CHARACTERISTICS OF A GOOD EMERGENCY MANAGER A solid knowledge of: the sources of hazard and risk the forms of vulnerability to disaster the available

Transcription

1 Making Emergency Management Training and Education Sustainable David Alexander CESPRO University of of Florence

2 CHARACTERISTICS OF A GOOD EMERGENCY MANAGER A solid knowledge of: the sources of hazard and risk the forms of vulnerability to disaster the available mitigation options legal obligations and responsibilities A good training in: emergency planning and disaster mitigation emergency management procedures relations with the public and mass media emergency communications information management

3 Common defects of courses: coverage of of the subject is is fragmentary and incomplete quality of of lessons is is highly variable teachers are not sufficiently expert in in the subject the course lacks clear objectives lack of of active participation of of students in in the lessons.

4 The imperatives of emergency management training:- to to create a common culture and language of of civil protection to to establish what general body of of information should be be taught to to make trainees better able to to carry out tasks related to to their own roles to to promote understanding of of the roles of of other participants in in emergency work.

5 We need to aim for greater rigour and consensus in what we teach emergency managers and how we teach them.

6 How to make courses relevant & sustainable Assess needs Define objectives Develop methods and materials Conduct training Evaluate results Revise and relaunch course.

7 Seven principles of of sustainable education and training in in emergency management

8 Teachers and students should feel that they are stakeholders in a course and are endowed with a genuine interest in its outcome.

9 The educational process should undergo constant development: : courses should not remain static but should adapt to new challenges, information and realities.

10 The educational product should be durable: hand-outs should be made to last and lessons should leave a good long-term impression.

11 Lively, two-way way dialogue should take place between teachers and students.

12 Students should be protagonists who mould their own education.

13 A common language and culture should be developed so as to make students (and their teachers) feel that they belong to a community of scholars and practitioners, one that will constantly increase their knowledge and abilities.

14 Lessons must be learned, not just mentally registered, and not forgotten easily.

15 Emergency preparedness Contingency planning Standards:- what needs to be taught duration of courses quality management certification Crisis management Disaster risk risk reduction

16 Common culture Common objectives Common language Broad-based emergency management education Field training and professional experience Discipline-based education

17 CONSTITUENT DISCIPLINES Atmospheric & water sciences Computational & analytical sciences Climatology Hydraulics Hydrology Meteorology Information & communication technology (ICT) Computer technology Remote sensing Risk analysis (inc. risk identification, estimation, management & communication) Health sciences Ecology Geology (& Geomorphology) Geophysics (inc. Seismology) Vulcanology HAZARD, RISK & DISASTER Epidemiology Nursing Nutrition Pharmacology General medicine Surgery & emergency medicine Public health, hygiene & epidemiology Veterinary sciences Earth & environmental sciences Construction sciences Architecture Civil engineering Geotechnical engineering Structural engineering Mechanical & electrical engineering Cartography Development studies Economics Geography, History Jurisprudence & legal stds Urban & regional planning Mass media studies Psychology Sociology Social & spatial sciences

18 Emergency management training and education Emergency management training and education HAZARD ANALYSIS FIELD EXERCISES METHODS OF RISK MITIGATION EMERGENCY PLANNING BASIC CONCEPTS RECOVERY AND RECONSTRUCTION PLANNING EMERGENCY MANAGEMENT DISASTER SOCIOLOGY AND PSYCHOLOGY PUBLIC INFORMATION MANAGEMENT

19 Research Training programmes Certification of competence Experience Emerging professional figure Policies and legislation Recognition and an institutional role for the professional figure Organi- sation

20 Conclusions in in emergency management training is is the motor of of change and the source of of development of of the profession courses must have clear objectives: it it is is imperative to to have a good idea of of the expected product or or outcome training must be be broad and integrative, with a focus on on creating a common language and culture and understanding all all participants' roles in in emergencies.

21 italia.blogspot.com