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|a Good practices and tools on disaster risk reduction in educaton in Central Asia |h [electronic resource] |y English. |
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|a Dushanbe, Tajikistan : |b United Nations International Strategy for Disaster Reduction (UNISDR) ; |a Geneva, Switzerland : |b The United Nations Children's Fund (UNICEF), |c 2009. |
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|a For non-commercial distribution only |
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|a (2009). Good practices and tools on disaster risk reduction in education in Central Asia. United Nations International Strategy for Disaster Reduction (UNISDR), European Commission Humanitarian Aid, United Nations Children’s Fund (UNICEF). |
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|a This publication highlights the joint UNISDR and UNICEF strategy to facilitate disaster risk reduction (DRR) education in Central Asia. It presents an assessment of the region in terms of DRR education, and the methodologies used to address the lack of progress in this area across the region. While it is increasingly understood within the international community that education is one of the most effective tools for promoting DRR, particularly with the success of the 2006-2007 world campaign ‘Disaster Risk Reduction Begins at School,’ in many developing regions like Central Asia, governments have failed to develop a systematic approach for integrating DRR into their education systems. The UNISDR and UNICEF call on the region’s governments to focus on improving the emergency and disaster preparedness of children, to train teachers in emergency preparedness, to reduce the vulnerability of schools to natural hazards, and to incorporate information about natural hazards and disaster risks into school curricula. Most importantly, it calls on governments in the region to develop mechanisms for sharing experiences, “good practices,” and instructive lessons related to disasters and DRR in order to reinforce regional knowledge management capacities. To facilitate this campaign to improve the integration of DRR into education across Central Asia, in the summer of 2009, UNISDR and UNICEF started the process of gathering cases with the potential to serve as “good practices.” These cases were gathered by announcing a contest calling for the submission of “good practice” cases in education through UNISDR and UNICEF websites, ministries of education, national newspapers, and so on, in July of 2009. The “good practice” cases were collected, compiled, and disseminated amongst the various stakeholders. A group of DRR experts from across the region were recruited to serve as part of a jury, which announced the winners in October 2009. A total of 22 stories appear in this publication. These include stories on teaching children correct behavior before, during, and after disasters; on the preparation of family action plans for disaster situations; on children in emergency situations; on school safety measures; on integrating information about disasters and DRR into lessons on geography and ecology; on developing DRR textbooks and other educational materials; and on creating animated films and computer games that educate children on disasters and how to survive them when they occur. |
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|a General Disaster Risk Reduction |
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|a Abbreviations and Acronyms p. 3; Introduction p. 4; Story 1: Children in Emergency Situations p. 6; Story 2: Using education to reduce seismic risk for school children p. 10; Story 3: Animated film and computer game on rules of behaviour during earthquakes p. 12; Story 4: Adaptation, introduction and development of DRR educational materials p. 14; Story 5: Seismic risk management study in Almaty p. 18; Story 6: Earthquake Safety Initiative Programme p. 24;
Story 7: Introducing seismic engineering disciplines and increasing disaster preparedness at KSUCTA p. 25; Story 8: DRR through creation of the Information Platform Project p. 27; Story 9: Increasing preparedness and the ability of communities and schools of Central Asia to respond p. 31; Story 10: Use of geo-information technologies for emergency management in Central Asia p. 35; Story 11: Earthquake education – the key to saving lives p. 38; Story 12: Flood-recovery support for South Kazakhstan p. 40; Story 13: Educational programme “Basics of life safety” p. 42; Story 14: Preparedness and DRR in the education system of Bukhara, Uzbekistan p. 44; Story 15: Using vineyards to protect against landslides p. 46; Story 16: Implementing a DRR project in the Republic of Kazakhstan p. 48; Story 17: Safety basics for children in Uzbekistan p. 53; Story 18: Scaling up disaster preparedness and response capacities of local
communities and schools in Central Asia p. 55; Story 19: Inter-disciplinary system of DRR, prevention and preparedness through educational evidence-based applied solutions p. 57;
Story 20: Emergency preparedness and civil defence training for school children in Tajikistan p. 60; Story 21: Professional development of lecturers through a programme based on a modular accumulation system p. 62; Educational module “Culture of safety of school children in emergency situations of socia l nature” p. 65; Story 22: Preparing schools and communities for emergency management in the Amu Darya river area p. 66; List of Tools p. 69 |
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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 Risk management |z Asia, Central. |
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|a Natural hazards and disasters |y Asia, Central |x Education. |
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|a Boyle, Stephen. |4 edt |
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|a Disaster Risk Reduction Program, Florida International University (DRR/FIU), |e summary contributor. |
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|u http://dpanther.fiu.edu/dpService/dpPurlService/purl/FI13042547/00001 |y Click here for full text |
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|a http://dpanther.fiu.edu/sobek/content/FI/13/04/25/47/00001/FI13042547thm.jpg |
