Exploring a sustainable disaster education system in the developing world-- A case study from Dahachok VDC, Kathmandu, Nepal

1. Exploring a sustainable disaster education system in the developing world:A case study from Dahachok VDC, Nepal(Mid-Term report) 2nd June 2010 Hideyuki Shiroshita Faculty of Safety Science, Kansai University

2. Dahachok VDC Small village close to Kathmandu Population: 7909 JICA had two projects between 1991 and 1999, 1999 and 2004 Latter project included the education programme for elementary level Three schools were chosen as the project schools

3. Project schools Sri IndrajyotiP.S. Sri Navadurga P.S.

4. After the project 2 of 3 schools stopped their disaster education activities right after the termination of JICA’s project There were no materials (no compensation) The other school also stopped the education in 2009 due to hunger of pupils There were no money to buy foods How can we support to make a sustainable disaster education system?

5. Disaster education Considering social and cultural diversities is necessary when doing international cooperation It is not guaranteed that the way or method which is taken in the developed countries is functional in the developing countries Developed countries should not export known problems

6. Japanese experience Japanese disaster management history can be divided into 3 periods Period I (1945-1961) Few hard and soft countermeasures Period II (1961-1995) Disaster Measures Basic Law Hardware countermeasures done by specialists Period III (1995 to date) Realise governmental management is not perfect Partnership

7. Numbers of casualties by natural disasters in Japan Period I Period II Period III

8. From the experience Hardware countermeasures should be the core of disaster management The importance have been proved by the recent natural disasters in the developing countries Done by the specialists during the period II Risk of hardware countermeasures Ordinary people lean on the specialists Hardware countermeasures are not perfect

9. Final goal of this research Education + Hardware countermeasures Participation gives a opportunity to learn Building a collaborative disaster management system with residents is one of the solutions

10. Resources However, the previous disaster education faced lack of resources Relying on the external help would not be sustainable Can the residents provide some materials for disaster management?

11. Questionnaire survey Responders More than grade 3 pupils in the 3 schools (120) Their parents (116) School teachers (15) 30 residents

12. Brief of the results Do you have willingness to help or support disaster education for children? 90% of the parents and residents answered “Yes”

13. What kind of support can you provide? Parents 13% can provide some educational materials 17% can provide some financial support 62% can share their knowledge and experiences of disasters Residents 17% can provide some educational materials 53% can provide some financial support 23% can share their knowledge and experiences

14. Pupils 71% of pupils answered that they have willingness to teach about disasters to the residents and their junior schoolmates after they have learnt about disasters

15. The residents can provide Not few people answered that they can support some financial support It has been argued that people who live in developing countries cannot afford to pay for extra activities

16. Conclusions Disaster education in Nepal should consist of hardware countermeasures and education Collaborative disaster management activities can be a above mentioned disaster education Resources would be prepared by the residents Building a rainfall monitoring system using simple rain gage and SMS is the next step

17. Thank you very much!