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Flash Flood Risk Management – A Training of Trainers Manual Activity 6.3: Advantages and limitations of local knowledge in disaster management Time: 15 minutes Step 1 Step 2 Step 3 Engage the class in a short question and answer session asking them what they perceive to be the links between local knowledge and disaster management. Discuss what can be learned from local knowledge for disaster management. Discuss the advantages of using local knowledge in disaster preparedness and management. Discuss the limitations of using local knowledge alone in disaster preparedness and management. Note to the trainer When presenting the advantages and limitations of using local knowledge in disaster preparedness and management, try to link the discussion with the video presentation and compare and contrast local activities with external, top-down strategies of disaster preparedness and management. Activity 6.4: Methods of transferring scientific information to the community Time: 10 minutes In addition to local knowledge, it is important to understand the extent to which the community knows about the various scientific methods and information that may be available on flash flood management. Step 1 Step 2 Step 3 Step 4 Discuss why it is important to transfer scientific knowledge to the local level. Explain what different means can be used to disseminate information and that it is important to keep in mind that not all means of communication are available or applicable to the same extent in different places or situations. Discuss with the participants what kind of information it is necessary to disseminate and why. Emphasise that it is necessary to choose an avenue of communication that local people can rely on. Describe how information creates awareness and leads to changes in behaviour at the local level. Describe the process of communicating scientific information to the local level and describe the different methods that can be used. session 6 38
Day 2 Session 6 Handouts Handout 6.1: What is local knowledge? What are the different types of local knowledge that are relevant for the implementation of disaster management activities? Where is local knowledge located? Who has local knowledge within the community? How is local knowledge produced, transmitted, disseminated and/or lost? How does this knowledge change and why? When is local knowledge produced, transmitted, disseminated, and/or lost? Key characteristics session 6 39
Page 1: Flash Flood Risk Management A Train
Page 4 and 5: Published by International Centre f
Page 6 and 7: Foreword The Hindu Kush-Himalayan (
Page 8 and 9: Acronyms and Abbreviations CFFRMC D
Page 10 and 11: Flash Flood Risk Management - A Tra
Page 12 and 13: Flash Flood Risk Management - A Tra
Page 15 and 16: Introduction Day 1 Session/Activity
Page 17 and 18: Day 1 Suggestions for the facilitat
Page 19 and 20: Day 1 Suggestions for the facilitat
Page 21 and 22: Day 1 Session 2 Flash Flood Hazards
Page 23 and 24: Day 1 Session 2 Resource Materials
Page 25 and 26: Day 1 RM 2.4: Flash floods in the H
Page 27 and 28: Day 1 in flash floods during the pe
Page 29 and 30: Day 1 Activity 3.2: Identifying the
Page 33 and 34: Day 1 Figure 4: Categorisation of f
Page 35 and 36: Day 1 Session 4 Flash Flood Hazard
Page 39 and 40: Day 2 Session/Activity Session 5: V
Page 41 and 42: Day 2 Activity 5.2: Flash flood ris
Page 43 and 44: Day 2 In a physically vulnerable zo
Page 45: Day 2 Step 2 Show the short video o
Page 49 and 50: Day 2 Figure 8: The four pillars of
Page 51 and 52: Day 2 • As a result of rapid cha
Page 53 and 54: Day 2 Session 7 Community-Based Fla
Page 55 and 56: Day 2 Step 4 Step 5 Discuss the dif
Page 57 and 58: Day 2 Figure 10: Framework for comm
Page 59 and 60: Day 2 • First-aid and health: Th
Page 61 and 62: Day 2 Session 8 Gender Perspectives
Page 63 and 64: Day 2 The CFFRMC also plays a role
Page 65 and 66: Day 2 Note to the trainer Clarify t
Page 67 and 68: Day 2 groups such as people with di
Page 69 and 70: Day 2 RM 9.3: Process of participat
Page 71 and 72: Day 3 Session/Activity Activity tim
Page 73 and 74: Day 3 Activity 10.3: Strategies for
Page 75 and 76: Day 3 RM 10.2: Various strategies f
Page 77 and 78: disseminated. The South Asian tsuna
Page 81 and 82: Day 3 Geospatial Stream Flow Model
Page 83 and 84: Day 3 Activity 12.2: Concept and co
Page 85 and 86: Day 3 perspective means looking for
Page 87 and 88: Day 3 their livelihoods. Watershed
Page 89 and 90: Day 3 Session 13 Hazard-Specific Fl
Page 93 and 94: Day 3 where Q = discharge A = area
Page 95 and 96: Day 3 There are two types of routin
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Day 3 Box 13: Exercise on flood rou
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Day 3 Activity 14.4: Measures that
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Day 3 Figure 15: Types of landslide
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Day 3 occurs). In most documented c
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Day 3 Figure 21: Tsatichhu landslid
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Day 3 Estimating downstream floodin
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Day 3 Strand (1977) uses the same e
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Day 4 Session/Activity Session 15:
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Day 4 Session 16 Hazard-Specific Fl
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Day 4 Session 16 Resource Materials
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Day 4 Figure 25: Development of the
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Day 4 RM 16.3: Impacts of GLOF even
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Day 4 Supra or englacial drainage.
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Day 4 Briefing for the Field Trip T
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Days 5, 6, and 7 Field Trip
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Flash Flood Risk Management - A Tra
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