Learning for disaster resilience presentation

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This presentation was given by Neil Dufty to the Australian and New Zealand Disaster and Emergency Management Conference held in Brisbane on 16-18 April 2012.

The paper and presentation develop a learning framework to build community disaster resilience based on evidence. The presentation shows that education, communications and engagement (ECE) is required across three interrelated fields: disaster risk reduction, emergency management and community development.

The presentation also outlines best practices in ECE including using a community participatory approach, forming social capital through learning and the promotion of social media use before, during and after hazard events.

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Learning for disaster resilience presentation

  1. 1. Neil DuftyMolino Stewart Pty LtdLearning for Disaster Resilience
  2. 2. I’ve had my share of disasters
  3. 3. …and there’s more (this one a near miss) so I could be called a ‘walking disaster’
  4. 4. Evidence• Personal experience in disasters• Experience working in disaster-prone communities• Investigation into Australian disaster-related community education across agencies• Design, implementation and evaluation of ECE programs• Numerous reports on aspects of hazard education, communications and engagement• Monitoring of worldwide trends including through social media• Major reviews of community warning systems e.g. progress with Vic bushfire warnings, review of warnings for Vic Floods Review
  5. 5. Some terms• Resilience: return to ‘normal’ functioning; ‘bounce back’ vs ‘bounce forward’• Education: two-way process with defined learning outcomes e.g. school program, volunteer training• Communications: one-way process from provider e.g. media release, community warning• Engagement: interactive dialogue process e.g. community forum, world cafes
  6. 6. ECE and learning• In many cases disaster-related education, communications and engagement (ECE) are integrated e.g. in a public event, social media• ECE leads to individual and community learning• There should be ‘shared responsibility’ for disaster ECE between agencies and communities
  7. 7. Disaster RiskReductionGoal: Minimiseresidual riskLearning fromECE:•Improve riskperception•Ways tominimise risk•Post-eventlearning
  8. 8. EmergencyManagementGoal: PublicsafetyLearning fromECE:•Precautions•How/when torespond•How to recover•Post-event learninge.g. how to betterprepare
  9. 9. Is this enough to build community disaster resilience?
  10. 10. Evidence shows a ‘community development’ element is also requiredEvidence includes:•Extensive research into disaster-affectedcommunities (e.g. 2004 Indian Ocean tsunami,Hurricane Katrina)•Psychological studies in a range of communities•Actions in Australia’s National Strategy forDisaster Resilience
  11. 11. Social capital• Social capital is the ‘networks, norms, and social trust that facilitate coordination and cooperation for mutual benefit’ (Putnam, 1995)• Several researchers (e.g. Aldrich, Chamlee- Wright) have found that social capital is critical to the fast and efficient recovery of disaster- affected communities and thus it should be an important part of community development for disaster resilience
  12. 12. CommunityDevelopmentGoal: Coordinationand cooperation fordisastersLearning fromECE:•How/where to developnetworks, trust•How/where to develophuman capital e.g.leadership•Post-event learning
  13. 13. Best practices in ECE• Based on • Ongoing, not understanding of the campaign learning community • Cross-hazard where e.g. psychological possible profiles • Include evaluation of• Should be ECE programs e.g. participatory use of logic models• Integrated with other • Use of a range of DRR, EM and CD ECE techniques activities including social media
  14. 14. ‘Learning for Disaster Resilience’ (LfDR)we now have a framework but more research is required
  15. 15. LfDR will help those impacted by disastersto become more resilientYes that’s me with hair and a son who is now 26!
  16. 16. Thank youQuestions?

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