Dünyada doğal afetlerin etkileri hızla artıyor. Tarih boyunca yaşanan felaketlere baktığımızda sonuçları itibariyle insanlara verdikleri zararlardan dolayı korkulan olaylar olarak karşımıza çıkmaktadır. Şehirleşmenin nüfusla orantılı olarak artması sonucunda plansız ve çarpık yapılaşma ile birlikte toplumları etkileyen afetlerin oranı da artmaktadır. Bu etkiler sonucunda kırılgan toplumlarda kayıpların arttığı gözlemlenmiştir. 21. yüzyıl afet yönetimi çalışmalarında riskleri azaltmak ve kriz durumlarını önlemek için yeni yöntemler ortaya atılmıştır. Bu yöntemlerin başında afet nedeniyle oluşabilecek zararların en aza indirilmesi gerekmektedir. Bunun da ancak trajediler yaşanmadan önce alınacak önlem ve tedbirlerle gerçekleşebileceği bilinmektedir. Modern afet yönetim sistemlerinde afet öncesi planlama ve ön çalışmaların ele alındığı kısım "HAZIRLIK" aşaması olarak belirlenmiştir. Türkiye, konumu itibariyle hem doğal hem de yapay afetlerle karşı karşıya kalabilmektedir. Kalabalık yaşam alanları olan eğitim kurumlarında öğrencilerin bireysel korunmalarını sağlayamayacak yaş grubunda olmaları ve okulda geçirdikleri süre nedeniyle afetlere hazırlıklı olmaları hayati önem taşımaktadır. Okuldaki personel, öğrencilerle aynı afete maruz kalsa da okuldaki öğrencilerin ihtiyaçlarına ilk müdahale edecek kişidir. Bu nedenle okuldaki personelin afete hazırlık ile ilgili plan ve prosedürlerden haberdar olması ve bu konulara hakim olması gerekmektedir. Düzce İline bağlı Kaynaşlı İlçesinde gerçekleştirilen bu çalışmada afet öncesi hazırlık aşamalarından olan tahliye süreci ele alınmaktadır. 12 Kasım 1999 Düzce depremi Kaynaşlı'da kamu binalarının %85'ini yıkmış veya ağır hasar görmesine neden olarak büyük tahribata sebep olmuştur. Bu çalışma, yerinden inceleme araştırma stratejisi ile ön test ve son teste bağlı olarak balık kılçığı tekniği kullanarak Kaynaşlı ilçesinde ilkokul, ortaokul ve lise düzeyinde seçilen 3 farklı pilot okulda gerçekleştirilmiştir. Seçilen okulların ortak özelliği hiçbirinin acil durum ve afet tahliye planlarının bulunmamasıdır. Bu çalışma sonucunda gerçekleştirilen tahliyelerde Süperlit İlkokulu eğitimden önce 125 saniye, eğitim ve planlama sonucunda 95 saniyede, Anadolu Kalkınma Vakfı Ortaokulu eğitimden önce 112 saniye, eğitim ve planlama sonucunda 80 saniyede, Kaynaşlı İmam Hatip Lisesi eğitimden önce 95 saniye, eğitim ve planlama sonucunda 70 saniyede okulu tamamen tahliye etmiştir.
The effects of natural disasters are increasing rapidly in the world. When we look at the disasters experienced throughout history, they appear as feared events due to the damage they cause to people as a result. As a result of the increase in urbanisation in proportion to the population, the rate of disasters affecting societies increases with unplanned and unplanned construction. As a result of these effects, it has been observed that losses increase in fragile societies. In 21st century disaster management studies, new methods have been introduced to reduce risks and prevent crisis situations. At the beginning of these methods, damages that may occur due to disaster should be minimised. It is known that this can only be realised through precautions and measures to be taken before the tragedies occur. In modern disaster management systems, the part where pre-disaster planning and preliminary studies are handled is determined as "PREPAREDNESS" phase. In the preparation phase, which constitutes the second phase of risk management, there is a process in which mitigation activities are planned and implemented. If a successful work has been carried out in the mitigation phase, the preparation phase can be carried out more efficiently and easily. In this period, effective planning is carried out by focusing especially on post-disaster organisation activities. Due to its location, Turkey may face both natural and man-made and technology-induced disasters. In educational institutions with crowded living spaces, it is of vital importance that students are prepared for disasters due to the fact that they are in the age group that cannot provide individual protection and the time they spend at school. Although the personnel in the school are exposed to the same disaster as the students, they are the first person to intervene to the needs of the students in the school. For this reason, the personnel in the school should be aware of the plans and procedures related to disaster preparedness and should have a good command of these issues. Education and training activities are very important in creating qualified manpower. There is a tendency to plan in a way to ensure continuity in education and training activities of the society. Disasters are one of the situations that will interrupt the education system. For the continuity of education processes, we need to consider disaster education as a process that should be included in the system starting from pre-school period. The success level of the works done or to be done in the disaster preparation process directly affects the return to routine training activities after the disaster. Disaster trainings are clearly used to determine the duties of people within the framework of disaster evacuation plan. Necessary trainings and drills are carried out within the framework of the plan and task. Evacuation plans are important for determining whether the administrators, teachers and students in the school are aware of the plan and the correct behaviour methods they should do. Disaster training has the potential to increase the level of knowledge, hazard awareness and affect the preparations made. When we take a look at the numerical data of disasters occurring in our country, we observe that the importance of disaster training is increasing gradually. Disaster training is an inevitable necessity for sustainability of pre-disaster management process. The main purpose of these trainings is to increase the effectiveness of pre-disaster preparations by raising the level of resistance of societies against disasters and to provide the highest contribution to the post-disaster process. Disaster training aims to make societies safer by aiming to increase safety levels when disasters occur. Thanks to these trainings, it is ensured that individuals and institutions involved in disaster management processes have the most up-to-date information. Lack of disaster awareness is at the basis of the great damages that occur after every disaster experienced worldwide and in our country. Societies that do not know what dangers we are facing and cannot predict the consequences of their damages are doomed to suffer great damage under the impact of disasters. In order to achieve success in disaster management, in addition to the knowledge and experience of the individuals working in this field, it is critical that the communities directly affected should be informed about disasters and be aware of possible situations. Disaster education appeals to all segments of the society and requires them to apply it in their daily lives. In disaster situations, evacuation refers to moving to the safe location determined in line with the plans. Rapid evacuation of the building in an emergency is of critical importance to ensure the safety of the people inside at the time of disaster. Deficiencies in disaster awareness are the basis of the fact that the damages are great after every disaster in the world and in our country and the society suffers great wounds. Societies that do not know which dangers the region we live in faces and cannot predict the consequences of their damages are doomed to suffer as a result of disasters. In order to be successful in disaster management, the knowledge and experience of the people working in this field are very important, but the communities directly exposed to disasters should have knowledge and experience about disasters and be aware of the situation to be experienced. Disaster training requires that all levels of the society should receive it and apply it in their lives. Educational institutions should regularly carry out evacuation drills against fire, earthquake and similar disasters every year in order to increase their ability to cope with natural hazards in their geography. In this process, potential risks in the school area should be identified and necessary precautions should be taken for emergencies that may be encountered. It is also of great importance to train students and school staff on correct behaviour and ensuring safety. These trainings will help to give controlled and effective reactions rather than panic when faced with emergencies. At the same time, students should be informed about how to stay safe in times of disaster, which safe areas to be directed to and evacuation procedures. In addition to ensuring that students and staff are prepared for disaster situations, drills also provide an opportunity for school management and teachers to review and, if necessary, update emergency plans. This process plays a critical role in minimising the effects of disasters and increasing community safety. In this study carried out in Kaynaşlı District of Düzce Province, the evacuation process, which is one of the stages of pre-disaster preparation, is discussed. The 12 November 1999 Düzce earthquake destroyed 85% of the public buildings in Kaynaşlı or caused severe damage and caused great destruction. This study was carried out in 3 different pilot schools selected at primary, secondary and high school levels in Kaynaşlı district by using fishbone technique based on pre-test and post-test with on-site investigation research strategy. The common feature of the selected schools is that none of them have emergency and disaster evacuation plans. In the evacuations carried out as a result of this study, Superlit Primary School evacuated the school in 125 seconds before the training and 95 seconds as a result of training and planning, Anadolu Development Foundation Secondary School evacuated the school in 112 seconds before the training and 80 seconds as a result of training and planning, Kaynaşlı İmam Hatip High School evacuated the school in 95 seconds before the training and 70 seconds as a result of training and planning.
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by/4.0/
