Rajs_2015_Tom_2

Dalibor Kekic, Milos Milenkovic
working in this sector and are specialized for natural hazards, would be the main teachers and would go to
teach school children. The second solution is to employ the persons who graduated in this area, like are the
Academy of Criminalistic and Police Studies, the Faculty of Security Studies or the Military Academy. In
addition to formal ways of disaster education the responsible institutions should develop parallel non-formal
methods of educations. The awareness of volunteering is very strong in the last year and could be used
for this purpose.
CONCLUSION
Many researches support the hypothesis that children who are involved in the school educational
program about natural disasters show a more realistic perception of risk, they are less afraid, have more
knowledge and greater awareness of the importance of knowing the correct behaviour, compared with
the children who were not involved in this form of education. It is a fact that natural disasters occur more
than before for many reasons. If DRR through education starts in the earliest days of school programs, or
better in pre-school, it can be better. However, school programs should be adapted in particular to different
stages at school. Education about disasters, and how to protect from them, should have the characteristics of
permanent education. Climate changes, industrialization and other reasons bring a lot of novelties so what
people used to learn before ten or twenty years ago is definitely old nowadays. The main goal could be to
educate children about natural disasters during primary and secondary school, but it is also important to
continue with this process later. DRR through education is a long-term activity and it should be put to all
levels of the risk management cycle, but with different emphasis.
The current state of implementation of disaster education in schools shows many differences between
countries. Some of them look very seriously and invest resources to improve this kind of prevention from
natural disasters. There are examples of the countries which are at a starting point and make a lot of efforts
to establish the appropriate system in formal but also in non-formal way of education. On the other hand,
there are countries which have many different problems to start with this process, especially with finds,
educated teachers or governments do not have enough interest to commence DRR through education.
Situation is special in the vulnerable countries without disaster education. Regardless of all, governments
should constantly improve education at all school levels and build safety culture starting from the earliest
period of life of their citizens.
We are witnessing the increasing use of information technologies, social networks and similar. It is
important to include those tools in school programs. Training and practicing, with simulation of real conditions
in case of disaster, can help children better to build skills how to behave in emergency situations.
Special Forces that are part of the country system of rescuing and protecting, as fire-fighters, military forces,
the Red Cross, would be responsible for those methods of teaching children. Special attention needs to be
paid to preparing the teachers who will be in charge to teach children during different school stages. These
are the main points and it depends on them how the pupils will be prepared for protection from natural
hazards.
We can conclude that it is necessary to make the guidelines on appropriate ways to respond to natural
disasters, as a part of formal education in general—and not just at the level of individual, positive examples.
Non-formal education is also important part and should not be neglected. The need for DRR through education
is obvious and priority must be given to it because of the increased number of emergency situations.
REFERENCES
1. APEC Emergency Preparedness Working Group, (2009). Disaster risk education at schools Report from
APEC Emergency Management Senior Disaster Officials Forum. Jointly hosted by Australia and Vietnam.
Hanoi
2. Building Research Institute (BRI) and National Graduate Institute for Policy Studies (GRIPS). (2007).
Project Disaster Education. Japan
3. David Selby and Fumiyo Kagawa.(2012). Disaster Risk Reduction in School Curricula: Case Studies from
Thirty Countries. United Nations Children Fund. Spain
4. Komac, B., Ciglič. R., Erhartič. B., Gašperič, P., Kozina, J., Orožen Adamič, M., Pavšek, M., Pipan, P., Volk,
M & Zorn, M., (2010). Risk Education and Natural Hazards CapHaz-Net WP6 Report. Anton-Melik
Geographical Institute of the Scientific Research Centre of the Slovenian Academy of Sciences and Arts.
Ljubljana
5. Law on Emergency Situations, The Official Gazette of the Republic of Serbia, no. 111/2009, 92/2011,93/2012
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