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|a Towards national resilience |h [electronic resource] |b good practices of national platforms for disaster risk reduction |y English. |
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|a Geneva, Switzerland : |b UN Secretariat for the International Strategy for Disaster Reduction, |c 2008-07. |
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|a Book : |b International government publication, viii, 71 p. : ill. ; |c 28 cm. |
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|a Any part of this text may be reproduced without permission provided that it is reproduced accurately and not in a misleading context and the source of the material is clearly acknowledged by means of the above title, publisher and date. The wide dissemination, reproduction and use of the document are encouraged. If any reproductions, translations or quotations are generated, a copy of the document or quotation is requested to be forwarded to the UN/ISDR secretariat. |
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|a (2008). Towards national resilience: good practices of national platforms for disaster risk reduction. United Nations International Strategy for Disaster Reduction (UNISDR). |
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|a This publication stresses the key role that National Platforms for Disaster Risk Reduction play in ensuring multi-stakeholder participation, coordination, and a strong national and local institutional foundation for the implementation of disaster risk reduction (DRR) initiatives. It presents a collection of case studies that serve as models of “good practice” in terms of establishing successful National Platforms. The Hyogo Framework for Action 2005-2015 contends that in order to deal with disaster risks in a comprehensive manner, countries must establish national institutional mechanisms, what it calls National Platforms. A National Platform is basically defined as a national entity that advocates, coordinates, analyzes, and advises on DRR. This Platform, according to the HFA, should involve different stakeholders orienting their efforts toward the goal of building resilience to disasters. Potential stakeholders include all the vital forces of society such as governments, non-governmental organizations, academic institutions, Red Cross/Red Crescent Societies, the media, and the private sector. It should also be the main mechanism for integrating DRR into national development policy, and thus mainstreamed into various sectors of the society, such as agriculture, education, energy, the environment, housing, infrastructure, water, sanitation, etc. The document presents nine country cases of successful National Platforms: China, Colombia, Costa Rica, Germany, Iran, Sri Lanka, Madagascar, Nigeria, and Switzerland. For each case, the document presents the country context, national platform structure, activities, the good practice, lessons learned, and potential for replication. The cases cover issues such as the decentralization of DRR efforts away from the national level exclusively towards their implementation at the local level, the creation of national knowledge hubs for DRR, the use of National Platforms as mechanisms for contingency planning, and the establishment of long-term institutional commitment to DRR. While DRR has been recognized as a priority by many countries, lack of broad societal understanding of the concept of DRR hampers efforts to integrate it into development planning and mainstreaming its language and ideas into people’s lives. The document suggests the UNISDR focus on increasing understanding of DRR through the development and dissemination of training manuals and the promotion of citizen involvement in DRR as part of their responsibility to facilitate development through building community capacity for DRR. |
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|a General Risk Management |
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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 Community organization |x Planning |x Risk management. |
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|a Natural disasters |x Government. |
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|a International Strategy for Disaster Reduction. United Nations Interagency Secretariat.. |4 cre |
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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)244300705 |
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|u http://dpanther.fiu.edu/dpService/dpPurlService/purl/FI13010936/00001 |y Click here for full text |
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|a http://dpanther.fiu.edu/sobek/content/FI/13/01/09/36/00001/FI13010936thm.jpg |
