Real Risk

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N CONTRAST WITH

many environment and development prob-

lems, the causes of natural disasters are understood and

measures for limiting their impacts are widely available. Over

the past three decades, scientific knowledge about natural hazards

and the technological means of confronting them has expanded

greatly. Yet despite the ample availability of knowledge and exper-

tise, society continues to be increasingly vulnerable to

catastrophes that are more destructive than ever. While a number

of barriers prevent the widespread adoption of disaster reduction

techniques, these can be overcome through better use of science

and technology as well as more effective education, capacity build-

ing and public awareness programmes where several disciplines

and sectors come into play. It is not only a question of investing

in major technological infrastructure solutions. Disaster mitiga-

tion depends fundamentally on strengthening local communities

through a culture of pre-emptive resilience.

Advancement, transfer, sharing and application of knowledge

are key foundations for disaster risk management. It is now widely

agreed that achieving disaster resilience is essentially a process

of using knowledge and learning at all levels. When it comes to

living with risk, we must embrace education in all its forms, from

drills involving disaster simulations in primary and secondary

schools to advanced university and postgraduate studies. We must

also capitalise on traditional local knowledge about hazards and

coping with their occurrence.

The emerging approach to disaster risk reduction, which is

advocated by the United Nations Educational, Scientific and

Cultural Organization (UNESCO) and other relevant organiza-

tions, stresses the merit of forging close cooperation across

disciplines and sectors, and between sectoral organizations and

departments within countries and institutions. In order to inte-

grate mitigating and preventive measures in a development

context, different disciplines from the natural and social sciences

need to join forces with the educational, cultural and communi-

cation fields through interdisciplinary work to bring solutions to

the complex problem of vulnerability assessment and reduction.

UNESCO has been engaged in promoting interdisciplinary work

and transdisciplinary activities through and among its intergov-

ernmental programmes. This approach also depends on

encouraging effective communication of information, involving

local communities, making disaster prevention part of education,

and raising the awareness of the public.

Scientific and educational programmes, which are promoted

by institutions like UNESCO and implemented at various levels

(local, national and international) help provide the means for

communities, countries and groups of nations to learn and

acquire knowledge, and to enhance the application of this knowl-

edge in coping with the threats to their built and physical

environment. This is achieved by launching international initia-

tives supporting worldwide research, training and teaching;

establishing international, regional and national centres, networks

and early warning systems; identifying hazardous zones; and

quantitative assessment of hazards in those zones.

Promotion of resistant building design is encouraged. Practical

advice is given on how to build schools that will be relatively safe

if a natural disaster occurs. Recommendations are made for

enabling post-disaster efforts to minimize discontinuity in educa-

tional programmes. Recent pilot studies have been carried out in

Asian countries, introducing disaster preparedness into the curric-

ula covering social and behavioral aspects. Campaigns and

information materials are developed to safeguard cultural heritage,

monuments, sites and property against hazards, including inter-

national standard setting activities and conventions regarding the

protection of physical cultural heritage against extreme events.

UNESCO post-disaster reconnaissance missions operating in

areas stricken by earthquakes, volcanic eruptions, landslides,

floods and cyclones make recommendations on reconstruction,

future risk mitigation, and the rehabilitation or reconstruction of

educational and cultural buildings.

Reduced vulnerability to disasters cannot be attained if indi-

viduals are not empowered to learn, understand and act

accordingly. The development of human resources and contin-

ued learning plays the key role in effecting the necessary shift in

emphasis from post-disaster response and reaction to pre-disas-

ter prevention and action. Science and education contribute to

building the knowledge and skills of men and women and to

achieving the capacity that will enable them to better cope with

natural and environmental threats. The Hyogo Framework for

Action 2005-2015, which was adopted at the World Conference

on Disaster Reduction, places knowledge and education among

the top five priority themes.

Educating all sectors of society on disaster reduction actions

that are based on the application of sound scientific, engineer-

ing, and cultural principles to create sustainable systems is a goal

which is pursued in certain countries. In the context of the United

Nations Decade of Education for Sustainable Development, the

United Nations Inter-Agency Secretariat of the International

Strategy for Disaster Reduction and UNESCO, jointly with other

stakeholders, are promoting and facilitating a global campaign

on education for disaster reduction. The purpose of this inter-

Capacity building and education for disaster

reduction: UNESCO approaches

Badaoui Rouhban, Chief, Section for Disaster Reduction, Natural Sciences Sector, United Nations

Educational, Scientific and Cultural Organization