What will be the design of your degree program to accommodate the concept of disaster risk management (DRM)? What are the required strategies and approaches in teaching the lessons? What kind of technologies and expertise are necessary for a successful implementation of DRM?
Roland,
I would be interested on hearing more about how this integrates with the rest of your program. What topics do you consider fall under Disaster Risk Management, and what other parts of the program does it build on?
Prof. Moraru,
I would like to learn more how our university could take part in the UNESCO-UNICEF project you mentioned: integrating disaster risk reduction in the school curriculum. This is the first time I heard about such program (maybe because almost all educational initiatives with international funding are just being taken by big universities in Manila, the capital region in our country).
It would be a big help for us considering that the Philippines is oftentimes being hit by disastrous calamities. An academic institution is in a position to propagate the proper knowledge and understanding on making the community prepare and be resilient to disaster. If you recall Typhoon Haiyan ("Yolanda") last November 8, 2013, the strongest typhoon in history, our province/city was 'Ground Zero', which up to this time, were still on the process of recovery and reconstruction.
Together with various international universities, UNEP, IUCN, and other NGOs we have developed an international master's module on ecosystem-based disaster risk reduction. Please check our webpage
http://www.unep.org/disastersandconflicts/Introduction/DisasterRiskReduction/Eco-DRRMasterModule/tabid/106372/Default.aspx
Hi Gerry,
While the question posed relates to “disaster risk management”, we had previously published the following conference paper attached and also available on ResearchGate:
Watson, P.A. and Chileshe, N. (2004) The Incorporation of a Project Management Curriculum into the Education Process, In: Poh, P.S.H (ed) Proceedings of the 1st International Conference of World of Construction Project Management (WCCPM-2004), 27-29 May 2004, Ontario, Canada. Vol 1, 277-285.
The approach adopted was that of ‘learning outcomes’ and ultimately the study developed a suitable framework for incorporating learning outcomes into undergraduate and postgraduate courses. The developed framework can then be adopted or adapted by other higher educational establishments.
The upshot of the above publication is that, in describing learning outcomes, four different approaches to specification were explored in an investigative project into learning outcomes of higher education. The four approaches were based on the following: (1) Objectives; (2) Subject Knowledge; (3) Discipline; and (4) Competence
Kind regards,
Nicholas
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