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Building understanding: development of knowledge and information sharing4In Latin America and the Caribbean• The University of Antioquia in Colombia hosts the PAHO/WHO collaboratingCentre for Education in areas of public health. In addition, the same University offersa Masters Degree in Contemporary Social Sciences and Risk Management within thefaculty of social sciences.• The University of the Andes in Bogota, Colombia offers a Risk Assessment and DisasterPrevention Postgraduate Program of Disasters.• The University del Valle in Bogota, Colombia offers a post graduate program in IntegratedRisk Management.• The Cuyo National University in Mendoza, Argentina offers a postgraduate degree inPrevention, Planning and Integrated Management of Risk-Prone Areas.• The Venezuela's Institution of Technology of Ejido (Instituto de Tecnología de Ejido)offers a technical degree in Emergency Management and Disaster Response.• The Faculty of Medicine at the Central University of Venezuela has included subjectsrelated to emergency and disaster preparedness in the undergraduate curriculum formany years.• In Chile, the first postgraduate course on journalism and disaster management hasbegun.• In Costa Rica: UNICEF, the Latin American Social Science Faculty (FLACSO) andLA RED promoted in 1998 a project to introduce reforms in the curriculum of riskand disaster education. The project undertook theoretical development, which arepublished in Education and Disasters (Educación y Desastres), and are also containedin a website www.desenredando.org.• In the Caribbean region, the University of West Indies (UWI), has several disastermanagement related programmes out of the Jamaica and Trinidad & Tobago campuses.These include earthquake and volcano monitoring systems, disaster research units,crop production and management of tropical hazards, natural resource managementprogrammes, as well as coverage of disaster management as part of Bachelors degreeprogrammes. In addition at the Masters level, at the Mona and Cave Hill Campus,disaster management components are included in the Environmental programmes.Four universities in Central America are presently conducting or developing Mastersdegrees in disaster-related fields.• The National University (UNA) of Costa Rica offers a Masters degree in NaturalDisaster Mitigation for Central America, established through cooperation with theSwedish Agency for Research Cooperation with Developing Countries. It involvesmany other Central American state universities.• The University of Costa Rica (UCR) offers a series of courses related to hazards.•·The National Autonomous University of Nicaragua is currently designing a Mastersdegree in Prevention and Mitigation of Natural Disasters in conjunction with possiblesupporting interest from the Swiss Government.• The Del Valle University in Guatemala is designing a Masters degree related to disastersoriented towards emergency preparedness and response.Other courses:• In Bolivia, an administrative resolution has encouraged the designation of risk managementas an elective course or a technical discipline at college level.• In Colombia, a higher education policy on risk prevention is being designed through a"National Commission on Disaster Prevention Education"• In Venezuela, an existing program is being restructured to include disaster reductionsubjects while a parallel initiative seeks to improve the disaster resilience in the designand construction of school facilities.181
4Living with Risk: A global review of disaster reduction initiativesProfessional trades and skill trainingOne notes a different orientation for educationand training in disaster or risk managementpractices in Asian countries. The past thirtyyears have seen a remarkable growth in thenumber of professionals trained in differentscience and engineering branches related togeological, hydrometeorological and climatichazards so that there are now many more peopleto assess and interpret the physical phenomenaof natural hazards, even within smallerdeveloping countries.A variation of this approach is the Kathmandu Valley EarthquakeRisk Management Project implemented by the NationalSociety for Earthquake Technology (NSET) in Nepal.Engineering students participated in a building inventory andvulnerability analysis program during their summer vacation.More than 100 students were involved in the program andlearned different aspects of safer construction in earthquakeproneareas, which had not otherwise figured in their engineeringcurriculum.Even such an informal exposure of students to risk issues andtheir own recognition of the relevance to their studies, demonstratesa potential for future courses for the younger generation.However, the teaching of science and engineeringonly infrequently proceeds into mattersof hazard and risk assessment. When the subjectis addressed, typical courses of study willrely on teaching structural mitigation and tendto feature physical means of seeking to controlthe effects of natural hazards, such as by theconstruction of check dams, flood embankments,or retaining walls.ed under the auspices of ADPC in 10 Asiancountries. This program's approach to training,learning materials and continuing educationis to develop generic curricula on urbandisaster mitigation, which can be adapted andinstitutionalised at national and local levelsthrough training institutes.An array of training programs, methods andtools have been produced over the past sevenyears including courses on floods, earthquakesand technological hazards. Other courses haveemphasised community-based approaches todisaster reduction, while courses for safer constructiontechniques for masons have also beendeveloped. In Asian countries, there is muchmore likely to be specialised institutions relatedto disaster management created by stateauthorities.The on-line discussion in the lead up to the2002 World Summit on Sustainable Developmentconsidered how best to promote educationand capacity-building for the managementof risk reduction. It considered means to incorporatedisaster risk reduction issues in sustainabledevelopment practices and reflected acommon understanding that education islinked to safety in many immediate and longerterm ways. It noted that education involves anumber of relevant aspects including publicawareness of hazards, advocacy for publicadherence to creating a culture of prevention,development of school curricula and professionaltraining. However, it was also observedthat the issue is not simply one of recommendingmore education. There is equally a need toaddress the ways in which these various formsof education and training can link and complementone another (see more: www.earthsummit2002.org/debate).182While modern social science and publicadministration widely acknowledge the prevalenceof increasingly complex societies, there iscorrespondingly little attention paid in formaleducational programs to the human social factors,economic rationale, or political responsibilitiesassociated with risk management.Accordingly, there is a visible lack of social scientists,community-based leaders or broadlyinformed public administrators practising inthe field of risk reduction.One exception is the Asian Urban DisasterMitigation Program (AUDMP), implement-Such a gap becomes apparent when one considersthat a disproportionate exposure to riskis concentrated in countries of the developingworld where a dramatic potential for loss canbe attributed to unsafe buildings. Most ofthese buildings are constructed informally. Theinvolvement of certified technicians, or theapplication of formal engineering practices inthese constructions is limited, due to economicrealities.The problem of safer construction becomesone of conveying sound, risk reduction buildingpractices to the building owner. One mech-
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DLiving with RiskA global review of
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Bastien Affeltranger, FranceTom Alc
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IntroductionThis is a preliminary v
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“Imagine all the people…”It w
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Eruption of Mount Agung, Bali, Indo
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Living with risk - focus on disaste
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The shift towards disaster reductio
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Taking these developments into acco
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Disaster risk reduction - a sharedr
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A disaster is a function of the ris
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Disaster risk management and reduct
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Chapter2Risk awareness and assessme
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Understanding the nature of hazards
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Risk awareness and assessment2Map-
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The figure below illustrates the fo
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Trends in disaster impactWhile no c
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Trends in hazardsUntil recently, th
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Risk awareness and assessment2Nyira
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Risk awareness and assessment2ISDR
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Risk awareness and assessment2Reduc
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Risk awareness and assessment2Wildl
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Risk awareness and assessment2Prima
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Risk awareness and assessment215 la
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dering external debts that constitu
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The identification of hazards usual
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consideration about the nature of i
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Risk awareness and assessment2Bern
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Risk awareness and assessment2THE P
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Risk awareness and assessment2The R
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Risk awareness and assessment2Ecoci
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Chapter3Policy and public commitmen
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Policy and public commitment: the f
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Policy frameworks in practiceAsiaDi
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process that emphasizes the partici
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announced the creation of the Offic
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established with necessary legislat
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Key policy proposals contained in t
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Under the mandate of the CTGC, a se
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Following recommendations, the city
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underway to upgrade the Swiss Natio
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damage to introducing means that ca
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The last earthquake to devastate Ka
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• Formulating distinctive risk re
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AfricaSouthern AfricaPolicy and pub
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y the conduct of monthly meetings d
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develop closer working relationship
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mechanisms among SAARC countries fo
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5Living with Risk: A global review
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Annexesa1Annex 1Terminology: Basic
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Emergency management involves the p
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Recovery (rehabilitation and recons
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Annexesa2Annex 2Directory: Internat
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Annexesa2Business and Industry Coun
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Annexesa2Comisión Nacional de Prev
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Annexesa2Disaster Management Center
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Annexesa2Experimental Climate Predi
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Annexesa2Instituto Nicaraguense de
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Annexesa2International Drought Info
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Annexesa2Musokotwane Environment Re
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Annexesa2Organization of Eastern Ca
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Annexesa2Unit for Sustainable Devel
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Annexesa3Annex 3aList of ACRONYMSAC
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Annexesa3CREDCRIDCSDCSDSCSIRCSTCSWC
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GEOGESIGFMCGHIGIEWSGISGLIDESGLO-DIS
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Annexesa3mMABMADERMANDISAMARNMATEMC
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Annexesa3SARCOFSARDCSARECSBOSCF-UKS
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Annexesa4Annex 4aBibliographyAbramo
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Annexesa4eDisaster Relief. Worldwid
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Annexesa4kKent,m lRandolph. 1987. A
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Annexesa4Thompson, C. 1993. Drought
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The International Strategy for Disa
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