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|a Let our children teach us! |h [electronic resource] |b a review of the role of education and knowledge in disaster risk reduction |y English. |
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|a Bangalore, India : |b Books for Change, |c 2006-07. |
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|a Book, 135 p. : |b ill. (chiefly col.), maps (chiefly col.) ; |c 31 cm. |
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|a "On behalf of the ISDR System Thematic Cluster/Platform on Knowledge and Education." |
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|a This publication may be used in any form. Please feel free to quote, translate, distribute and transmit. Kindly acknowledge the source. |
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|a Wisner, B. (2006). Let our children teach us! A review of the role of education and knowledge in disaster risk reduction. United Nations International Strategy for Disaster Reduction (ISDR), CRID |
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|a Let Our Children Teach Us (ISDR) primarily discusses Priority 3 of the Hyogo Framework for Action 2005-2015 which emphasizes building national and community resilience to disasters through knowledge management, education, and risk awareness. It is a complete study on each element of Priority 3, the difference between the concepts, and how they contribute to DRR. Knowledge amounts to “information…put into a context that gives it meaning and…some relevance to action or inaction” (p. 7). Education is the “formal and informal transmission of knowledge” (p. 7). Risk awareness, which results from education, places people in the position to identify risk and develop measures to prepare for, mitigate and where possible prevent risks associated with hazards. The author takes a people-centered approach to DRR. He believes that students at the primary, secondary and tertiary levels need to be taught about hazards and risk reduction, that schools should act as centers for community-based DRR, and thus the physical structure of schools should be protected from hazards. The document also discusses constraints to proper education, such as the poor pay and support teachers receive, and how a lack of investment in education can stifle its potential to build capacity and strengthen social networks necessary for resilience. Where these constraints are negligible, there are subsequent constraints to risk awareness in society, namely, brain drain, gaps between research and action, and barriers in communication and collaboration between the natural and social sciences. He also notes that opportunities to teach DRR in schools are often missed. Whether it is failure to integrate preparedness studies into earth sciences, or to incorporate community-led approaches into top-down solutions, the broad diffusion of DRR concepts is suffering. The document suggests a number of measures to potentially address these concerns. As far as primary and secondary education, the author calls for the integration of information about local hazards into courses on geography, as well as earth and climate science, while also engaging teachers in disaster prevention and preparedness activities so that these concerns are placed higher on their agenda. For tertiary education, he advocates greater cross-cultural exchange, along with more interdisciplinary and applied work, so that graduates have the training to be able to apply their DRR knowledge to real world vulnerabilities and risks. |
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|a Disaster Risk Reduction |
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|a 1. Executive Summary p. 1; 2. Introduction p. 4; 2.1 Purpose of this review p. 4; 2.2 The Hyogo Framework for Action p. 4; 2.3 The UN Decade of Education for Sustainable Development p. 4; 2.4 The big picture p. 6; 2.5 Definition of terms p. 7; 2.5.1 Concerning “education” p. 7; 2.5.2 Concerning “knowledge” p. 7; 2.5.3 Concerning “action” p. 7; 2.5.4 Concerning a “critical” and “strategic” review p. 7; 2.5.5 A strategic turning point? p. 8;
3. Formal education p. 9; 3.1 Curriculum and teaching practice: key elements of a complex system p. 10; 3.2 In and around the primary and secondary classroom p. 11; 3.2.1 Examples of teaching practice p. 12; 3.2.2 Curriculum: additional resources and key concerns p. 21; 3.2.3 Exchange of teaching experience and materials p. 22; 3.2.4 Pedagogical innovations p. 22; 3.2.5 Education in emergency situations p. 23; 3.2.6 Connecting with children and youth at play and leisure p. 24; 3.2.7 Youth voluntary activities p. 25; 3.2.8 Inspiring and supporting girls p. 26; 3.2.9 Reaching street children and working children p. 27; 3.2.10 Putting it all together: the global actors p. 28; 3.3 Tertiary education p. 30; 3.3.1 Link between research and policy p. 30; 3.3.2 Resources, support for higher education in disaster risk reduction p. 31; 3.4 Protecting educational infrastructure p. 32; 3.4.1 Community perceptions of risk and priorities p. 32; 3.4.2 The threat to schools p. 33; 3.4.3 Country experiences with school protection p. 36;
3.4.4 Non-structural protection measures p. 44; 3.4.5 Resources for school protection p. 44; 4. Training courses p. 47; 5. Informal education and communication p. 51; 5.1 Community-based disaster management p. 52; 5.2 Adult literacy p. 52; 5.3 Media and risk awareness p. 54; 5.3.1 Through a glass darkly? p. 54; 5.3.2 Role of media: awareness, education or consciousness raising? p. 55; 5.3.3 Broadcasting p. 55; 5.3.4 Print media p. 55; 5.3.5 Electronic journalism p. 56; 5.3.6 Observances and campaigns p. 56; 5.3.7 Media foundations and resources p. 57; 6. Knowledge management p. 59; 6.1 Scientific knowledge and research p. 60; 6.1.1 New paradigms, bridging and new connections p. 60; 6.1.2 Conventional sites of knowledge creation p. 61; 6.2 Knowledge networks p. 62; 7. Action p. 65; 7.1 Gaps and opportunities p. 66; 7.1.1 Primary and secondary education p. 66; 7.1.2 Tertiary education p. 67; 7.1.3 Training p. 67; 7.1.4 Protecting educational infrastructure p. 66; 7.1.5 Community-based disaster management p. 68; 7.1.6 Media, communication and risk awareness p. 69; 7.1.7 Scientific knowledge and research p. 69; 7.1.8 Knowledge networks p. 69; 7.2 Focal points p. 70; 7.3 Short-term targets p. 71; 7.3.1 Primary and secondary education p. 71; 7.3.2 Tertiary education p. 72; 7.3.3 School protection p. 72; 7.3.4 Training p. 72; 7.3.5 Informal education p. 72; 7.3.6 Mass media p. 72; 7.3.7 Research p. 72; 7.3.8 Knowledge management p. 72; 7.4 Strategy p. 73; 7.4.1 Cross-cutting and overarching strategy p. 73; 7.4.2 Focused strategic starting points p. 74; 7.4.3 What can stakeholders do? p. 74; 8. References p. 77; 9. Annexures p. 83; 1 Terms of reference for this review p. 84; 2 Excerpt from the Hyogo Framework of Action: Priorities for Action p. 86; 3 Overview of the Hyogo Framework p. 90; 4 Major gaps identified by Global Survey of Early Warning Systems p. 92; 5 A rough approximation of the cost of safe schools p. 100; 6 Conditions of homeless and working children p. 102; 7 Child to child trust guidelines p. 106; 8 ISDR system thematic cluster/platform on knowledge and education p. 110; 9 ActionAid school project focal points p. 114; 10 Highlights of other national experiences with RDD teaching p. 116; 11 Discussion of “debt for safety swapping” p. 120; 12 Mini-questionnaire on training experiences p. 124; Endnotes p. 129 |
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|a Electronic reproduction. |c Florida International University, |d 2013. |f (dpSobek) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Emergency management |x Education. |
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|a Public safety |x Education. |
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|a Schools |x Risk management. |
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|a Vulnerable populations |x Children. |
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|a Wisner, Benjamin. |4 cre |
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|a Thematic Cluster/Platform on Knowledge and Education.. |4 ctb |
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|a Disaster Risk Reduction Program, Florida International University (DRR/FIU), |e summary contributor. |
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|c Original |w (OCoLC)299377431 |
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|u http://dpanther.fiu.edu/dpService/dpPurlService/purl/FI13010935/00001 |y Click here for full text |
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|a http://dpanther.fiu.edu/sobek/content/FI/13/01/09/35/00001/FI13010935thm.jpg |
