take of already existing structures for tsunami preparedness at community
level (existence of evacuation plans, sign-posting for evacuation routes etc.)
Review of school curricula (Is tsunami preparedness being taught at school?)
Assessment of knowledge, attitudes and practices of the communities with regard to
tsunamis and their risks & vulnerabilities
2.2 Problem statement and stakeholder analysis

Large and destructive tsunamis take place most frequently in the Pacific Ocean and its
marginal seas. The reason is that the Pacific covers more than one-third of the earth's
surface and is surrounded by a series of mountain chains, deep-ocean trenches and island
arcs called the "ring of fire" - where most earthquakes happen. Consequently, the South
American Pacific Coast belonging to Chile, Peru, Ecuador, and Colombia - is one of the
regions prone to tsunamis.
In the framework of DIPECHO VI for South America, tsunamis, floods and earthquakes are
In order to make sure that affected communities can adequately interpret and react to these
tsunami warnings complementary and sustained activities in tsunami hazard risk
assessment, tsunami warning training, emergency response, and community preparedness
should be part of the comprehensive tsunami mitigation programs that extend the EWSs as
end-to-end systems.
Tsunamis do not happen with a high frequency and are therefore often under-estimated and
disregarded as a risk by the communities living in tsunami-prone areas. However, tsunamis
are a highly destructive force and when a tsunami takes place, the losses of lives, the
number of injured persons, and damages to infrastructure can be extremely high, as seen in
the Indian Ocean tsunami of 2004. Therefore, in addition to early warning systems,
awareness raising and adequate preparation of the affected communities are of paramount
importance in order to mitigate the impact of a tsunami.

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Education, both formal and non-formal, plays an important role in the preparation of the
population for disaster, such as tsunamis, and for the reduction and management of risks.
Tsunamis happen rapidly and often without much prior notice. The recovery process after a
natural disaster such as a tsunami can be long and difficult. Knowing what to expect, how to
be prepared and what to do after a disaster is essential in order to protect oneself, to be
able to help others and to take adequate measures to deal with the situation. Education is a
means to make sure that available knowledge on tsunamis is transmitted in an adequate
and effective way to different audiences and target groups.
In this context, UNESCO Santiago, UNESCO/IOC and the local partners in the targeted
countries (national maritime authorities, local authorities for emergencies, authorities for
education, and local communities) will cooperate in the development of adaptive learning
mechanisms on tsunami preparedness to be implemented in primary and/or secondary
schools as well as in the extended school community (targeting teachers, school principals,
parents) in the identified areas that are vulnerable to tsunamis. Previous UNESCO projects
of this type have had good evaluation and results in communities along the coast of the
Indian and Pacific Oceans, areas affected by serious natural disasters in recent years.
These learning processes will be accompanied by evacuation drills at the community level.
The Adaptive Learning Mechanism in Tsunami Preparedness at Community Level to be
developed and implemented through this proposal in Colombia, Ecuador, Peru and Chile
(ALMTsu) will focus on enhancing the communities and individuals learning and
participation in the planning and coordination of disaster warning, preparedness, response,
mitigation, and recovery to build up awareness and resilience at the community level. The
project provides strategic integrated approaches for all related stakeholders at the
community levels.
ALDTsu promotes learning processes for local disaster risk management targeting school
children, teachers, Local Administrative Authorities (LAAs), local leaders and Government
officers from provinces/departments potentially exposed to hazards. The participation of the
communities to which these target groups belong enhances the decision making process
regarding effective Disaster Risk Reduction (DRR) in line with the Hyogo Framework.
This project targets schools, as they are sustainable governmental institutions located at the
grass-root level. Whilst teachers have regular contact with school children and are
responsible for their education, at the moment there exist no direct adaptive, hands-on
learning opportunities on tsunami preparedness in the chosen communities, neither at the
formal level nor as local non-formal initiatives.
Using simple visual maps and technical information, the targeted province/department,
school children and their communities will be enabled to participate in planning and
organizing themselves to increase their capacities for learning from past disasters for better
future protection and to improve local disaster risk reduction measures.
The project will be conducted through consultations and in close interaction with the
National Disaster Warning Center of each country and each of the schools participating in
the process. To enhance the possibilities of success, best practices and experiences will
be shared among communities and school of the four countries. This process will inform
the formal educational process seeking adaptations towards improved DRR for tsunami
events.
Therefore, the core stakeholders for this project are school students and teachers and
communities of the targeted areas, Municipalities (Education department, DRR department)
or Prefectures, national Educational and Disaster Management Agencies, National Tsunami
Warning Centres (NTWCs). Other DIPECHO partners working on education and/or
Tsunami could also become involved.
Furthermore, the proposed action aims to create linkages at the institutional level. At the
institutional level, a frequently observed problem is that there is no inter-institutional
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cooperation between the different stakeholders in this case the education sector and the
national maritime and emergency authorities. In order to achieve comprehensive
approaches to tsunami risk reduction and preparedness, it is important that the education
sector becomes aware of its role in preparing the population for natural disasters (not only
tsunamis) and that the national maritime and emergency authorities recognize the
importance of education for their outreach to the communities. Linkages and synergies
need to be created between the different institutions. UNESCO is the ideal facilitator for this
process, given the fact that the Organization works both with the education sector as well as
with the national maritime authorities.
2.3 Summarise findings of the assessment (include full report in annex, if relevant) and
link these to the Action
The Sixth DIPECHO Action Plan declares that it will focus on the most vulnerable local
communities in neglected disaster prone areas and institutions involved in disaster risk
reduction, including bodies such as the Civil Defence.
Geophysical hazards as volcanic eruption and earthquakes will be [also] considered as a
priority in Colombia, Venezuela, Ecuador, and Peru and in a minor measure in Bolivia, Chile
and Argentina.
Tsunamis are a result of earthquakes occurring under the sea, near the coasts of the
targeted countries. The Sixth DIPECHO Action Plan also indicates that regional
components will concentrate on networking, information management, training,
communication and awareness raising as well as compilation and dissemination of lessons
learned, and harmonisation of approaches.
Tsunami is indicated as priority specifically for the Pacific Coast in the coastal area of
Nario, Cauca, Valle and Choc departments where the main hazard is tsunami. In the
case of Ecuador the Sixth DIPECHO Action Plan indicates that according to the national
priorities the coastal priority region includes the provinces of: Esmeraldas, Santa Elena,
Guayas and El Oro.
Finally, the priorities for Peru include earthquake and tsunami in the departments of Lima,
Moquegua and Tacna. While this priority is not indicated for Chile, there are historical
severe events (5 in the last 500 years) in the Bio-Bio Region that despite the calls made by
experts has not reached the same degree of preparedness for tsunami as northern
provinces (Arica, Iquique) of Chile where tsunami response plans are in place and
evacuation drills are performed regularly.
2.4 [INT] If changes in needs assessment at intermediate report stage, please explain
2.5 [FIN] If changes in needs assessment after intermediate report, please explain
3. HUMANITARIAN ORGANISATION IN THE AREA OF INTERVENTION

3.1 Humanitarian Organisation's presence in the area of intervention: brief overview of
strategy and current or recent activities in the country
In the Pacific Ocean, where roughly 60% of all tsunamis take place, the Intergovernmental
Oceanographic Commission (IOC) of UNESCO established a Tsunami Warning System
(TWS) in 1965 which has been successfully operating for more than 40 years, ensuring that
people living on the oceans rim receive prompt forecasts and warnings of impending
tsunamis. This fully operational system has proven itself to be effective for many years.
The four countries targeted in this proposal Colombia, Ecuador, Peru and Chile are
members of the Intergovernmental Coordination Group for the Pacific Tsunami Warning and
Mitigation System (ICG/PTWS) which is a subsidiary body of UNESCO/IOC. It acts to
coordinate international tsunami warning and mitigation activities, including the issuance of
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timely and understandable warnings in the Pacific. Comprehensive tsunami mitigation

programmes require complementary and sustained activities in tsunami hazard risk
assessment, tsunami warning and emergency response, and preparedness. Stakeholder
involvement and coordination is essential, and community-based, people-centred mitigation
activities will help to build tsunami resiliency.
UNESCO also has three field offices in the region: UNESCO Quito (cluster office for Bolivia,
Ecuador, Colombia and Venezuela and UNESCO Regional Bureau for Communication in
Latin America and the Caribbean), UNESCO Lima (National Office with staff members
working on Emergency Education), and UNESCO Santiago (Regional Bureau for Education
in Latin America and the Caribbean), which is implementing a Regional Plan on Education
and Emergencies, which is based on both ensuring the right to education in emergency
situations and on utilizing education as a means to prepare populations for and inform them
about the risks of natural disasters. UNESCO Santiago is a trusted partner of the Ministries
of Education in the region and also counts on wide networks of both governmental as well
as non-governmental and private sector stakeholders in the education sector. While mainly
working at an up-stream level, UNESCO has also created several networks which allow it to
intervene at down-stream level, such as the UNESCO Associated Schools Network, the
UNESCO Chairs and UNITWIN programmes for universities, and the UNEVOC Network for
Technical and Vocational Education and Training Institutions. In contrast to many other
international agencies working on education in emergency situations, UNESCOs approach
is sector-wide and includes the whole education system, both formal and non-formal,
ranging from early childhood care and education to higher education.
3.2 Actions currently on-going and funding requests submitted to other donors
(including other EC services) in the same area of intervention - indicate how overlap
and double funding would be avoided
Not applicable.
3.3 [FIN] List other Actions carried out by the Humanitarian Organisation or its
Implementing Partners in the same period in that area of intervention and how risks
for double funding were avoided
4. OPERATIONAL FRAMEWORK
4.1 Exact location of the Action (include map of project location)
4.1.1. Map of intervention areas in Colombia (Tumaco) and Ecuador (Esmeraldas)

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4.1.2. Map of intervention area in Per (Callao)
4.1.3. Map of intervention area in Chile (Bo-Bo region)

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4.2 Beneficiaries
4.2.1 Total number of direct beneficiaries:
Location Total Population School population

Colombia: Tumaco 166.030 50.000
Ecuador: Esmeraldas 157.752 45.000
Peru: Callao 876.877 369.742
Chile: Penco, Tom, 185.000 25.000
Coronel
Total 1.385.659. 489.742
The table above gives an overview of the total school population of the targeted areas. The
proposed action does not claim to reach all these school children as direct beneficiaries. A
limited numbers of schools in the selected areas will be selected (compare 4.2.4) to
participate actively in the Adaptive Learning Mechanism on Tsunami Preparedness.
However, the materials and tools prepared under this action will be available and of benefit
to all schools interested in the implementation of similar activities.
4.2.2 Status of the direct beneficiaries (multiple options possible)

IDPs Refugees Returnees local population
Others (e.g. for Grant Facility, thematic funding, etc.)
4.2.3 Specificities of direct beneficiaries (please elaborate, refer to groups as appropriate,
e.g. unaccompanied minors, disabled, children, ex-combatants)
School children (students of 7-15 years of age) and communities (a percentage of the local
population (1.385.659 habitants) living in areas directly affected by inundation created by a
tsunami.)
4.2.4 Direct beneficiary identification mechanisms and criteria

The areas of intervention will be selected according to their vulnerability to tsunamis by
using inundation maps, available from the National Authorities of Maritime Studies and local
emergency counterparts. Using flood maps, produced by the national counterparts that
directly support this proposal, the potentially exposed areas will be identified. The first
approach will target schools (teachers and students) and the surrounding community and
neighbours. This will enable targeting the resources at the most affected communities
The schools to benefit from the activities should ideally be part of the UNESCO Associated
Schools Network (ASPnet). Each of the four countries has more than 40 schools
participating in the ASPnet. These Associated Schools commit to promoting the ideals of
UNESCO by conducting pilot projects in favour of better preparing children and young
people to meet effectively the challenges of an increasingly complex and interdependent
world. ASPnet teachers and students have many opportunities to work together beyond
their classrooms to develop innovative educational approaches, methods and materials
from local to global levels. Each national ASPnet is led by a National ASPnet Coordinator
who will be involved in the selection process.
In the absence of ASPnet schools in the vulnerable areas, alternative schools will be
identified in close cooperation with the Ministry of Education and local school authorities. In
the case that other DIPECHO partners work with schools, these schools could also be
taken into consideration.

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4.2.5 Describe to what extent and how the direct beneficiaries were involved in the
design of the Action
The direct beneficiaries, i.e. school students and their parents and teachers, have not yet
been involved in the design of this proposal. But they will be actively involved and consulted
in the activities to be carried out under this proposal, both as participants in the learning
process as well as in shaping the materials and learning modules to be developed, adapted
and improved. Participative feedback and review mechanisms will be developed as part of
the action to make sure that the communities needs and opinions are adequately reflected
and taken into account.
The main stakeholders at national level have participated in the elaboration of this proposal
and their commitment is reflected through the attached support letters. Core local teams
composed of Working Groups in charge of a given set of schools will be established. These
core teams plus a number of experts from several national, provincial and local agencies
will have the responsibility for following up the activities at the community level.
4.2.6 Other potential beneficiaries (indirect, "catchment", etc.)

4.2.7 Direct beneficiaries per sector:
Sector Number of beneficiaries

6. Disaster preparedness 489.742 school population
8. Coordination 180 national officers trained in DRR
4.2.8 [INT] In case of changes, please explain

4.2.9 [FIN] In case of changes, please explain
4.2.10 [FIN] Estimate per type of beneficiaries
female: %, male: % (total female + male= 100%)
infants (< 5y): %, children (< 18 y): %, elderly: %

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4.3 Objectives, Results and Activities

4.3.1 Operational Overview of the Action: Log-frame 2 (max. 3 pages)
Title of the Adaptive Learning in Tsunami Preparedness at Community Level in Colombia, Ecuador, Peru and Chile
Action
Principal To enhance learning and community participation in the planning and preparedness for tsunami on warning, response, mitigation, and
Objective recovery and to build up awareness and resilience at the community level.
Intervention Logic Objectively Verifiable Sources of Verification Risks and Assumptions

Indicators
Specific To build awareness, knowledge, 01. % of population with Survey on knowledge, attitudes Risks:
Objective and practices on/for tsunami increased knowledge on and practices on tsunami
Low participation of community
risks and preparedness at tsunami risks and preparedness among the local
and local authorities in planned
community level in the selected preparedness communities
activities.
areas of Colombia, Ecuador,
02. % of schools in selected Press notes
Peru and Chile, and to improve Risk of isolated processes, if no
areas with EWS and DRR
regional and inter-institutional Disaster management agencies follow-up / up-scaling activities
mechanisms pilot tested
networking and collaboration on reports are developed in a timely manner.
Tsunami preparedness 03. % of population
Minutes and Operational Assumptions:
participating in tsunami
Documents for selected areas.
evacuation exercises in Technical inputs available from
selected areas. Needs assessment reports specialized agencies
inundation/flood maps, Standard
04. Number and range of inter- Programme progress reports
Operational Procedures SPOs)
institutional mechanisms on
DRR and Emergencies Monitoring and Evaluation reports
Community and local authorities
Legal documents on inter- take active role in all phases of
05. Number of inter-institutional
institutional relation DRR management process.
agreements signed
Local government committed to
financial sustainability to continue
the programme.
2
This table will be annex I of the signed Agreement. It has to give a comprehensive overview of the different elements of the Action. It will only contain concise information on
results and activities. Any changes made to the log-frame at intermediate report or final report stage will be done using strikethroughs.
[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia, Ecuador, Peru and Chile] version [February 2009
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R1: School children and 01. Number of pilot training Participants lists Risks:
extended school community courses developed and
Result 1 Reports and consultancy notes Over-crowded curriculum of the
(teachers, principals, parents) implemented with teachers
schools
have knowledge and skills and education authorities Minutes
relevant to tsunamis risk Low priority assigned by
02. % of schools involved Reports and operational
reduction and preparedness principals and local political
recommendation of each meeting
03. % of students, teachers and authorities
and workshop
parents participating
Lack of participation by relevant
Official agreement of participation
private sector
Training modules
Lack of participation by the
Training reports parents
Needs assessment report Assumptions:
National Tsunami Warning
Centers and Ministries of
Education are actively involved in
outreach to get local authorities
and school principals involved
1. Develop and implement adaptive learning modules on tsunami risk reduction (school based) for Unawareness of disaster
school children and extended school community (cause of disasters; pre-disaster indicators such as preparedness measures in the
Activities earthquake sensing, sea receding, inundation maps reading; evacuation route map preparation; warning selected areas jeopardize the
message interpretation; etc.) effectiveness of the TWS (i.e. a
perfect warning is useless without
community involvement)
Pre-conditions:
Result 2 R2: Local disaster risk reduction 04. Number of new DRR plans Tsunami evacuation maps Risks:
plans elaborated (and elaborated with the
School response plans Risk of tsunamis underestimated
operational) in cooperation with participation of civil society
by community with resulting lack
the local community and local partners DRR plans for selected areas
of participation
05. Number of drills and
Assumptions:
evacuation exercises
carried out National Tsunami Warning
Centers, Ministries of Education,
local stakeholders (community
leaders, school principals etc.) are
actively convoking the
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communities to participate in the

drills
Activities 2. Develop and pilot test local disaster risk reduction plans (tsunami evacuation routes, sign-posting,
school response plans)
3. To develop and carry-out drills and evacuation exercises with the communities
Pre-conditions:
Result 3 R3: Inter-institutional and 06. Number of Educational for Disaster management agencies Risks:
regional coordination Emergency units involved reports
No continuity of actions after
mechanisms on Tsunami EWS
07. Number of best practices Minutes and Operational signature.
set-up between National
selected and analyzed Documents for selected areas.
Emergency Agencies/Tsunami No fluid communication between
Warning Centers and 08. % of local authorities Reports of each workshop stakeholders & partners, between
Educational National Authorities involved national & local level
Minutes of each meeting
Assumptions:
Recommendation and special
reports Commitments at national/regional
level will have positive
Needs assessment reports
repercussions at local level.
Acts of each session
Local partners, authorities and
Opinion poll relevant stakeholders maintain
their networking and give
Focus groups sustainability to all activities
4. National workshops for coordination mechanisms between local authorities of emergency and public- Absence of coordination
private partners, NGOs, Humanitarian Agencies and Regional-International Organizations, Education mechanisms between local
Activities Authorities and the media. counterparts in all levels.
Lack of continuity and follow-up to
related activities
Pre-conditions
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4.3.2 More detailed information per result 3
4.3.2.1 Result 1:
School children and extended school community (teachers, principals, parents) have knowledge and
skills relevant to tsunamis risk reduction and preparedness
4.3.2.1.1 At proposal stage

- Total amount: 160.298 EUR
- Sector: 6. Disaster preparedness
Related sub-sector: (1) Information, education, communication (2) Local disaster management
components.
- Beneficiaries (status + number):
- 200.000 school children
- 5.000 teachers
The above numbers are indicative and a percentage of the of the total school population of
the targeted areas. The proposed action does not claim to reach all these school children
and teachers as direct beneficiaries. A limited numbers of schools in the selected areas will
be selected (compare 4.2.4) to participate actively in the Adaptive Learning Mechanism on
Tsunami Preparedness. However, the materials and tools prepared under this action will be
available and of benefit to all schools and teachers interested in the implementation of
similar activities.
- Indicators for this result:

Number of pilot training courses developed and implemented with teachers and
education authorities
% of schools involved
% of students, teachers and parents participating
- Activities related to the result
Activity 1: Develop and implement adaptive learning modules on tsunami risk reduction (school based)
for school children and extended school community (cause of disasters; pre-disaster indicators such as
earthquake sensing, sea receding, inundation maps reading; evacuation route map preparation;
warning message interpretation; etc.)
This activity will start with a survey on the knowledge, attitudes and practices of the school childrens
and extended school communities on tsunamis risks, their own vulnerability to these risks, their
knowledge on preventive measures etc. This survey will be repeated at the end of the activity to
evaluate if improvement has been achieved with regard to knowledge, attitudes and practices.
As UNESCO has already been involved in similar activities in other parts of the world and materials
from other agencies are also available on tsunami preparedness, there is no need for the development
of new materials and approaches, but an adaptation of these existing tools and materials to the local
contexts of the communities we are going to work with. Teachers and school principals will be involved
in the design of the training materials and modules, and also trained in their application. This includes a
training of the teachers, principals and other local school authorities on the importance of tsunami
3
Per result identified in the log-frame, more detailed information necessary for a good understanding of the
proposal/ report will be completed here. A specific sub-section per result at proposal, intermediate report
and final report stage has been foreseen (don't update information from a previous stage in this section,
comment the change in the appropriate sub-section of the result). See also the guidelines for more
information (e.g. for the list of sectors and related sub-sectors).
Also the main foreseen procurement procedures will have been identified (as well as in section 4.4 work
plan).
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preparedness. Experts from the national maritime authorities working on tsunamis will serve as
technical advisors and verify the content of the modules.
Different training modules will be developed for school children and the extended school community
(non-formal trainings for parents and other community groups). The school can be used as a
community learning centre offering non-formal education to its extended community such as the pupils
parents. School children can be involved in the preparation and implementation of community
awareness campaigns as part of their learning process.
Given that the curricula of most schools are already over-crowded, it needs to be negotiated with the
teachers as well as the school principals whether the modules can be integrated into a regular subject
(for example science education) or whether they have to be carried out as extra-curricular activities in
the form of project work.
- Means 4 and related costs
1 Adaptive Learning Course per country:

Travel Staff
Chile ATK DSA SCL Days Subtotal Total amount
1 HQ Paris 3000 180 3 540 3540
3540
Ecuador ATK DSA Quito Days Subtotal Total amount

1 HQ Paris 3000 198 3 594 3594
1 FO SCL 1500 198 3 594 2094
1 FO Quito 500 198 3 594 1094
6782
DSA
Colombia ATK Bogot Days Subtotal Total amount
1 HQ Paris 3000 211 3 633 3633
1 FO SCL 1500 211 3 633 2133
1 FO Quito 1500 211 3 633 3633
9399
Per ATK DSA Lima Days Subtotal Total amount

1 HQ Paris 3000 213 3 639 3639
1 FO SCL 1500 213 3 639 2139
1 FO Lima 500 213 3 639 1139
6917
USD 26638
Total Staff travel Euros 20298
* Estimative United Nations Exchange rate of Feb 09: 0,762
Organisation of Adaptive Learning Courses 1 per country: 35.000 x 4 = 140.000

Organize meeting with principals and school authorities. Organize meeting with
community leaders, NGOs, Recruit international and national experts. Organize training
modules.
4
The main means and costs (the sum of the indicated costs has thus not to be equal to the total amount for
that result) have to be identified to ease understanding how the results will be reached and the activities
implemented.
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Design and dissemination of training material, design training modules, conduct pre-
evaluation studies.
Develop evaluation and assessment report.
Develop follow-up strategy.
Mobilization & awareness campaigns
Print inundation and evacuation maps
4.3.2.1.2 Intermediate report

- Total amount: .... EUR
- Update 5 on indicators
- Update5 on beneficiaries (status + number)
- Update5 on activities
- Update5 on means and related costs
4.3.2.1.3 Final report
- Indicators for achieved result
- Final state on beneficiaries (status + number)
- Activities accomplished
- Finally committed means and related costs
4.3.2.2 Result 2:
Develop and pilot test local disaster risk reduction plans (tsunami evacuation routes, sign-posting,
school response plans, simulations & drills, etc.)
4.3.2.2.1 At proposal stage

- Sector: 6. Disaster preparedness
Related sub-sector: (1) Information, education, communication (2) Local disaster management
components.
- 200.000 school children
- 5.000 teachers
The above numbers are indicative and a percentage of the of the total school population of
the targeted areas. The proposed action does not claim to reach all these school children and
teachers as direct beneficiaries. A limited number communities in the selected areas will be
selected to participate actively.
Number of new DRR plans elaborated with the participation of civil society and local
partners
Number of drills and evacuation exercises carried out
5
Update and explanation to be provided on progress as well as on changes made to the proposal.
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Activity 2: Develop and pilot test local disaster risk reduction plans (tsunami evacuation routes, sign-
posting, school response plans, simulations & drills, etc.)
Together with local community groups and leaders, the national technical experts (e.g.
National or Regional Disaster Management Agencies, National Tsunami Warning Centers,
Municipal Emergency Officer) in charge of tsunami preparedness, in consultation with
UNESCO/COI will develop and pilot local disaster risk reduction plans related to tsunamis.
This will include tsunami evacuation routes, sign-posting, etc. Schools will be especially
targeted: working with the school administrators, teaching personnel, parents and where
possible, the students themselves, school response plans will be developed.
Activity 3: To develop and carry-out drills and evacuation exercises with the communities
Based on the results of Activity 2, the targeted communities will participate in a realistic drill
and evacuation exercise simulating the event of a tsunami. This will require a mobilization of
all authorities and stakeholders involved, including the media.
- In brief: Drills evaluation:

1. Evaluation of lapses in drills conducted
2. Design drill with modifications
3. Preparation of budget & approval
4. Conduct Drills
5. Feed back
- Means4 and related costs
Per country: 27.500 x 4 = 110.000

Field visits of technical experts
Coordination meetings with local authorities and community leaders
Meetings with school authorities, parents etc.
Printing and dissemination of inundation maps
Development & printing of evacuation maps
Development of school response plans
Sign-posting
Awareness campaigns
Implementation of drills (1 per country)
Evaluation of drill
4 independent systems with 5 sirens each: 63.250

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Following a technical design similar to the described in the figure below, a competitive
procurement process will be used for selecting a provider that will install 1 system with 5
sirens each in each country. The systems should be relied to the local emergency
management agency.

- Update5 on indicators
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4.3.2.3 Result 3:
Inter-institutional and regional coordination mechanisms on Tsunami EWS set-up between Tsunami
Warning Centers and Educational National Authorities developed
- Sector: 8. Coordination
Related sub-sector: (1) Facilitation of coordination/information management (2) Public awareness
and advocacy.

- 180 national officers of DRR and Emergencies
- 40 national education authorities
- 100 local education authorities

- Number of Educational for Emergency units involved
- Number of best practices selected and analyzed
- % of local authorities involved

Activity 4: National workshops for coordination mechanisms between local authorities of emergency
and public-private partners, NGOs, Humanitarian Agencies and Regional-International Organizations,
Education Authorities and the media.
- Means4 and related costs
Staff travel for 1 coordination workshop per country

Travel Staff
Chile ATK DSA SCL Days Subtotal Total amount
1 HQ Paris 3000 180 3 540 3540
1 HQ Paris 3000 180 3 540 3540
7080
Ecuador ATK DSA Quito Days Subtotal Total amount

1 HQ Paris 3000 198 3 594 3594
1 FO SCL 1500 198 3 594 2094
1 FO Quito 500 198 3 594 1094
6782
Colombia ATK DSA Days Subtotal Total amount

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Bogot
1 HQ Paris 3000 211 3 633 3633
1 FO SCL 1500 211 3 633 2133
1 FO Quito 1500 211 3 633 3633
9399
Per ATK DSA Lima Days Subtotal Total amount

1 HQ Paris 3000 213 3 639 3639
1 FO SCL 1500 213 3 639 2139
1 FO Lima 500 213 3 639 1139
6917
USD 30178
Total Staff travel Euros 22995
* Estimative United Nations Exchange rate of Feb 09: 0,762
Organization of 1 workshop on institutional coordination and cooperation per country:

31.250 x 4 = 125.000
Organize meeting with national authorities and its counterparts.
Organize meeting with community leaders, NGOs, stakeholder, private and public sector.
Recruit international and national experts
Organize training modules
Develop evaluation and assessment report
Develop follow-up recommendation
Design a communication strategy for preparedness and Emergencies.
Design and implement a communication visibility plan for the activity
Design and reprint didactic and analytical material for DRR and Education in
Emergencies.
Design the Final Publication and distribution plan
Systematize and disseminate the best practices and lessons learned in all web site of the
related partners and UN Agencies involved.

- Update5 on indicators
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4.3.2.4 Other costs 6

Initial Intermediate Final
amount amount Committed
Personnel costs 76.200
Communication Expenses (15 months x$1.000 15.000
Publications, printing, copying 21.237
Combined UNDSS/MAIP Security Costs (35 3.763
months)
Evaluation 10.000
Total other costs 126.200
Personnel costs Unit cost Months

1 Programme Manager 4000 15 60000
1 International Expert 2000 4 / Months 8000
4 National Expert 2000 x 4 4 / Months 32000
USD 100000
Euros 76.200
4.4 Work plan (e.g. annex Gantt chart)
See Annex
4.4.1 [INT] Revised work plan, if changed after proposal

4.5 Monitoring, evaluation, audit and other studies
4.5.1 Monitoring of activities (explain how, by whom)
The monitoring of the activities will be the responsibility of the programme manager through
period reports, surveys/questionnaires and interviews with the beneficiaries and involved
stakeholders.
6
The last table groups the costs that have not been dedicated to one specific result (support costs,
feasibility studies, audits etc. as explained in the guidelines). The total of the total amounts mentioned per
result and in this table will correspond to the subtotal direct eligible costs in the table section 11.
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4.5.2 Tick the box if one of the following studies will be undertaken:
an external evaluation during the Action
an external evaluation after the Action
an external audit during the Action
an external audit after the Action
an internal evaluation or internal audit related to the Action
4.5.3 Other studies: please elaborate:
(please remember that for external evaluations, audits and studies financed by the
Commission the Terms of Reference have to be agreed by DG ECHO before launching the
selection procedure)
5. CROSS-CUTTING ISSUES
5.1 Describe the expected level of sustainability and/or connectedness 7
The interventions planned under this proposal can be considered as pilot activities
The products, i.e. learning modules and materials for schools and community-based
learning, will be standardized and made freely available to other schools and communities
that wish to instil in their students the knowledge, attitudes and practices to be prepared for
the event of a tsunami. The above-mentioned UNESCO Associated Schools Network
(ASPnet) will be a useful mechanism for the dissemination of these materials and modules,
and ASPnet schools in vulnerable areas will be encouraged to adapt and use these tools in
their school communities. Further funding will be sought to systematize the experiences
made and to expand activities to include more schools and communities in areas with
tsunami risk.
The theme of education for risk management and disaster preparedness is also being
promoted by UNESCO Santiago within the framework of its activities on the United Nations
Decade on Education for Sustainable Development (2005 2014). Currently, UNESCO
Santiago is launching a call for good practices on teaching education for sustainable
development, explicitly inviting teachers in Latin America and the Caribbean to provide
examples on education for risk reduction and management.
The agreements achieved under Result 3 of this proposal - Inter-institutional and regional
coordination mechanisms on Tsunami EWS set-up between Tsunami Warning Centers and
Educational National Authorities developed are aiming to ensure commitments and on-going
coordination and cooperation between the different stakeholders to link education and disaster risk
reduction at an institutional level.
5.2 Continuum strategy (Linking Relief, Rehabilitation and Development)

The interventions planned within the framework of this proposal focus more on
preparedness for an emergency and not so much on the response and post-disaster
situation. Nevertheless, being well prepared can be considered as the first line of response
since communities affected by a natural disaster will know how to react to the situation. In
many cases, communities affected by a disaster will not receive external existence
immediately after the event happened and therefore need to be prepared to undertake the
first steps of relief themselves.
Preparedness can also include preparedness for response. In the case of the education
sector this refers to ensuring that the right to education can still be exercised by the affected
communities even in the post-disaster situation. Education in emergencies, and during
7
Sustainability and connectedness are similar concepts used to ensure that activities are carried out in a
context that takes longer-term and interconnected problems into account.
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27/11/2007
chronic crises and early reconstruction efforts, can be both life-saving and life-sustaining. It
can save lives by protecting against exploitation and harm and by disseminating key
survival messages, on issues such as landmine safety or HIV/AIDS prevention. It sustains
life by offering structure, stability and hope for the future during a time of crisis, particularly
for children and adolescents. Education in emergencies also helps to heal the pain of bad
experiences, build skills, and support conflict resolution and peace building (INEE Minimum
Standards, 2004). UNESCO therefore promotes the Minimum Standards for Education in
Emergencies, Chronic Crises and Early Reconstruction developed by the Inter-Agency
Network on Education in Emergencies (INEE) which serve to provide guidance on how
national governments, other authorities, and national and international agencies may
respond and establish education programmes in emergency settings. The standards are
designed to be used by communities, governments, other authorities and humanitarian
workers to meet education needs, as defined by the immediate populace.
Furthermore, the policy and strategy of UNESCOs Education Sector for post-conflict and
post-disaster situation also provides guidelines for UNESCO interventions at three stages of
the post-emergency situation: Emergency and early recovery, post-crisis transition, as well
as rehabilitation and reconstruction.
5.3 Mainstreaming (e.g. Disaster Risk Reduction, Children, Human rights, Gender,
Environmental impacts, others to be specified)
Disaster Risk Reduction: The activities planned under this proposal will help vulnerable
populations to better understand the nature of disasters caused by tsunami, to understand
early signs of warning, to know what to expect, how to be prepared, and what to do during
and after the tsunami. This way, in the case of a tsunami, it will be easier for the affected
persons to protect themselves, to help others and to overcome the situation. The project will
also lead to better early-warning systems which will serve to reduce the risk of catastrophic
impacts as seen in the 2004 Indian Ocean tsunami.
Children: Capacity Development in Schools on DRR and Child Protections standards under
baseline of Education in Emergency Situations will contribute to reduce the impact of
natural hazards on children, taking into consideration basic recommendations in the school
system.
Gender: Gender Mainstreaming in Disaster Risk Reduction and Gender Equality will be
ensured in the whole process and all activities. UNESCO has the UN mandate to ensure
gender equality and it is one of the two priorities of the Organization for this biennium
(2008-2009). All documents and materials produced under this action will be formulated in
a gender sensitive way. Attention will be paid to maintain a gender balance among the
beneficiaries of the activities, i.e. that both girls and boys, men and women can participate
in the learning activities.
5.4 [INT] In case of changes or problems to be addressed, please explain

5.5 [FIN] In case of changes or problems to be addressed, please explain

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6. FIELD COORDINATION
6.1 Field co-ordination (indicate the Humanitarian Organisation's participation in
coordination mechanisms with other relevant stakeholders, e.g. clusters, NGOs, UN
agencies, others to be specified as well as the links with the Consolidated Appeal
Process, when relevant)
UNESCO/IOC works directly with the national maritime authorities and high-level
oceanographic research centres, especially on tsunamis and earthquake events. It holds
periodical meetings and workshops in Latin America, the Caribbean and the Pacific region.
This cooperation is part of the priorities for Early Warning System Mechanisms, and
UNESCO/IOC works in close collaboration with other relevant UN Agencies, like OCHA and
ISDR. The Secretary of IOC is also Secretary of ICSPRO, the Inter-Secretariat Committee
on Scientific Programmes Related to Oceanography, across UN agencies. Other agencies
involved in ICSPRO are IMO, FAO, WMO, the UN, the IAEA and UNEP.
UNESCO Santiago (Regional Bureau for Education in Latin America and the Caribbean)
works directly with the relevant UNESCO Field Offices in Quito (Andean Cluster for
Colombia, Ecuador, Venezuela and Bolivia), and in Lima (National Office for Peru).
6.2 National and local authorities (relations established, authorisations, coordination)

At the highest level in the four countries where the established focal points for liaison and
coordination with UNESCO in the area of Education are the Ministries and in the area of
tsunamis the National Tsunami Warning Centers.
6.3 Co-ordination with DG ECHO (indicate the Humanitarian Organisation's contacts with
DG ECHO and its technical assistants in the field)
UNESCO has not yet cooperated with DG ECHO in the Latin American region.
6.4 [INT] In case of changes or co-ordination problems, please explain

6.5 [FIN] In case of changes or co-ordination problems, please explain
7. IMPLEMENTING PARTNERS
7.1 Name and address of implementing partner(s)
CHILE
Capitn de Navo Mariano Rojas Bustos
Director
Servicio Hidrogrfico y Oceanogrfico de la Armada
Av. Errzuriz #254, Playa Ancha, Valparaso.
Telephone: +56-32-2266666
E-mail: mrojas@shoa.cl
Capitn de Corbeta Andrs Enrquez Olavarra

Jefe Departamento de Oceanografa
Servicio Hidrogrfico y Oceanogrfico de la Armada de Chile
Telfono: 56-32-2266670 / Fax: 56-32-2266542 /
E-mail: aenriquez@shoa.cl
Errzuriz 254, Playa Ancha, Valparaso, Chile.
http://www.shoa.mil.cl

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PER
Carlos Holgun Valdivia

Direccin de Hidrografa y Navegacin - DHN
Jefe de la Divisin de Geofsica
Av. Gamarra Nro. 500 Chucuito - Callao
Telfono: 9812-1880
Fax: 420-2122
E-mail : cholguin@yahoo.com
Website: www.dhn.mil.pe
ECUADOR
Mrs. Willington Rentera
Jefe del Centro de Alerta de Tsunamis
INOCAR - INSTITUTO OCEANOGRFICO DE LA ARMADA
Av. 25 de Julio Va Puerto Martimo, Base Naval Sur
Telephone: (593-4) 2481300
Lt Giorgio DE LA TORRE
Researcher
Instituto Oceanografico de la Armada
Base Naval Sur, Via a Pto. Maritimo
Ecuador
Tel: 593-4-2481300 and 593-9-6342814
Email: gdtorre@inocar.mil.ec
COLOMBIA:
CCCP DIMAR - CENTRO CONTROL CONTAMINACIN DEL PACFICO, DIRECCIN
GENERAL MANRTIMA, CENTRO DE INVESTIGACIONES OCEANOGRFICAS E
HIDROGRFICAS
Va El Morro, Capitana de Puerto, San Andrs de Tumaco. Nario - Colombia
Telephone: +57 (2) 727 26 37
COLOMBIA
Capitn de Navo Julin Augusto REYNA MORENO

IOC/UNESCO Vice-Chair
Executive Secretary
Naval Officer (Captain)
Comisin Colombiana del Ocano
Carrera 54 N 26-50/ Cuarto Piso
CAN Bogot D.C., Colombia
Tel: (571) 222-0436
Fax: (571) 222-0416
E-mail: seco@cco.gov.co
Capitn de Fragata Ricardo Molares Babra

Oceangrafo Fsico
Director
Centro de Control Contaminacin del Pacfico
Direccion General Maritima
Tel: 57(2) 7272637 Ext 101. Fax: 57(2) 7271180
Cel: 3115311244, Tumaco - Colombia
jefcccp@dimar.mil.co
www.cccp.org.co
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7.2 Status of implementing partners (e.g. NGO, local authorities, etc.) and their role
National Maritime Authorities of each country, who are in charge of tsunami (investigation,
studies) and technical cooperation with UNESCO/IOC and local authorities of DRR and
Emergency response.
Education Ministries that are the most direct partners of UNESCO in Latin America.
Members of Intergovernmental Coordination Group for the Pacific Tsunami Warning and
Mitigation System (ICG-PTWS).
7.3 Type of relationship with implementing partner(s) and the expected reporting by the
implementing partner
Technical cooperation agreements on tsunami and EWS mechanism are in place. Trainings
and technical cooperation provided by and in cooperation with UNESCO/IOC. The group of
countries is also part of a Sub-regional Network of Tsunami Warning Centers. The
counterparts will provide technical inputs for all activities; in particular technical documents,
maps and trainers for local and community activities. Depending on the local reality the
involvement of some of the partners will also include coordinating directly with the
concerned communities as per local normal practices and customary cooperation with the
schools and the community.
7.4 [INT] In case of changes, please explain

7.5 [FIN] In case of changes, please explain
8. SECURITY AND CONTINGENCY MEASURES

8.1 Contingency measures (Plan B/ mitigating actions to be taken if risks and
assumptions spelled out in the log-frame materialised)
In the unexpected case of an emergency or natural disaster in the selected areas, all the
human and financial resources will be re-allocated to programs of early response and
technical assistance in emergency and post disaster situations, all in consultation with the
ECHO authorities.
8.2 Security considerations

8.2.1 Security situation in the field, describe briefly
The following information has been received from the United Nations Department for Safety
and Security (UNDSS):
Colombia: In Bogot and the South Eastern Provinces, Phase II is in effect. No phases are
in effect in the rest of the country.
Ecuador: In Esmeraldas, Phase I Precautionary* is in effect.
Peru: Phase I is in effect.
Chile: No phase is in effect.
*Phase I: Travellers and field staff in countries and areas under this security phase are
required to obtain prior authorization of travel from the designated UN official.
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**Phase II: Travellers and field staff in countries and areas under this security phase are
subject to restrictions of movement and are required to follow enhanced security
procedures, especially in terms of communication equipment.
8.2.2 Has a specific security protocol for this Action been established?
Yes No Standard procedures
If yes please elaborate:
UN security policy requires that all staff members travelling to countries with a security
phase in effect must obtain a travel security clearance. It also states that all staff members
are required to notify Designated UN Officials of their arrival and departure times for travel
even to countries with no security phase in effect. Travel advisory information on the
security situation of each country and contact details for emergencies are provided prior to
travel.
Before any travel can be undertaken, travellers have to conclude and pass the two
mandatory training courses Basic Security in the Field and Advanced Security in the
Field.
8.2.3 Are field staff and expatriates informed of and trained in these procedures?
Yes No
8.3 [INT] In case of changes or problems to be addressed, please explain
8.4 [FIN] In case of changes or problems to be addressed, please explain
9. COMMUNICATION, VISIBILITY AND INFORMATION ACTIVITIES

9.1 Planned communication activities (in field and/or in Europe)
One of the expected side effects of this proposal is to bring the topic of tsunamis, disaster
preparedness and Early Warning to the attention and on the agenda of the media.
TV/radio/newspaper journalists will be invited to join the activities to be carried out under
this proposal and the media will play an active role especially in the implementation of the
drills.
In close collaboration with the UNESCO Regional Bureau for Communication and
Information (UNESCO Quito) and the IOC/UNESCO Paris, a specific communication plan in
the Latin American Region and Europe will be prepared, working closely with ECHO
Communication department and the support of United Nations Country Team of each
selected country.
9.2 Visibility on durable equipment, major supplies, and at project locations

The ECHO logos and DIPECHO references, will be explicit in all internal and external
documents, in public conferences, press notes, web site of all partners in a visible area. A
specific webpage will be developed and featured on the major websites of UNESCO and
IOC.
9.3 Planned publication activities

A special edition of the Programmes final report will be elaborated and published,
highlighting the major results, best practices, lessons learned and policy recommendations.

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9.5 [FIN] Report on the relevant activities
10. HUMAN RESOURCES

10.1 Indicate global figures per function and status
Function Status8 Number Number of Comments

of staff man/ month
in project
1. Programme Consultant 1 15 months / UNESCO RB FO
Manager 100%
2. Assistant Consultant 1 15 months / UNESCO RB FO
Programme 100%
3. Programme Expatriate 1 15 months / Tsunami Warning System
Specialist in staff 20 % Specialist UNESCO HQ
Community
Preparedness
4. Programme Expatriate 1 15 months / Tsunami Warning System
Specialist in staff 25 % Specialist UNESCO HQ
TWS
5. Programme Expatriate 1 15 months / Education in Emergency
Specialist in staff Specialist UNESCO RB FO
30 %
DRR
6. Regional Expatriate 1 15 months / Education in Emergency
Programme staff Specialist UNESCO RB FO
40 %
Officer in DRR
7. Sub-Regional Staff of the 1 15 months / CPPS
Programme implementing 20 %
Officer in TWS partner
8. National Officer Staff of the 4 15 months / One National Expert for each
Country in implementing 20 % country partners (CCP/DIMAR-
TWS and DRR partner INOCAR-DHN-SHOA)
9. International Consultant 1 4 months / UNESCO HQ
Non-formal
Learning
Disaster
Management
Specialist
10. National Expert Consultant 4 4 months / 20 One National Expert for each
in Coastal % country
Structures

10.3 [FIN] In case of changes, please explain
8
Expat, local staff, staff of the implementing partner,

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11. FINANCIAL OVERVIEW OF THE ACTION 9

Eligible cost of Action 10 Initial Intermediate report Final Funding of Action Initial Final
committed state
budget Budget Committed
Personnel costs 76.200 Direct revenue from Action
Communication, visibility, information 40.000 Contribution by UNESCO * 110.000
Equipment costs 63.250 Contribution by other donors ** 12.000
Sub-contracting costs (Evaluation) 10.000 Contribution requested from ECHO 650.285
Consumables & goods costs % of total funding: 84%
Other costs (Travel Staff) 43.293
Adaptive Learning Courses (1 per 140.00
country)
Inter-institutional coordination 125.000
workshops (1 per country)
Drills Evacuation Exc. (1 per country) 110.000
Subtotal direct eligible costs 607.743
Indirect costs (max. 7%) 42.542

Total Costs 650.285 Total Funding 772.285
* UNESCO contribution: Staff costs are included in this item and estimated of 100.000 , see Months dedicated and % men hours (see Table 10.1) and
10,000 are available for Operational Costs.
** Contribution by other donor: Operation Cost contribution of CPPS (South Pacific Permanent Commission), estimated by a coordination meeting in Tumaco,
Colombia, in may 2009: co-organized with IOC/UNESCO, as part of Intergovernmental Coordination Group for the Pacific Tsunami Warning and Mitigation
System (ICG-PTWS).
9
This table will constitute annex II of the signed Agreement.
10
The partner can use another representation of costs in line with the current practice in its organisation. These headings will become the chapters of the final financial
reporting. In case personnel costs and the costs on information, communication and visibility are not explicitly available in section 4.3.2, these have to be explicitly mentioned
in this table.
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11.1 [FIN] In case of other donors, please identify the donors and the amount provided
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12. ADMINISTRATIVE INFORMATION

12.1 FPA number (if applicable)
12.2 Name and title of legal representative signing the Agreement
Mr Akio Arata, Director a.i. Division of Cooperation with extrabudgetary Funding Sources
12.3 Name, telephone, e-mail and title of the person(s) to be mentioned in Article 7 of the
Agreement
Mr Akio Arata,
Director a.i. Division of Cooperation with extrabudgetary Funding Sources
UNESCO
7, place de Fontenoy
75325 Paris 07 SP
France
E-mail : a.arata@unesco.org
Telephone: + 33 1 45 68 14 14
and
Jorge Sequeira
Director
UNESCO Santiago
Regional Bureau of Education for Latin America and the Caribbean
E-mail: j.sequeira@unesco.org
Telephone: +56-2-4724600
12.4 Name, telephone, fax and e-mail of the representative in the area of intervention
Jorge Sequeira
Director
UNESCO Santiago
Regional Bureau of Education for Latin America and the Caribbean
Telephone: +56 2 4724600
Fax: +56 2 6551692
E-mail: j.sequeira@unesco.org
12.5 Bank account

UNESCO Account for credits in Euros:
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Name of bank: SOCIETE GENERALE

Address of branch: Paris Saint Michel, 10 rue Thnart, 75005 PARIS, France
Precise denomination of the account holder: UNESCO
Full account number (including bank codes):
UNESCO A/C No. 30003-03301-00037291909-97
IBAN account code, (or BIC country code if the IBAN code does not apply): []
IBAN FR76 30003 03301 00037291909 - 97
BIC - SWIFT code: SOGEFRPP
13. [FIN] CONCLUSIONS AND HUMANITARIAN ORGANISATION'S

COMMENTS

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Annex A: Procurement table 11

Derog (Forecast) (Forecast)
Description of the supplies, services or Amount 12
Quantity Procurement procedure ation Launch date Contracting
works (EUR)
Y/N procedure 13 date
11
This table is only mandatory for Agreements with an A-control mechanism. It regroups the main significant procurement procedures for this Action and will be updated
at proposal, intermediate report and final report stage. The Partner may attach a table with another lay-out (e.g. already used inside the project) provided that at least the
above mentioned information is available. These tables do not have to be provided for Agreements with a P-control mechanism.
12
Open international tender, open local tender, negotiated procedure, single quote, framework contract or use of a Humanitarian Procurement Centre (HPC).
13
The dates can also be expressed in number of weeks after the start of the Action.
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Annex Work Plan

Months M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 M15
Activities
1. Coordination
2. Adaptive learning course

2.1. Colombia
2.2. Ecuador
2.3. Per
2.4. Chile
3. Coordination Workshop
3.1. Colombia
3.2. Ecuador
3.3. Peru
3.4. Chile
4. Drills
4.1. Colombia
4.2. Ecuador
4.3. Peru
4.4. Chile
5. Communication plan
6. Evaluation
7. Publication

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SINGLE FORM

SINGLE FORM FOR HUMANITARIAN AID ACTIONS 1

1.2 Title of the Action:

1.3 Area of intervention (country, region, localities):

1.4 Start date of the Action:

1.5 Duration of the Action in months:

1.6 Start date for eligibility of expenditure:

1.7 Requested funding modalities for this agreement

1.8 Urgent action Yes No

1.9 Control mechanism to be applied: A P

2.2 Problem statement and stakeholder analysis

[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,

3. HUMANITARIAN ORGANISATION IN THE AREA OF INTERVENTION

timely and understandable warnings in the Pacific. Comprehensive tsunami mitigation

4.1.1. Map of intervention areas in Colombia (Tumaco) and Ecuador (Esmeraldas)

4.1.2. Map of intervention area in Per (Callao)

4.1.3. Map of intervention area in Chile (Bo-Bo region)

[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,

Location Total Population School population

4.2.2 Status of the direct beneficiaries (multiple options possible)

4.2.4 Direct beneficiary identification mechanisms and criteria

[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,

4.2.6 Other potential beneficiaries (indirect, "catchment", etc.)

Sector Number of beneficiaries

4.2.8 [INT] In case of changes, please explain

[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,

4.3 Objectives, Results and Activities

Intervention Logic Objectively Verifiable Sources of Verification Risks and Assumptions

communities to participate in the

4.3.2 More detailed information per result 3

4.3.2.1.1 At proposal stage

- Indicators for this result:

- Means 4 and related costs

1 Adaptive Learning Course per country:

Ecuador ATK DSA Quito Days Subtotal Total amount

Per ATK DSA Lima Days Subtotal Total amount

* Estimative United Nations Exchange rate of Feb 09: 0,762

Organisation of Adaptive Learning Courses 1 per country: 35.000 x 4 = 140.000

4.3.2.1.2 Intermediate report

4.3.2.2.1 At proposal stage

- Total amount: 173.250 EUR

- Activities related to the result

- In brief: Drills evaluation:

- Means4 and related costs

Per country: 27.500 x 4 = 110.000

4 independent systems with 5 sirens each: 63.250

4.3.2.2.2 Intermediate report

- Indicators for achieved result

- Beneficiaries (status + number):

- Indicators for this result:

- Activities related to the result

- Means4 and related costs

Staff travel for 1 coordination workshop per country

Ecuador ATK DSA Quito Days Subtotal Total amount

Colombia ATK DSA Days Subtotal Total amount

[UNESCO Proposal][Adaptive Learning Mechanism in Tsunami Preparedness at Community Level in Colombia,

Per ATK DSA Lima Days Subtotal Total amount

* Estimative United Nations Exchange rate of Feb 09: 0,762

Organization of 1 workshop on institutional coordination and cooperation per country:

4.3.2.3.2 Intermediate report

- Finally committed means and related costs

4.3.2.4 Other costs 6

Personnel costs Unit cost Months