The Christchurch Earthquakes Our Recovery Story to the Workshop on - - PowerPoint PPT Presentation

to the Workshop on Earthquake and Tsunami Safety in APEC Economies: Reducing Risks and Improving Preparedness 17 – 19 October 2011 Chinese Taipei

New Zealand presentation on

The Christchurch Earthquakes – Our Recovery Story

OUTLINE

The Event The Impact The Response 1) Emergency Management 2) Key Interfaces 3) Communications 4) Flight plans 5) Welfare 6) Student movement 7) Long term considerations 8) The Way Forward 9) Lessons Learnt

New Zealand

New Zealand

New Zealand Area 270,500km2 Population 4.3 million GDP NZ$126.68 billion/US$100billion # of schools 2,300 School land 18,000 hectares School property 6.5 million sqm

New Zealand risk profile

New Zealand is a seismically active country

• n the edge of two

tectonic plates New Zealand has:

• 50 to 80 earthquakes

per day

• Approximately 15,000

earthquakes per year

One magnitude 4 earthquake per day Two magnitude 5 earthquakes per month Two magnitude 6 earthquakes per year One magnitude 7 earthquake every three years One magnitude 8+ earthquake per century

THE EVENT

New Zealand has recently experienced two major earthquakes in the Canterbury region

4 September 2010 Time: 4:35am Magnitude: 7.1 Depth: 10 km Deaths: 0 22 February 2011 Time: 12:51pm Magnitude: 6.3 Depth: 5 km Deaths: 181

Canterbury Earthquakes

Canterbury Earthquakes

Record peak ground accelerations – 4 September 2010

Canterbury Earthquakes

Record peak ground accelerations – 22 February 2011

IMPACT

Education in Canterbury is a $2.5 billion industry.

Table: Governmental Responsibilities for Education

Sector Property Responsibility Early Childhood (423) Home-based services Private Playcentres Private Kindergartens Crown/Council/Private Schooling (217) State schools Crown State-integrated schools (Integrated) Proprietors Independent schools (Private) Private Tertiary (124) Universities Crown Institutes of Technology and Polytechnics (ITP) Crown Private Training Private

4 September 2010 22 February 2011 Time 4:35 am Saturday 12:51 pm Tuesday Implication Weekend, early hours of the morning - no students in lessons Weekday, near midday – most students on site or at lunch Priority Assess property damage and isolate areas of concern Confirm the safety of students and staff Next steps Gain engineering assessments & confirm utilities prior to reopening Assess property damage and isolate areas of concern Resumption

• f Education
• 96% of schools open 1 week

later

• 100% of schools open 2

weeks later

• 17% of schools open 1

week later

• 32% of schools open 2

weeks later

• 100% of schools open 5

weeks later

Extent of Damage

Christchurch Cathedral Hazard: Falling masonry Rock fall City Streets Hazard: Subsidence and liquefaction

Fatalities - 182

Nearly 75% of the fatalities

• ccurred in two buildings

Pyne Gould Building Occupants: 200 people Fatalities: 15 deaths CTV Building Occupants: 300 people Fatalities: 118 deaths

1) Education Emergency Management

• Emergency Management Overview Group (EMOG)
• Deputy Secretary leading Recovery Team on the

ground

• Local response team

 Specialists were brought in from around the

country to lend their expertise

 7 engineering consortia  Co-located with the Ministry’s damaged

Christchurch offices to maximise local knowledge speed of response

Key skills sought for local response team

• Database expertise
• Media/Communications specialist
• Project management experience
• Sturctural engineers
• Geotechnical engineers
• Geospatial mapping
• Planning experts
• Senior educationalists
• Trauma specialists
• Counsellors/psychologists
• Experienced principals (operating as mentors)
• Pool of relief teachers

2) Key Interfaces

• Civil Defence (state of emergency)
• Chief Health Officer
• Welfare agencies
• Local councils

3) Communications

• Information about schools to

parents and the community as soon as possible

• http://www.minedu.govt.nz

advised key information incl. school closures and openings

• Established call centre
• Used email, texting, outbound

calling, visiting schools and newspaper advertising, community forums

4) Flight Plans – Infrastructure

A key aspect of ensuring safety and preparing for reopening was confirmation of infrastructure Access

• Road and footpath access

Potable water

• Addressing pipes and plumbing

Sewerage

• Confirming waste management

Electricity and gas

• Ensuring safety

Access: Ability for students to safely attend school Ability to isolate hazards Water: Availability of safe drinking water Confirmation of safe mains water Sewerage: Availability of toilet facilities Confirmation of sewerage lines Electricity: Confirmation of power supply Addressing of damaged electrical fittings

4) Flight Plans – School damage

All schools were assessed for damage. The stability of education buildings reflects:

• when they were built
• what the perceived biggest risks were
• what they were made from

Pre-1935 Masonry resists fire, flood & wind Timber flexes in earthquakes 1935-1976 Concrete resists fire, flood & wind Timber flexes in earthquakes Post-1976 Timber flexes in earthquakes Steelwork flexes in earthquakes

Though the Canterbury earthquakes involved violent shaking, most education property damage was related to land instability

• Rockfall
• Cracks and fissures
• Subsidence and liquefaction
• Flooding

Liquefaction Liquefaction Hill shaking & rockfall Hill shaking & rockfall Tall reinforced buildings in CBD Tall reinforced buildings in CBD

Assessments

The Ministry undertook a number of property assessments throughout the Canterbury region

• 1. Site: Site visit/assessments
• 2. Buildings: Structural assessments
• 3. Land: Geotechnical reports

Buildings and structures that were seriously damaged were isolated – pending decisions on how to proceed

• 29 schools had structures with major damage

(requiring Council re-building consent)

• 49 schools had structures with

medium damage (requiring repair)

• 136 schools had minor damage that

could be repaired without disrupting school operation

Site Sharing: 1 intermediate school (am) hosted another (pm) 5 secondary schools (am) hosted 5 guest secondary schools (pm) Re-locatables: 52 temporary classrooms were delivered to 10 schools Some classrooms traveled nearly 500 km to new schools

Site sharing

• 7 damaged schools relocated to

existing school sites

• Initially, 55% of all secondary

students were double shifting Temporary Accommodation

• 52 re-locatable classrooms
• 3 temporary schools established

New transport arrangements

Transport: Site-sharing created a need to transport a large number of students across a compromised roading network An additional 98 busses were needed to transport 7,100 students across Christchurch

The earthquake had a large impact on the welfare of people throughout Christchurch

5) Welfare

Social Needs: Community briefings for over 3000 people Over 700 direct contacts with schools within 1 month Student Needs: 10 temporary learning hubs established prior to schools reopening School site-sharing was used to return teachers and students to full learning environs

Children and Young People

• Information – Seminars, web tip

sheets, parent training (via web Q&As), email advisory services, connecting families to services (through navigators)

• Social workers and counsellors
• Community service hubs and

learning hubs

• Out of school sport and recreation

programmes

Staff

• Counselling and support
• Principal support and mentoring

5) Welfare

Resources: 30-40 specialist staff deployed to Christchurch 20 schools requested extra support and advice An additional 35 teachers and principals deployed

6) Student Movement

1000 2000 3000 4000 5000 6000 7000 8000 24 25 28 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 1 4 5 6 7 8 11 12 13 19 21 3 5 10 12 17 19 24 26 31 2 7 9 14 15 16 17 20 21 22 23 24 28 30 5 7 13 20 5 11 18 24 2 8 15 22 29 Number of Students Date (February/March/April/May/June/July/August/September)

Movement of Canterbury Students

Still in new TLA Moved back to ChCh

6,637 5,241

7) Long term considerations

• Land
• Geotechnical instability
• Buildings
• Building standards, requirements and design
• Population
• Population concentration and distribution
• Opportunities
• Innovation in network design

• Total bill = NZ$15 billion (8% of GDP)
• Worst natural disaster to hit a developed nation

relative to the size of its economy

• Total bill for schools = NZ$350 - NZ$450 million
• Insurers = NZ$100 million approx
• Looking to innovative financing arrangements gor

government schools

Financial Estimates

8) The Way Forward

Government established the Canterbury Earthquake Recovery Authority (CERA) to:

• Provide leadership and coordination for the ongoing

recovery effort across all sectors in Christchurch

• Focus on business recovery
• Enable an effective and timely rebuild
• Work closely with Councils and engage with local

communities of greater Christchurch, including Ngāi Tahu, the private sector and the business sector

• Keep people and communities informed

Network Planning – the CERA zoning report

Schools are located to respond to areas with high numbers of young people As populations change the demand for schools also changes The relocation of people from the red zones will change the school network

Currently developing a future vision for education in Canterbury:

• Education seen as key to recovery
• Education will lead to a distinctive and advantaged Christchurch

socially, economically & culturally We are looking for opportunities for innovation

Earthquake Recovery Plan

9) Lessons Learnt

• Business continuity preparation & readiness

Be prepared (e.g. updated phone numbers/call trees (own and school staff))

• Specialists identified beforehand
• Established EMOG process
• Accessible data on schools including condition, land,

student catchments and buildings

• Throw out the rules!
• While approach to building standards has been to

ensure no loss of life, continual aftershock events are impacting resilience physically and psychologically

Key Successes

Though the earthquakes caused considerable disruption to compulsory education:

• no school buildings collapsed
• no students were injured or

killed at school

• 85% of students back in

school within 3 weeks

• 100% of students back in

school within 5 weeks

Resources