IPCC_Managing Risks of Extreme Events.pdf - Climate Access

Chapter 9Case Studiesexperiential learning) to elicit change (Shiwaku et al., 2006; Wisner,2006). Education program proponents might have to overcome teachers’resistance to incorporate yet another topic into overburdened curricula.To enlist teachers’ cooperation, developing a partnership with theministry of education and school principals can be helpful (UNISDR,2007b; World Bank et al., 2009). The following program in Indonesiaand the evaluation results from Nepal demonstrate the importance ofengaging teachers for effective education. The subsequent example fromNepal, Pakistan, and India focuses on training builders through extensivehands-on components in which new techniques are demonstrated andparticipants practice these techniques under expert guidance (WorldBank et al., 2009).The Disaster Awareness in Primary Schools project, which providesteacher training, was launched in Indonesia in 2005 with German supportand is ongoing. By 2007, through this project, 2,200 school teachers hadreceived DRR training. Project implementers found that existing teachingmethods were not conducive to active learning. Students listened toteacher presentations, recited facts committed to memory, and were notencouraged to understand concepts and processes. The training tookteachers’ capabilities into account by emphasizing the importance ofclarity and perseverance in delivering lessons so as to avoid passing onfaulty life-threatening information (e.g., regarding evacuation routes).Scientific language was avoided and visual aids and activities encouraged.Teachers were asked to take careful notes and to participate in practicalactivities such as first-aid courses, thus modeling proactive learning.Continuity with the teachers’ traditional teaching methods wasmaintained by writing training modules in narrative form and followingthe established lesson plan model. Moreover, to avoid further burdeningteachers’ heavy lesson requirements and schedules, the modules weredesigned to be integrated into many subjects, such as language andphysical education, and to require minimum preparation (UNISDR, 2007b).In Nepal, Kyoto University researchers evaluated the knowledge andperceptions of 130 teachers in 40 schools, most of whom were impartingdisaster education (Shiwaku et al., 2006). Through responses to a survey,the researchers found that the content of the disaster risk educationbeing imparted depended on the awareness of individual teachers.Teachers focused lessons on the effects of disasters with which theycould relate from personal experience. The researchers concluded thatteacher training is the most important step to improve disaster riskeducation in Nepal. Most social studies teachers reported a need forteacher training but the survey analysis recommended that trainingprograms be designed to integrate DRR into any subject rather thantaught in special classes (Shiwaku et al., 2006).The National Society for Earthquake Technology in Nepal conductedlarge-scale training for masons, carpenters, bar benders, and constructionsupervisors in 2007 over a five-month period to impart risk-resilientconstruction practices and materials. Participants from Kathmanduand five other municipalities formed working groups to train otherprofessionals. As the project was successful, a mason-exchange programwas designed with the Indian NGO Seeds. Nepali masons were sent toGujarat, India, to mentor local masons in the theory and practice of saferconstruction. Also in India, the government of Uttar Pradesh trained twojunior engineers in the rural engineering service in each district to carryout supervisory inspection functions and delegated the constructionmanagement to school principals and village education committees.Similarly, the Department of Education of the Philippines mandatedprincipals to take charge of the management of the repair and/orconstruction of typhoon-resistant classrooms after the 2006 typhoons.Assessment, design, and inspection functions were provided by theDepartment’s engineers, who also assist with auditing procurement(World Bank et al., 2009).9.2.14.3.3. Raising public awarenessIn addition to the insights on the psychological and sociological aspectsof risk perception, risk reduction education has benefited from lessons insocial marketing. These include involving the community and customizingfor audiences using cultural indicators to create ownership; incorporatinglocal community perspectives and aggressively involving communityleaders; enabling two-way communications and speaking with onevoice on messages (particularly if partners are involved); and evaluatingand measuring performance (Frew, 2002).According to the UNISDR Hyogo Framework Mid-Term Review (UNISDR,2011a), few DRR campaigns have translated into public action andgreater accountability. However, successful examples include CentralAmerica and the Caribbean, where the media played an important role,including through radio soap operas. The UNISDR review also found ahigh level of risk acceptance, even among communities demonstratingheightened risk awareness. In some cultures, the spreading of alarmingor negative news – such as information on disaster risks – is frownedupon (UNISDR, 2011a). The following examples from Brazil, Japan, andthe Kashmir region illustrate good practice in raising awareness for riskreduction.Between 2007 and 2009, the Brazilian Santa Catarina State CivilDefence Department, with the support of the Executive Secretariat andthe state university, undertook a public awareness initiative to reducesocial vulnerability to disasters induced by natural phenomena andhuman action (SCSCDD, 2008a,b). During the two-year initiative, 2,000educational kits were distributed free of charge to 1,324 primaryschools. Students also participated in a competition of drawings andslogans that were made into a 2010 calendar. As the project’s goal waspublic awareness of risk, the project jointly launched a communicationsnetwork in partnership with media and social networks to promote betterdissemination of risk and disasters (SCSCDD, 2008a,b). The initiativealso focused on the most vulnerable populations. A pilot project for 16communities precariously perched on a hill prone to landslides featureda 44-hour course on risk reduction. Community participants elaboratedrisk maps and reduction strategies, which they had to put to useimmediately. Shortly into the course, heavy rains battered the state,triggering a state of emergency; 10 houses in the pilot project area had527