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A Flood Control System for Bangkok Is Proposed by The Institutionalization of disaster education In state of Uttarakhand, India Genta NAKANO1 and Rajib SHAW2 1Master student, Graduate School of Global Environmental Studies, Kyoto University, Japan [email protected] 2Professor, Graduate School of Global Environmental Studies, Kyoto University, Japan ABSTRACT Disaster risk reduction (DRR) education is implemented in various forms by different organizations. In state of Uttarakhand, India which lays on the middle part of Himalayan range and the state is thus prone to flood, landslide and earthquake. Educational approach is being carried out in that area in order to enhance the resilience against the disasters. Department of education infused DRR contents into curriculum and other governmental and non-governmental sectors conduct the project on DRR education. Besides, community itself has some means of knowledge transfer on DRR such as launching community radio, sharing of experiences and local knowledge to predict strong rain fall. However, these different practices are not conducted in synergetic way. Therefore, this research categorizes these different forms of education under three modes; formal, non-formal and informal education and aims to suggest the coordinated implementation to enhance the educational effectiveness. The result indicates the effective collaboration beyond the modes of education while further collaboration among different stakeholders will enhance the effectiveness of disaster education. It is important to establish the mechanism for the coordination in conducting DRR education beyond the modes of education. Keywords: institutionalization, DRR education, Uttarakhand, India 1. INTRODUCTION The disaster risk reduction (DRR) education is being recognized as one of the important strategies to reduce the impact of natural disasters because it contributes to enhance awareness and let people equip with the knowledge and skills to prepare for and protect themselves from the impact of natural disasters. In fact, various governmental and non- governmental organizations carry out the DRR education program and disaster prone communities share the disaster-related knowledge among people through various means such as local custom, storytelling, media and so on. These different forms of knowledge transfer is categorized under the following three modes of education; i) formal, ii) non- formal and iii) informal education. Formal education features to be delivered in an organized and structural means (Dib, 1988; Tissot, 2004), results to award certificate or diploma (Tissot, 2004) and basically adopts the “ladder system” (ISCED, 1997). October 2015, Kathmandu, Nepal Therefore the formal education is defined as the education which is delivered based on the curriculum through the framework of school. Non-formal education as well delivers the knowledge in an organized way however this mode is being carried out apart from the framework of school education (Coombs and Ahmed, 1974; Norland, 2005). The other feature is that non-formal education adopts various forms of modalities and methodologies according to the interests of learners. In short, this mode refers to the education conducted with various learning modalities and methodologies through the governmental and non-governmental organizations except formal education sectors. Third mode of education is informal education. This is unintentional learning process through the daily life experiences such as occupational life and family relationship (Coombs and Ahmed, 1974; Norland, 2005) and the form of knowledge transfer is neither organized nor structured (Dib, 1988; Tissot, 2004). Hence the informal education comes to be defined as the unintentional learning through various means in daily life. As indicated, there are three modes of education and integrated implementation of them enhances educational effectiveness. Tudor (2012) indicated that education is needed in the direction of combining formal one which is specific to class, with non-formal and informal strategy. Most importantly in the context of DRR education, the effectiveness of disaster education has to be enhanced through the coordination of three types of education (Shaw et al, 2011). Therefore, this research aims to study the integrated and synergetic implementation of three modes of education thus institutionalized implementation is suggested. The terminology of “institutionalized” or “institution” refers to a basic norm that society or certain group of people follows so that the action is being taken place as organized system (Hodgson, 2006). 2. METHODOLOGY The study was conducted in the state of Uttarakhand, India. The state is highly prone to landslide and flood due to the heavy rainfall in monsoon season and earthquake due to the collision of Indian plate into Eurasian plate. The practices of three modes of education were studied through literature reviews and the interviews of 11 governmental agencies, 14 schools, 5 villages, 2 community radio stations. 3. PRACTICES OF THREE MODES OF EDUCATION IN UTTARAKHAND 3.1 Formal education The formal education in Uttarakhand is provided by state department of education. The constitution of India prescribes the education as a state matter due to the variety of languages and ethnic group through India hence its system and educational contents are different from state to state. Uttarakhand adopts the curriculum of Central Board of Secondary Education (CBSE) which is developed by the autonomous education board of Indian government and its contents are modified into Uttarakhand context. DRR related contents are infused into the subjects of Hindi, English, Environmental education, Mathematics, Science and Social science. Especially, the curriculum of social science of class 9 and 10 are modified into local context with the collaboration of DMMC and local NGO. Furthermore, the textbook was elaborated by the DMMC. New Technologies for Urban Safety of Mega Cities in Asia Apart from the curriculum, co-curricular activities are the opportunities to learn the skills to save lives in the situation of natural disasters. First aid training and search and rescue training are observed in some programs such as the scheme of National Social Service (NSS) and Scout and Guide. Besides, role play with DRR topic is also conducted occasionally. The curriculums and co-curricular activities are reviewed and evaluated annually and the evaluation is conducted by the department of education with participation of NGO. There is also institution to provide teacher’s training at state level which is called State Council of Educational Research and Training (SCERT). The council is a responsible institute for training of Trainers of Teachers (ToT) and the trainers carry out the training directly for teachers at District Institute of Educational Training (DIET). Due to the severe damages from flood and landslide took place in 2013 in the state, DRR components were newly integrated into the teacher’s training although officer stated the unavailability of training material on DRR. Teachers who receive training can give feedback to DIET regarding the contents and its opinion transmit to SCERT. Thus the evaluation of teacher’s training is also periodically conducted in order to reflect the opinion of teachers. Ensuring the safety of school building is also one of the important elements of formal education sector. One national scheme called Sarva Shiksha Abhiyan (SSA) which aims to accomplish the universal and quality education is ongoing. The SSA has a component to construct the school building and all safety measures are applied and design is developed by governmental technical institutions. Although some DRR education is conducted in the state, the policy to promote DRR education is not observed and there was no funding mechanism specific for the promotion of DRR education while SCERT has deployed one person in charge of DRR education training. 3.2 Non-formal education Non-formal education is provided mainly by Disaster Mitigation and Management Centre (DMMC). DMMC is the autonomous institution of the state government with the aim of addressing issues on disaster related awareness, research and capacity building besides policy implementation and other interventions related to disaster management. The DMMC conducts different types of educational programs for school students and community members. Earthquake awareness program, search and rescue training and first aid training are the major programs carried by DMMC. One of the features of non- formal education is the variety in modalities and methodologies in knowledge transfer therefore DMMC also utilizes different kinds of educational materials. In addition to the materials developed by National Disaster Management Authority (NDMA) such as booklets and posters in both English and Hindi language, DMMC prepared movies on landslides in local dialect for children’s awareness. In the collaboration with UNDP, DMMC also developed storytelling booklets on various topics such as landslides, flood, traffic accident and so on. To equip teachers with DRR knowledge, DMMC also delivers teacher’s training. DMMC also promotes the establishment of local group for disaster management and the disaster management plans at community level are also elaborated in some districts. Personnel of DMMC are deployed in different districts of Uttarakhand state and search and rescue training is given to local volunteers and equipment for search and rescue are provided. Community is a first responder of natural disasters
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