INCORPORATING “LAST YEAR’S” DISASTER

INFORMATION IN “THIS YEAR’S”

EDUCATIONAL SURGES (Part 4)

Walter Hays, Global Alliance for Disaster Reduction, University of

North Carolina, USA

GOAL: A STRATEGIC USE OF KNOWLEDGE AND EXPERIENCE GAINED FROM “LAST YEAR’S” DISASTERS IN “THIS YEAR’S”

GLOBAL EDUCATIONAL SURGES

A SIMPLE CONCEPT WITH A HIGH BENEFIT TO COST RATIO

AN EDUCATIONAL SURGE IS MORE EFFECTIVE IF IT

INCLUDES “LAST YEAR’S” CHAPTER IN THE “GLOBAL

BOOKS OF KNOWLEDGE AND EXPERIENCE.”

BOOK OF

BOOK OF

KNOWLEDGE

KNOWLEDGE

- Perspectives

- Perspectives

On Science, Policy,

On Science, Policy,

And EM HI-ED

And EM HI-ED

BOOK OF

BOOK OF

EXPERIENCE

EXPERIENCE

- Perspectives

- Perspectives

On Science, Policy,

On Science, Policy,

And EM HI-ED

And EM HI-ED

GOAL: COMMUNITY DISASTER RESILIENCE GOAL: COMMUNITY DISASTER RESILIENCE GOAL: COMMUNITY DISASTER RESILIENCE GOAL: COMMUNITY DISASTER RESILIENCE

FLOODS

SEVERE WIND STORMS

EARTHQUAKES

DROUGHTS

LANDSLIDES

WILDFIRES

VOLCANIC ERUPTIONS

TSUNAMIS

GLOBAL CLIMATE CHANGE

TECHNOLOGICAL HAZARDS

INCREASED TECHNICAL AND POLITICL CAPACITY OF COMMUNITY TO COPE

INCREASED TECHNICAL AND POLITICL CAPACITY OF COMMUNITY TO COPE

INCREASED OWNERSHIP AND USE OF KNOWLEDGE AND EXPERIENCE

INCREASED OWNERSHIP AND USE OF KNOWLEDGE AND EXPERIENCE

IMPROVE ON PAST IMPROVE ON PAST PERFORMANCE PERFORMANCE

IMPROVE ON PAST IMPROVE ON PAST PERFORMANCE PERFORMANCE

NOTABLE DISASTER TYPES IN 2008NOTABLE DISASTER TYPES IN 2008NOTABLE DISASTER TYPES IN 2008NOTABLE DISASTER TYPES IN 2008

CYCLONE NARGIS

WENCHUAN EARTHQUAKE

FLOODING IN MIDWESTERN USA

TROPICAL STORMS AND HURRICANES

WILDFIRES IN CALIFORNIA

ERUPTION OF VOLCANO CHAITEN

CATALYSTS FOR CHANGECATALYSTS FOR CHANGE

NEW KNOWLEDGE FOR NEW KNOWLEDGE FOR COMMUNITY DISASTER COMMUNITY DISASTER RISK REDUCTIONRISK REDUCTION

NEW KNOWLEDGE FOR NEW KNOWLEDGE FOR COMMUNITY DISASTER COMMUNITY DISASTER RISK REDUCTIONRISK REDUCTION

GLOBAL CLIMATE CHANGE

EXECUTIVE SUMMARY

WHAT HAPPENED DURING 2008’S

SEVERE WINDSTORMS

2008 TROPICAL STORM/HURRICANE/TYPHOON

SEASON

JUNE 1 – NOVEMBER 30, 2008

PATHS OF 2008’s 16 NAMED ATLANTIC STORMS

• HIGH VELOCITY WINDS• HEAVY RAINFALL• FLOODING (Storm Surge; Runoff) • LANDSLIDES• POWER OUTAGES• AGRICULTURAL LOSSES

•11TH NAMED STORM OF 2008 SEASON

•KYLE TAKES A RARE PATH TOWARD NOVA SCOTIA, CANADA

STORM WEAKENS IN THE COLD WATERS OF THE NORTH ATLANTIC AND HEADS TOWARD SCOTLAND

HURRICANE OMAR

CAUSED EXTENSIVE FLOODING IN SOUFRIERE

OCTOBER 2008

SOUFRIERE

OMAR

OMAR

OMAR

OMAR

OMAR

OMAR

OMAR

OMAR

OMAR

TROPICAL STORM MARCOS: MEXICO: OCTOBER 10, 2008

TROPICAL STORM NANA: OCTOBER 12, 2008

MARCOS, NANA, OPRAH, AND PALOMA COMPLETED THE SEASON

• The factors that contribute to the formation of hurricanes were in place longer than usual during 2008 (e.g., warm ocean temperature, and low wind shear).

NEUTRAL EL NINO CONDITIONS

Neutral El Nino conditions continued throughout the 2008 season.

El Nino is the eastern Pacific warm water phenomenon that dampens the formation of tropical storms in the Atlantic.

CONCEPTS OF EDUCATIONAL SURGES

THAT MOVE COMMUNITIES TOWARDS DISASTER

RESILIENCE

FOUR UNIVERSAL BARRIERS TO USING “LAST YEAR’S” INFORMATION

• IGNORANCE

• APATHY

• DISCIPLINARY BOUNDARIES

• LACK OF POLITICAL WILL

EDUCATIONAL SURGES CREATE TURNING EDUCATIONAL SURGES CREATE TURNING POINTS POINTS

EDUCATIONAL SURGES CREATE TURNING EDUCATIONAL SURGES CREATE TURNING POINTS POINTS

ALL SECTORS OF SOCIETY INFORMED

IGNORANCE TO ENLIGHTENMENT

APATHY TO EMPOWERMENT

BOUNDARIES TO NETWORKS

STATUS QUO TO GOOD POLITICAL DECISIONS

EDUCATIONAL SURGES WILL CHANGE THE COMMUNITY

EDUCATIONAL SURGES WILL CHANGE THE COMMUNITY

EDUCATIONAL SURGEEDUCATIONAL SURGEEDUCATIONAL SURGEEDUCATIONAL SURGE

RELEVANT

PUBLIC AWARENESS

INCREASE UNDERSTANDING

POLITICAL ENABLEMENT

BUILD EQUITY

BASIC OBJECTIVES FOR LAUNCHING AN EDUCATIONAL SURGE

BASIC OBJECTIVES FOR LAUNCHING AN EDUCATIONAL SURGE

BENEFITS OF EDUCATIONAL SURGESBENEFITS OF EDUCATIONAL SURGESBENEFITS OF EDUCATIONAL SURGESBENEFITS OF EDUCATIONAL SURGES

EXPAND CAPABILITY

IMPROVE DELIVERY MECHANISMS

OVERCOME UNIVERSAL BARRIERS

CREATE TURNING POINTS OF CHANGE

INCREASE COMMUNITY DISASTER RESILIENCE

EDUCATIONAL SURGESEDUCATIONAL SURGES

TOPICS AND TARGETS OF EDUCATIONAL SURGES TOPICS AND TARGETS OF EDUCATIONAL SURGES TOPICS AND TARGETS OF EDUCATIONAL SURGES TOPICS AND TARGETS OF EDUCATIONAL SURGES

THE KNOWLEDGE BASE

Risk and Loss Assessments

Increased Understanding

Hazard Characterization

Vulnerability Assessments

Real & Near Real Time Information Flow

Disaster-Risk Reduction

Interface with Multiple Networks

Cause & Effect Relationships

CAPACITY BUILDING

Emergency Managers

Policy Makers

Practitioners

Intelligent Emergency Management

Tailored to Community Needs

CONTINUING EDUCATION

Up Close, Virtual, and Distance Learning

Update Knowledge Bases After Each Disaster

Disaster Scenarios

Training

Information Technology

A PROCESS THAT IS DESIGNED TO PENETRATE SOCIETYA PROCESS THAT IS DESIGNED TO PENETRATE SOCIETY A PROCESS THAT IS DESIGNED TO PENETRATE SOCIETYA PROCESS THAT IS DESIGNED TO PENETRATE SOCIETY

BENEFITS OF AN EDUCATIONAL SURGE

• Increasing the "World's Mutual Fund for Education," (i.e., the in-country resources for education in the budget of every nation)

BENEFITS OF AN EDUCATIONAL SURGEBENEFITS OF AN EDUCATIONAL SURGE

• Capacity-building activities on different scales will eventually overcome the universal barriers of ignorance, apathy, disciplinary boundaries, and lack of political will.

BENEFITS OF AN EDUCATIONAL SURGE

• Increased community disaster resilience (NOTE: Megacities are a special challenge)

BENEFITS OF AN EDUCATIONAL SURGE

• Transferring ownership of knowledge and technology for increasing disaster-risk reduction for people, habitats, livelihoods, cultural heritage, and infrastructure

BENEFITS OF AN EDUCATIONAL SURGE

• Facilitates equipping, linking, and engaging legions of new and emerging professionals with mature professionals

BENEFITS OF AN EDUCATIONAL SURGE

• Intensifies efforts in high-risk locations.

• Decreases vulnerabilities in essential (schools) and critical (hospitals, dams, and power plants) facilities.

MEASURING CHANGEMEASURING CHANGEMEASURING CHANGEMEASURING CHANGE

NEW RESOURCES

NEW DELIVERY MECHANISMS

NEW PROFESSIONAL LINKAGES

NEW LEGISLATIVE MANDATES

NEW DIALOGUE ON BUILDING A CULTURE OF DISASTER-RISK REDUCTION

EDUCATIONAL SURGES SHOULD RESULT IN …

EDUCATIONAL SURGES SHOULD RESULT IN …

MEASURING CHANGE

PRINCIPLES(Improving on the

past)

• REDUCTION IN MAGNITUDE OF SOCIO-ECONOMIC LOSSES FROM NATURAL HAZARDS

MEASURING CHANGE

PRINCIPLES(Improving on the

past)

• REDUCTION IN NUMBER AND MAGNITUDE OF ANNUAL NATURAL DISASTERS

MEASURING CHANGE

PRINCIPLES(Improving on the

past)

• INCREASED EFFECTIVENESS OF EDUCAT-IONAL SURGES TO BUILD PROFESSIONL CAPACITY FOR DISASTER REXILIENCE

MEASURING CHANGE

PRINCIPLES(Improving on the

past)

• DECREASE IN IGNORANCE, APATHY, DISCIPLINARY BOUNDARIES, AND LACK OF POLITICAL WILL

MEASURING CHANGE

• PRINCIPLES (Improving on the Past)

• INCREASE IN TRAINING

MEASURING CHANGE

• PRINCIPLES (Improving on the Past)

• INCREASE IN THE NUMBER OF PROFESSIONALS ENGAGED IN SEAMLESS NETWORKS HAVING COMMUNITY DISASTER RESILIENCE AS A GOAL

MEASURING CHANGE

• PRINCIPLES (Improving on the past)

• INCREASED COORDINATION

MEASURING CHANGE

• PRINCIPLES (Improving on the past)

• IMPROVED COLLABORATION

MEASURING CHANGE

• PRINCIPLES (Improving on the past)

• IMPROVED INNOVATION

MEASURING CHANGE

• TURNING POINTS

(Building a Culture of Community Disaster Resilience)

NEW NETWORKS OF PROFESS-IONALS WORKING ON EDUCATIONAL SURGES TO PENETRATE ALL LEVELS OF THE COMMUNITY.

MEASURING CHANGE

• TURNING POINTS (Building a Culture of Community Disaster Resilience)

• INCREASE IN ACTIVITIES TO TRANSFORM IGNORANCE INTO ENLIGHTENMENT

MEASURING CHANGE

• TURNING POINTS (Building a Culture of Community Disaster Resilience)

• INCREASE IN ACTIVITIES TO TRANSFORM APATHY INTO EMPOWERMENT

MEASURING CHANGE

• TURNING POINTS (Building a Culture of Community Disaster Resilience)

• INCREASE IN ACTIVITIES TO TRANSFORM ORGANIZATIONAL AND DISCIPLINARY BOUNDARIES INTO SEAMLESS NETWORKS

MEASURING CHANGE

• TURNING POINTS (Building a Culture of Community Disaster Resilience)

• INCREASE IN ACTIVITIES TO TRANSFORM THE STATUS QUO IN A COMMUNITY INTO “GOOD” POLITICAL DECISIONS

MEASURING CHANGE

• TURNING POINT (Building a Culture of Community Disaster Resilience)

• INCREASE IN DIALOGUE ON HOW TO USE “LAST YEAR’S” DISASTER INFORMATION IN “THIS YEAR’S” EDUCATIONAL SURGES