Session 1 Participatory and Collaborative Learning Methods in Disaster Education

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Risk Communication
Session 3 Disaster Education Participatory
Approach
EDUCATION
DISASTER
RECONSTRUCTION
RESTORATION
PREPAREDNESS
BEFORE THE EVENT
AFTER THE EVENT
PRE-IMPACT
EMERGENCY
Disaster
IMPACT
EARLY WARNING
Katsuya Yamori and Michinori Hatayama
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Contents

• 1. Important approaches to disaster education
• 2. Active risk vs. Neutral riskBackground of
  participatory approach to disaster education
• 3. Basic forms of disaster education
• 4. Some practical methods and procedures in
  disaster education and learning

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Important approaches to disaster education

• One-way / Participatory (Collaborative)
• Knowledge / Skill
• Desktop / Field
• School / Adult (Life-time)
• Specific / Comprehensive

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Active (Perceived) risk

• The importance of participatory and collaborative
  disaster education is explained with respect to
  risk.
• (Perceived) Risk an active attitude towards
  natural hazards
• Danger often represents a neutral mind-set
  concerning hazards
• Risk from Italian word risicare, which
  means, dare to do something.
• The active (perceived) aspect of human beings
  with respect to danger is an essential part of
  the meaning of risk

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Table 1 Statistical representations of average
risk level of various hazards
How many people killed for the 100 thousand
population?
Car accident (3.1)
Murder (0.41)
Thunder (0.005)
Typhoon (0.01)
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Neutral (Actual) Risk

• In table 1, risk is interpreted to be almost
  identical to danger.
• Objective assessment based on statistical data
  about hazards considers risks as the ones
  existing independently of those who receive the
  data .
• No active position to change the statistics, but
  just to receive the data neutrally as given and
  accepted as facts. Thus
• Neutral or actual risk

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Both neutral risk communication and active risk
communication are needed
Neutral risk assessment
Active risk taking
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Basic forms of disaster education

• At elementary schools Evacuation drills for an
  earthquake (Fig. 1)
• At local communities Rediscovering what exactly
  happened in the past (Fig.2)
• From mass media Identifying useful hints about
  disasters from TV programs

(Japan)
(Philippine )
Fig.1 Go under the desk during an earthquake
Fig.2 A display indicating the height that the
last Tsunami reached in a local town in Japan
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Some useful methods for disaster education and
learning

• Workshop
• Gaming
• Integrated disaster reduction drill
• Town walking

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Workshop Disaster Imagination Game (DIG )

• To involve stakeholders such as local residents,
  local government officials, disaster relief
  volunteers, and also disaster experts
• To co-produce a DIG map of their local
  community
• To discuss such issues as what kind of responses
  are needed for an emergency, how different
  sectors can cooperate with each other, and what
  preventative measures can be taken in advance in
  the community

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Integrated disaster reduction drill

• A wide variety of participants
• School children
• Parents
• Teachers
• Local residents
• University professors
• Local government officials
• A wide variety of contents
• Disaster map drawing
• Fire extinguisher drill
• Simulated earthquake shaking experience
• Emergency food cooking
• Furniture fixing device set-up training
• Emergency toilet set-up training
• The next slide shows some snapshots from such a
  drill conducted at an elementary school in Aichi
  Prefecture

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Integrated disaster reduction drill
Fire extinguisher drill
Emergency toilet set-up training
Disaster map drawing
Furniture fixing device set-up training
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CrossRoad KOBE Game (1)

• A group game
• A series of forced-choices between Yes or No
  such as the example shown in the box.
• A tough decision which people might face when
  they prepare for or respond to disasters.
• Personal decisions by individual participants,
  guessing the decisions with each other, and
  explaining the grounds for individual decisions

Example Suppose you are a member of the local
government staff. Your house was seriously
damaged by a severe earthquake this morning and
your wife and two kids were wounded. Although you
are all safe, your family looks very nervous.
Your mission is to make relief materials
available to disaster victims in the regional
disaster prevention plan. Are you going to your
office right away, or to stay at home to take
care of your family?
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CrossRoad KOBE Game (2)

• Careful and serious consideration is required
  taking into account the costs/ benefits of the
  two choices
• If asked to, explain reasonable grounds for the
  decision
• Identify good practices for active risk taking
• Work out an appropriate solution depending on a
  specific situation
• Become aware of how differently people could
  react to the same dilemmatic condition

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Town walking program(Outdoor workshop)

• Disaster prevention usually done in an explicit
  way.
• Difficult for local community to maintain concern
  during daily life.
• Disaster prevention that does not explicitly talk
  about preventing disasters.

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Town walking program Methodology

• NGOs, local volunteer groups, community people
  (including children) walk and observe the town.
• The workshop is less about "Disaster Prevention"
  explicitly, but more about daily living concerns.
• Usually children can lead the workshop. They
  become interested in hazardous spots, disaster
  prevention devices, such as fire plugs,
  evacuation facilities, etc., along with other
  important elements in their own town.

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Community Safety Information Map
The purpose of making community safety maps

• To summarize local information collected in
  disaster education and learning activities
• To continuously update local information based on
  repeated disaster education and mutual learning
  activities, and lessons learned
• To promote participatory map making

Primary School
Well
Settlement Area
Example (one of the areas in Bangladesh)
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The Community Safety Information Map Making
Process
(1)Start town watching
(3)Take pictures
(5)Collect information on map
Community Safety Map
(2)Find useful/dangerous spot
(4)Mark the spot on map
Contents of Community Safety Information Map
Disasters prevention organization information
Municipal Office / Police Station / Firehouse and
Fire brigade station
Refuge Place / Refuge Direction and Route /
Dangerous spot for Refuge
Refuge information
Medical institution information
Disaster emergency information
Fire Hydrant / Temporal Heliport / Rescue
Materials Warehouse.
Hospital / Clinic / Drugstore,
Lifeline management organization information
Water and Sewerage Office / Phone Company /
Electricity Company.
Others
Pool / water tank / well
Disaster-vulnerable people information
Kinder garden / Elementary School / Welfare Spot
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Flood
Earthquake
Hazard Map
http//www.pref.osaka.jp/kikikanri/crisis/plan/res
earch/research.htmlTOP
http//www.city.bunkyo.tokyo.jp/service/disaster_p
revention/suigai/hazard.pdf
By overlaying hazard maps on the community
safety map you can develop a better safety map
for your town.
If you add a lot of information to community
safety maps, a GIS( Geographic Information
System) is useful as an advanced computer
system.