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DM Unit 5 Topic 5

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DM Unit 5 Topic 5

Uploaded by

Mohammad Rafi Shaik
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© © All Rights Reserved
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UNIT-V

Multi-sectional Issues, Education and Community Preparedness: Impact of disaster on


poverty and deprivation - Climate change adaptation and human health - Exposure, health
hazards and environmental risk-Forest management and disaster risk reduction -The Red cross
and red crescent movement - Corporate sector and disaster risk reduction- Education in disaster
risk reduction- Essentials of school disaster education - Community capacity and disaster
resilience-Community based disaster recovery - Community based disaster management and
social capital-Designing resilience- building community capacity for action.

Education in disaster risk reduction; Essentials of school disaster education

Disasters have EDUCATIONAL impacts:

Damaged schools disrupt hard won educational rights. When instruction time is lost, quality of
education drops. When there are no plans for alternative locations and students are denied
continuous schooling, many will never be able to catch up and will drop out permanently. When
educational records are missing, students may fail to matriculate and go on to further education.

All over the world, each country is prone to disaster events either natural ones,
such as earthquakes, floods, tsunamis, tornados, etc., or human-caused ones such as,
fires, terrorist attacks, chemical abuses, wars, etc. One of the most important suggestions for
this global problem is that there is a need for knowledgeable and informed people,
who have the ability to take particular measures for disaster preparedness and who
have skills on how to survive on their own in case of a disastrous event.

In today’s society, education plays a very significant healing role in people


who have experienced emotional and social injuries as a result of a disaster event.
Education can infuse a sense of emotional and social normalcy for affected people
and serve as a platform for them to gain new life skills that are needed in times of
disastrous events. It is believed that people who have gained useful knowledge and
skills through qualified education are much better prepared to contribute to the
process of rebuilding their own lives and even others’ lives around them (Faupel,
Kelley, & Petee, 1992).

“Disaster Reduction Begins at School”, It is instead an abiding truth, a fervent hope and a call to
action. Basic education and disaster prevention go hand in hand. The methods for recognizing
and assessing the future impact of hazards, vulnerabilities and risks and identifying strengths and
capacities happen to contain the fundamentals of scientific thinking as well as the basics of good
citizenship and participatory governance.

The goals of a comprehensive school disaster prevention programme are:

1. To save lives and prevent injuries.


2. To prevent interruption of education due to recurring natural hazards.
3. To develop a resilient citizenry able to reduce the social, economic, and cultural
impacts of recurring hazards.
3. The objectives are to create and maintain safe learning environments, teach and learn
disaster prevention, and build a culture of safety around school communities.

The solutions are to:

Create safe learning environments with safe construction and retrofit

• Select safe school sites and design and build every new school a safe school.

• Prioritize replacement and retrofit of unsafe schools.

• Minimize non-structural risks from all sources.

Maintain safe learning environments with school disaster management

• Engage school administrators, staff, students and parents in ongoing school community disaster

prevention activities.

• Practice simulation drills for expected and recurring disasters and planning for safe
reunification.

• Maintain building structural and non-structural safety measures.

Protect access to education with educational continuity planning

• Develop school and national contingency plans in advance.


• Learn and implement “Minimum Standards for Education in Chronic Emergencies and
Disasters”.

• Incorporate the needs of children not-yet-in-school, children with disabilities, girls.

Teach and learn disaster prevention and preparedness

• Disaster prevention and preparedness and principles of disaster-resilient construction and

environmental protection inside and outside the curriculum.

• Engage teachers and students in adapting, developing and testing strategies and materials for
risk reduction education.

School buildings can and should minimally be designed and constructed to prevent collapse,
partial
collapse or other failure that would endanger human life when subject to expected wind, water,
avalanche, landslide or shaking hazards. If the buildings are to be occupied immediately after a
disaster for school, for shelter or emergency operations they can be designed and built to a higher
standard than normal construction

EVERY NEW SCHOOL A SAFE SCHOOL

Uttar Pradesh, India: There are23.5 million children attending school in this moderate to severe
seismic risk zone.21,00 new school buildings (30 per day) have been completed in the past two
years. In 2006-7 the Elementary Education Department proposed to integrate earthquake resilient
design into all new school buildings. To prepare for this, one design of primary school buildings,
two upper primary and three additional classroom designs were prepared with detailed
construction manuals. The disaster-resilient measures added 8% to the construction costs. To
cope with massive scale of the project a cascading approach prepared 4 master trainers for each
of 70 districts. These individuals in turn conducted trainings for 1,100 fellow Junior Engineers
and Education Officers. 10,000 masons were also trained. This programme means that every new
school will be a safe school. Within a relatively short period, most children will be attending safe
schools. However, the pre-existing stock of 125,000 school buildings remains unsafe and in need
of retrofit (Bhatia, 2006).

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