| 008 |
|
130502n^^^^^^^^xx^||||^o^^^^^|||^0^eng^d |
| 245 |
00 |
|a Regional analysis on DRR education in the Asia Pacific region |h [electronic resource] |b in the context of Priority of Action 3 of the Hyogo Framework for Action |y English. |
| 260 |
|
|a Bangkok, Thailand : |b United Nations International Strategy for Disaster Reduction (UNISDR) Regional Office for Asia and Pacific, |c 2009. |
| 506 |
|
|a Refer to main document/publisher for use rights. |
| 510 |
|
|a Tran, H. P. (2009). Regional analysis on DRR education in the Asia Pacific region: in the context of Priority of Action 3 of the Hyogo Framework for Action. United Nations International Strategy for Disaster Reduction (UNISDR). |
| 520 |
3 |
|a This document analyzes progress made in the Asia-Pacific region towards achieving the Hyogo Framework for Action’s (HFA) Priority 3, emphasizing the use of knowledge, innovation, and education to establish a culture of safety and resilience at the regional, national, and local levels. It gauges the degree to which national commitments about improving disaster education is leading to visible shifts in the behavior of vulnerable communities. Education and awareness about disaster risks are critical components to community capacity to reduce losses from natural hazards, and enhancing abilities to respond and recover from disasters when they occur. This regional analysis covers the period from mid-2007 to the end of 2008, and uses information from three sources: first, the Mapping Report of the Regional Task Force on Education and School Safety; secondly, the education sections of the national reports of eighteen countries in Asia and the Pacific; and thirdly, UNISDR’s publications on good practices. It prioritizes the integration of disaster risk reduction (DRR) into school curricula so as to change behaviors of the most vulnerable. It also advocates making schools structurally safer by setting minimum standards and construction guidelines, and institutionalizing safe school design training. Another point of emphasis was the right of children to participate in affairs that affect their survival and development. Children are the decisive link in the implementation of any DRR education plan. When properly integrated into the development and implementation of policy, they are the most effective and reliable agents for sustaining change. While this analysis notes remarkable progress in the areas of national advocacy for policy change and strengthening of regional networks, many challenges remain. One is the problem of getting initiatives implemented at the community level where the affects of disaster are actually felt. There remains a need to ensure that the most vulnerable of society are actively engaged in these policy initiatives. Gaps exist with regard to how disasters affect out-of-school children who do not have access to the formal education system. The region has nearly 27 million children who fit this profile. The document calls for increasing emphasis on informal education and a bottom-up approach to DRR education as a compliment to formal education efforts. Establishing indicators of effectiveness to evaluate DRR curriculum would also serve as valuable benchmarks for implementation. |
| 520 |
2 |
|a EXECUTIVE SUMMARY p. 2; I/ INTRODUCTION: 1. Link between education and disaster risk reduction p. 5; 2. Reporting on the implementation of the Hyogo Framework for Action p. 5; 3. Methodology and scope of the Analysis p. 6; II/ PROGRESS IN USING KNOWLEDGE, INNOVATION AND EDUCATION TO BUILD A CULTURE OF SAFETY AND RESILIENCE AT ALL LEVELS: 1. Achievements and key trends in the region in this reporting period p. 9; 2. Good practices and status of replication of successful cases in other p. 20; countries and regions
III/ GAPS AND CHALLENGES ENCOUNTERED IN THE REGION p. 25; IV/ RECOMMENDATIONS FOR FUTURE PRIORITIES TO ENSURE CONCRETE IMPACT OF FUTURE EDUCATION ACTIVITIES IN VULNERABLE COMMUNITIES AND VISIBLE SHIFTS IN BEHAVIOUR: 1. Support for national strategic plans for DRR education p. 33; 2. Complementary options to mainstream DRR education p. 34; 3. Promoting participatory approaches in disaster risk reduction education programmes p. 35; 4. Building public- private partnerships p. 36; CONCLUDING REMARKS p. 37 |
| 533 |
|
|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. |
| 650 |
1 |
|a Environmental education. |
| 710 |
2 |
|a Disaster Risk Reduction Program, Florida International University (DRR/FIU), |e summary contributor. |
| 856 |
40 |
|u http://dpanther.fiu.edu/dpService/dpPurlService/purl/FI13042402/00001 |y Click here for full text |
| 992 |
04 |
|a http://dpanther.fiu.edu/sobek/content/FI/13/04/24/02/00001/FI13042402thm.jpg |
