A Disaster, Risk & Resilience
curriculum that is fit for purpose in the sector at Coventry University, UK
(RIP is a process which takes risk prospective as an integral component of thinking, planning, implementing and monitoring development programmes through risk analysis and consequent programme adjustment
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
ECD are closely linked, especially in emergency and conflict contexts, where children are more likely to be deprived of adequate nutrition, education, health etc.
The 2007 Lan-cet Child Development Series recognized that tackling stunting, iron deficiency, iodine deficiency and low birth weight are among the top most effective early childhood development interventions, along with addressing in ad-equate stimulation.
ECD is a period in a person's life from conception to 8 years.
Young children in emergencies are an especially vulnerable group as they are dependent on others for their survival and well-being.
What is Community Participation
Community participation, generally, refers to the involvement of people in any project to solve their own problems or to develop their socio-economic conditions. They participate in setting goals, and preparing, implementing and evaluating plans and programs.
Basically, it is a dynamic group process in which all members of a group contribute, share or are influenced by the interchange of ideas and activities toward problem-solving or decision-making .
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
ECD are closely linked, especially in emergency and conflict contexts, where children are more likely to be deprived of adequate nutrition, education, health etc.
The 2007 Lan-cet Child Development Series recognized that tackling stunting, iron deficiency, iodine deficiency and low birth weight are among the top most effective early childhood development interventions, along with addressing in ad-equate stimulation.
ECD is a period in a person's life from conception to 8 years.
Young children in emergencies are an especially vulnerable group as they are dependent on others for their survival and well-being.
What is Community Participation
Community participation, generally, refers to the involvement of people in any project to solve their own problems or to develop their socio-economic conditions. They participate in setting goals, and preparing, implementing and evaluating plans and programs.
Basically, it is a dynamic group process in which all members of a group contribute, share or are influenced by the interchange of ideas and activities toward problem-solving or decision-making .
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Local Community Empowerment and Multi-stakeholder Participation in DRRMESD UNU-IAS
Local Community Empowerment and Multi-stakeholder Participation in DRRM
Presented by Mr. Ramon Mapa (People’s Initiative for Learning and Community Development (PILCD))
2019 ProSPER.Net Leadership Programme
24-30 November, 2019
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...Dr. Amarjeet Singh
The Island Province of Catanduanes is prone to all types of natural hazards that includes torrential and heavy rains, strong winds and surge, flooding and landslide or slope failures as a result of its geographical location and topography. RA 10121 mandates local DRRM bodies to “encourage community, specifically the youth, participation in disaster risk reduction and management activities, such as organizing quick response groups, particularly in identified disaster-prone areas, as well as the inclusion of disaster risk reduction and management programs as part of youth programs and projects. The study aims to determine the awareness to disaster of the student of the Catanduanes State University. The disaster-based questionnaire was prepared and distributed among 636 students selected randomly from different Colleges and Laboratory Schools in the University
The Catanduanes State University students understood some disaster-related concepts and ideas, but uncertain on issues on preparedness, adaptation, and awareness on the risks inflicted by these natural hazards. Low perception on disaster risks are evidently observed among students. The responses of the students could be based on the efficiency and impact of the integration of DRR education in the senior high school curriculum. Specifically, integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness, mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the knowledge and understanding of students on DRR. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM.
The study further recommends that teachers and instructor must also be capacitated in handling disaster as they are the prime movers in the implementation of the DRRM in education. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. Core subjects in Earth Sciences must be reinforced with geologic hazards. Learning competencies must also be focused on hazard identification and mapping, and coping with different geologic disaster.
Local Community Empowerment and Multi-stakeholder Participation in DRRMESD UNU-IAS
Local Community Empowerment and Multi-stakeholder Participation in DRRM
Presented by Mr. Ramon Mapa (People’s Initiative for Learning and Community Development (PILCD))
2019 ProSPER.Net Leadership Programme
24-30 November, 2019
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...Dr. Amarjeet Singh
The Island Province of Catanduanes is prone to all types of natural hazards that includes torrential and heavy rains, strong winds and surge, flooding and landslide or slope failures as a result of its geographical location and topography. RA 10121 mandates local DRRM bodies to “encourage community, specifically the youth, participation in disaster risk reduction and management activities, such as organizing quick response groups, particularly in identified disaster-prone areas, as well as the inclusion of disaster risk reduction and management programs as part of youth programs and projects. The study aims to determine the awareness to disaster of the student of the Catanduanes State University. The disaster-based questionnaire was prepared and distributed among 636 students selected randomly from different Colleges and Laboratory Schools in the University
The Catanduanes State University students understood some disaster-related concepts and ideas, but uncertain on issues on preparedness, adaptation, and awareness on the risks inflicted by these natural hazards. Low perception on disaster risks are evidently observed among students. The responses of the students could be based on the efficiency and impact of the integration of DRR education in the senior high school curriculum. Specifically, integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness, mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the knowledge and understanding of students on DRR. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM.
The study further recommends that teachers and instructor must also be capacitated in handling disaster as they are the prime movers in the implementation of the DRRM in education. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. Core subjects in Earth Sciences must be reinforced with geologic hazards. Learning competencies must also be focused on hazard identification and mapping, and coping with different geologic disaster.
Presentation by Ninil Jannah Lingkar Association: Disaster Risk Mitigation and Prevention for Science Teacher or Education, an Indonesia Experiences - NOSTRE Phillippine 2014, Iloilo City
Implementation of Disaster Risk Reduction Education in the Philippinesijtsrd
This research article aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners in the Philippines during the School Year 2019 2020. The findings revealed that the respondent's awareness and knowledge of the practices on what to do before during after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It was concluded that through DRR Education in the Philippines, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Alvin S. Loremia | Deciery Mae L. Alcover ""Implementation of Disaster Risk Reduction Education in the Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd29978.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/enviormental-science/29978/implementation-of-disaster-risk-reduction-education-in-the-philippines/alvin-s-loremia
U.S.A and India: Convergences and Challenges in Clean Energy and Climate Ch...Bibhuti Bhusan Gadanayak
U.S.A and India: Convergences and Challenges in Clean Energy and Climate Change
Key discussion questions
- What are the challenges faced by both countries in harnessing the true potential for clean energy?
- Should the issue of climate change feature as a major theme in the bilateral strategic negotiations?
- How can knowledge sharing platforms be utilised to mitigate the crisis of climate change?
- What does US joining of India-led International Solar Alliance means for the grouping?
Social development is about improving the well-being of every individual in society so they can reach their full potential.
-The success of society is linked to the well-being of each and every citizen. Social development means investing in people.
Disaster Management: Definition, Typology of disasters, major disasters in India
Disaster Management Cycle: Paradigm Shift in Disaster Management, Pre-Disaster – Risk Assessment and Analysis, Risk Mapping: Zonation and Microzonation, Prevention and Mitigation of Disasters, Early Warning System; Preparedness, Capacity Development; Awareness. During Disaster – Evacuation – Disaster Communication – Search and Rescue – Emergency Operation Centre – Incident Command System – Relief and Rehabilitation.
Post-disaster – Damage and Needs Assessment, Restoration of Critical Infrastructure – Early Recovery – Reconstruction and Redevelopment.
Natural Disaster – Definition and associated terminology, Complex Humanitarian Emergency
Origin and evolution of the definition, difference between man-made and natural disasters: characteristics
Concept, nature and severity of climate change.
Causes of climate change. Impact of climate change: globally in general and Odisha in particular.
Greenhouse effect, climate change and disasters.
Role of Civil Society in DRR Implementation of the SFDRR in the context of U...Bibhuti Bhusan Gadanayak
All non-governmental groups, associations and institutions that citizen form and join these includes
- religious organizations
- professional organizations
- charitable groups
- inter groups
Non-Governmental associations (NGOs)
Role of women in disaster management Experience from Asia and Africa presente...Bibhuti Bhusan Gadanayak
Role of women in disaster management
Experience from Asia and Africa
"To awaken the people, it is the women who must be awakened. Once she is on the move, the family moves, the village moves, the nation moves".
Pt. Jawaharlal Nehru
1.Enabling children and adults to access the resources they need to maintain their health and wellbeing (e.g., under lockdown or shielding) through
2.Enabling children and adults to access the resources they need to maintain their health and wellbeing (e.g., under lockdown or shielding) through
3.Identifying and supporting informal family and friend
Mobilizing, connecting people and providing information about community, universal and secondary services and resources
The Post-Disaster Needs Assessment (PDNA) is an internationally accepted methodology for determining the physical damages, economic losses, and costs of meeting recovery needs after a natural disaster through a government-led process.
The Post-Disaster Needs Assessment (PDNA) is an internationally accepted methodology for determining the physical damages, economic losses, and costs of meeting recovery needs after a natural disaster through a government-led process.
Social Work practice conducting PDNA in post disaster situation: Special re...Bibhuti Bhusan Gadanayak
Social Work practice conducting PDNA in post disaster situation: Special reference to the volcanic eruption in bordering area of DR Congo-Rwanda, East Africa on Saturday 22nd May 2021. Presented before the students of Department of Social Work, Visva-Bharati (A Central University of National Importance ) on 11th July 2021 from RWANDA
The discussion topic envisions where Rwanda’s food system aims to be by 2030 and is accompanied by guiding questions. The EWS discussion topic is: “Smallholder farmers and other stakeholders along the food systems value chain receive timely warnings on shocks using better data and mobile technology.”
“Smallholder farmers and other stakeholders along the food systems value chai...Bibhuti Bhusan Gadanayak
The discussion topic envisions where Rwanda’s food system aims to be by 2030 and is accompanied by guiding questions. The EWS discussion topic is: “Smallholder farmers and other stakeholders along the food systems value chain receive timely warnings on shocks using better data and mobile technology.”
As suggested earlier, I would like to be updated on my attendance the Second Caribbean Safe School Ministerial Forum on School Safety. Theme: Education Sector Resilience: Exploring the possibilities to be held at St. Vincent and the Grenadines held during April 29-30, 2019.
Flooding’s occur when an extreme volume of water is carried by rivers, creeks and many other geographical features into areas where the water cannot be drained adequately. Often, during times of heavy rainfall, drainage systems in residential areas are not adequate or unchecked civil development severely impedes the functionality of an otherwise acceptable drainage system.
A serious disruption of the functioning of the society, caused by a hazard or otherwise, having widespread human, material, environmental and other losses, which exceed the ability of the affected society to cope using its own resources
Poverty alleviation at the grass root level, self-help groups (SHGs) as an in...Bibhuti Bhusan Gadanayak
Orissa is endowed with rich natural resources in the form of vast mineral deposits, forest, fertile land, plentiful surface and ground water resources, long coast line, and picturesque tourist potential. But, such resources have not been exploited adequately for income generation activities. As a result, Orissa ranks very low among the Indian states in terms of per capita income, and it has become one of the poorest states of the country. Large proportion of people in the state have very poor living conditions. As per an estimate, among the fifteen major states of India, the position of Orissa with regard to living conditions or standard of living is fourteenth (Behera and Mitra: 1996). So, it becomes necessary to examine the poverty scenario and the formation SHGs in reducing the poverty.
The Gambia provides a comprehensive view of hazard, risk and uncertainties for floods and droughts in a changing climate, with projections for the period 2050-2100. The risk profile considers a large number of possible scenarios, their likelihood, and associated impacts. The presentation describes, how the DRR & CCA is mainstreamed in the Gambia with development planning and policies.
DRR strategies are the cornerstone of formalised action for reducing natural hazard-related disaster risk and setting the strategic direction for a district, country or region to become more resilient to disasters.
DRR strategies ‘define goals and objectives across different time scales and with concrete targets, indicators and time frames’.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Disaster Risk Resilience, curriculum that is fit for purpose in the sector, Coventry University, United Kingdom
1. March 8th
2018
A Disaster, Risk & Resilience
Bibhuti Bhusan Gadanayak
State DRR Coordinator
UNICEF, Assam, India
curriculum that is fit for purpose in the sector at
Coventry University
2. CONTE
NTS
Introduction
Vision of Coventry University
Relevance for University
education
Disaster Risk and Resilience
Need of DRR Curriculum for
University
Role of academia in DRR
DRR in education
Stages of curriculum development
Proposed subject to be
covered
Contents of curriculum
3. Our vision is to ensure that everything we do as a University
is related to the business and outside world. So our education
is now much more vocationally based and everything we do
supports enterprise, entrepreneurship and knowledge
transfer to motivator of countries .”
Approach: Partnership driven, entrepreneurial and
sustainable.
Vision of the
University
4. Relevance for University
educationSendai Framework for DRR
Section V, subsection 35 (b) of the framework
mentions
• Academia…….to. focus on the disaster risk
factors and scenarios, including emerging
disaster risks, in the medium and long term;
• Increase research for regional, national and
local application;
• Support action by local communities and
authorities;
• Support the interface between policy and
science for decision-making;”
5. Reports says UNISDR 2015, 72% of reporting countries incorporated DRR in School curriculum
DRR teaching materials and guidance for teachers are prepared and provided (UNICEF 2012; UNESCO/UNICEF 2012).
Challenges are identified in implementing and delivering the DRR curriculum in many disaster
prone countries (UNICEF 2012; UNESCO/UNICEF 2012).
The effectiveness of current arrangement of DRR in the curriculum is not clear (UNESCO/UNICEF 2012; Johnson et
al. 2014; Amri et al. 2016).
It is also suggested, methodologies to be developed for re-using the teaching materials (UNISDR 2014).
More effective approach for the planning and delivery of the DRR curriculum is required.
Sharing of best practices among disaster prone countries would be an better alternative.
The SDG and SFDRR advocates for substantial reduction of disaster risks through agreed
principles adopted by the countries;
It emphasises DRR is every body’s business and need holistic approach to resilience building;
Disaster, Risk & Resilience - WHY
curriculum that is fit for purpose in the sector at Coventry University
6. Need of DRR curriculum for Univ
Disasters are occurring at high frequency with increased severity.
Climate Change impacts exacerbate humanitarian and development challenges.
Reducing Disaster Risk is a great challenge for many countries.
Efforts on Resilient and Risk Informed Programming would minimise the damage caused due to disasters
(RIP is a process which takes risk prospective as an integral component of thinking, planning, implementing and monitoring development programmes through risk
analysis and consequent prog. Adjustment)
The education sector has a key role to play in addressing these challenges and in preventing hazards
from becoming disasters.
DRR in education curriculum will enable the society to prepare, prevent and mitigate the disaster impacts.
It will enable the countries to protect the development gains.
Education is the key for knowledge building, capacity development contributing to nations resilience
building.
Mainstreaming DRR in the course curriculum will create a cadre of disaster managers with knowledge, capacity
and skills .
It is better to prepare and prevent, than repair and repent.....................!!
7. Role of Academia in DRR
AcademicEducation
ResearchandInnovation
ExtensionActivities
CampusSafety
Risk Analysis of
campus
Campus safety
and security
plan
Risk Mitigation
and
Preparedness
for Response
measures
Local risk
landscape
Policy Agenda
Scoping DRR
innovations
DRR
Knowledge
management
Integration
and
Mainstreaming
Screening of
existing courses
from risk lens
and scoping
Identification
and inclusion of
risk reduction
education
contents
Best practices
Self safety
Policy and
Planning
Capacity
Development
Awareness and
BCC
Demonstration
DRR Advocacy
Bridging gaps
Information
Dissemination
8. DRR in education
A comprehensive approach to DRR in
education addresses:
Safe learning facilities
Institutional disaster management
Risk Reduction and Resilience Education
Hence comprehensive education curriculum
is critical to achieve the above objectives
9. Stage 1: Planning and
preparing the curriculum
Stage 2: Conceptualizing
and writing the curriculum
Stage 3: Implementation
Stage 4: Monitoring,
evaluating and regular
updating of the curriculum
•Coordination
•Multi-disciplinary approach
•Inter disciplinary programmes
•Curriculum blending
•Target audience
• All levels involvement
• 5W,1-H
Stages of curriculum development
10. Proposed subjects to be
covered
The curriculum can be divided in 2 parts in 4 semesters out of
which, 2 semesters will cover the theory part and rest for hands
on learning as projectCATEGORY I – INTRODUCTION TO Disaster Preparedness Mitigation and Management
Managing Disasters:
On-line Course in Disaster Management and Humanitarian Assistance: Linking with other Universities through electronic media
for peer learning
CATEGORY II – DISASTER MITIGATION
Mitigation of Earthquake Disasters:
Floods and Droughts:
Climate Hazards and Early Warning Systems
RS and GIS for Disaster Mitigation
CATEGORY III – DISASTER PLANNING AND MANAGEMENT
Human Conflicts and Humanitarian Emergency Management
Community Based Disaster Risk Reduction and Management – Theory and Practice
Disaster Response and Emergency Management
Disaster Governance, Policy and Risk Management
11. Introduction
The context of disaster
Global natural disaster trend
The Economic and human impact of disasters in the last 10
years
Basics and concepts
Disaster
Risk
Resilience
4 pillars of disaster resilience
Risk and resilient development
Risk and global initiatives
Introduction to DPMM
Managing Disasters
Online course in DM and Humanitarian Assistance
Disaster Mitigation
Mitigation of earthquake disaster
Flood and draughts
Climate hazards
GIS for disaster mitigation
Disaster Planning and management
Human Conflicts and Humanitarian Emergency Management
Community Based Disaster Risk Reduction and Management –
Theory and Practice
Disaster Response and Emergency Management
CONTENTS OF
CURRICULUM
12. Last decade 2000 to 2010, around 4,014 disasters were reported
Claimed more than 1 million lives and incurring an economic loss of
US$986,000 m.
Coastal populations dramatically increasing (leading towards
more demographic vulnerabilities)
New problems of “mega disasters” emerging
Disasters are undermining years of development efforts
Increase in anthropogenic and human induced vulnerabilities
Reducing DR is becoming grater challenge for many countries.
The context of Disaster
15. IFRC
(VULNERABILITY+ HAZARD ) / CAPACITY = DISASTER
UNISDR
A serious disruption of the functioning of a community or a society at
any scale due to hazardous events interacting with conditions of
exposure, vulnerability and capacity, leading to one or more of the
following: human, material, economic and environmental losses and
impacts.
What do we understand
- A disaster is a result from the combination of hazard, vulnerability
and insufficient capacity or measures to reduce the potential
chances of risk.
Types of disaster
Natural -Water & Climate related disasters, Geological
Man made: Chemical, industrial &Nuclear, Accident related disasters,
Biological disasters
Disaster
16. Risk
Risk is a “measure of the expected losses due to a
hazard event occurring in a given area over a specific
time period.
The level of risk depends upon:
Nature of the hazard
Vulnerability of the elements which are affected
Economic value of those elements
Shocks or Stresses x Exposure x
Vulnerability
Risk = capacity
Risk formula
17. Resilience…….…
“the potential of a particular configuration of a system
to: maintain its structure/function in the face of
disturbance, and the ability of the system to re-organize
following disturbance-driven change . . .
(Louis Lebel, 2001)
“the capacity to survive, adapt and recover from a
natural disaster”.
(IFRC, 2004)
Summery,……the capacity to bounce back.
18. 1. Preparedness (hazard, vulnerability, and risk assessments; predictions, forecasts and
warning; disaster planning scenarios; insurance; intelligent community)
2. Protection (implementation of building codes and lifeline standards; site-specific design and
performance standards for essential and critical facilities)
3. Emergency response (evacuation; emergency medical; mass care; search and
rescue; emergency transportation, local, regional, and international assistance)
4. Recovery (reconstruction; local, regional, and global business resumption; post-disaster studies for
pre-disaster preparedness)
4 - pillars of disaster resilience
Disaster
Management
Community
Development
Coastal
Management
Resilience
Domains of prac
19. “Resilient development means providing
communities with what they need to be better
prepared, manage and recover from crisis.
It requires addressing the underlying drivers of
inequity and fragility that cause environmental,
economic and social deprivation and stresses.
- UNICEF Office of the Executive Director, 2016
Risk and Resilient
Development
20. Risk and global initiative
• SDG refers to global health threats, disasters, violent conflict, climate change, and other
humanitarian crises threatening to reverse the development progress made in recent decades; and the
Paris Climate Agreement
• SFDRR speaks to reducing risks in the context of disasters caused by nature, man-made,
environmental, technological and biological hazards.
• The Paris Climate Agreement has includes Comprehensive Risk
Assessments and Risk Management
• WHS demand that we address risk and its impact.
17 Sustainable Development
Goals
Speaks about establishing
the role of DRR as a core development
strategy10 Goals
25 targets
21. Conducting research, data, and assessment
Implementation of curriculum has 5
Dimensions
Frequently, Less
Frequently and Rarely
Addressed Dimensions of
DRR Education
DRR education
comprises five
essential
dimensions.
It addresses......
They are essential
in that, collectively,
they allow for a full
and systematic
treatment of DRR in
the curriculum,
while encouraging
DRR learning in
both the education
and the community.
22. Methodology
Class room lecture, Assignment Term Paper (Presentation,
Analysis and Discussions), Case Study Analysis and
Discussion, use of new technology to understand the concepts
and Quizzes.
Time Distribution and Study Load
o Lectures: 45 hours
o Self study: 135 hours
o Assignments, presentations and group activities: 18 hours
Evaluation Scheme of learning capacity, it is to assess
o Mid-semester examination: 30%
o Final examination: 30%
o Assignment: 10%
o Quizzes: 10 %
o Term paper: 20%
o Both Mid- semester and Final examinations will be closed book.
23. First 2 semester
Seminar
Journal club
Exposure visit
Last 2 semester
Hands on training
Hands on experience
in emergency situation
Block placement
Internship
Core research area
Emergency Response and Preparedness
Vulnerability and Risk Assessment
Coping and Adaptation
Disaster Risk Reduction and Management
Institutional and Community Capacity Building
Mitigation of Flood, Drought, Cyclone,
Earthquake Disasters
Tsunami and Coastal Engineering
Remote Sensing and GIS Technology for
Disaster Mitigation
Human Conflicts and Humanitarian Emergency
Management
Governance and Participatory DRM
Social Capital and DRM
25. 1. http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/
2. http://www.unisdr.org/who-we-are/what-is-drr
3. https://www.flickr.com/photos/isdr/16111599814/
4. http://cbse.nic.in/natural%20hazards%20&%20disaster%20management.pdf
5. UNISDR (2015), The Sendai Framework for Disaster Risk Reduction 2015-30 (pp-23) available at
http://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf
6. Gadanayak, BB and Routray, JK (2010), A path to Disaster resilient Communities, Lambert Academic Publishing, Germany
7. http://www.sdc-drr.net/what
8. http://www.sdc-drr.net/disasters_rise
9.Sendai Frame Work for DRR 2015-2030
10.Political declaration WCDRR
11. IPCC Fourth Assessment Report, Working Group I, Summary for Policymakers: http://195.70.10.65/pdf/assessment-
report/ar4/wg1/ar4-wg1-spm.pdf.
12. IPCC Fourth Assessment Report, Working Group II Report: http://195.70.10.65/ipccreports/ar4-wg2.htm.
13. http://www.vox.com/2015/4/7/8352381/anthropocene-NASA-images
14. Climate Change, Connections, UNFPA
15. Social Protection and Climate Resilience, Report from an international workshop A ddis Ababa March 14–17, 2011, WB
16. Disaster Risk Reduction private Sector partnership, UNISDR
13.
https://www.google.de/search?q=Images+Africa+disaster&tbm=isch&source=iu&pf=m&ictx=1&fir=bUfJFUQBmex4vM%253A%252C
ChNnKfC8N1mr3M%252C_&usg=__Fb0VIDtAQL9C5oD9iUERGtnwwvM%3D&sa=X&ved=0ahUKEwjsypXB2ojXAhUhDsAKHe3hD
HAQ9QEILTAA#imgrc=T6NPsobHl6EQdM:
The term disaster owes its origin to the French word “Desastre” which is a combination of two words ‘des’ meaning bad and ‘aster’ meaning star. Thus the term refers to ‘Bad or Evil star’.
IFRC: A disaster is a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins.
The UNICEF Office of the Executive Director and the Division of Research and Policy released a Technical Note on Resilient Development that maintains that UNICEF must understand risk better and adapt its own programmes accordingly.
“To effectively address and respond to climate change and bring humanitarian and development programming together, UNICEF must understand risk better and build risk-knowledge into our work.” OED Technical paper of Resilient Development
Understanding and addressing risk allows for policy and programme specialists to support communities to become more resilient, allowing them to prepare for, mitigate against and prevent the consequences of shocks and stresses.
