Disaster Education in Bangladesh : Opportunities and Challenges
Disaster Education in Bangladesh : Opportunities and Challenges
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孟加拉国的灾害教育：机遇与挑战
DOI：
10.1007/978-4-431-54252-0_14
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
and Raiib Shaw
中科院分区：
文献类型：
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作者：
Omma Habiba;M A Abedin;and Raiib Shaw
在过去几十年中，孟加拉国发生灾害的频率和严重程度有所增加，特别是由洪水、气旋和干旱等水文气象因素引起的灾害。在应对灾害方面，孟加拉国在备灾方面取得了重大进展，在减少风险方面迈出了实质性步伐。然而，为了提高对灾害的认识，《2005-2015年兵库行动框架》行动优先事项3强调知识和教育的作用，并强调正规和非正规教育以及提高认识是减少灾害风险的重要组成部分。在这方面，本书的这一章旨在突出孟加拉国正在进行的不同级别的灾难教育。可以看到，孟加拉国正在通过国家课程和教科书委员会(NCTB)在1994/1995年制定的课程课程开展灾害教育。2006年，灾害管理局(灾害管理局)和综合灾害管理方案(灾害管理方案)对国家反恐委员会的账簿进行了审查，主要侧重于在家庭和社区一级采取的必要措施，并强调必须减少风险。本章进一步指出了在孟加拉国范围内实施灾害教育的主要差距和挑战。此外，本章强调非正规和非正规教育，并讨论了可持续发展教育(ESD)、气候变化教育(CCE)，并提到社区在实现可持续发展方面的作用，这有助于培养态度和知识，以便在现在和未来为学生、社区和其他人做出有利于他们的决策。
During the last couple of decades, there has been an increase in the frequency and severity of disasters in Bangladesh, particularly those of hydro meteorological origin such as flood, cyclone and drought. To deal with disasters, Bangladesh has achieved significant progress in disaster preparedness and taken substantial steps forward in terms of risk reduction. However, to create awareness towards disaster, Hyogo Framework for Action (HFA) 2005–2015, priority for action-3 gives emphasis on the role of knowledge and education, and highlights formal and non-formal education, and awareness-raising as important components for disaster risk reduction. In this regards, this book chapter intends to highlight the ongoing disaster education at different levels in Bangladesh. It has been seen that Bangladesh is carried out disaster education through course curricula developed by National Curriculum and Textbook Board (NCTB) in 1994/1995. In 2006 Disaster management Bureau (DMB) and Comprehensive Disaster Management Program (CDMP) had undertaken a review of the books of NCTB that mainly focused on the measures necessary to be undertaken at the family and community levels and emphasized on the need for risk reduction. This chapter further point outs key gaps and challenges to implement disaster education in context of Bangladesh. Besides, this chapter gives emphasis on non-formal and informal education, and addresses ESD (Education for Sustainable Development), CCE (Climate Change Education) and mentions community’s role for achieving sustainable development that helps to develop attitudes, knowledge to make decisions for the benefit of students, communities, and others, now and in future.