Integration of Emergency Risk Management into India’s Education system.pptx by malj


									Integration of Emergency Risk Management into
            India’s Education system

             17th November 2011
              Naghma Firdaus
Emergency Risk Management….
 What do we understand by the term emergency risk 
 What are its salient features /components
 Who is responsible
 Why does it play an important role in disaster 
 “Emergency risk management (ERM) is a process which
  involves dealing with risks to the community arising from
  emergency events. It is a systematic method for identifying,
  analysing, evaluating and treating emergency risks. Risk
  treatments include prevention and preparedness as well
  as provision for response and recovery should an
  emergency event occur”
Example to reflect

 What perhaps could demonstrate some of 
  the aspects of emergency risk 

 CEMEx 2011 (Video)
Objectives of the Emergency Risk
Management Exercise
 Mass sensitization and public awareness on 
  Urban Emergency Management  Services (U-
 Capacity enhancement of different stakeholders 
  involved in emergency management and 
 Test interagency communication, coordination 
  and interoperability. 
 Assess and recommend areas for reinforcement 
  and improvement. 
 Perspective plan (long term) for U-EMS in the 
Therefore Emergency Risk
Management ….
 Appropriate Capacity Building of different 
  stakeholders ( in terms of awareness, knowledge 
  building and acquisition  of skills
 Strengthen  Interagency Coordination 
 Strengthen Contingency Planning at different 
 Plan, prepare and rehearse to face any 
Creation of Community Risk Resilience –
 The Core – It is collective responsibility
 Some facts and figures as well as opinions 
  with reference to the state of affairs in terms 
  of safety  and risk status of Our schools and 
  academic institutions…..
        971 students and 31 teachers died in the
          2001 Bhuj Earthquake

        1,884 school buildings collapsed, loss of
         5,950 classrooms

 11,761 school buildings suffered major to minor
  damages, additional 36,584 rooms unfit for
holding instruction sessions
On the 23rd Dec 96 425 people died
in Dabwali, Haryana.

Kumbakonam school fire
The Kumbakonam fire tragedy took life of 93 children
Some global figures

 1993: Long Beach Earthquake USA
    70 schools destroyed
    120 damaged
    41 rendered unsafe
• 2003: Iran Earthquake
    School collapsed; 110 children killed

Some global figures

 2005: J&K Earthquake
    >8000 schools destroyed / damaged
    > 17,000 school children killed
    > 850 teachers killed
    >20,000 suffered injuries
 2008: China Earthquake
  >7000 schools destroyed
  >10,000 students killed
  >1,000 teachers killed
 2008: Cyclone Nargis
  >3000 schools destroyed in Myanmar
  >100 teachers killed
Success Stories…

 Teaching DR related subjects is mandated in Mexico, New
  Zealand and Romania
 Brazil and Venezuela undertake intensive training on DR at
  schools at the municipal and state levels
 For Eg: After 1999 Earthquake, Turkey undertook massive
  training on DR for school teachers. BY 2002, 3000
  teachers were trained as master trainers and certified in
  32 districts.
 They in turn taught 34000 teachers, 6000 personnel and
  350,000 students. In the process mode, 836,000 students
  were empowered. Extension of the training in three other
  provinces, it reached to 1.5 million students
State of affairs at the Higher
educational institutions in India
 It took the terror attack at German Bakery, just a few 
  miles from its gates, for authorities at the 62-year Pune 
  University to wake up to the dangers of terror attacks. And, 
  to the vulnerability of its students and faculty. Following 
  the March 2010 blast, CCTV cameras have now been 
  installed across the campus and armed guards patrol key 
  locations within the university—both during the day and 
  after dusk
 It also took a tragedy, this time a devastating fire in its 
  chemistry lab, for Asia’s oldest college, the 193-year-old 
  Presidency College in Kolkata (now rechristened 
  Presidency University) to realise how defenceless they 
  were when faced with natural or man-made disasters. 
Emergency Risk management and the
Young populace in India

  The role of schools and educational institutions  in the community is very 
   important and it would be befitting to call them  as cradles of
  the society 
  Children and Young people who are taught about disaster
   management are assets to the community at large.
  They play an important part in saving lives and in protecting the
   members of the communities
  Making DRR a part of the curriculum of primary and secondary
   curricula fosters awareness and better understanding about the
   immediate environment in which children and their families live.. 
  Children are a dynamic and powerful force of change and are supporters 
   in creating awareness in the community. 
  They can contribute in a unique manner with energy and vision to find 
   local solutions.
  School children should be encouraged to take up tasks which make them 
   realise their importance as necessary stakeholders in the change process.
Disaster awareness education in educational
institutions -Advantages

  It provides contemporary and relevant information 
  about local environment.
 It prepares for participation in both pre and post 
  disaster activities of the affected/vulnerable 
  community on a wider scale.
  It contributes past experience with recent 
  developments in technology to combat disaster
 It helps to develop effective domain abilities for 
  collective work as successful disaster management 
  efforts involve an effective teamwork and spirit.
  It promotes informed decision-making in the event of 
  a disaster.
India – the Land of Challenges and
 India’s Developmental milestones
 India’s Developmental Challenges
 India’s education system milestones
 India’s education system challenges
  Risk resilience and emergency preparedness 
  in India
 Paradigm shift from a relief centric mode to a 
  proactive mode…………………….
From a policy perspective…..
 Tenth and Eleventh Five Year Plan document, have emphasized 
  the need to enhance knowledge, skill and values to reduce the 
  impact of disasters on the education sector.
 National policy on Education also gives the thrust on safe and 
  secure environment of educational institutions, not only for 
  students but the neighborhood community must feel the 
  belongingness with these institutions
 Educational Institutions can contribute towards generation of 
  knowledge in the area of disasters, develop expertise in specific 
  types of disaster and impart training in different fields
 National DM policy highlights the need and importance
 Various academic boards of relevance have highlighted the same
 -----There is thought
 ------There is willingness
 ---------There is realization
From a implementation perspective

 We hear there are issues with 
 There are issues with resource allocation and 
  resource development
 There are issues with monitoring, follow up 
  and sustainability
Reality Check…………
 CBSE curriculum – VIII, IX, X, XI
 State education Boards- Tamil Nadu -
  curriculum, Orissa – Risk safety, Maharashtra, 
  Gujarat, West Bengal, Bihar- through SSA, 
  Himachal Pradesh, Jharkhand
 Non- formal Education – NCC, NSS, NYKS 
  being trained Tamil nadu, Gujarat, 
  Maharashtra , Uttaranchal, Assam, Kerala , 
 Training of Teachers – NCERT – resource 
  book for training teachers on DM
 Karnataka – SCERT is very active
 Delhi, West Bengal, Maharshtra, Gurarat, 
  kerala , HP
 North East Regional Institution of Education 
  – seven eastern sisters
 GOI – UNDP DRM Programme with the component on school 
 UNESCO’s involvement at the policy and advocacy level
 UNICEF – grass root level support and demonstration of technical 
 Action Aid – DRR in schools  in Assam and AP-pioneered the 
  concept of Hazard safety Cadet Corps in schools
 ADRA – Work in Bihar
 Aide et Action – nagapattinum
 AIDMI – 350 schools, 18000 school children, , teachers , 
  administrators, in Bihar, Gujarat, J&K rajasthan , TN
 Plan India
 CARITAS – Assam and  Tripura
 SEEDs India – more than 600
 Save the children – CLDRR
Higher Educational Institutions
   IGNOU – Certificate and PG Programs
   Mahatma Gandhi University – MSc in DM
   University of Pune – 6 month certificate course
   The Indian Institute of Ecology and Environment, New Delhi
   The PRT Institute of Postgraduate Environmental Education and 
   National Civil Defense College and National Fire Engineering 
    College – skill base training
   TISS – Doctoral and PG Programmes
   IITs and IIMs and some medical colleges –
   Guru Gobind Singh Indra Prastha University – MBA (DM)
   MSU Baroda – Certificate course
   University of Mumbai Times Centre for DM- certificate courses
 Primary and Secondary Education - Teaching about hazards is not 
  enough to promote risk awareness or action on the part of 
  children and youth. Academic earth and climate science is good, 
  but should be taught as part of a comprehensive package with 
  disaster prevention and preparedness (skill based)
 Tertiary education – practical Insight , Hands on approach – 
  lacking (issues with curriculum, methodology, scientific and 
  practical  temper as well as linkage with employment 
 Protecting educational infrastructure - The excellent research and 
  pilot projects focusing on school seismic risk have not been 
  thoroughly evaluated, consolidated, or made available in a form 
  that that can be rapidly adopted on a larger scale.
 Community based risk resilience- lack of ownership and 
  lack of integration of local indigenous knowledge
 Media, communication and risk awareness – This medium 
  needs to be appropriately utilised
 Scientific knowledge and research- The main gap 
  regarding scientific knowledge and research involves how 
  to put a vast amount of existing knowledge to work in the 
  real world under messy, marginally controlled conditions
 Work in isolation – not much sharing and learning from 
  good practices and lessons learned
 Lack of appropriately trained cadre of DM 
 Issues with quality control and quality assurance 
 Lack of integrated and dove tailed efforts
 From a policy perspective – requirement of national road map – which is 
  structured  and outcome based with clearly defined roles and 
  responsibilities viz a viz stakeholders  (with factors of accountability, and 
  quality check and control imbedded) –  in addition to recommendations, 
  guidelines and guidance notes, there is a need to have specific policy on 
  safe education.
 From a implementation perspective - The effort needs integration with 
  the administrative machinery and governance process to be sustainable  
  and impactful (NSSP) –  (Ministry of HRD)
 Capacities and capabilities of DM Training institutions to be augmented
 Curriculum, methodology to be revisited and appropriately  addressed 
  for improvisations
 There should be constant sharing of good practices and lessons learnt by 
  agencies involved in strengthening this sector
 Both structural as well as non – structural mitigation measures must be 
 There needs to be standardization, quality 
  assurance and evaluation of efforts made at the 
  primary, secondary and tertiary education levels.
  The training and education material as well as 
  content needs to be practical oriented and user 
 There needs to be integration of efforts made by 
  various agencies with the government efforts
 Media needs to be involved and deployed for 
  various purposes.
 Private sector engagement - vital
           National School Safety Programme - Demonstration Project
                           Detailed Project Report

The NSSP DP – The Scope
Project         2 years (September 
period          2011 – August 2013)
Geographic 22 States & UTs (EQ 
al spread  Zone IV & V)
Location        2 districts / States (43 
                districts & UTs)
Scope           200 schools/ district 
                (8600 schools)

National School Safety Programme - Demonstration Project
Detailed Project Report

    The NSSP DP Components                                               Budget

A   Formulation of Draft National School Safety Policy                   0.32
B   Capacity Building (200 schools in two districts each in 22 States)   14.86
C   Information, Education and Communication activities to make         8.05
    the school children, parents,  teachers, school administrators and 
    larger community aware of school safety and disaster risk 
    reduction mechanisms (Covering all districts of 22 States falling 
    in Zone IV and V).
D   Non-structural Measures                                              15.58

E   Demonstrative Retrofitting of one school each in 22 States           6.60

F   Project Management and Implementation Support                        3.06
 Thank you

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