Transcript ROLEOF EDUCATIONAL INSTITUTE IN LOCAL GOVERNANCE …

ROLE OF EDUCATIONAL INSTITUTE
IN LOCAL GOVERNANCE FOR DRR
AND SUSTAINIBILITY
Dr. A. K. SINGH
Asscosiate Professor, JTCDM, TISS and Principal
Coordinator-TISS , Disaster Resilient Assam and Northeast
Project
Email : [email protected]
[email protected]
Disasterresilientassam @gmail.com
INTRODUCTION
India is one of the worst affected countries with
respect to• Exposure to Disasters (No., Types , Frequency and
Intensity)
• No. of Disaster-related deaths,
• No. of Disaster-affected people
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In India, it is usually seen that all the phases of disaster-related work — response, relief, rehabilitation and
reconstruction — are managed and implemented by untrained personnel from both the governmental and
non-governmental sectors.
The focus initially till the recent paradigm shift from post disaster to pre disaster was primarily on
response, rescue and immediate relief, with rehabilitation, preparedness and prevention being relegated
to the background and still hardly any coordination and collective action among agencies is seen for
undertaking different tasks.
Hence, Disaster management in India has been marked by mismanagement, duplication, exclusion of
affected communities and poorly designed policies
There has been minimal institutional learning from prior experiences, and there is also a dearth of
professionals who are equipped to deal with a variety of hazards in their various stages, and who can plan
and implement a holistic and complete disaster management programme.
Disaster management in India requires a total revamping in terms of approach and focus, and needs to
move away from being a loosely bound set of ad-hoc, volunteer-based interventions to becoming a
strongly established, discipline-centered, professional system that is based on people’s participation and
the rights based approach.
Therefore ,TISS calls for another paradigm shift in disaster management framework of India from shifting
the focus and onus of disaster risk reduction from the govt. to the people themselves with the govt. as a
facilitator.
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There are strong linkages between disasters and ‘development’ as we know it. A hazard becomes a
disaster when it impacts on the vulnerabilities of people and regions.
These hazards interact with the inherent age old vulnerabilities (like poverty, illiteracy and
ignorance etc.) of the region and its people; often result in disasters leading to insurmountable
losses of life and property.
While hazards are not confined to particular regions or countries, their consequences are always
more severe in poor and developing countries, and are related to social, economic, political and
geographical factors, which influence vulnerabilities of people and regions
Over the past decade, disasters in countries of high human development killed an average of 44
people per event, while disasters in countries of low human development killed an average of 300
people each
Any effort towards disaster prevention and mitigation should be centered on the development of
people’s and regions’ capabilities, and reduction of different kinds of vulnerabilities For instance,
physical, social, economic, occupational, psychological, and policy and programme induced.
A balanced and holistic approach to disaster management would incorporate monitoring and
minimizing hazards, and reducing vulnerabilities of people and regions, with effective disaster
response and recovery mechanisms being put in place to serve as ready fall back systems.
S. No.
MDG
1
Eradicate
Extreme
Poverty and
Hunger
Impact of Disasters
DRR Activities
Destruction of assets
of people
•Losses in income due
to poor economic
activity
•exacerbating poverty
conditions
1. Apply disaster risk reduction in climate
change adaptation and development to
protect the livelihoods and food sources
of poor households and communities.
2. Support farmers to integrate drought
and flood risk assessment into their
agricultural and land-use planning
3. Improve farmers’ access to insurance
and fair terms of credit for disaster
proofing their livelihoods
4. Make agriculture environmentally
sustainable through sound natural
resource management.
5. Support the urban poor’s income
generating activities to give them more
disaster resilient income.
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Achieve
Universal
Primary
Education
Schools may be closed
down by floods or
earthquakes
•For a disaster hit
family, sending
children to school
becomes a second
priority
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1. Make all schools safer from disaster by
ensuring that all new school buildings are
hazard-resistant and that all existing
schools are risk-assessed in a nationwide
survey and retrofitted if needed
2. Teach disaster risk reduction in all
primary schools as part of the national
curriculum
3. Ensure that schools in high-risk areas
have developed and implemented
disaster preparedness and contingency
plans
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Promote Gender
Equality and
Empower
Women
Women and girls number
more amongst the dead and
missing
•Increased domestic violence
•Increased sexual
harassment; may lead
women/ girls to resort to sex
work
•young girls are often forced
to stop their education and
enter the workforce because
of increased economic
pressure
•they consume less, so as to
save scarce emergency
rations for the family
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Investments in gender equality in development
at both the national and local level.
Strengthening women’s knowledge and capacity
for achieving community disaster resilience
Integrate women’s needs and concerns into a
broad based community development agenda
in disaster prone areas
Make existing disaster risk reduction policies
and programmes gender sensitive
sure disaster-vulnerable families can afford to
educate their daughters
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Reduce Child
Mortality Rate
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Improve
maternal
Health
6
Combat HIV/
AIDS , Malaria
and Other
Diseases
Child mortality rates during disasters are
usually much higher compared to those of
adult population
•Susceptible to drowning, starvation and
disease
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1. access to professional
healthcare
2. Skilled health
professionals, particularly
those working in
community outreach, are a
•Disasters often leave women and girls
key to lowering maternal
with heavier responsibilities
mortality figures and
•pregnant and lactating women were
improving maternal and
vulnerable to malnutrition and
reproductive health
micronutrient deficiencies, especially
since their nutritional requirements are 3. Food and Nutrition
relatively high, but they are least able to Security
negotiate their fair share of food within 4. WASH- Access to clean
the household.nd work load and poorer water and sanitation
health
widespread damage to hospitals and
the medical infrastructure
•Men who migrate in search of work
from disaster prone areas are likely to
indulge in high risk sexual behaviour
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Access to clean water,
sanitation, strong public
health systems and access
to reproductive health
education
S.
No
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MDG
7
Ensure
Environmental
sustainability
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Develop a global
partnership for
development
Impact of Disasters
Disasters can increase rural
urban migration
•In cities, they can affect slum
dwellers disproportionately
•Disasters have severe large
scale impacts on key natural
resources…fields, soil, forests,
biodiversity
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•Storms and tidal surges set
back gains from partnerships
with small island states
•The burden of debt increases,
and unemployment rises
DRR Activities
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maintaining and regenerating natural buffers to
floods, droughts, desertification, landslides and
storms,
out large-scale reforestation and regeneration of
wetlands in the most vulnerable and
environmentally degraded areas
Increase rural drought resilience
Mainstream disaster risk reduction into urban
development, particularly focusing on land-use
planning, construction and water and sanitation.
1.Target direct and multilateral development aid towards
investment in disaster risk reduction in order to get the
best value for the development dollar.
2. Mobilize broad partnerships that bring together many
sectors
3. . Transfer technology from governments and private
enterprises to vulnerable countries and communities so
as to support the best early warning systems and hazardresistant construction methods, and other innovative
low-cost solutions.
4. Initiate dialogues between developed and least
developed countries on debt swaps for investment in
disaster risk reduction.
HFA
Priority 3 of Hyogo framework for Action 2005:
2015
Building the resilience of nations and
communities to disasters broadly
1. Knowledge management
2. Education
3. Risk Awareness
Use of knowledge, innovation and education to
build a culture of safety and resilience at all
levels.
This requires the collection, compilation and
dissemination of relevant knowledge and
information of hazards, vulnerabilities and
capacities
Information Management and Exchange
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b.
c.
d.
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f.
Provide easily understandable information on disaster risks and protection
options
Strengthening networks among the disaster experts, managers and planners
across sectors and between regions
Promote and improve dialogue and cooperation among scientific communities
and practitioners
Develop local, national, regional and international user friendly directories,
inventories and national information sharing systems
Institutions dealing with urban development should provide information to the
public on disaster reduction options pror to constructions, land purchase or land
sale
Update and widely disseminate international standard terminology related to
DRR
Educations and Trainings
1. Promote the inclusion of DRR knowledge in relevant sections of school curricula at
all levels
2. Use of other formal and informal channels to reach youth and children with
information
3. Promote the integration of DRR as an intrinsic element of the UN decade for
education for sustainable development
4. Promote the implementation of programmes and activities in schools for learning
how to minimize the effects of hazards
5. Develop training and learning programmes in DRR targeted at specific sectors
6. Promote community based training initiatives, considering the role of volunteers
to enhance local capacities
7. Ensure equal access to appropriate training and educational opportunities for
women and vulnerable constituencies; promote gender and cultural sensitivities
training as integral components of education and training for DRR
Role of an educational institute in local development
and sustainability though DRR-A case study of TISS
Since its inception in 1936, the Vision of the TISS is to be an institution of
excellence in higher education that continually responds to changing social
realities through the development and application of knowledge, towards creating
a people-centred, ecologically sustainable and just society that promotes and
protects dignity, equality, social justice and human rights from all. The TISS works
towards its vision through:
• Creation and provision of socially relevant and high quality professional
education in a wide range of inter-disciplinary areas of Social Sciences to a
larger number of students from all sections of the society in the country.
• Facilitation of Autonomous Research and dissemination of knowledge.
• Strategic Extension, Field Action and Advocacy: Training and capacity
building of State and non-State institutions and personnel; initiating and
facilitation of field action and Advocacy to demonstrate and facilitate
creation of policies and programmes.
• Professional response to natural and human-made disasters, through
participation in relief and rehabilitation activities.
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TISS, since its inception, has been regularly involved in disaster-related
interventions, with its experience base in disaster management built over the
years, through consistent engagement in disaster situations.
The Institute’s involvement has ranged from direct intervention to policy
formulation.
TISS’s expertise lies in fostering participatory processes, and ensuring people’s
entitlements through close networking with the community, state, and nongovernmental bodies
TISS comprises of more than 175 faculty members who for the past seventy five
years have been working on issues and areas related to various aspects of Disaster
Management (addressing Vulnerabilities and the underlying root causes and
dynamic pressures leading to increased Risk and susceptibility and reduced
Resilience/coping capacity of communities and individuals) and in the larger
context of the termwith almost all global leaders in the field including those
working in India and the Northeast especially Assam (NDMA, NIDM; various
SDMA’s; various State Administrative Training Academies and their Disaster
Management Cells/units; Central and State Universities and Institutes; NGO’s,
CBO’s, PRI’s and people and organizations right from the highest levels of Policy
making and Implementation to the grassroot levels- The focus of our work has
always been the Last Person in the Row and Last Mile Delivery.
‘’We found a difference in their work and the work of many others who were
earnest and had done their best, but who did not have the training to do it well.
There is a difference between the trained workers and the merely enthusiastic
workers’’
Pandit Nehru made these comments on the role of TISS Volunteers in the
Post-Partition Refugee Camps in Kurukshetra at the Inaugural Function of
the TISS Deonar Campus on October 6, 1954.
Summary table of TISS involvement in Disaster
1947:2005
Disaster
Location and Year
No. of Students,
Faculty and Staff
Involved
Nature of Involvement
Partition of India
Kurukshetra
1947
West Bengal,
1971-1972
20 students and 5
faculty
30 students and 5
faculty
Relief work in refugee camps
Partition of Pakistan
(Bangladesh)
Drought
Organising of refugee camps, recruiting of
volunteers and streamlining aid
Parner taluka,
20 students and
2 faculty
Ahmednagar
District,
Maharashtra, 197273
Bombay, 1974
20 students and
3 faculty
Distributing cattle feed and medical aid;
spraying micro-nutrients on standing crop;
and assisting drought migrants in Mumbai
Cyclone
Andhra Pradesh,
1977-78
47 students,
8 faculty
Relief work in affected area
Floods
Morvi, Gujarat,
1980
Orissa, 1982
31 students &
5 faculty
35 students &
4 faculty
25 students,
10 faculty members
and staff
Coordinating and undertaking relief work
Riots
Floods
Riots
Bombay,
May 1984
Initiating peace process and relief work
Relief work in affected area
Coordinating and undertaking relief work;
financial assistance to the affected and
reconstruction of houses
Industrial gas
leak
Bhopal, 1984
130 students
&
30 faculty
25 students &
4 faculty
Identifying of victims and affected
persons and assistance in
rehabilitation planning
Identifying affected persons and
initiating and coordinating relief
Fire
Mankhurd,
Bombay,
January 2,
1987
Floods
Jambhulpada,
Maharashtra,
1989
40 students &
6 faculty
Channeling material and medical
aid; damage assessment and
coordinating relief
Riots
Bombay,
1992-93
40 students &
5 faculty
members
Earthquake
Latur,
Maharashtra,
1993
200 students,
20 faculty
members and
67 staff
Earthquake
Latur,
Maharashtra
Dept of URCD
and field staff
of 10
Identifying affected people;
coordinating disbursement of
compensation paid in north-east
Bombay; reconstruction of
houses; and assisting victims in
legal and police matters
Identifying affected persons;
surveying the damage;
determining and developing
rehabilitation parameters;
conducting impact studies;
coordination of relief distribution,
etc.
Community Participation
Consultants to GOM
Supercyclone
Jagatsinghpur 150 students,
, Orissa, 1999 10 faculty
members and
3 staff
Liaising with control room;
identifying gaps in relief;
identifying specific problems in
individuals in villages; providing
feedback and suggestions to
government departments;
assist in setting up of food for
work programmes; and setting
up of 'mamta griha' in villages
for orphans
120 students,  Identify gaps in relief.
15 faculty
 Organise support
members and  Hospital work in children’s
staff and
ward
volunteers
 Providing support and
3 faculty
feedback to government
departments.
 Initiating fodder camps
 Building data bases of
affected.
 Monitoring social aspects of
rehabilitation and
reconstruction undertaken
by the Tata Relief
Committee.
Earthquake
Kachchh and
Rajkot
districts,
Gujarat,
Feb 2001
Communal
Riots
Tsunami
Panchmahal District,
Gujarat, 2002
3 faculty
members – pilot
visit.
10 faculty
members and
staff of TISS field
action projects.
Four teams of 2
faculty members
and 8 students
each (Post-relief
training of
teachers)
Tamil Nadu, Andaman 30 faculty
and Nicobar Islands, Sri members and
Lanka
100 students
2004
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Floods
Maharashtra
2005
10 faculty
members and
100 students
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Pilot visit by a team of faculty
members on invitation by the
district administration.
Post-Trauma therapeutic
intervention with women and
children.
Health check-ups.
Needs assessment related to
livelihoods.
Formation of women’s self-help
groups for skills training, savings
and credit, and income
generation.
Training of primary and middle
school teachers in psychosocial
care (in 8 talukas).
Damage and social impact
assessments.
Program on sustainable
development to be initiated in the
Andaman and Nicobar Islands.
Psychosocial intervention and
training in Sri Lanka.
Rapid assessments and medical
camps in affected communities
Coordinating relief work in M
Ward, Mumbai
Mobilizing and disbursing relief
material and resources.
While TISS has time and again contributed to disaster
response in India, a review of the same reveals several
strengths and weaknesses, and points to the requirement for
a full-fledged Centre that would consolidate the work
already done, and build on existing strengths to emerge as
dynamic unit of research, education and action in disaster
preparedness and response in South Asia.
It is in this context that the Jamsetji Tata Centre for Disaster
Management (JTCDM)was established at TISS to develop
qualified, skilled and committed human resources, and to
provide support in terms of research, training, networking
and policy advocacy in the country. The Centre is envisaged
as a nodal agency for disaster management that will function
through systems that complement, supplement, and work in
close coordination and collaboration with the state and other
agencies dealing with disasters.
The Jamsetji Tata Centre for Disaster Management
was inaugurated by the Prime Minister of India,
Manmohan Singh, on 6 May 2006.
Disaster management as an
emerging academic discipline
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Disaster Management is emerging globally as a full-fledged academic
discipline. Since disaster response has primarily been a practitioner's
domain, its boundaries have been permeable
People from diverse backgrounds including relief workers, engineers, social
scientists, or medical professionals have worked in disaster management.
This has facilitated the growth of disaster management as a substantive
field. However, as a field of practice, it demands specialisation to meet with
the specific and dynamic challenges posed by disasters.
A Master's programme in Disaster Management should aim at enhancing
knowledge, capacities, skills and perspective on disasters
While enabling an understanding of disasters from the vantage point of
science and technology in the prediction, mitigation and response, it should
foster a critical and reflective appreciation of current debates in disaster
management within the framework of social and environmental justice, state
and civil society dynamics, development, conflict and displacement, and
globalisation. This is the endeavour at the Tata Institute of Social Sciences
Disaster management in higher
education: A global review
An attempt was made to obtain a comprehensive understanding of the
postgraduate programmes with Disaster Management content offered by
national institutes in India and universities across the world. A detailed analysis
on various dimensions covered by specific courses was conducted. Some of
the key questions that guided this desk top review were:
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1) What is the range of Universities and Centres that offer a postgraduate
programme in disaster management? What are the courses (subjects) that are often
prescribed as electives and specialisations?
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2) Where are these courses located - i.e. in what departments and programmes and
how are they structured?
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3) What has been the nature of course content and what areas of specialisation(s)
are available in the context of disaster/emergency management?
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4) What is the duration of these programmes?
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5) What are the key features of the curricula and their integrative elements? Which
areas are given greater importance, from what perspective?
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6) What are the strengths and missing elements in the curricula from the
perspective of developing countries?
• An in-depth review generated a list of 23
institutes/departments which conducted
University level programmes and offered
courses in disaster management.
Graph depicts the key areas of
expertise/specialisation within which disaster
management courses at Masters level are located
within different Institutes.
Priority given to these fields/areas by different
institutes- Key theme/ areas in Disasters covered
in University Curricula
Worldwide disaster management courses are available at the following levels:
1. Diploma level programs.
2. Undergraduate degree level programs.
3. Graduate degree level programs.
4. Certificate programs.
A more extensive global review presents the analysis of the detailed information collected on
disaster management studies in various colleges and universities worldwide from 187
courses (262 including trainings in 2007). For analysis purpose fact-sheets have been
prepared for each program and presented in this report. In all fourteen different aspects of
disaster management are considered for the evaluation of each individual program. The
evaluation has defined five levels for indicating the depth of coverage of the aspect under
evaluation. These levels are as follows:
A+ : Aspect covered to advanced level
A : Aspect covered to medium level
A- : Aspect covered to basic level
N : Aspect not covered
NI : Information not available
Analysis for
certificate
courses
Analysis for on
campus diploma
courses
Analysis for
diploma
distance
learning
courses
Analysis for
undergraduate
on-campus
courses
Analysis for
undergraduate
distance
learning
course
Analysis for
graduate
courses
Nature of course structure and
content
A review of course content suggested that or full range of areas or
topics covered within the postgraduate programme in disaster
management are:
i. Theories on risk, crisis and disasters (social science perspectives)
ii. Historical aspects of disasters
iii. Introduction to Disasters
iv. Risk and vulnerability assessment
v. Organisational aspects
vi. Principles, planning and practices in disaster management
vii. Health and safety issues
viii.Economic dimensions of disaster
ix. Insurances
x. Communication (ITC, skill building etc.)
xi. Social dimensions and dynamics (Social change, conflicts, gender issues
etc.)
xii. Political dimensions (Role of State, Federal government, interorganisational and external interventions etc.)
• xiv. Engineering dimensions (Building technology, infrastructure,
systems modelling, service delivery chains etc.)
• xv. GIS and Remote sensing
• xvi. Impact assessment
• xvii. Psychological dimensions
• xviii. Institutional building and related dimensions
• xix. Security issues (terrorism, transport and airport security issues
etc.)
• xx. Record Management
• xxi. Response, relief and recovery
xxii. Legal dimensions
• xxiii. Sustainability issues
• xxiv. Pre-disaster preparedness
• xxv. Community based approaches
• xxvi. Research and Dissertation
• xxvii. Case Studies and Field Experiences
From the above analysis, it is evident that a
greater priority is given to the following dimensions
a)
b)
c)
d)
e)
f)
Engineering aspects
Risk and Vulnerability assessment
Principles and Planning aspects,
Communication and
Research (Dissertation)
Case Studies and Field Work.
From the initial observations it appeared that certain areas require
greater emphasis with respect to managing disasters in the developing
world; and they need to be introduced as part of the curriculum. These
are:
• a) Institution building, interaction, and
governance (at different phases/ levels of disaster
preparedness, reduction and management)
• b) Social, Psychological, Economic and Legal
perspectives of disasters and their management.
• c) Environment, Livelihood and Disasters
• d) Development, Conflicts and Disasters: Power
and Inequalities
• e) Local Knowledge Systems and Disaster
Management
• f) Public Health Services and Disasters
A curriculum, like the recipe for a dish, is first
imagined as a possibility, then the subject of
experiment. The recipe offered publicly is in a
sense a report on the experiment. Similarly, a
curriculum should be grounded in practice. It is
an attempt to describe the work observed in
classrooms that it is adequately communicated
to teachers and others. Finally, within limits, a
recipe can vary according to taste. So can a
curriculum.”
Stenhouse, 1975, pp.4-5.
Postgraduate Courses in Disaster Management: A
Comparison between the Developed and the
Developing World
Time of start of program
Target groups
Situational factors considered while
designing the course
Taxonomy of significant learning
Questions for formulating
significant learning goals
" A year (or more) after this course is over, we want and hope that students will ……….."
Foundational Knowledge
- What key information (e.g., facts, terms, formulae, concepts, principles, relationships etc.) is/are important for students to
understand and remember in the future?
- What key ideas (or perspectives) are important for students to understand in this course?
Application Goals
- What kinds of thinking are important for students to learn?
o Critical thinking, in which students analyze and evaluate
o Creative thinking, in which students imagine and create
o Practical thinking, in which students solve problems and make decisions - What important skills do students need to gain?
- Do students need to learn how to manage complex projects?
Integration Goals
- What connections (similarities and interactions) should students recognize and make….:
o Among ideas within this course?
o Among the information, ideas, and perspectives in this course and those in other courses or areas?
o Among material in this course and the students' own personal, social, and / or work life?
Human Dimension/Caring Goals
- What could or should students learn about themselves?
- What could or should students learn about understanding others and/or interacting with them?
- What changes/values do you hope students will adopt?
o Feelings?
o Interests?
o Ideas?
"Learning-How-to-Learn" Goals
- What would you like for students to learn about:
o How to be good students in a course like this? (critical
questioning) o How to learn about this particular subject?
o How to become a self-directed learner of the subject, i.e.,
having a learning agenda
of what they need/want to learn, and a plan for learning it?
Goals Encouraging an Ideological Orientation
- What kinds of ideological orientations are important o
Developing a strong value base
o Developing an appreciation of ethics and ethical practices
o Developing an understanding of 'praxis' and its significance
Leaning activities for active
learing
Core objectives of JTCDM
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Reinvention of disaster management system in the country, — Starting at the level of
conceptualization, the Centre aims to bring to the fore disaster prevention and preparedness,
at all levels by facilitating the setting up of holistic, accountable and participatory systems for
disaster response and mitigation and by laying the ground for people-sensitive, accountable
and effective mechanisms for disaster response
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JTCDM’s central role has been to create a strong cadre of disaster management professionals
and institutions across the country that will provide research, policy and programme
leadership, and work with diverse groups in disaster prevention, preparedness, and response.
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To build capacities and resilience of a range of actors —governmental and non-governmental
organizations, peoples’ groups, industry, the corporate sector, academic institutions and civil
society.
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Promoting a multi-disciplinary approach to the prevention and management of disasters
involving all stakeholders esp. the community;
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JTCDM has also engaged in research, networking and policy advocacy.
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To initiate and strengthen theoretical, cross-cultural, empirical or action-oriented
research on disasters, vulnerability and development.
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To serve as a Resource Centre on disaster prevention, preparedness and response.
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To create and strengthen networks for knowledge sharing, coordination of
interventions and for policy advocacy.
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Direct intervention and coordination in pre- and post-disaster situations, i.e.,
disaster prevention, preparedness and response.
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Resource mobilization.
Disaster management requires a multi-disciplinary approach, with experts from
both social and technical sectors having to work in tandem to develop and sustain
integrated and holistic systems for disaster prevention, preparedness and
response.
JTCDM’s agendas, activities and operations is being guided by:
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The external side
of vulnerability
EXPOSURE
Political Economy Approaches
THE DOUBLE STRUCTURE OF VULNERABILITY
Crisis & Conflict Theory
COPING
The internal side
Key Spheres of the Concept of Vulnerability
Multi-dimensional Vulnerability, encompassing physical, social,
economic, environmental & institutional features
Vulnerability as a multiple structure, susceptibility, coping capacity, exposure, adaptive
capacity
Vulnerability as a dualistic approach of susceptibility & coping capacity
Vulnerability as the likelihood to experience harm (human centered)
Vulnerability as an internal risk factor
(intrinsic factor)
Widening of the Concept
External Drivers (Climate Change, Innovations, Globalisation)
Land Use Changes
Watershed Management
Hazard
Flood Preparedness,
Dykes, Reservoirs
Risk
Evacuation, Relief,
Early Warning
Vulnerability
CAPACITY
Economic
Sphere
Social
Sphere
NATURAL EVENTS SPHERE
Flood
Event
Flood
Damage
Flood
Disaster
The Social Causation of Disasters
Natural Environment 1
Spatially varied, with unequal distribution of
opportunities & hazards 2
Opportunities, locations & resources
for human activities, e.g. agricultural
land, water minerals, energy
sources, sites for construction,
places to live & work 3
Hazards affecting human activities
e.g. floods, drought, earthquakes,
hurricanes, volcanic eruptions,
diseases 4
Social processes determine unequal access to
opportunities, and unequal exposure to hazards 5
Class – gender – ethnicity – age group – disability – immigration status 6
Social system & power relations 7
Political & economic systems at national & international scales 8
THE PROGRESSION OF VULNERABILITY
1
Root Causes
Limited Access
To
• Power
•Structures
• Resources
Ideologies
• Political Systems
• Economic Systems
2
Dynamic Pressures
Lack of
• Local Institutions
• Training
• Appropriate skills
• Local investments
• Local markets
• Press freedom
• Ethical standards
in public life
Macro Forces
• Rapid population
change
• Rapid urbanisation
• Arms expenditure
• Debt repayment
Schedules
• Deforestation
• Decline in soil
productivity
3
Unsafe Conditions
Disaster
Physical Environment
• Dangerous locations
• Unprotected buildings
& infrastructure
Earthquake
Cyclone
Local Economy
• Livelihoods at risk
• Low income levels
Social Relations
• Special groups at risk
• Lack of local institutions
Public actions
& institutions
• Lack of disaster
preparedness
• Prevalence of endemic
disease
Hazards
Flooding
Volcanic
eruption
R=HXV
Landslide
Drought
Virus
Pests
Specific Hazard
The trigger event
Time / Space
Nature of Hazard
Social Relations
Unsafe
Conditions
Structure of
domination
Household
Livelihoods
disaster
t1
t2
New Iteration
t3
Normal Life
S
Structure of
o Social Relations
domination
c
i
a
l
Transition to
tn
To the next disaster?
Or action for
Disaster Reduction?
P
r
o
t
e
c
t
i
o
n
First round of
impacts on livelihood
Responses:
Reaction, coping,
adaptation, intervention etc
+ dynamic impacts
t1
t2
tn
4 Structures of domination
1 Social Relations
2a Households
2b Their resources
& assets
3a Income
opportunities
3b Access
Qualifications
5 Choices of Household
9 Outcome of
decisions
8 Decisions
7 Household Budget
Births, deaths & demographic
changes in time period
6 Livelihood
Objective of Coping Strategies
 Survival in face of adverse events
 Temporary denial of those needs higher up
The Jamsetji Tata Centre for Disaster Management, TISS Major Activities
1.
2.
3.
4.
5.
6.
Academic Programs-certificate, diploma, masters, M.Phil, P.hD, Post Doct.
Training and capacity building- ASDMA Project
Research and Development
Publications and documentation –Working Paper, Articles, Reports, etc.
Networking and Advocacy
Direct interventions -Participatory developmental activities M Ward
Transformation
7. Disaster response
8. Field Action Projects,
9. Consultancies and Extension
10. Seminars, Workshops, Conferences, Roundtables, Public consultations, Public
meetings, Public lectures
Disaster response, consultancy and
extension activities of JTCDM
•
•
•
•
•
•
•
Tsunami Response – South India (Since 2004)
Andaman & Nicobar Islands Project (Since 2004)
Kashmir Earthquake Response (Since 2005)
Mumbai Flood Response (2005)
Narmada and Barmer Flood Response (2006)
Mumbai Train Blasts (2006)
Preparation of Guidelines for the National Disaster
Management Policy (2007)
• Review of the Gujarat State Disaster Management
Act (2007)
• Disaster Response – Kosi Floods (2008)
• Mumbai Terror Attack Response (Since 2008)
• Taj Employees Psychosocial Care and Support (2008)
• Cyclone Aila in West Bengal (2009)
• Public Consultation on Disaster Management Plans in
Maharashtra and Food Security and Food Rights in
the State of Maharashtra (2008)
• People’s Tribunal on Post-Tsunami
Rehabilitation, Chennai (2008)
• Flood in Karnataka and Andhra Pradesh (2009)
• Post Tsunami Intervention in the Andaman
and Nicobar Islands
• Multi-Stakeholder Partnership Project for the
State of Maharashtra
References
•Andharia, J. (1996) Responding to Emergencies and Disasters: Enhancing the Relevance of Social
Work Curriculum, Kayakalp, Vol 1, No. 2. January -June 1996. (Cente for Educational Innovation, IIM,
Ahmedabad).
•Andharia, J. (2002) “Institutional Response to Disasters: Changing Contours of the Role of
an Academic Institution”, Indian Journal of Social Work, special issue, Vol.63, Issue No.2, 2002.
•Bonwell, C.C. and Elson, J.A. (1991) Active learning: Creating excitement in the classroom.
ASHE-ERIC Higher Education Report 1. Washington, D.C.: George Washington University.
•Bruner, J. (1960) The process of education. Cambridge, MA: Harvard University Press.
•Disaster Education, Building Research Institute (BRI), National Graduate Institute for Policy Studies
(GRIPS), 2007
•Fink, D.L. (2003) Creating significant learning experiences: An integrated approach to designing
college courses. San Francisco: Jossey-Bass.
•Fink, D.L. (2005) ‘Integrated coutse design’, Idea paper # 42, March 2005, Manhattan: The Idea
Center.
•Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.
•Howard, J. (2007) Curriculum Development, Centre for the Advancement of Teaching and Learning,
North Carolina: Elon University, org.elon.edu/catl/documents/ Curriculum%20Development.pdf. Last
accessed: 20 June 2008.
•Jacobs, H.H. (1997) Mapping the big picture: Integrating curriculum and assessment K-12.
Alexandria, VA: Association for Supervision and Curriculum Development.
•Neal, D. M. (2000) Developing degree programs in disaster management: Some reflections
and observations, International Journal of Mass Emergencies and Disasters, 18(3), pp.417-437.
•Smith, M.K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopedia of informal education,
www.infed.org/biblio/b-curric.htm. Last updated: 11 April 2008.
•Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman.
•TISS Report . (2001) TISS Participation in Gujarat Quake: A Report for the Governing Board Meeting,
TISS, Mumbai.
•JTCDM working paper No.2, Aug 2007