ROLE OF EDUCATIONAL INSTITUTE IN LOCAL GOVERNANCE FOR DRR

AND SUSTAINIBILITYDr. A. K. SINGH

Asscosiate Professor, JTCDM, TISS and Principal Coordinator-TISS , Disaster Resilient Assam and Northeast

Project

Email : aksingh@tiss.edu

dr.aksingh25@gmail.com

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

• 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.

• 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 Impact of Disasters DRR Activities

1 Eradicate Extreme Poverty and Hunger

•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 theiragricultural and land-use planning3. Improve farmers’ access to insurance and fair terms of credit for disaster proofing their livelihoods4. 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.

2 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

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 needed2. 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

3 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

• 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

4 Reduce Child Mortality Rate

•Child mortality rates during disasters are usually much higher compared to those of adult population•Susceptible to drowning, starvation and disease

1. access to professional healthcare2. Skilled health professionals, particularly those working in community outreach, are a key to lowering maternal mortality figures and improving maternal and reproductive health3. Food and Nutrition Security4. WASH- Access to clean water and sanitation

5 Improve maternal Health

•Disasters often leave women and girls with heavier responsibilities •pregnant and lactating women were vulnerable to malnutrition and micronutrient deficiencies, especially since their nutritional requirements are relatively high, but they are least able to negotiate their fair share of food within the household.nd work load and poorer health

6 Combat HIV/ AIDS , Malaria and Other Diseases

•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

Access to clean water, sanitation, strong public health systems and access to reproductive health education

S. No.

MDG Impact of Disasters DRR Activities

7 Ensure Environmental sustainability

•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

• 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.

8 Develop a global partnership for development

•Storms and tidal surges set back gains from partnerships with small island states•The burden of debt increases, and unemployment rises

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 sectors3. . Transfer technology from governments and private enterprises to vulnerable countries and communities so as to support the best early warning systems and hazard-resistant 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

a. Provide easily understandable information on disaster risks and protection options

b. Strengthening networks among the disaster experts, managers and planners across sectors and between regions

c. Promote and improve dialogue and cooperation among scientific communities and practitioners

d. Develop local, national, regional and international user friendly directories, inventories and national information sharing systems

e. Institutions dealing with urban development should provide information to the public on disaster reduction options pror to constructions, land purchase or land sale

f. Update and widely disseminate international standard terminology related to DRR

Educations and Trainings1. 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

• 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.

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:

• 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 non-governmental 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 Kurukshetra1947

20 students and 5 faculty

Relief work in refugee camps

Partition of Pakistan (Bangladesh)

West Bengal,1971-1972

30 students and 5 faculty

Organising of refugee camps, recruiting of volunteers and streamlining aid

Drought Parner taluka, Ahmednagar District, Maharashtra, 1972-73

20 students and 2 faculty

Distributing cattle feed and medical aid; spraying micro-nutrients on standing crop; and assisting drought migrants in Mumbai

Riots Bombay, 1974 20 students and 3 faculty

Initiating peace process and relief work

Cyclone Andhra Pradesh,1977-78

47 students,8 faculty

Relief work in affected area

Floods Morvi, Gujarat, 1980

31 students &5 faculty

Coordinating and undertaking relief work

Floods Orissa, 1982 35 students & 4 faculty

Relief work in affected area

Riots Bombay, May 1984

25 students, 10 faculty members and staff

Coordinating and undertaking relief work; financial assistance to the affected and reconstruction of houses

Industrial gas leak

Bhopal, 1984 130 students &30 faculty

Identifying of victims and affected persons and assistance in rehabilitation planning

Fire Mankhurd, Bombay,January 2, 1987

25 students & 4 faculty

Identifying affected persons and initiating and coordinating relief

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

Identifying affected people; coordinating disbursement of compensation paid in north-east Bombay; reconstruction of houses; and assisting victims in legal and police matters

Earthquake Latur, Maharashtra, 1993

200 students, 20 faculty members and 67 staff

Identifying affected persons; surveying the damage; determining and developing rehabilitation parameters; conducting impact studies; coordination of relief distribution, etc.

Earthquake Latur, Maharashtra

Dept of URCD and field staff of 10

Community Participation Consultants to GOM

Supercyclone Jagatsinghpur, Orissa, 1999

150 students, 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

Earthquake Kachchh and Rajkot districts,Gujarat,Feb 2001

120 students, 15 faculty members and staff and volunteers3 faculty

Identify gaps in relief. Organise support Hospital work in children’s

ward Providing support and

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.

Communal Riots

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)

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).

Tsunami Tamil Nadu, Andaman and Nicobar Islands, Sri Lanka2004

30 faculty members and 100 students

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.

Floods Maharashtra 2005

10 faculty members and 100 students

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

• 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

• 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?

• 2) Where are these courses located - i.e. in what departments and programmes and how are they structured?

• 3) What has been the nature of course content and what areas of specialisation(s) are available in the context of disaster/emergency management?

• 4) What is the duration of these programmes?

• 5) What are the key features of the curricula and their integrative elements? Which areas are given greater importance, from what perspective?

• 6) What are the strengths and missing elements in the curricula from the perspective of developing countries?

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:

Disaster management in higher education: A global review

• 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 levelA : Aspect covered to medium levelA- : Aspect covered to basic levelN : Aspect not coveredNI : 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

i. Theories on risk, crisis and disasters (social science perspectives)ii. Historical aspects of disastersiii. Introduction to Disastersiv. Risk and vulnerability assessmentv. Organisational aspectsvi. Principles, planning and practices in disaster managementvii. Health and safety issuesviii.Economic dimensions of disasterix. Insurancesx. Communication (ITC, skill building etc.)xi. Social dimensions and dynamics (Social change, conflicts, gender issues

etc.)xii. Political dimensions (Role of State, Federal government, inter-organisational

and external interventions etc.)

A review of course content suggested that or full range of areas or topics covered within the postgraduate programme in disaster management are:

• 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) Engineering aspects

b) Risk and Vulnerability assessment

c) Principles and Planning aspects,

d) Communication and

e) Research (Dissertation)

f) Case Studies and Field Work.

• 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

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 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• 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

• 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.

• 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.

• Promoting a multi-disciplinary approach to the prevention and management of disasters involving all stakeholders esp. the community;

• JTCDM has also engaged in research, networking and policy advocacy.

• To initiate and strengthen theoretical, cross-cultural, empirical or action-oriented research on disasters, vulnerability and development.

• To serve as a Resource Centre on disaster prevention, preparedness and response.• To create and strengthen networks for knowledge sharing, coordination of

interventions and for policy advocacy.• Direct intervention and coordination in pre- and post-disaster situations, i.e.,

disaster prevention, preparedness and response. • 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:

THE DOUBLE STRUCTURE OF VULNERABILITY

Political Economy Approaches

Crisis & Conflict Theory

The external sideof vulnerabilityEXPOSURE

COPING

The internal side

Entitlement Theory

Human

Eco

logy

Persp

ectiv

es

Mod

els o

f Acc

ess t

o Ass

etsAction Theory Approaches

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

CAPACITY

REALITY AXIS

(Certainty)OPPORTUNITY AXIS

(Probability)

NATURAL EVENTS SPHERE

Economic Sphere

Social Sphere

Hazard

Risk

Vulnerability Flood Disaster

Flood Damage

Flood Event

Land Use Changes

Watershed Management

Flood Preparedness, Dykes, Reservoirs

Evacuation, Relief, Early Warning

External Drivers (Climate Change, Innovations, Globalisation)

The Social Causation of DisastersNatural 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

Root Causes

Limited Access To• Power•Structures• Resources

Ideologies• Political Systems• Economic Systems

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

Unsafe Conditions

Physical Environment• Dangerous locations• Unprotected buildings & infrastructure

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

Earthquake

Cyclone

Flooding

Volcanic eruption

Landslide

Drought

Virus

Pests

Disaster

R = H X V

THE PROGRESSION OF VULNERABILITY

1 2 3

Specific HazardTime / Space

Nature of Hazard

The trigger event

Unsafe Conditions Household

Livelihoods

Social RelationsStructure of domination

Social

Protection

Transition to disaster

Structure of domination

Social Relations

t1

t2t3

tn Responses: Reaction, coping,

adaptation, intervention etc + dynamic impacts

t2

t1

tn

First round of impacts on livelihood

To the next disaster? Or action for

Disaster Reduction?

New Iteration

Normal Life

1 Social Relations 4 Structures of domination

2a Households2b Their resources

& assets3a Income

opportunities3b Access

Qualifications

5 Choices of Household

6 Livelihood7 Household Budget8 Decisions9 Outcome of

decisions

Births, deaths & demographic changes in time period

Objective of Coping Strategies Survival in face of adverse events Temporary denial of those needs higher up

1. Academic Programs-certificate, diploma, masters, M.Phil, P.hD, Post Doct.

2. Training and capacity building- ASDMA Project3. Research and Development4. Publications and documentation –Working Paper, Articles,

Reports, etc. 5. Networking and Advocacy 6. Direct interventions -Participatory developmental activities M Ward

Transformation 7. Disaster response8. Field Action Projects,9. Consultancies and Extension10.Seminars, Workshops, Conferences, Roundtables, Public

consultations, Public meetings, Public lectures

The Jamsetji Tata Centre for Disaster Management, TISS -Major Activities

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

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