Global Report on Human Settlements 2007 - PoA-ISS

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298 Towards safer and more secure cities Informal education … offers a key opportunity for empowering those at risk… Deliberative processes can be used either for instrumental ends or for genuine citizen empowerment. They can open political space for debate about wider questions of ethics, values and their links with issues of justice, morality and rights in development or risk management decisionmaking. Techniques used include citizens’ juries, citizens’ panels, committees, consensus conferences, scenario workshops, deliberative polling, focus groups, multi-criteria mapping, public meetings, rapid and participatory urban appraisal, and visioning exercises. Recent examples of deliberative planning feeding into decision-making for risk governance have included the setting of air quality standards and regulation in Santiago (Chile); citizen involvement in the location of a hazardous waste facility in Alberta (Canada); urban environmental assessment in Greenpoint, New York (US); and, a citizens’ panel to feed into a decision on where to locate a waste disposal site in Canton Aargau (Switzerland). 72 All of these activities provide scope for local communities to be involved in planning decisions that shape their exposure to humanmade hazard and potential disaster. Deliberative techniques can take time and this is a potential source of exclusion for those who are poor or have little time to spare. Care needs to be taken to ensure that women burdened with domestic, child caring and other tasks can still engage in the process. Guidelines for deliberative and inclusive processes have been proposed by the UK-based Institute of Public Policy Research. 73 Despite the wide application of deliberative methods, there has been little systematic analysis of the interaction of these methods with the wider policy process that they claim to influence. 74 Box 12.18 World Disaster Reduction Campaign: Disaster Risk Reduction Begins at School Faced with the huge challenge of responding to urban disaster risk, it is difficult to know where to start. One leading priority should be to make public infrastructure safe for those who use it today and as a legacy for the future. Protecting schools adds security and can build human resources when undertaken as part of an integrated programme of education and skill development in addition to structural safety. The need for risk reduction initiatives for schools is clear. In 2006, 160 schools were destroyed during an earthquake in Iran, and a mudslide on Leyte Island in the Philippines covered a single school but killed more than 200 children. In 2005, the South Asian earthquake led to over 16,000 children being killed when schools collapsed. The 2006–2007 World Disaster Reduction Campaign: Disaster Risk Reduction Begins at School is led by the United Nations International Strategy for Disaster Reduction (ISDR) in partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), ActionAid International and the International Federation of Red Cross and Red Crescent Societies (IFRC). It seeks to promote disaster reduction education in school curricula, and to improve school safety by encouraging the application of construction standards that can withstand any kind of natural hazard. The campaign was launched in June 2006 and during this year brought attention to school safety through press briefings and workshops with journalists, academics and policymakers. Activities have taken place in Kathmandu (Nepal), Nairobi (Kenya), Panama City (Panama), Bali (Indonesia), Geneva (Switzerland), Paris (France) and Wuppertal (Germany). Source: ISDR, www.unisdr.org/eng/public_aware/world_camp/2006-2007/wdrc-2006-2007.htm Education for awareness-raising and self-reliance Education provides a key resource to make risk reduction strategies more inclusive. A little over half of the countries reporting to the United Nations World Conference on Disaster Reduction in 2005 stated that their education systems included some form of disaster-related teaching. Mexico, Romania and New Zealand mandate, by law, the teaching of disaster-related subjects in their schools. A very recent review of the potential of education systems to raise awareness and skills for disaster risk reduction reports that many school curricula already focus on hazards through earth science, and also practise preparedness and drills; but few schools integrate the two and few develop their own local curriculum to reflect local risk contexts. 75 Greater still is the unmet potential for schools to connect learning with practice in the local community. School curricula vary greatly. Some provide excellent training in earth and climate science, but do not focus on locally experienced hazards. In other cases, they focus exclusively on one recent disaster. On the tsunami-affected coast of Thailand, new curricula focus exclusively on tsunami, despite more common hazards being coastal storms, floods and forest fire. In Cuba, disaster preparedness, prevention and response are part of all school curricula. This is supported by the Cuban Red Cross, which provides teaching material, and is reinforced by training courses and disaster drills for parents in the workplace, as well as by radio and television broadcasts. The impacts of such holistic education can be seen, in part, in Cuba’s exceptional record in protecting human life in recent hurricanes. 76 In Ecuador, Civil Defence is involved in training on appropriate actions to be taken by teachers and students in case of emergency for both earthquakes and volcanic eruption. These programmes were put to the test during recent active periods of Pichincha and Reventador volcanoes. In New Delhi (India), 500 schools have developed school disaster plans as a result of the work of school committees composed of the zone education officer, the principal, teachers, parents, the head boy and the head girl. Mock drills are held in the selected schools. The children also learn life-saving skills. 77 Informal education also offers a key opportunity for empowering those at risk, not only children, but adults too. Informal education can be promoted alongside formal services, where these exist, to target vulnerable groups who may be excluded from formal education through poverty or social inequality. Two successful pathways are to develop community and popular media programmes. Community delivery works well where programmes are built onto existing community organizations and networks. The advantage of this approach is that people can learn from experience and the example of others. Using the popular media can reach more people and be cost effective in these terms, but has less lasting impressions compared to community-delivered programmes of education. Opportunities for combining popular media with local activities offer perhaps the greatest scope for informal education to reduce risk.
Mitigating the impacts of disasters 299 In conclusion, education can: • Provide a sense of continuity and normalcy after disaster. The United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF) and a number of NGOs, such as Save the Children, are already active in this field. • Challenge preconceptions about who is most at risk and who can reduce risk in the community. In particular, education can challenge gender and age stereotypes. • Reach out to the 325 million children worldwide who live on the street or work full time and have no contact with formal education. Some progress in meeting these challenges and a potential mechanism for sharing lessons learned will come from the ISDR 2006–2007 World Disaster Reduction Campaign: Disaster Risk Reduction Begins at School (see Box 12.18). 78 Driven by an understanding that every school that collapses killing children or destroying resources was once a development project, this campaign aims to inform and mobilize governments, communities and individuals to ensure that disaster risk reduction is fully integrated within school curricula in high-risk countries and that school buildings are built or retrofitted to withstand natural hazards. Including the private sector The private sector is a major actor in shaping the opportunities and risks of urban life. Public–private partnerships and foreign direct investment have increased the stake and responsibility of international capital in urban infrastructure provision and economic development. Despite this growing influence, there is little evidence of a proactive engagement with disaster risk reduction among the private sector that goes beyond charity donations for recovery. Even this is by no means to be taken for granted. The generosity of many businesses following the Indian Ocean Tsunami in 2004 has been followed by doubt among business donors over the transparency of relief and reconstruction mechanisms managed by non-governmental and governmental actors alike, with potential for a backlash against donations for disaster response and recovery. The business case for involvement in disaster risk reduction is largely built upon corporate social responsibility. The most active industrial sector is insurance, with a growing number of companies going beyond offering advice to providing financial incentives and training for safe construction and disaster response. 79 There are also a small number of global engineering and urban planning companies that have provided services as part of a corporate social responsibility package during reconstruction. Arup, an engineering firm, for example, provided urban planning expertise to the Government of Turkey following the Marmara earthquake in 1999. Twenty experts worked for six months to develop a city master plan. The experience also enabled planners from Turkey and overseas to exchange ideas on reconstruction in an earthquake-prone region. 80 The majority of recorded cases of corporate support come from the US, with some examples from the Philippines and the Caribbean. 81 There is clearly great scope for privatesector involvement in cities outside these areas. From a business perspective, successful prevention activity can reduce risks to operations, suppliers, trading and customers, and reinforce good will towards a company. One of the most important ways in which business could contribute is by working to reduce vulnerability among atrisk populations within their sphere of influence. Responsible business practice can include putting in place measures to protect employees, their homes and families from the effects of disasters. Business relationships also provide a level for change. Giving preference to suppliers who themselves follow a corporate social responsibility code, and endeavouring not to leave suppliers in the event of temporary disruption following a disaster event, are examples of the kind of positive engagement with risk reduction that corporations could be encouraged to consider. The corporate social responsibility case for disaster prevention is held back by a lack of empirical evidence. Analysis is needed of the impacts of disasters on business, of the contribution that business involvement can make to disaster prevention, and of the costs and benefits of that involvement to establish the most effective actions that businesses can take. Strategies for encouraging corporate social responsibility for risk reduction might include partnerships between business and humanitarian actors. Where this relationship already exists, there is some evidence that business has recognized the strategic value of supporting risk reduction. Examples of partnerships include: • TNT and Citigroup working in partnership with the World Food Programme; • Nike and Microsoft in partnership with the UNHCR and the IFRC; • UPS in partnership with CARE; • FedEx in partnership with the American Red Cross; • Ericsson in partnership with the United Nations and the IFRC; and • DHL in partnership with the OCHA and the UNDP. Small- and medium-sized businesses are also becoming involved, often through their local chamber of commerce or other local business associations. 82 CONCLUDING REMARKS Increasing numbers of urban dwellers have to live with the threat and experience of natural and human-made disasters. Often, but not always, disaster risk is greatest among the poorest. This chapter has examined core pathways through which resilience to disaster risk is, and can be, strengthened in cities. There is a good degree of overlap between these routes to security and also with pro-poor urban development and urban policies that aim to reduce the environmental damage of urbanization. For all aspects of disaster risk reduction, inclusive and participatory strategies and policies can offer scope for build- …there is little evidence of a proactive engagement with disaster risk reduction amongst the private sector… The business case for involvement in disaster risk reduction is largely built upon corporate social responsibility
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ENHANCING URBAN SAFETY AND SECURITY
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First published by Earthscan in the
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INTRODUCTION Enhancing Urban Safety
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ACKNOWLEDGEMENTS The preparation of
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x Enhancing Urban Safety and Securi
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xviii Enhancing Urban Safety and Se
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LIST OF FIGURES, BOXES AND TABLES F
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4 Understanding Urban Safety and Se
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1 CHAPTER CURRENT THREATS TO URBAN
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2 CHAPTER VULNERABILITY, RISK AND R
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Vulnerability, risk and resilience:
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29 simply ‘give up’ in the face
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46 Urban crime and violence Box II.
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48 Urban crime and violence it has
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50 Urban crime and violence Formal
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52 Urban crime and violence Contact
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54 Urban crime and violence Per 100
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56 Urban crime and violence Burglar
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58 Urban crime and violence Percent
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60 Urban crime and violence Figure
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62 Urban crime and violence Table 3
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64 Urban crime and violence Youth g
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68 Urban crime and violence Type of
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70 Urban crime and violence From a
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72 Urban crime and violence One vio
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74 Urban crime and violence High ho
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76 Urban crime and violence Abused
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78 Urban crime and violence General
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82 Urban crime and violence porate
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4 CHAPTER URBAN CRIME AND VIOLENCE:
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86 Urban crime and violence UN-Habi
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88 Urban crime and violence Box 4.2
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90 Urban crime and violence Box 4.4
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92 Urban crime and violence Legisla
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96 Urban crime and violence Campaig
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98 Urban crime and violence Availab
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100 Urban crime and violence Box 4.
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102 Urban crime and violence In som
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104 Urban crime and violence Initia
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106 Urban crime and violence The mo
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108 Urban crime and violence Vander
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112 Security of tenure Box III.1 Se
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5 CHAPTER SECURITY OF TENURE: CONDI
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116 Security of tenure Table 5.1 A
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118 Security of tenure Fully legal
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120 Security of tenure Box 5.4 Secu
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122 Security of tenure Urban tenure
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124 Security of tenure At least 2 m
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126 Security of tenure Market-based
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128 Security of tenure Box 5.11 Urb
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130 Security of tenure Operation Mu
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132 Security of tenure Control of l
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134 Security of tenure Box 5.18 Sec
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136 Security of tenure NOTES 1 Habi
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138 Security of tenure Box 6.1 The
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140 Security of tenure It would be
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142 Security of tenure Box 6.7 Land
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144 Security of tenure Box 6.10 Wha
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146 Security of tenure Box 6.12 Evi
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148 Security of tenure Box 6.15 Con
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150 Security of tenure Box 6.18 Vio
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152 Security of tenure The
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154 Security of tenure Box 6.24 Lan
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156 Security of tenure The state is
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158 Security of tenure Housing righ
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Over the last three decades, natura
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Introduction 165 One of the key tre
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7 CHAPTER DISASTER RISK: CONDITIONS
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Disaster risk: Conditions, trends a
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220 Natural and human-made disaster
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236 Towards safer and more secure c
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Page 364 and 365: 330 Statistical annex Islands, Micr
Page 366 and 367: 332 Statistical annex NOMENCLATURE
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Page 370 and 371: 336 Statistical annex SOURCES OF DA
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348 Enhancing Urban Safety and Secu
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410 TABLE C.7 continued Enhancing U
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INDEX ACHR (Asian Coalition for Hou
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Index 435 security of tenure 134 co
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Index 437 domestic abuse see intima
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Index 439 hazard management 169 haz
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Index 441 Kosovo, security of tenur
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Index 443 participation 38, 296-299
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Index 445 individual 34-35 municipa
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Index 447 gun ownership 78 Homeless
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