Accreditation Process, Quality Management and SWOT ... 10.pdfBPPT Badan Pengkajian dan Penerapan Teknologi ... Biological, Radiological, and Nuclear CBSE Central Board of Secondary

Accreditation Process, Quality Management and SWOT Analysis of Status of DM related

Research and Education

Deliverable 10

Revised 29April, 2014

CONTENTS

ACRONYMS ........................................................................................................................................... I

EXECUTIVE SUMMARY .................................................................................................................... 1

1. INTRODUCTION ............................................................................................................................ 4 1.1 THE STUDY AND THE STRATEGY FOR QUALITY MANAGEMENT OF DM RESEARCH AND

ACCREDITATION OF DM EDUCATION ........................................................................................................... 4 1.2 ACTIVITIES AND PROCESS LEADING TO THIS REPORT ........................................................................ 5

2. STATUS OF DM RESEARCH ........................................................................................................ 6 2.1 INTERNATIONAL RESEARCH ................................................................................................................... 6 2.2 DM RESEARCH IN INDIA ....................................................................................................................... 12 2.3 ENSURING QUALITY IN DISASTER RESEARCH ................................................................................... 20 2.4 CURRENT STATUS AND SWOT ANALYSIS OF DM RESEARCH IN INDIA ....................................... 21 2.5 GOOD PRACTICE CASE STUDY OF DM RESEARCH ............................................................................ 24 2.6 MODEL FOR SCOPE AND RANGE .......................................................................................................... 25 2.7 ROADMAP FOR COMPREHENSIVE RESEARCH AND KNOWLEDGE MANAGEMENT ....................... 26

3. STATUS OF DM EDUCATION ................................................................................................... 27 3.1 DM EDUCATION IN INTERNATIONAL CONTEXT ............................................................................... 27 3.2 DM EDUCATION IN INDIA ..................................................................................................................... 34 3.3 ACCREDITATION OF DISASTER EDUCATION ...................................................................................... 40 3.4 CURRENT STATUS AND SWOT ANALYSIS OF DM EDUCATION IN INDIA ..................................... 43 3.5 GOOD PRACTICES IN DM EDUCATION AND ACCREDITATION ......................................................... 46 3.6 MODEL FOR SCOPE AND RANGE .......................................................................................................... 49 3.7 ROADMAP FOR DM EDUCATION .......................................................................................................... 50

4. APPROACH AND METHOD FOR ACCREDITATION AND QUALITY MANAGEMENT ............................................................................................................................................................... 51

4.1 NEEDS AND VIABILITY .......................................................................................................................... 52 4.2 STRATEGY FOR ACCREDITATION PROCESS ........................................................................................ 52 4.3 IMPLEMENTATION OF STRATEGY ........................................................................................................ 58

5. CONCLUSIONS AND RECOMMENDATIONS ......................................................................... 61 5.1 FINDINGS ................................................................................................................................................. 61 5.2 RECOMMENDATIONS FOR DM RESEARCH AND EDUCATION IN INDIA .......................................... 62 5.3 ACCREDITATION PROCESS .................................................................................................................... 64 5.4 CERTIFICATION PRINCIPLES................................................................................................................. 64 5.5 IMPLEMENTATION APPROACH ............................................................................................................. 64

REFERENCES ..................................................................................................................................... 66

Preparing Long Term Training and Capacity Building Strategy for Disaster Risk Reduction under NCRMP: Accreditation Process, Quality Management and SWOT Analysis of Status of DM related Research and Education

SEEDS Technical Services-Knowledge Links i

ACRONYMS AAHRPP Association for the Accreditation of Human Research Protection Programs

ABET Accreditation Board for Engineering and Technology

ADPC Asian Disaster Preparedness Center

AICTE All India Council of Technical Education

AIDMI All India Disaster Mitigation Institute

AIU Association of Indian Universities

ALTM Airborne Laser Terrain Mapping

ANSI American National Standard Institute

APaC-CDR Asia-Pacific Center for Coastal Disaster Research

ATI Administrative Training Institute

BCI Bar Council of India

BPPT Badan Pengkajian dan Penerapan Teknologi

Bushfire–CRC Bushfire Cooperative Research Centre

CAZRI Central Arid Zone Research Institute

CBO Community Based Organisation

CBRN Chemical, Biological, Radiological, and Nuclear

CBSE Central Board of Secondary Education

CCH Central Council of Homoeopathy

CCIM Central Council of Indian Medicine

CCPR Center for Catastrophe Preparedness and Response

CENDEP Centre for Development and Emergency Practice

CEEDR Center for Emergency Education and Disaster Research

CHART Center for Hazards Assessment, Response and Technology

CHEMM Chemical Hazards Emergency Medical Management

CNHR Center for Natural Hazards Research

COA Council of Architecture

COE-DMHA Center for Excellence in Disaster Management and Humanitarian Assistance

CoEDMM Centre of Excellence in Disaster Mitigation and Management

CPHD Center for Public Health and Disasters

CRC Cooperative Research Centre

CRED Centre for Research on Epidemiology of Disasters

CSIR Council of Scientific and Industrial Research

CSIRO Commonwealth Scientific and Industrial Research Organization

DCI Dental Council of India

DIMRC Disaster Information Management Research Center

DM Disaster Management

DMS Disaster Management Support

DPRI Disaster Prevention Research Institute

DRC Disaster Research Centre

DRDO Defence Research & Development Organisation

DRR Disaster Risk Reduction

DSIR Department of Scientific and Industrial Research

EERC Earthquake Engineering Research Centre

EHC Earthquake Hazard Center

EMAP Emergency Management Accreditation Program

EMI Earth Megacities Initiatives

EMRI Emergency Management and Research Institute

ERI Earthquake Research Institute

http://en.wikipedia.org/wiki/Association_of_Indian_Universities

http://en.wikipedia.org/wiki/Central_Council_of_Homoeopathy

http://en.wikipedia.org/wiki/Central_Council_of_Indian_Medicine

http://en.wikipedia.org/wiki/Dental_Council_of_India

http://en.wikipedia.org/wiki/Defence_Research_%26_Development_Organization


SEEDS Technical Services-Knowledge Links ii

ESCAP Economic and Social Commission for Asia and the Pacific

GNDR Global Network of Civil Society Organisations for Disaster Reduction

GNS Geological and Nuclear Sciences

HEI Higher Educational Institutions

HFA Hyogo Framework for Action

HRVC Hazard Risk Vulnerability Capacity

HVRI Hazards and Vulnerability Research Institute

ICAR Indian Council of Agricultural Research

ICDRM Institute for Crisis, Disaster and Risk Management

ICIMOD International Centre for Integrated Mountain Development

ICSU International Council for Science

IDNDR International Decade for Natural Disaster Reduction

IIT Indian Institute of Technology

IHRC International Hurricane Research Center

IMD Indian Meteorological Department

IMO International Meteorological Organization

INC Indian Nursing Council

INSAT Indian National Satellite System

IRB Institutional Review Board

IRDR Integrated Research on Disaster Risk

IRIDeS International Research Institute of Disaster Science

IRIS Incorporated Research Institutions of Seismology

ISC International Seismological Centre

ISO International Organisation for Standardisation

ISRO Indian Space Research Organisation

ISSU International Social Science Council

JTCDM Jamsedji Tata Centre for Disaster Management

LBSNAA Lal Bahadur Shastri National Academy of Administration

LFDC Large Format Digital Camera

MHRD Ministry of Human Resource Development

NAAC National Assessment and Accreditation Council

NABH National Accreditation Board for Hospitals and Healthcare Providers

NABL National Accreditation Board for Testing and Calibration Laboratories

NBA National Board of Accreditation

NCCARF National Climate Change Adaptation Research Facility

NCIE National Council for Indian Education

NCRI National Council of Rural Institutes

NCTE National Council for Teacher Education

NDEM National Database for Emergency Management

NDMC National Drought Mitigation Center

NEMA National Emergency Management Association

NGO Non Governmental Organisation

NHAC Northern Hemispheric Analysis Centre

NHRC National Human Rights Commission

NICEE National Information Center of Earthquake Engineering

NIDM National Institute of Disaster Management

NIED National Research Institute for Earth Science and Disaster Prevention

NISTADS National Institute of Science, Technology and Development Studies

NLM National Network of Libraries of Medicine

NRSC National Remote Sensing Centre

http://en.wikipedia.org/wiki/Indian_Nursing_Council


SEEDS Technical Services-Knowledge Links iii

NSDC National Seismological Database Centre

OSU Oregon State University Wave Center

PCI Pharmacy Council Of India

PEER Pacific Earthquake Engineering Research Center

R&D Research and Development

REMM Radiation Emergency Medical Management

RIMES Regional Integrated Multi-Hazard Early Warning System for Africa and Asia

Risk-RED Risk Reduction Education for Disasters

RMC Regional Member Country

RSMC Regional Specialised Meteorological Centre

SAARC South Asian Association of Regional Cooperation

SASE Snow and Avalanche Study Establishment

SDMC SAARC Disaster Management Centre

SDC Sea Defence Consultant

SIRO Scientific and Industrial Research Organisation

SPA School of Planning and Architecture

SPM Social and Preventive Medicine

SMN National Seismological Network

SPQEM Scheme for Providing Quality Education in Madrasas

TDMRC Tsunami and Disaster Mitigation Research Centre

TISS Tata Institute of Social Sciences

UGC University Grants Commission

UN-ISDR United Nations International Strategy for Disaster Reduction

USGS United States Geological Survey

USU Utah State University

WISER Wireless Information Systems for Emergency Responders

WMO World Meteorological Organization


SEEDS Technical Services-Knowledge Links 1

EXECUTIVE SUMMARY This study on accreditation process, quality management and SWOT analysis of disaster management research and education in India has been carried out as part of the larger initiative on preparing a long-term training and capacity building strategy for disaster risk reduction under the National Cyclone Risk Mitigation Project. It forms part of a three-stage process that will look at accreditation and certification of disaster management trainings; accreditation and quality aspects of disaster management research and education; and accreditation of graduate and post-graduate courses in disaster management.

The study is based on a range of research activities including national and international literature review and interviews with key informants at the national level, as well as in the six states covered by the study namely Andhra Pradesh, Bihar, Gujarat, Odisha, Uttarakhand and West Bengal. It also includes case studies drawn from national and international best practices.

The approach taken is cognizant of the fact that virtually no accreditation system for disaster management research and education currently exists in the country and that any proposed system would need to be built from scratch. In this light, the study looks at various options. Conclusions and recommendations are made in light of the fact that an iterative approach is needed in a context of such complexity in order to develop a comprehensive accreditation system. Additionally, any research and education strategy in the field of disaster management is made more complex due to the multidisciplinary nature of the field and the resultant cross-sectoral engagement that is required. The study takes this into account, presenting options that carry different levels of trade-offs. These can be considered in making informed decisions towards establishing a contextualised accreditation and certification regime for disaster management research and education in India.

The present report on DM related research and education follows the report on accreditation of short-term trainings and certification and has engrained linkages in its approach and recommendations.

Internationally disaster management research is found anchored in universities, government research institutions such as the Centre for Research on Epidemiology of Disasters, Belgium, and non-profit organisations such as the International Federation of Red Cross and Red Crescent Societies. Besides these, there are also independent research centres carrying out research exclusively on disaster management such as the Asian Disaster Preparedness Centre, and networks of organisations such as the World Meteorological Organisation that carry out cutting edge research on disaster management related themes. The nature, source and funding of disaster management research is widely diverse at the international level across all of these centres. New areas of disaster management research have emerged including resilience, climate change and integrated disaster management, which indicate the future research agenda and can be included into a national agenda.

Research on disaster management in India is still in nascent stages even though the enquiry of disasters in India is historical. Current research is spread across universities, colleges, government agencies such as the Indian Meteorological Department and the Central Arid Zone Research Institute, and non government institutions such as All India Disaster Mitigation Institute. There is work happening all across India but very little is published, validated, or explicitly contextualised to the practice of disaster management in the country.

The research institutes looking at the technical dimensions of DM were established much earlier and are more evolved than many of those focusing on social aspects related to disaster management. Action research and data based case study documentation are more common than detailed fundamental research and development. Analysis and application of



case study lessons is still limited and case study methods are not evolved enough for drawing applicable lessons in detail of for the purpose of teaching.

Different institutions have their core agenda for data collection and research, with little or no inter-linkages. There is scope to develop a national agenda and a set of priority areas to define and bring new directions to DM research. Apart from the existing practices of action research and case study approach, new methodologies and areas of further research including innovations need to be identified and planned.

A SWOT analysis of disaster management research in India shows strengths in the areas of extensive institutional infrastructure, increasing availability of high precision data, legal and policy frameworks, and increasing interest and fund availability for disaster management; weaknesses in the areas of lack of comprehensive perspective, ad-hoc approach, policy-practice disconnect, continued focus on relief rather than risk reduction; opportunities in the shape of national flagship programmes, new departments and courses in universities, and increasing recognition of need for quality management in disaster management; and threats in the shape of impediments to collaborative approach and inadequate research feeding education and plans, and ill equipped human resource implementing risk reduction programmes.

The study led to a model to map the extent of quality assurance and accreditation intervention required to address the complete outreach of disaster management capacity building efforts. The model looks at the two primary dimensions of addressing accreditation in outreach and is an overall framework being used under the study to address the scope and range of quality management and accreditation of research and education. Scope covers the structure and programmes, including accreditation of institutes/organisations; faculty; programmes/courses; process; and the individuals. Range covers quality management and accreditation that is focusing on DM awareness/sensitisation; short term trainings; role-based/sector-based courses; education certificates, diplomas, degree courses; and research. Using this approach, a roadmap for comprehensive research and knowledge management is felt to be an urgent for the country. A wider and holistic perspective would require a structure for keeping records and their management for efficient DM research and education. The activities will include documentation, innovation, collaborative research, planning a calendar for research, mobilising funding, establishing knowledge management systems, institutionalisation through research clusters, and encouraging validation and publication. Disaster management education in the international context is highly advanced in developed nations such as the USA, UK and Japan. Degree courses in disaster management across 50 international universities were documented, and it was observed that many of these were linked with research centres in a relationship that benefited both the research stream as well as the imparting of education on disaster management. The disaster research centres and institutions in universities cover both biophysical and social aspects of disasters, as well as their inter-linkages for a multi-disciplinary and integrated research. Studies in international universities are exploring new methodologies and participate actively in international peer reviewed journals. Disaster management education in India on the other hand is still in early stages and has only gained momentum in the postgraduate courses in recent years. Twenty masters degree courses related to disaster management were documented across universities in India, with other streams such as geography also including disaster related themes within their curriculum. Some universities such as Tata Institute for Social Studies, Mumbai, and School of Planning and Architecture, New Delhi, have also established centres for disaster



management that cut across their academic streams and link disaster management research, education and practice. Most of the curriculum for disaster management however is non-standard and also lacks diversification that is required to fulfil on the varied needs of disaster mitigation, preparedness, response and recovery. Though there is currently no regime for accreditation of disaster management education in India, there are a number of organisation providing accreditation and quality management for higher education in other streams in the country. Twenty-five such agencies and programmes were identified, and the benefits of accreditation seen a various levels in the concerned disciplines. A SWOT analysis of disaster management education in India highlights strengths such as existing legal and policy frameworks, extensive institutional infrastructure, growing interest in disaster management, a number of institutions accredited for other streams; weaknesses such as very few disaster management educators, less emphasis on applied skills, ad-hoc curriculum not contextualised to India; opportunities including interest in disaster management and new courses being launched, increasing employability due to organisations emerging in disaster management field; and threats such as dropping enrolment due to poor faculty, curriculum and delivery of education in nascent programmes and fragmentation across sectors. A roadmap for disaster management education is recommended to look at a holistic knowledge management system that strengthens disaster management research and education. The establishment of a programme for accreditation, linkage of school and higher education on disaster management and promotion of professional and vocational disaster management courses are some of the key features of such a roadmap. The approach for accreditation and quality management thus emerging proposes accreditation of institutions, quality management of research, accreditation of courses, and assessment of outcomes in a comprehensive and multi-tiered fashion covering institutions, faculty and programmes. Tools are proposed for management of quality and maintaining standards, besides accreditation criteria and parameters. A policy and process approach is recommended using existing national systems such as those of National Board of Accreditation as reference points. An implementation strategy is proposed based on the various dimensions outlined in the study, and using comprehensive evaluation standards for accreditation. Based on the findings of the study and the consultations held with various stakeholders, it is recommended to establish a National Programme on Disaster Management Accreditation at NIDM, with a multi-disciplinary representation from various concerned streams and their accreditation agencies. The programme will take various steps to encourage disaster management research and ensure its quality, and to encourage disaster management education with accreditation. As the programme gets established and the scope of work increases, it may be scaled up to an independent council based on the experience in other streams. Various steps to be taken for the quality management and accreditation of disaster management research and education are outlined for being taken up by the programme.



1. INTRODUCTION This report has been produced as Deliverable 10 of the study for preparing long-term training and capacity building strategy for disaster risk reduction in India. It is the outcome of a wide range of activities including literature review, compilation and analysis of case studies and interactions at state and national levels. It presents the accreditation process for DM education and quality management approaches for DM related research, based on a comprehensive SWOT analysis.

1.1 The Study and the Strategy for Quality Management of DM Research and Accreditation of DM Education

The study and the approach taken are described in brief as follows.

1.1.1 Introduction to the Study

Disaster Management is a growing science and, in many dimensions, research has only scratched the surface of the multiple dimensions involved. DM research and education is recognised as a priority area in the Hyogo Framework for Action, which underlines the use of knowledge, innovation and education to build a culture of safety and resilience at all levels (Priority 3). Similarly, the National Disaster Management Policy of India highlights the need for capacity building through research, education and innovation, with specific mentions of communities, technical groups, school children, artisans and officials. This report thus brings out the current status, summary and strategy to develop quality management methods in DM research and accreditation process in DM education in India.

DM education here refers to mainstreaming of Disaster Management in the current education system including school, undergraduate and postgraduate education. The emphasis is however more on the higher education. DM research on the other hand includes both theoretical and applied research carried out at different organisations, research institutions as well as universities. Comparisons have been done across national and international contexts to bring out the best practices and lessons learnt over time. Accreditation has been defined in multiple ways. Here the definition of accreditation has been adopted from the University Grant Commission (UGC), which states that “accreditation, with its grammatical variation, means the process of quality control in higher education whereby, as a result of evaluation or assessment or by any other scientific method, Accreditation Agencies, a Higher Educational Institution or any program conducted therein recognized as conforming to parameters of academic quality and benchmarking of such academic quality determined by the University Grant Commission” (The Gazette of India, 2013). For schools, Central Board of Secondary Education (CBSE) defines accreditation as a “means of demonstrating confidence in the school’s purpose, performance, human and financial resources; process of quality assessment based on self-analysis and peer interaction; process by which schools continuously upgrade their educational quality and services through constant reflection; and certificate or status granted to a school which meets commonly accepted standards of quality and excellence.” (http://49.50.126.244/accreditation/WhatAccreditation.php).

1.1.2. Strategy Adopted for Quality Management of Disaster Management Research and Accreditation of DM Education

The assessment of DM research and education has been done at two different levels i.e. international and national scales in order to bring out merits as well as gaps that can be addressed in planning accreditation of DM research and education in India. The study of international research centres in disaster management has been carried out to learn,



adapt and apply systems of fundamental and applied research as well as to create a knowledge base for DM-related issues for further research and education in the Indian context. The national research centres are assessed in the subsequent section to identify gaps and areas of future development for research and accreditation.

The lessons learnt from international and national DM research have been used to develop a roadmap for a comprehensive research and knowledge management system at the national level. A quality management method for DM research is also explored by looking into international and national research and education systems. This has been developed by taking into consideration both technical and social domains of disaster research and innovations.

DM education has also been compared and evaluated in the international and national context and at various levels. It is noted that from higher technical education all the way down to schools, education needs to be based on a consistent understanding of vulnerability and needs. Education focus also needs to be sensitive to various geo -climatic needs, therein finding the right balance between a focus on local action and national and international strategic and policy dimensions. Following the gaps and lessons learnt from different contexts, a separate road map is developed for accreditation of DM education involving a multi-stakeholder, cross-sectoral and strategic appropriateness-based process.

1.2 Activities and Process Leading to this Report

This report on accreditation process, quality management and SWOT analysis of DM related research and education is Deliverable 10 of the study for preparing long-term training and capacity building strategy for disaster risk reduction in India and is an outcome of the following preceding processes:

1. Details outlined in the Request for Proposals, Contract and Inception Report.

2. Field surveys across six states, and central research including literature review, in-depth interviews of key informants and consultations with NIDM.

3. Activity A.3 (Sub Activity of Activity A – Training Activities): Strategy to develop accreditation methods, quality management methods/tools for maintaining a standard of all trainings being imparted by any institute or organisations and criteria for awarding certificates, as evolved through research and consultations.

4. Deliverable 7: Report on accreditation process, quality management & certification method of short-term DM trainings based on review of accreditation methods and international best practices, including the presentations and deliberations during the process of finalisation of the report.

5. Activity B.1 (Sub Activity of Activity B – Research and Education): Present status of research and education in the field of disaster management as studied through a wide ranging literature review and interviews, and synthesised as presented in this study.

6. Activity B.2 (Sub Activity of Activity B – Research and Education): Policy for accreditation and certification of all DM/DRR related courses being organised at NIDM and other institutes, as covered through literature review, interviews and deliberations at NIDM. These also include institutions conducting research and education that has indirect link with disaster management.

7. Presentations, discussions and training workshop at NIDM carried out as part of the study activities under various sub activities but having direct and indirect links and relevance for DM research and education.



2. STATUS OF DM RESEARCH The field of research in Disaster Management extends across various disciplinary and institutional boundaries. Various aspects of DM have been studied in different subject domains in universities, research centres as well as government and non-government organisations. The institutions pursuing research on disasters can be classified into two broad categories on the basis of their agenda. These include a) the institutions that pursue academic research to extend knowledge in the field of DM and b) the institutions that are engaged in the practice of disaster management and conduct research for effective DM at the ground level. The research in DM at the international and national level has been assessed accordingly.

2.1 International Research

The scientific investigations of disasters are noted to be rather recent in origin as compared to the history of disaster occurrences or people’s response to them. The research on disasters has seen a remarkable shift from individual works by scientists or researchers to understand the process to an integrated effort at the national and international levels to reduce disasters. Today the nature, focus and source of funding for disaster research vary significantly as it is conducted in universities, government and non-government research centres as well as independent research centres .

2.1.1 Disaster Research in Universities

Universities have played a key role in disaster research. Disasters have been studied in varied disciplines broadly divided into natural and social sciences. Until the end of the Second World War, the research in natural sciences such as engineering or medicines was more prominent due to their direct implication on disaster response rather than social sciences. It is noted that the first social scientific insights on disasters were made by Rousseau for the 1755 Lisbon earthquake, while the first scientific research is noted to have been done by Samuel Prince in 1920 in his study of Halifax explosion (Lindell 2011, Dynes 2000, Scanlon 1988). However, until the 1950s, less progress is noted by Quarantelli (2000) in disaster research (Lindell 2011). In the 1960s, Gilbert’s work led to the introduction of the behavioural paradigm that is followed by large numbers of subsequent studies in social sciences that contest the concepts and contents of disasters. University research has largely been fragmented, leading to parallel contributions rather than an integrated effort of close collaborations (Hilhorst and Heijman 2012). Due to the fact that disaster management appears directly or indirectly in many subject streams, it is spread across many different research domains that do not collaborate or coordinate with each other.

At the same time, there has been a phenomenal growth in the number of universities pursuing research on DM. A large number of disaster research centres have emerged in universities offering various directions to the ongoing research. These centres, however, are scattered across institutions working on unconnected themes and therefore do not come together in a holistic manner.

This study looks at research being carried out at universities along a set of qualitative indicators that include thematic coverage; practical relevance; in-depth analysis and breadth of coverage; collaboration and networking; and applicability in the Indian context. Similarly, quantitative indicators considered include numbers of institutions and numbers of research publications. As universities are primarily committed to education, the details of educational institutes engaged in disaster research and the nature of research they conduct are discussed in the education section in chapter 3.



2.1.2 Government Disaster Research Centres and Institutes

There are many Disaster Research Centres (DRCs) run and funded by various government agencies in different countries. These research organisations primarily focus on applied knowledge that aims to improve DM practices at the national and local level. Apart from this, different national and state governments also conduct research at the local level for other purposes that may or may not be classified as DM research. The focus is again on applied research. Some of the well-known DRCs funded by different national governments are as follows:

United States Geological Survey, USA

One of the earliest research organisations engaged in natural hazards research is the United States Geological Survey (USGS) established in 1879. Apart from conducting such research within the USA, the organisation is also engaged in several multinational and global projects on data collection and maintenance. It supports student research by providing free data. In some cases, it also funds research that aligns with or falls into its defined research agenda. A few key identified research areas include climate and land use change, core science systems, ecosystems, energy and minerals, environmental health, natural hazards and water.

National Research Institute for Earth Science and Disaster Prevention, Japan

Another significant government initiative is that of the National Research Institute for Earth Science and Disaster Prevention (NIED) in Japan established in 1963. The institute works on five ideologies including contribution to society, broad cooperation, improvement for transparency, unremitting practice and compliance with regulations. The institute has three departments with several specialised units. It promotes both national and international research on DM through active collaboration with research organisations and cooperation with developing countries. Under different agreements, it is engaged with 20 developing countries on 30 subjects. It also publishes a National Disaster Research Report apart from newsletters and periodicals that highlight the intensity of ongoing research in the centre.

Center for Excellence in Disaster Management and Humanitarian Assistance, USA

The Center for Excellence in Disaster Management and Humanitarian Assistance (COE-DMHA), established in 1994, operates under the authority of the Secretary of Defense, USA. It aims to enhance civil-military preparedness and response through collaborative partnership, applied research, education and training. It collaborates with various national and international governmental and non-governmental organisations for research and education to improve DM at the local level.

Bushfire Cooperative Research Centre, Australia

In 1993, Bushfire Cooperative Research Centre (CRC) was established in Australia. It consists of all the fire and land management agencies in Australia and New Zealand, Commonwealth Scientific and Industrial Research Organization (CSIRO), the Bureau of Meteorology, the Attorney General's Department and several other fire related organisations. Its mission is ‘to enhance the management of the bushfire risk to the community in an economically and ecologically sustainable manner’. It includes the following objectives: 1) To develop an internationally renowned centre of excellence to lead bushfire research in Australia; 2) To provide a research framework that will improve the effectiveness of bushfire management agencies; and 3) To increase the self-sufficiency of communities in managing the risks from bushfires.

Disaster Information Management Research Center, USA

US Department of Health and Human Services started the Disaster Information Management Research Center (DIMRC) in 2006. The purpose of this centre is to develop and provide



access to health information and technologies for DM. The centre is unique in the sense that it has realised and utilised the untapped potential of libraries, librarians and information services. The centre fulfils its aim through its main focus areas: 1) Maintain access to health information during disasters by collecting, organising and disseminating health information for all stages of disasters. This includes scientific journal literature as well as evaluations, field assessments, after-action reports, lessons learned and guidelines. 2) Develop innovative products and services to serve health professionals and the public. National Network of Libraries of Medicine (NLM) has developed several tools to assist emergency personnel to prepare for and respond to hazardous materials (Hazmat) incidents and Chemical, Biological, Radiological and Nuclear (CBRN) events. Wireless Information Systems for Emergency Responders (WISER) assists with the identification of and response to Hazmat incidents involving chemical, biological or radiological agents. WISER is available for multiple platforms and can be downloaded to mobile devices or PCs. The Radiation Emergency Medical Management (REMM) website was developed by the Department of Health and Human Services, Assistant Secretary for Preparedness and Response (HHS/APSR), the National Cancer Institute (NCI), the Centers for Disease Control and Prevention and NLM to provide health professionals with critical information to manage all types of radiation events from dirty bombs to nuclear reactor accidents. REMM can be downloaded to a computer or on mobile devices. NLM also collaborated with HHS/ASPR on CHEMM, the Chemical Hazards Emergency Medical Management website. CHEMM is designed to assist emergency responders and health care providers manage large-scale chemical incidents. 3) Collaborate with other agencies and communities by working with multiple federal agencies, international organisations, and educational institutions.

Centre for Research on Epidemiology of Disasters, Belgium

Centre for Research on Epidemiology of Disasters (CRED) was created by the collaboration of WHO and the Belgian Government in 1998. The centre is well known for maintaining the emergency events database called EM-DAT for the world. It was founded with an objective to serve humanitarian actions at different levels and support decision-making. It contains a database of over 18,000 mass disasters from 1900 onwards. It compiles data from UN, NGOs, insurance companies, research institutes and press agencies. The data is created with an aim to rationalise decision making for disaster preparedness, as well as provide an objective base for vulnerability assessment and priority setting. Such a research-based knowledge database for India is critical to support decision-making and capacity building.

2.1.3 Non-Government and Non-Profit Organisations Engaged in DM Research

There are numerous non-government, not-for-profit and civil society organisations conducting research for disaster mitigation at the international level. Their work in DM is recognised globally and is often diversified at the local level. One example of an active disaster research centre is that of IFRC as discussed below:

International Federation of Red Cross and Red Crescent Societies (IFRC), Global

The movement was founded in Paris in 1919 after the First World War to fulfil the need for humanitarian activities, but it took the shape of the International Federation of Red Cross and Red Crescent Societies in 1991. Over the years, the number of national societies has grown from 5 to 187 covering almost all the countries of the world. From the movement’s initial work to improve the health of war victims, its focus increased over time in disaster response and recovery with its arm the IFRC focussing primarily on these functions. Apart from applied work, the IFRC also conducts research and publishes annual and specific disaster reports each year. It has also produced the World Disasters Report annually from 1993 onwards, highlighting major ongoing issues faced during disasters. It is one of the most respected publications in the sector.



2.1.4 Independent Centres for Disaster Research

Apart from university, governmental and non-governmental research centres, many independent research centres have also emerged which are actively engaged in the field of DM. Some of these have a broad area of interest but they carry out useful research. Among these, ones like the Institute of Geological and Nuclear Sciences (GNS) in New Zealand focus on fundamental research that is related to DM, while others such as the Asian Disaster Preparedness Centre (ADPC) in Bangkok are purely focused on DM.

Geological and Nuclear Sciences, New Zealand

Geological and Nuclear Sciences is a leading research institute in New Zealand that focuses on earth, geosciences and isotope research. It was first started in 1865 and at present works as a limited liability company owned by the government with an independent Board of Directors. Among its varied research agendas, natural hazards is one important theme. This emphasises understanding, monitoring and planning for community protection. The institute helps communities to build resilience through research and consultancy in hazard monitoring, modelling, land use planning, building design, emergency management and education. It primarily focuses on hazards such as earthquakes for understanding and monitoring seismic activities, landslides for monitoring and modelling ground movement for slope stability, tsunami for monitoring and developing warning systems, volcanoes for studying past eruptions and monitoring active volcanoes and finally risk and society for building community resilience for risk monitoring planning and surveillance. The institute manages a 24-hour real time earthquake monitoring services called GeoNet. It also provides alerts for volcanic activities (http://www.gns.cri.nz accessed in October 2013).

Asian Disaster Preparedness Centre, Bangkok

Asian Disaster Preparedness Centre (ADPC) located in Bangkok, Thailand, aims to work towards the realisation of disaster reduction for safer communities and sustainable development in Asia and the Pacific. Since its inception in 1986, ADPC has been recognised as the major independent centre in the region for promoting disaster awareness and the development of local capabilities to foster institutionalised disaster management and mitigation policies. ADPC was originally established as an outreach centre of the Asian Institute of Technology after a feasibility study conducted jointly by two agencies of the United Nations, the Office of the United Nations Disaster Relief Coordinator (current the UN Office for the Coordination of Humanitarian Affairs) and the World Meteorological Organisation in January 1986. Funding for the study was provided by the United Nations Development Programme in response to requests from countries in the region for international assistance to strengthen their national disaster management systems. Thus, the initial role conceived for the Centre was mandated by an expressed need to assist countries of the Asia and the Pacific region in formulating their policies and developing their capabilities in all aspects of disaster management.

2.1.5 Disaster Research Networks and Associations

Apart from research organisations and centres, there are many collaborative groups and organisations that are looking into different aspects of DM. Their collaboration helps them to fulfil requirements of multi-disciplinary knowledge and expertise.

World Meteorological Organization

World Meteorological Organization (WMO) is a successor of International Meteorological Organization (IMO), which was established in 1873. It is a specialised agency of the United Nations that has 191 member states and territories. It facilitates the free and unrestricted exchange of data and information, products and services in real or near-real time on matters relating to natural disasters. It provides vital information for the advance warnings as well as



works for hazard mitigation and contributes to policy formulation at national and international levels. It also promotes cooperation and networks for meteorological, climatological, hydrodological, and geophysical observations, exchange, processing and standardisation of related data; and assists in technology transfer, training and research. The research carried out by WMO focuses on collaborative and regional aspects of weather that are directly related to disaster management. These include work on improving regional resilience to climate change, analysis of weather extremes and climate change implications for developing states. It also publishes a journal called Tropical Cyclone Research and Review. It facilitates a cyclone forecast website, a mobile application called MyWorldWeather, reports world weather (cities), tropical cyclones and severe weather, gales and high winds, weather warning- Europe (Meteoalarm) and safety at sea. (http://www.wmo.int/pages/about/index_en.html accessed in October 2013)

International Centre for Integrated Mountain Development

International Centre for Integrated Mountain Development (ICIMOD) was established in 1983 to enable sustainable and resilient mountain development for improved and equitable livelihoods through knowledge and regional cooperation. It is governed by one representative from each of the eight regional member countries (RMCs) and independent members who are nominated by the ICIMOD support group based on their professional expertise and experience. ICIMOD works on issues relevant to the people and environment of the Hindu Kush Himalayan region. The institute conducts research on various themes including livelihoods, ecosystem services, water, air and geospatial solutions along with various crosscutting topics like gender, governance, poverty, economic analysis and private sector engagement. ICIMOD is one of the very few organisations that has been conducting research on indigenous knowledge and disaster management, a very important but rarely researched theme for India and the Asian region. Knowledge management and communication, however, remain its core functions. The institute has also conducted research on various natural disasters of the Hind Kush region. (http://www.icimod.org/ accessed in October 2013)

The Global Network of Civil Society Organisations for Disaster Reduction

The Global Network of Civil Society Organisations for Disaster Reduction (GNDR) is an international network of civil society groups such as national and international NGOs, local or community based organisations, and academic and research institutions. The need for GNDR was identified during the World Conference for Disaster Reduction in 2005, leading to its establishment in 2007. GNDR now includes more than 600 individuals and 300 organisations across 90 countries. The network conducts various projects that help to gain political support for disaster risk reduction (Oxley, 2012). GNDR also runs a consultation program where members are invited to share their views and experiences, which it publishes online in the form of ‘Views from the Frontline’. This publication is based on exhaustive research on field level perceptions of disaster impacts on communities and the trends therein, as reported by communities, civil society workers and local officials from the ground where vulnerabilities are high and visibility is low.

National Climate Change Adaptation Research Facility, Australia

The National Climate Change Adaptation Research Facility (NCCARF), Australia, was established in 2008. It is a partnership between the Australian Government’s Department of Climate Change and Energy Efficiency and Griffith University, with a consortium of funding partners drawn from different parts of the country. These include Queensland Government, James Cook University, Macquarie University, Murdoch University, Queensland University of Technology, The University of Newcastle, University of Southern Queensland and University of the Sunshine Coast. It aims to generate the information needed to manage the risks from climate change impacts that also include extreme events, by the decision makers in

http://www.icimod.org/



government and in vulnerable sectors and communities. The research work includes a wide range of adaptation actions and potential for suitable strategies to address climate variability. The research includes extreme events as well as developmental stresses, an approach very suitable for the Indian context.

Integrated Research on Disaster Risk, China

Integrated Research on Disaster Risk (IRDR), located in the Institute of Remote Sensing and Digital Earth, Beijing, China, is a decade-long, interdisciplinary research programme sponsored by ICSU in partnership with the International Social Science Council (ISSC), and the United Nations International Strategy for Disaster Reduction (UNISDR). It is a global initiative seeking to address the challenges brought by natural hazard events, mitigate their impacts and improve related policy-making mechanisms. IRDR is leading collaborative research that is of high relevance to the entire region and has very strategic links with the policy level due to its proximity to the UN system. Its research aims at being a key source for informing international disaster management frameworks including the post 2015 framework that is due to replace the HFA. This includes research on DM institutional arrangements, technology applications, education, climate change and disaster preparedness.

The Regional Integrated Multi-Hazard Early Warning System for Africa and Asia

The Regional Integrated Multi-Hazard Early Warning System for Africa and Asia (RIMES) works for data generation and application of early warning information to its member states that own this intergovernmental institution. It originated after the 2004 Indian Ocean Tsunami for early warning generation and communication in a multi-hazard framework for preparedness and response to trans-boundary hazards. It was registered with the United Nations in 2009 with 12 member states including Bangladesh, Cambodia, Comoros, India, Lao PDR, Maldives, Mongolia, Papua New Guinea, Philippines, Seychelles, Sri Lanka and Timor-Leste, as well as 19 collaborating countries. It covers both high-impact low frequency hazards, such as tsunamis, as well as high-frequency hazards including weather events, and provides a range of decision-support information to its member states. It integrates risk information from global and local institutions at different time scales for its diverse users. It regularly publishes its research in international peer reviewed journals and generates data and information for localised needs and planning. Research at RIMES focuses on a wide range of issues relevant to India such as climate change, water resources and disasters in mountainous regions; operation and maintenance of seismic stations; and meteorology and hydrology modelling. RIMES specially carries out research that can help collaborative learning and transfer of lessons across countries and regions. It is also active in research relating to climate change issues and adaptation options along with decision support tools (http://www.rimes.int/ accessed in October 2013)

SAARC Disaster Management Centres

The SAARC Disaster Centre (SDMC) was set up in 2006 in New Delhi to provide policy advice and facilitate strategic learning, research, training and education between eight Member Countries of the South Asia Association of Regional Cooperation (SAARC). These include Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. The centre has engaged in capacity building activities including training and provision of advisory services, and has carried out research and brought out publications on a range of themes related to disaster management in the region. SDMC has been carrying out research relevant to all SAARC countries including India, and the research focuses on common disasters such as floods and landslides, trends such as increasing urban risk and climate change impacts and advocacy issues including inputs to the post HFA planning of the UN system.

http://www.rimes.int/



The overall research in DM highlights an increase in collaborative research and networking that allows for learning from cross cultural contexts, as well as easy knowledge transfer and addressing similar issues across boundaries. The government institutions still play a leading role in doing comprehensive research in DM in terms of spatial coverage within administrative boundaries. The development of disaster research has enabled the diversification in the nature of DM research institutes, such as institutes focusing on resilience and climate change adaptation, which indicates an increasing scope of DM research. Many of the DM research centres are constantly engaged with practitioners and non-research stakeholders, which enable them to conduct applied research with a direct relevance to the society. Agencies engaged in data collection and early warning systems offer a scope for real time research and connect with different government and administrative institutes at different levels and hence have wider outreach of their products.

LESSONS:

The nature, source and funding of Disaster Management research is widely diverse at the international level including universities, government and non-governmental organisations along with independent research centres.

As seen in Center for Excellence in Disaster Management and Humanitarian Assistance, USA, the World Meteorological Organization, Integrated Research on Disaster Risk, China, the Regional Integrated Multi-Hazard Early Warning System for Africa and Asia and the SAARC Disaster Management Centre, a collaborative and cooperative research approach has encouraged the development of international networks and application of DM research in cross-cultural contexts. This approach is an effective way of addressing the very wide range of subjects and context.

New areas of DM research have emerged including resilience, climate change and integrated DM which indicate the future research agenda and can be included into a national agenda. This can be observed in case of Geological and Nuclear Sciences, New Zealand; World Meteorological Organization; National Climate Change Adaptation Research Facility, Australia; International Centre for Integrated Mountain Development; Integrated Research on Disaster Risk, China; and the Regional Integrated Multi-Hazard Early Warning System for Africa and Asia. There are multiple centres for disaster related data collection such as United States Geological Survey, USA; Centre for Research on Epidemiology of Disasters, Belgium; World Meteorological Organization; and the Regional Integrated Multi-Hazard Early Warning System for Africa and Asia which facilitate and promote DM research by providing free data and guiding the research agenda and the approach of research feeding much needed services makes the research valuable and improves its financial viability.

Partnerships with non-research stakeholders, including governance agencies, civil society organisations, private sector players and the media help make research objectives more beneficial and also strengthen the outreach networks towards research application.

2.2 DM Research in India

While the enquiry of disasters in India is historical, organised research is more recent in origin. The research on disasters is spread across universities, colleges, government and non-government institutions across India that engages in data generation and research. Data generation and documentation is one of the basic steps towards research and hence is a recognised function of many of these institutions.



2.2.1 Disaster Research in Universities

As noted in the international context, apart from individual research in different universities and colleges, new centres for disaster research have also emerged in different universities, which are exclusively looking into research relating to different aspects of disasters.

These centres range from highly technical ones such as the centre at IIT Roorkee to ones that look at much broader social dimensions of disaster management such as the one at the Tata Institute of Social Sciences (TISS), Mumbai. These centres are increasingly engaging in live field activities and collaborating with government and NGOs for disaster risk reduction and response programmes. Their research related to disasters such as the Indian Ocean Tsunami and the Leh Flash Floods have been significant contributions to the sector. Similarly, their engagement with disaster risk reduction activities is leading to informed decisions and programmes on DRR capacity building.

The details of these are given in the education section (3.2) as the two are closely interlinked.

2.2.2 Government Disaster Research Institutes

The government has been a key stakeholder in disaster research ever since the Independence of India. However, in recent times, the interest and process to establish centres for disaster research has gained momentum from the IDNDR, Hyogo Framework for Action and the Disaster Management Act 2005, particularly in focusing on social aspects of disasters. Various government initiatives are actively engaged in applied research for disaster management.

Central Arid Zone Research Institute

The Central Arid Zone Research Institute (CAZRI) was established in 1959 in Jodhpur. It is a premier organisation of the Indian Council of Agricultural Research (ICAR) and stands as an autonomous organisation under the Department of Agricultural Research and Education, Ministry of Agriculture, Government of India. It has six divisions located in Jodhpur and four regional research stations located in different agro-climatic zones looking into location specific problems. Although the institute primarily focuses on sustainability of agriculture and afforestation research in the arid zone, it covers a range of issues relating to natural disasters, such as desertification, drought and wind erosion. It develops new and innovative farming and livestock strategies to cope with disasters and provides consultancy services for local hazards and resource management. It also acts as a repository of information, particularly digital database on the state of natural resources and the desertification process and its control. The current focus areas of the institute include generation of appropriate technologies that provide new growth opportunities and sustain natural resource base in the region. The research is being conducted on integrated resource survey and its monitoring in various sub regions, conservation of biodiversity, reducing land degradation and improving water management, livestock centric farming systems, bioremediation of problem soils, agroforestry and range management, mitigating effects of climate change, renewable energy use in agriculture, development of agricultural implements, value addition to plant and animal products. The socio-economic and gender issues in the region always receive due attention and these cut across all the research areas. The institute presents a good example for disaster risk reduction initiative in arid regions of India. (http://www.cazri.res.in accessed in October 2013).

Indian Meteorological Department

Although established as a data collection institution, the Indian Meteorological Department (IMD) can be labelled as the first DM related research organisation in India. Government of India established it in 1875 after three catastrophic natural disasters, a cyclone in 1864 and



the failure of the monsoons in 1866 and 1871. The IMD has the status of a Regional Specialised Meteorological Centre (RSMC) and is one of six such centres across the world. Nationally, it also has several observation units, such as meteorological centres at state capitals, forecasting offices, agro-meteorological advisory service centres, flood meteorological offices, area cyclone warning centres and cyclone warning centres.

Cyclone warnings are disseminated through a variety of communication media such as radio, television, print media, telephones, fax, telex and police wireless network. A specially designed ‘Cyclone Warning Dissemination System’ which works via the INSAT satellite provides area-specific service even when there is a failure of conventional communication channels. Warnings are issued for general public, fishermen, farmers and different categories of users such as central and state government officials responsible for disaster mitigation and relief, industrial and other establishments located in the coastal areas, railways, aviation, communications and power authorities. The cyclone warnings are issued two stages. The first stage warning known as "Cyclone Alert" is issued 48 hours in advance of the expected commencement of adverse weather over the coastal areas. The second stage warning known as "Cyclone Warning" is issued 24 hours in advance. A Pre-cyclone Watch may be instituted prior to the cyclone alert and a post-landfall outlook is issued for areas in the interior which may be affected by the cyclone as it continues to move inland and dissipate. Northern Hemispheric Analysis Centre (NHAC), New Delhi, has been designated as the Regional Specialised Meteorological Centre for Tropical Cyclones. As an international commitment, through the World Meteorological Organisation (WMO)/ Economic and Social Commission for Asia and the Pacific (ESCAP) Panel on Tropical Cyclones, tropical cyclone advisories are issued by RSMC, New Delhi to the panel member countries during the tropical cyclones in the Bay of Bengal and the Arabian Sea. The advisory messages are issue four to eight times a day. The ESCAP Panel countries are Thailand, Myanmar, Bangladesh, Pakistan, Sri Lanka, Maldives and Oman.

IMD is also a nodal agency for monitoring earthquakes in the country and has a separate division on seismology. In addition, there are separate divisions to deal with specialised subjects. These include Agricultural Meteorology, Civil Aviation, Climatology, Hydrometeorology, Instrumentation, Meteorological, Telecommunication, Regional Specialised Meteorological Centre, Positional Astronomy, Satellite Meteorology, Seismology, and Training.

IMD maintains a National Seismological Network consisting of 82 seismological stations across the country. The data from all stations is compiled, processed, analysed and archived systematically at the National Seismological Database Centre (NSDC). It also publishes monthly national seismological bulletins. IMD is also well connected to international centres, such as International Seismological Centre (ISC) UK. It supplies data for further research to other research agencies. It is linked with WMO and ESCAP Panel for weather forecasts and publications regarding hazard mitigation. IMD is equipped to provide real time early warnings for tsunamis. To enable this, real time continuous seismic waveform data is collected from three IMD stations at Port Blair, Minicoy and Shillong which is then shared on a global platform through Incorporated Research Institutions of Seismology (IRIS), Washington D.C., USA. The data collection and warning forecast and dissemination processes are the front end of an elaborate research programme. As such, apart from data collection, various divisions of IMD are also actively engaged in research and development that is of relevance to disaster management. Some of the main research and development activities currently in progress are as given below:

All aspects of thunderstorms, local severe storms, tropical cyclones and monsoons Rainfall data analysis and quantitative precipitation forecast Satellite and Radar Meteorology Synoptic Climatology



Long Range Forecasting Synoptic study of droughts, dry land farming and crop-weather relationships Air Pollution Studies and Urban Climatology Design and development of Meteorological Instruments Climatology of India and neighbourhood Air-Sea Interaction over north Indian Ocean Seismology Applications of chaos and neural network theories in meteorological problems Observations over Antarctica Ozone studies

IMD has wealth of valuable data and information in the field of meteorology and allied subjects gathered over a period of over a hundred years in the form of departmental publications published as Memoirs of IMD, India Weather Review, atlases and charts, instruction manuals, weather codes, scientific and technical notes, climatological tables, meteorological monographs, forecasting manuals, scientific reports, weather reports and a large number of other miscellaneous publications. IMD publications have been benefiting a large number of national and international user-interests including departmental officials, Central and State Government agencies, scientists and research scholars of various educational universities and institutions and the general public.

IMD has been publishing, since January 1950, a quarterly research journal first entitled the Indian Journal of Meteorology and Geophysics and now known as "Mausam". Hydromet Division of IMD has prepared Atlas of Statewise Generalised Isopluvial (Return Period) maps of all states of India. It is published in four parts and contains the isopluvial maps for 2 year, 5 year, 10 year, 25 year, 50 year and 100 year for each state. These atlases will be useful for architects, planners and engineers in decision making for infrastructure like, rail/road bridges, culverts, irrigation and storm water drainage system etc. Similarly, these can be used for planning for disaster management purposes. (www.imd.gov.in accessed in October 2013)

Centre for Snow and Avalanche Study Establishment

The Centre for Snow and Avalanche Study Establishment (SASE) was established in 1969 by the Defence Research and Development Organisation (DRDO) near Manali, Himachal Pradesh. It is engaged in research of snow and avalanche forecasting and control measures for faster mobility of troops. However, over time, SASE has become an important research centre for science and engineering in the cold region. It plays an important role in saving people’s lives through snow and avalanche forecasting for civil areas including Jammu and Kashmir, Himachal Pradesh and Uttaranchal. Apart from various laboratories, the centre also has a data receiving and communication centre. It also has strong networks in India and abroad. The range of activities covered by the centre includes:

Operational Avalanche Prediction Design of Strategic Avalanche Control Structures Computational Snow Material Science Snowcover Information System and Mountain Hazard Mapping using Remote

Sensing Instrumentation and sensors for Snow-Avalanche Research Snow Climate Research and Mountain Meteorology Snow Geo-Intelligence using Unmanned Air borne Systems Cold Region Data Bank Advise to users on road alignments and avalanche control measures, and safe

camping sites Training on Avalanche Safety and Rescue Study of Snow Climate and its effect on mobility of troops

http://en.wikipedia.org/wiki/Himachal_Pradesh

http://en.wikipedia.org/wiki/Himachal_Pradesh



Avalanche Dynamics Study Slope stabilisation and afforesration Research on Glacier Dynamics to study crevasse formation and glacier related

hazards. Snow Harvesting Artificial Triggering of Avalanches Climate Change Mountain Weather Forecast

(http://drdo.gov.in/drdo/labs/SASE/English/ accessed in October 2013)

Wadia Institute of Himalayan Geology

Wadia Institute of Himalayan Geology (WIHG), established first in 1968 in Delhi University, was relocated to Dehradoon in 1976. It is now an autonomous research institute of the Department of the Science and Technology, Ministry of Science and Technology, Govt. of India. The Institute is actively engaged in geological mapping, glaciology, paleomonsoon and Himalayan uplift, structure and tectonics, petrology and geochemistry, geochronology, sedimentology, geomorphology, paleontology and biostratigraphy, hydrology and geophysical studies. Among its varied thrust areas of research comes real-time geology for society – coping with natural hazards. The division on Geomorphology and Environmental Geology focuses on the study of landforms and their evolution in the Himalayas in relation to geodynamic processes, climate change, natural hazards and assessment of water resources including glacier dynamics and their impacts on environment and society. The institute has conducted various studies on landslides and prepared landslide hazard zonation maps which could help in landslide mitigation. These studies are focussed to unravel geological truths related to mountain building for manifold applications in understanding geodynamic processes, impact on monsoon and global climate, natural resources, evolution of life, and assessment and mitigation of natural hazards. Research activities of the Institute are planned and grouped as a part of the Five Year Plan of the Government of India and are implemented through long-term and short-term projects, which are supplemented by the sponsored projects focused at various themes within the ambit of the evolution and geodynamics of the Himalayas. (http://www.wihg.res.in accessed in October 2013)

National Institute of Science, Technology and Development Studies

The National Institute of Science, Technology and Development Studies (NISTADS) came into existence in 1980 when its parent organisation - Council of Scientific and Industrial Research (CSIR) - approved it to be an autonomous body with a separate budget. The institute explores interaction among science, society and state and is dedicated to the concerns and problems of developing counties. While it doesn’t include disaster management as a specific research interest, several of its research themes are indirectly associated with disaster concerns, such as water and sustainable development. (http://www.nistads.res.in accessed in October 2013)

Indian Space Research Organisation

Indian Space Research Organisation (ISRO) runs a Disaster Management Support Programme under which a Decision Support Centre is established at the National Remote Sensing Centre (NRSC). The centre monitors natural hazards such as floods, cyclones, agricultural droughts, landslides, earthquakes and forests fires. It supplies information needed at different phases of disaster management including preparedness, early warning, response, relief, rehabilitation etc.

To support the total cycle of disaster/ emergency management for the country, in near real time, the database creation is addressed through National Database for Emergency

http://drdo.gov.in/drdo/labs/SASE/English/



Management (NDEM), a GIS based repository of data. NDEM has core data, hazard-specific data, and dynamic data in spatial as well as spatial form.

As part of Research and Development (R&D) support to Disaster Management Support (DMS) for remote sensing applications, work on Tropical Cyclone Track intensity and landfall prediction, Earthquake Precursor studies, Coastal Vulnerability mapping and Early Warning of Landslides are carried out. These ongoing research activities are the backbone of constantly improving remote sensing and forecast capabilities of the country in the area of disaster management.

Figure: Structure of the Disaster Management Support (DMS) System

Source: http://isrohq.vssc.gov.in/isr0dem0v2/index.php/disaster-management-system accessed in October 2013

The core elements of the disaster observation systems include the geostationary satellites, low earth orbiting earth observation satellites, aerial survey system as well as ground infrastructure. The data include close contours for disaster prone areas developed by using Airborne Laser Terrain Mapping (ALTM) system and Large Format Digital Cameras (LFDC). ISRO also shares data and information at the international platform. DMS system at ISRO responds to the International Charter on ‘Space and Major Disasters’ and Sentinel Asia project for supporting DM activities in Asia-Pacific region and UN initiatives.

Centre for Disaster Management at Lal Bahadur Shastri National Academy of Administration

The Centre for Disaster Management at Lal Bahadur Shastri National Academy of Administration (LBSNAA) has provided DM training since 2003. The centre is also engaged in action research on themes relating to DM. Its projects include Rural Connectivity and Disaster Preparedness (Uttaranchal) and Disaster Management Scenario in Assam.



National Institute of Disaster Management

Following the guidelines of the UN International Decade for Natural Hazards Reduction, a National Centre for Disaster Management was established at the Indian Institute of Public Administration, New Delhi, in 1995. After the transfer of disaster management as a subject to the Ministry of Home Affairs, the National Centre of Disaster Management was upgraded to the National Institute of Disaster Management in 2003. The Disaster Management Act (2005) gave statutory power to the institution. Under section 42 (8), the Disaster Management Act made the Institute responsible for 'planning and promoting training and research in the area of disaster management, documentation and development of national level information base relating to disaster management policies, prevention mechanisms and mitigation measures'. Under section 42 (9), the Act also mandates that NIDM ‘provide required assistance to training and research institutes for development of training and research programmes for stakeholders including Government functionaries and undertake training of faculty members of the State level training institutes’.

NIDM has a vision to become an institute of excellence in training and research on DM. To build a national hub for learning and information sharing, the institute strategises to undertake quality research and build a national resource centre for the Central and State Governments. Apart from its regular publications in the form of books and articles, the Institute also publishes a bi-annual Journal called ‘Disaster and Development’. The institute records disaster reports as well as hazard situations. The institute’s website files disaster reports including regular flood situation reports on states under floods during the monsoon months in India. It also facilitates student internships on the basis of merit. As part of this programme, students pursue research and get trained on DM issues.

The DM Act also boosted the opening of disaster management centres by different state governments, which conduct research on local disasters and their mitigation and management. Disaster Mitigation Institute in Madhya Pradesh and Disaster Mitigation and Management Centre in Uttarakhand are examples of such institutions.

Table 1: Overview of Range of Government Institutions Engaged in DM Research in India

NIDM

Action research on hazards, their mitigation and disasters, and its

application to training

Active collaboration with national and international agencies

LBSNAA Action research for disaster management including preparedness

NDMA

Conducts research for preparing hazard scenarios and guidelines

Relies on associated organisations for research

SIDM

The research of state institutes is limited to local hazards,

vulnerability and institutional systems

There is a need to extend the focus and place state research in the

broad natural and socio-economic context for the national and

international scenario

ATIs

The research in ATIs is based on individual interests of the

professionals and associates

The research at ATIs may range from academic to action research

SIRD

SIRDs conduct action research on rural development

They also publish reports and innovations in their respective field,

which occasionally covers subjects relating to natural hazards and

DM



2.2.3 Non Government Disaster Research Institutes There are various non-government and not-for-profit research institutes in India which conduct regular studies both for the purpose of research and improving programme implementation.

All India Disaster Mitigation Institute

The All India Disaster Mitigation Institute (AIDMI) is a non-governmental initiative which is engaged in community-based action research, action planning and action advocacy. It aims to bridge the gap between policy, practice and research for disaster reduction. It also has training and learning centres that act as platforms for sharing findings from the field.

GVK Emergency Management and Research Institute

A good example of a non-profit professional research organisation with a public private partnership approach is the GVK Emergency Management and Research Institute (EMRI). The research at the centre includes analysis of internal and external medical data to predict the future state of health care in India related to disease incidence, emergencies and hospitals. It also creates a national database and disseminates information regarding best practices such as ambulance design, innovations in dealing with maternal complications, diabetes and cardiac arrest. It has been recognised as a Scientific and Industrial Research Organisation (SIRO) by Department of Scientific and Industrial Research (DSIR), Ministry of Science and Technology, Government of India.

Overall DM research in India is found to be more consistent and organised in government organisations as DM has been primarily seen as a responsibility of the state and national government. This can also partly be attributed to the fact that most of the primary data collection organisations are government institutes, which facilitate readily available data for research and its application. However, most of this research is not widely available in the public domain and therefore efforts should be made to promote further research and publication for a wider outreach. Most of the initial research institutes were looking at technical aspects and science of disaster response. Therefore, data collections and guidelines for disaster research in science subjects, such as engineering and medical research, are more developed than those in the field of social science focusing on socio-economic, cultural and political issues. The DM research in universities and non-governmental organisations is more fragmented in terms of space, time and focus that varies between theoretical, practical and action research. In universities, case studies are studied more extensively but they still lack credibility for generalisation to a wider community. Very limited collaborative research is found in India across the institutional boundaries, which indicates a huge scope for multi-disciplinary and collaborative research within the country.

LESSONS:

The research institutes looking at the technical dimensions of DM like Central Arid Zone Research Institute, Indian Meteorological Department and Centre for Snow and Avalanche Study Establishment were established much earlier than many of those focusing on social aspects related to disaster management. Therefore, guidelines and details for the latter are less developed in the Indian context and need to be evolved.

Action research and data based case study documentation are more common than detailed fundamental research and development. Analysis and application of case study lessons is still limited and case study methods are not evolved enough for drawing applicable lessons in detail.

Different institutions like Indian Meteorological Department and Indian Space Research Organisation have their core agenda for data collection and research, with little or no



interlinkages. There is scope to develop a national agenda and a set of priority areas to define and bring new directions to DM research.

A number of research institutions are engaged in data collection at the national level. Such institutes should be promoted to publish their own research and collaborate with other institutes like Centre for Disaster Management at Lal Bahadur Shastri National Academy of Administration for optimum use of their data. They should also be diversified at the local level to encourage further research. Apart from the existing practices of action research and case study approach, new methodologies and areas of further research including innovations should be identified and planned.

2.3 Ensuring Quality in Disaster Research

Most of the international universities are accredited for standardisation of education, wherein the quality of research is intertwined. However, some universities have specifically taken steps to ensure quality of their research, particularly when dealing with social and ethical issues. For example, Utah State University (USU) has an Institutional Review Board (IRB). The Association for the Accreditation of Human Research Protection Programs (AAHRPP) is an accreditation organisation that promotes high-quality research worldwide. It is an independent and non-profit body. It uses a voluntary, peer-driven, educational model to ensure standards for quality and protection. Organisations receive accreditation after providing clear evidence of policies, procedure and practice of scientific and ethical research.

No such accreditation system is found in India. As the amount of research focusing on subjects in DM increases, a set of guidelines and standards for quality of research should be formed at the national level to ensure effective DM.

One important method of ensuring quality of research is peer-reviewed publications. There are a large number of international peer reviewed journals that publish disaster research findings. Journals that exclusively look into disasters include Disasters, Natural Hazards, International Journal of Mass Emergencies and Disasters, International Journal of Disaster Risk Reduction, International Journal of Disaster Risk Science, Journal of Geography and Natural Disasters, Journal of Disaster Research, Disaster Advances, International Journal of Disaster Resilience in the Built Environment, Disaster Prevention and Management, Journal of Integrated Disaster Risk Management, Journal of Disaster Risk Studies, Journal of Natural Disasters, Journal of Disaster Studies, Policy and Management, Australian Journal of Disasters and Trauma Studies, International Journal of Emergency Management, Asian Journal of Environment and Disaster Management, Prehospital and Disaster Medicines among others.

The participation and contribution of Indian researchers in International journals is limited. No Indian DM journal ranks very highly on International ranks for peer reviewed journals in science or social science. The participation and publication of Indian research can be considered one quality measure of DM research centres. Further, measures such as international or national ranking systems should be adopted for various national peer reviewed journals on disaster management on the basis of their readability, references and applications on the ground. This will encourage various stakeholders in research to participate and publish their research which will also enhance outreach of Indian research on disaster management. Besides, holding conferences and workshops that communicate DM research on national and international platforms could be another criterion for quality of DM research.



2.4 Current Status and SWOT Analysis of DM Research in India

Research on disasters in India has frequently been reported to be low. Research on disasters in universities is not just scattered but also scarce as shown in the table below. Kapur (2010) shows that the number of disaster-related dissertations and theses as recorded by different scholars in different university programmes reveal a staggering neglect towards the subject.

Table 2: Theses on Disasters in University and Professional Courses in India

Institute Years Total

Theses On disasters

Per cent to

total

University/Colleges (Doctoral theses) 1860-2000 177,745 143 0.1

School of Planning and Architecture

(Master theses) 1960-2003 1532 42 2.7

Advanced Professional Program in Public

Administration, Indian Institute of Public

Administration (M. Phil theses)

1975-2003 389 26 6.7

Source: Kapur, 2010, p148

The data in the following table shows the low priority given to the subject in the university research on disasters over time.

Table 3: Limited Number of Doctoral Theses on Disasters in India (1857-2000)

Period Total On disasters

Pre 1950 1,502 0

1950-60 4,433 0

1960-70 14,736 9

1970-80 35,151 15

1980-90 58.215 31

1990-2000 63,708 70

Total 177,745 125

Source: Kapur, 2010, p148.

As compared to the total number of scientific institutions in the country, the increase in the number of those working on disasters is still very low. According to one statistic, the Indian Council of Social Science Research that supports projects by social scientists has sanctioned only 15 disaster-related projects out of 2493 research projects since its inception i.e. not even 1 percent of the total (Kapur, 2010, p150).

Funding is also an important factor to allow for the number and scale of research projects required in the subject. During 1985-2000, Rs. 284 million was granted for projects related to disasters. This is a mere 1.11 per cent of the total funds released. 55 projects on disasters had grant support of less than half a million rupees each, while 77 fetched between Rs. 0.5 and 1.5 million. Only 28 took Rs. 1.5 million or more. The small amount per project reflects more on the scale of work intended by the scientists than the stinginess of a funding agency (Kapur, 2010).

Further, the credibility of research conducted across different institutional settings are not readily measurable, particularly those in social science despite the availability of structure and experience needed. Efforts are more on data collection and process documentation, which may not necessarily qualify as research. There are more case studies which are repeatedly done after different disasters, but their theoretical evaluation and applicability of lessons learnt are limited. Except Masters, M.Phil and PhD degrees, there is no certification of disaster research. The publication of Indian disaster research in international peer



reviewed journals is also limited which further limits the scope of assessing the quality of ongoing research in different institutions.

A survey conducted for this report in six states including Andhra Pradesh, Bihar, Gujarat, Odisha, Uttarakhand and West Bengal brought out the clear gaps in DM research. Most of the officers are dissatisfied with the level of research in the field. Research is broadly identified as a grey area and a point of concern. Officers mentioned the need for analytical research in this field, which may support the process of DM. Research focusing on area specific hazards and their mitigation should be promoted. They also mentioned that research material on previous disasters is not readily available for consultation. Local community perceptions and response also need to be included in DM research. In some areas, research has been used for practical purposes.

Apart from negligence towards research on Disaster Management, the ethical issues involved in the process of disaster research are also neglected. There is no structure for the universities, government organisations or the non-governmental organisations to maintain an ethical code of conduct while doing research on disasters. Softer components like human rights can be promoted through institutions such as the National Human Rights Commission (NHRC) as part of a larger approach of promoting disaster management aspects in wider areas of science and humanities.

SWOT Analysis of DM Research in India

Strengths

International and national efforts to promote DM have led to the development of a robust legal framework and policy. Hyogo Framework of Action (2005-2015) not only provides guidelines but also facilitates action at different levels. It has enhanced interest among scholars, practitioners and NGOs for efficient DM. The national initiatives including act, policy and guidelines have provided a clear direction to DM efforts. A number of states and districts have also put their specific DM plans in place, taking the first steps towards implementation of DM actions. All of this

Strengths

•Legal Framework and Policy •Increasing interest in DM research •Extensive institutional infrastructure •Increasing availability of high precision data from ISRO, IMD and other institutions •Availability of funds under different programmes

Weaknesses

•Lack of vision, frameworks, perspectives, plans, and benchmarks •Haphazard and ad-hoc research •Policy-practice disconnect •Focus on response and relief, rather than risk reduction •Excessive emphasis on case-study research and reporting

Opportunities

•National flagship programmes • A large number of universities with research infrastructure •Emerging priority areas for research and knowledge management •Recognition of need for quality management measures

Threats

•Huge opportunity loss cost • Continuation of haphazard and ad-hoc research will lead to inadequate or inappropriate planning and action • Unwillingness to coordinate and share research will increase islolation from international research environment



provides a stronger base for facilitating and supporting research than has ever been available before.

Intensive research related to disaster management has been initiated by professionals, government institutions and non-government organisations, focusing primarily on risk, vulnerability and losses.

Several products, projects, tools and methodologies for documenting and modelling levels of risk and vulnerability have been prepared by different government agencies at national and state levels (e.g. Vulnerability Atlas, National Flood Atlas, etc.) which can be drawn upon for furthering research.

Community level risk and vulnerability assessments have been carried out by non-government organisations in a number of states and can inform further research.

Extensive infrastructure is already available to support research in DM. Various government and research institutions not only provide funding for research on DM, but also facilitate data collection and participation.

Various national institutes such as ISRO and IMD are also collecting high precision data for various hazards. This data is available to students and research scholars to carry out research either for free or at highly subsidised rates.

National disaster management legislation clearly articulates the need to conduct hazard risk and vulnerability assessments with the idea that these assessments are the basis for formulation of disaster mitigation strategies.

Weaknesses

Investment appears to be primarily in risk, vulnerability and loss analysis. There is little investment in policy research, lessons learned from recent mega disasters and in assessment of the effectiveness of policies and programmes for disaster management.

While the research approach is based on process documents and data generation, the final output falls short of applicable findings or findings with the means to reach applicable levels. Further, most research is ad-hoc in terms of the DM aspect or areas studied and their inter relationships. Research findings are therefore not influencing improved planning and actions to the extent desirable.

Many key areas of research remain inadequately covered. Risk scenarios largely don’t take into account climate change projections. Critical infrastructure is yet to be assessed in terms of disaster resilience. Research is largely placed in static contexts and does not address the growth trajectory of the context.

There are no standardised research tools or methodologies for multi-hazard risk assessments that can be used from national to local context. Similarly, there are no standard tools for cost benefit analysis which can be customised for different contexts.

While there is some research that is undertaken as part of postgraduate and doctoral courses, little thought has been given to research content in the accreditation and certification of courses.

Coordination across agencies handling disaster management data and information sharing protocols are lacking and are a hindrance to information accessibility at all levels.

Damage assessments are designed for macro level analysis and not utilised to estimate losses and integration into recovery, reconstruction and development plans.

Opportunities There is a scope to carry out integrated research that is accessible and applicable at

the local level and supports cross-fertilisation of professional, scientific and technical knowledge with traditional local knowledge.



Rich experience of past events and traditional wisdom based practices is available in abundance in all regions and can be a useful knowledge pool.

There is an opportunity to build national standards in research by adopting a customised quality management method for the country. While various universities are already accredited for quality education, quality management of research will enhance Indian participation in international research platforms. This will also promote growth for collaborative research.

While there are many institutions collecting data, the frequency and spatial coverage of data collection can be further increased for more detailed research.

Threats

Without strong research in disaster management that complies with high standards, the quality and number of experts and specialists with strong practical and theoretical knowledge in the field of disaster management is likely to be compromised. This will widen the capacity gap in the country’s disaster management sector.

A huge opportunity cost will be incurred in terms of misguided actions and expenditure in the absence of knowledge creation through customised research.

Unwillingness to coordinate and share research findings will hamper efforts for collaborative research and will lead to increased isolation of sub themes within DM and of the Indian DM research in the international research context.

LESSONS:

Universities are important drivers of innovation internationally. However, in India, major research is carried out in government research institutions. Therefore, centres of DM should be promoted in universities to encourage interdisciplinary and integrated research.

Collaborative research with national and international research institutions should also be encouraged for collective advancement of DM knowledge.

Apart from existing practices of action research and the case study approach, new methodologies and areas of further research including innovations should be identified and planned.

2.5 Good Practice Case Study of DM Research

The good practice explained below is selected on the basis of following criteria:

1. Inclusion of different fields of DM research

2. Collaborative research

3. Peer reviewed research outputs

4. Networking with other institutes for better dissemination of research findings

Tsunami and Disaster Mitigation Research Centre

The Tsunami and Disaster Mitigation Research Centre (TDMRC) based at the Syiah Kuala University, Banda Aceh, Indonesia was established in 2006 after the catastrophic impact of 2004 Indian Tsunami. The centre is engaged in a range of activities, classified into three broad domains. These include the knowledge management division, education and training division and applied research division. Each division has further sub-divisions or centres for specific tasks.



The centre is well networked with other research institutes and universities across the country and the world. Its website lists 27 cooperative research institutions and universities highlighting partnership in different domains of DM education and research. These include Hyogo Prefecture, Japan, the Improvement of Tsunami Museum- Hyogo Prefecture Building; The Government of Banda Aceh and BRR NAD-Nias, Contingency Planning of Banda Aceh City; Sea Defence Consultant (SDC), Tsunami Modeling and the Development of Escape Building; Fuji Tokoha University, a cooperation in the disaster education; PMI and SDC, Tsunami Evacuation Training (Tsunami Drill); Research Center for Urban Safety and Security (RCUSS);International Centre for Water Hazard and Risk Management (ICHARM), Flood Risk Management and Assessment; Pacific Tsunami Museum Hawaii; Ristek; Unsyiah; BPPT; Kobe University; Earth Megacities Initiatives, EMI; Oregon State University Wave Center – OSU; Nagoya University; Hawaii University; Pittsburgh University, Digital Archives; Netherland Organization Applied Scientific Research; Deltares, Harmonic Analysis Sea Level Data; NGIS New Zealand; Hawaii University, Digital Archive; Swedish Env. University, CCA Assessment; New Mexico St. University, Disaster Awareness/Education; Tokyo University; Stanford University, Paleotsunami; Canada Sri Lanka Consortium for Post Tsunami Restoration (CSUC-PTR), Joint Paper Publication; Karlsruhe University, Harmonic analysis. The centre thus presents a model for integrative and collaborative research on local and global issues. The expertise from different parts of the world not only enhances the scope for solutions to the problem but also opens the local research perspective to look beyond the current state of affairs. (http://www.tdmrc.org/en/about - accessed in September 2013)

2.6 Model for Scope and Range

A model has been developed to map the extent of quality assurance and accreditation intervention required to address the complete outreach of disaster management capacity building efforts. The model looks at the two primary dimensions of addressing accreditation in outreach and is an overall framework being used under the study to address the scope and range of quality management and accreditation of research and education.

1. Scope of the structure and programmes, including accreditation of institutes/organisations; faculty; programmes/courses; process; and the individuals.

2. Range of quality management and accreditation that is focusing on DM awareness/sensitisation; short term trainings; role-based/sector-based courses; education certificates, diplomas, degree courses; and research.

The scope elements related to research are as listed below.

SCOPE

Institutions Faculty Programmes Process Individuals

Research Research institutions to be accredited by the proposed body.

These institutions could be accredited on the basis of available resources,

Research abilities linked to qualifications and alignment with recognised institutions.

Active participation in research activities,

Framework of research programmes including Masters, M. Phil, PhD dissertations should address important areas of DM at the local, national or international level.

Active and close

Research can be broadly classified into academic and action research that should use methods of international standards.

This would not just enhance the

Individual pieces of research to be encouraged for widening the scope.

The quality of individual research pieces can be established

http://www.tdmrc.org/en/about



faculty strength, publications in peer reviewed journals and their strength to explore and identify new paradigms and frontiers of disaster management.

quality of their research and publications in peer reviewed journals could be set as the important criteria for faculty assessment.

collaboration between research institutes and disaster management institutions may help to produce relevant and guided research that can be used at the ground level.

Further, the documentation of events, hazard, vulnerability or local risks could be compiled for a national research repository for DM.

quality but also bring comparability across different contexts, and provide opportunities to learn new lessons.

Quality assurance to be made through technical assessments and social validation based on local acceptance and practice.

on the basis of their publications in peer reviewed journals and implications of their research at the local level.

2.7 Roadmap for Comprehensive Research and Knowledge Management

Apart from the suggested model, it is also important to link research with comprehensive knowledge management in the field for the country. A wider holistic perspective would require a structure for keeping records and their management for efficient DM research and education. These may include the following:

1. Documentation of research carried out at the centres of excellence, government research and training institutions as well as that conducted in universities and an inventory of who has done what.

2. Innovation in technical and social domains: Universities, researchers, and doctoral students should be encouraged to innovate in technical and social domains.

3. International and national collaborations should be encouraged to promote quality research.

4. A national research calendar should be prepared to regulate the research over space and time as per the national priorities. This should include all types of research institutions by considering their area of expertise and resources at their disposal.

5. Research funding and funding for field work should be more readily available for DM research. For research scholars there should be some arrangement for a research grant pool, scholarships and fellowships in the field of DM.

6. DM research should be integrated into a comprehensive knowledge management system at the national level. Towards this purpose, national centres of excellence should be promoted that define and encourage key priority areas. These centres may also be responsible for establishing and maintaining a national database for all disasters and DM related aspects.



7. Apart from individual research institutes and centres of excellences, there should also be research clusters focusing on both individual and collective hazards. Clusters on meteorological, geological, hydrological or urban hazards may have institutes specialising in specific hazards such as earthquake, flooding, drought, landslides, cyclones, windstorms or tsunami that fall in the broad category and look at these hazards from a science and social science perspective. This could lead the way for integrated hazard assessments and would promote interdisciplinary research.

8. The current trend of carrying out Hazard Vulnerability Risk Capacity (HVRC) assessments at different locations can be augmented with action and purpose-oriented research to add a qualitative dimension to the resultant processes. Further emphasis should be placed on developing new methodologies and advanced tools for research in both theoretical and action research of DM.

9. Research publications in high ranking national and international peer reviewed journals should be an important criteria for the assessment of quality research and should be encouraged across different types of institutions.

3. STATUS OF DM EDUCATION The role of education in DM has been long identified, but it got a boost from the Hyogo Framework of Action (HFA) in 2005 and subsequent campaigns of UNIDR to strengthen DRR education. This led to an emergence of a Special Unit of South-South Cooperation and a new network of practitioners, trainers and learners to promote DM education in learning institutions named ‘Training and Learning Centre’. This section, however, is particularly focussed on DM in higher education while larger efforts in the sector have been focussed more on school education.

3.1 DM Education in International Context

DM education in the international context has been tilted towards scientific studies and research in the early 20th century and social studies and research in its latter half. DM education has gained significant momentum across the world after IDNDR and the Hyogo Framework. Most countries that have signed the Hyogo Framework for Action have actively been engaged in introducing DM education, though this is frequently limited to school education and building awareness of the nature of disasters and methods of response. University education of DM, on the other hand, looks not just various aspects of disasters and emergency but also at research as discussed in the research section. The following table shows DM related subjects in higher education across 50 universities.

Table 4: DM related Postgraduate Courses offered in the International Universities

S. No. Name of College/University

Country Course Title

1 Adelphi University USA Master of Science in Emergency Management

2 Adler School of Professional Psychology

USA Master of Arts in Emergency Management Leadership

3 American Public University

USA Masters Degree in Emergency and Disaster Management

4 Anna Maria College USA Master of Science in Emergency Management

5 Arkansas Tech University

USA Master of Science Degree in Emergency Management and Homeland Security

6 Boston University USA Master of Science in Healthcare Emergency



School of Medicine Management

7 BRAC University Bangladesh Masters, Diploma and Certificate Courses in Disaster Management

8 California State University, Long Beach

USA Master of Science in Emergency Services Administration

9 Capella University USA Master of Science in Public Safety with Emergency Management Specialisation

10 Charls Sturt University Australia Master of Emergency Management

11 Columbia Southern University

USA Master of Science in Emergency Services Management

12 Coventry University UK MSc, PG Diploma and PG certificate in Disaster Management

13 Eastern Kentucky University

USA Master of Science in Safety, Security, and Emergency Management

14 Elmira College USA Master of Science (M.S.) in Emergency and Disaster Preparedness Management and Advanced Certificate in Emergency and Disaster Preparedness Management

15 Georgetown University

USA Executive Master of Professional Studies in Emergency and Disaster Management

16 Grand Canyon University

USA Master of Science in Leadership with an Emphasis in Disaster Preparedness and Crisis Management

17 Jacksonville State University

USA Master of Science in Emergency Management

18 John Jay College, City University of New York

USA MS in Protection Management with Concentration in Emergency Management and Master of Public Administration with Concentration in Emergency Management

19 Kingston University, London

UK MSc in Hazards and Disaster Management

20 Massachusetts Maritime Academy

USA Master of Science Degree in Emergency Management

21 Metropolitan College of New York

USA Master of Public Administration Degree in Emergency and Disaster Management

22 Millersville University of Pennsylvania

USA Master of Science in Emergency Management (MSEM)

23 Monash University Australia Master of International Crisis Management

24 New Jersey Institute of Technology

USA Masters in Interdisciplinary Studies with Emergency Management and Business Continuity Concentration

25 North Dakota State University

USA Master Degree in Emergency Management

26 Nova South-Eastern University

USA Master of Science degree in Disaster and Emergency Preparedness

27 Oklahoma State USA Master of Science in Fire and Emergency



University Management

28 Park University, Hauptmann School for Public Affairs

USA Disaster and Emergency Management Concentration within the Master of Public Affairs Degree

29 Philadelphia University

USA Master of Science in Disaster Medicine and Management

30 Saint Leo University USA MS in Critical Incident Management

31 Saint Louis University USA Master of Science in Biosecurity and Disaster Preparedness, and Graduate Certificate in Biosecurity and Disaster Preparedness

32 Saint Louis University USA Master of Public Health in Emergency Management and Crisis Leadership

33 The United Nations University-Institute for Sustainability and Peace (UNU-ISP)

Tokyo Certificate program in Disaster Management and Humanitarian Affairs

34 The University of Manchester

UK MA in International Disaster Management

35 Tulane University USA Master of Science in Disaster Resilience Leadership Studies

36 University of Chicago USA Master of Science in Threat and Response Management

37 University of Colorado at Denver and Health Sciences Center

USA Graduate Certificate in Emergency Management, Policy, and Planning

38 University of Copenhagen

Denmark Masters in Disaster Management

39 University of Delaware

USA MS in Disaster Science and Management

40 University of Dhaka Bangladesh Post Graduate Diploma and Certificate in Disaster Management

41 University of Leicester UK MSc in Risks, Crises and Disaster Management

42 University of Nevada at Las Vegas

USA Executive Master of Science in Crisis and Emergency Management Program

43 University of North Carolina at Charlotte

USA Master of Public Administration with Emergency Management Concentration

44 University of Portsmouth

UK MSc in Crises and Disaster Management

45 University of Puerto Rico, School of Law

USA Study of Disaster Law and Policy

46 University of Twente The Netherlands

MSc degree in disaster management

47 University of Washington

USA Master of Infrastructure, Planning and Management (MIPM)

48 University of Washington

USA Institute for Hazard Mitigation Planning and Research



49 Virginia Commonwealth University

USA Master of Arts Degree and Graduate Certificate in Homeland Security and Emergency Preparedness

50 Walden University USA Online Master of Science in Emergency Management

Source: Compiled from websites of respective institutions, accessed in August 2013

The list of courses taught on DM in these universities highlights the development of the field of DM education in various directions. A large number of international universities are facilitating professional education in emergency management including that in areas of health care, public safety, emergency services, crises management, disaster preparedness, public administration, fires, hazards, resilience and policy development.

Universities are at the forefront of research on disaster management. Many universities have also started centres of disaster research that not only advance the research in this area but are also an important source of disseminating higher education in the form of Masters, M.Phil, PhD and post-doctoral research. An increasing emphasis is placed on publications in international peer reviewed journals in these universities along with frequent participation in conferences which further promote DM research. A brief summary of evolution and growth of disaster management centres at universities is as follows.

The Earthquake Research Institute

The Earthquake Research Institute (ERI) started in Japan in November 1924. It was led by the research committee of the Education Ministry for three decades and then shifted to Tokyo Imperial University in 1949. It enhanced research in the field of seismology and volcanology and also contributed to the post war construction in Japan. It started national initiatives of Earthquake Prediction Program in 1965 and Volcanic Earthquake Prediction Program in 1974. Its Earthquake Prediction Observation Information Centre, earlier known as the Earthquake Prediction Observation Centre, uses not just the observations made at the centre but also collaborates for information collection, organisation and sharing among universities across the country. The institute currently has four divisions and five centres that represent its constant expansion.

The Disaster Research Institute

The post war and more particularly post cold war period saw a boom of attention and research conducted on natural disasters in universities. Apart from individual research in different disciplines, several research centres were started in different universities having a particular focus on disasters. An institute for disaster research was opened at the Kyoto University in 1951. It was named the Disaster Prevention Research Institute (DPRI), which was constituted in response to the typhoon that hit Japan during the same year. Over time, its focus has extended to include all natural disasters and their various aspects such as prediction, technologies to prevent their occurrences and outcomes, measures of response and recovery along with risk management. There are nearly 100 faculty members and many researchers and graduate students who specialise in different academic backgrounds, such as natural sciences, engineering, and informatics to social sciences that collaborate in activities at the institute. The institute has 15 experimental and observatory facilities outside of campus for unique field investigations, on-site observations and experiments. The Ministry of Education supports the institute. It works as a national centre where researchers working on natural disasters in different universities in Japan meet, use the experimental and observatory facilities and collaborate with the researchers based in the centre. The institute had signed 40 MOUs with foreign research institutions as of August 2012 for joint projects and seminars to serve as an international centre for research on disasters.

Disaster Research Centre, University of Delaware



A disaster research centre devoted to the social scientific study of disasters was established in the University of Ohio in 1963. In 1983, the Disaster Research Centre (DRC) shifted to its current location of the University of Delaware. The aim of the centre has been extended to produce multi-disciplinary scientific knowledge to reduce disaster impacts. Over 600 field studies and research projects at the centre have assessed community preparedness, response and recovery from natural, technical and other community-wide crises. The centre maintains its own database and serves as a repository for materials collected by other agencies and researchers. With over 550 publications of its own, DRC also has its specialised library that has more than 55,000 items open for the use of emergency management and further research.

Growth of Disaster Research Institutes

The later half the 20th century and early 21st century have seen a consistent rise in the number of research centres in different universities. The following table depicts a selected list of research centres and institutions started in international universities. A consistent growth in these centres has raised hope for a more integrated and multidisciplinary research bringing a wide range of ideas that address various aspects of disasters.

Table 5: Research Centres and Institutes for Disaster Management in International Universities

S.No. Research Centre/Institute Year Name of the University Location Focus

1 Earthquake Research Institute 1925 University of Tokyo Japan Earthquake

Post World War – II Period

2 Disaster Prevention Research

Institute 1951 Kyoto University Japan Disasters

3 Earthquake Engineering Research

Centre (EERC) 1958 University of Bristol UK Earthquakes

4 Disaster Research Center (DRC) 1963

University of Ohio (1963-

1985)/University of

Delaware (1985

onwards)

USA Disasters

5 Bradford Disaster Research Unit 1973 University of Bradford England Disasters

6 John A. Blume Earthquake

Engineering Center 1974 Stanford University USA Earthquakes

7 Natural Hazards Center 1976 University of Colorado at

Boulder USA Hazards

8 Center for Earthquake Research

and Information (CERI) 1977 University of Memphis USA Earthquakes

9 Centre for Disaster Studies 1979 James Cook University Australia Disasters

10 University of Wisconsin-Disaster

Management Center (UW-DMC) 1982 University of Wisconsin USA Disasters

11 Ottawa-Carleton Earthquake

Engineering Research Centre 1984

University of Ottawa and

Carleton University USA Earthquakes

12 Risk Management and Decision

Processes Center 1984

University of

Pennsylvania USA Risks

13 Center for Risk Management of

Engineering Systems 1987 University of Virginia USA Engineering

14 Hazard Reduction and Recovery

Center 1988 Texas A&M University USA Hazards

International Decade for Natural Disaster Reduction (IDNDR) Period



15

The Arkansas Center for

Earthquake Education and

Technology Transfer

1992 University of Arkansas at

Little Rock USA Earthquakes

16 Dartmouth Flood Observatory 1993 University of Colorado USA Flood

17 Institute for Crisis, Disaster and

Risk Management (ICDRM) 1994

George-Washington

University USA Disasters

18 Risk Frontiers, Natural Hazards

Research Centre 1994 Macquarie University Australia

Hazards and

risks

19 National Drought Mitigation

Center (NDMC) 1995

University of Nebraska-

Lincoln USA Drought

20 Disaster Studies Group 1997 Wageningen University Netherlands Disasters

21 Center for Public Health and

Disasters (CPHD) 1997

University of California

Los Angeles USA

Disasters and

public health

22 Earthquake Hazard Center (EHC) 1997 Victoria University of

Wellington

New

Zealand Earthquake

23 Pacific Earthquake Engineering

Research Center (PEER) 1997

University of California,

Berkeley USA Engineering

24 UCL Institute for Risk & Disaster

Reduction 1999

University College

London UK

Risks and

disasters

International Strategy for Disaster Reduction (ISDR) Period

25 Center for Natural Hazards

Research (CNHR) 2001 East Carolina University USA

Natural

hazards

26 Center for Catastrophe

Preparedness and Response (CCPR) 2002 New York University USA Disasters

27 Center for Disaster Research and

Education 2003

The Millersville


28 International Centre for

Geohazards 2003

Norwegian Geotechnical

Institute Norway Geo hazards

29 International Hurricane Research

Center (IHRC) 2003

Florida International

University USA Hurricanes

30 National Center for Disaster

Preparedness 2003 Columbia University USA Disasters

Hyogo Framework for Action (HFA 2005-2015) Period

31 Joint Centre for Disaster Research 2006 Massey University and

GNS

New

Zealand Disasters

32 Tsunami and Disaster Mitigation

Research Centre (TDMRC) 2006 Syiah Kuala University Indonesia Tsunami

33 Stephenson Disaster Management

Institute 2007

Louisiana State


34 Center for Emergency Education

and Disaster Research (CEEDR) 2008

University of Maryland,

Baltimore County USA Disasters

35 Flinders University Disaster

Research Centre 2009 Flinders University Australia Disasters

36 The Torrens Resilience Institute 2009

The Institute comprises

the University of

Adelaide, Cranfield

University, Flinders

University and the

University of South

Australia Resilience



Australia

37 Asia-Pacific Center for Coastal

Disaster Research (APaC-CDR) 2010

Port and Airport

Research Institute (PARI) Japan

Coastal

disasters

38 Center for Disaster and Risk

Analysis 2010

Colorado State

University USA

Risks and

disasters

39 International Research Institute of

Disaster Science (IRIDeS) 2011 Tohoku University Japan Disasters

Year of establishment not found

40 Integrated Research on Disaster

Risk (IRDR)

Institute of Remote

Sensing and Digital Earth

Beijing,

China Disasters

41 The Center for Disaster

Management at GSPIA University of Pittsburgh USA Disasters

42 Center for Hazards Assessment,

Response and Technology (CHART)

University of New

Orleans USA Hazards

43 Hazards and Vulnerability Research

Institute (HVRI)

University of South

Carolina USA

Hazards and

vulnerability

Source: Compiled from websites of respective institutions, accessed in August 2013

Even though the post war period brought attention to disasters and research institutes began coming up in several universities, the process got a boost with the activities of the United Nations. The declaration of the 1990s as the International Decade for Natural Disaster Reduction, the International Strategy for Disaster Reduction and later the Hyogo Framework for Action consistently boosted the process. Further, the focus of the research centres has also expanded to include other hazards such as flooding, hurricane and coastal hazards. Some research centres are also engaged in specific enquiry relating to risks, vulnerability or resilience. Being placed in universities, these research centres are very closely linked to DM education and, in fact, operate as a function of the educational purpose of the universities. They engage faculty and students in live research that is part of the educational programmes in the linked colleges and thus this component is discussed in this section. Publication is a critical aspect of research in international universities, which consistently encourages quality and the applicability of research on the ground.

The growth of education-linked research in disasters has led it to be a separate science, which is evident in the name of International Research Institute of Disaster Science (IRIDeS), located in Tohuku University, Japan. This is one of the most recent centres in this field. It started in 2011 with an aim ‘to become a world centre for the study of the disasters and disaster mitigation, learning from and building upon past lessons in disaster management from Japan and around the world’. It will contribute to ongoing recovery/reconstruction efforts in the areas affected by the 2011 East Japan Earthquake and Tsunami, conducting action-oriented research and pursuing effective disaster management to build sustainable and resilient societies.

LESSONS:

The growth of disaster education linked research centres or institutes like the Earthquake Research Institute, the Disaster Research Institute and Disaster Research Centre, University of Delaware has been significant in universities in the latter half of the 20th century and early 21st century. University education is closely linked to research and these are inseparable elements in higher education.

International universities are actively engaged in and at the forefront of DM research, which is not just evident in the number of DM research centres in universities but also their diversifying focus in the subject field. For example, Center for Earthquake Research and Information (CERI), Risk Management and Decision Processes Center,



Hazard Reduction and Recovery Center, the Arkansas Center for Earthquake Education and Technology Transfer, Dartmouth Flood Observatory, Institute for Crisis, Disaster and Risk Management (ICDRM), National Drought Mitigation Center (NDMC), Center for Catastrophe Preparedness and Response (CCPR), International Centre for Geohazards, International Hurricane Research Center (IHRC), Tsunami and Disaster Mitigation Research Centre (TDMRC), the Torrens Resilience Institute, Center for Disaster and Risk Analysis, and Asia-Pacific Center for Coastal Disaster Research (APaC-CDR). These research centers and institutes responds to a diverse set of fields for DM.

The disaster research centres and institutions in universities cover both biophysical and social aspects of disasters, as well as their interlinkages for a multi-disciplinary and integrated research.

Studies in international universities are exploring new methodologies and participate actively in international peer reviewed journals.

3.2 DM Education in India

In the government sector, mainstreaming disaster management has become a priority in the post DM Act period (2005 onwards). There has been an emphasis on DM education to be imparted at different levels. The upcoming state approaches specifically have a section on DM education that highlights the increasing emphasis on disaster education in schools, colleges and universities. DM education has already reached to a growing number of schools throughout India, as CBSE has included it in its subject matter. This is further strengthened by the efforts and approach taken by various states to promote DM education in their territory.

Education in the State Disaster Management Approach

The disaster management approach at state level has to include education on disaster management as a foundation element in order to build the cadre of people who will drive the disaster management plans and programmes. Significant work however is still to be done in this area. With reference to the consultations done in six case study states, it was found that urgent need based activities have been taken up for disaster management at ground level and while the need is felt for long term investments such as education on disaster management in various development related streams, the investments on this are yet to be made. A comprehensive disaster management approach needs to include policy, legislation, plans, administrative apparatus and education.

Rural case studies in Andhra Pradesh show that people have basic training for evacuation during cyclones, but most of the people were unaware of how to respond in case of other hazards. Specific examples from Machilipatnam, Andhra Pradesh show that people staying in urban areas next to a solid waste disposal ground were unaware of the chemical hazard from the solid waste, and the city authorities specially noted the need for urban planners and managers to be educated in disaster management and urban risk reduction to be able to integrate disaster management features in their urban functions.

In order to address these concerns, the disaster management approach and plans need to integrate disaster management education as one of the implementation strategies. As an example, the Draft State Disaster Management Manual of Rajasthan clearly identifies a need to build the knowledge of the young on their community’s/ districts’/state’s vulnerability to various disasters and to involve them in problem solving through community level participation. It notes that in order to inculcate within them an ethos of prevention and preparedness, large-scale awareness and knowledge generation needs to be emphasised. The education sector plays a critical role to develop a sense of social and civic responsibility among the young towards preparedness and also to build capacities to develop into responsible citizens of the future. The State recognises the need to integrate and



institutionalise disaster education within the formal and informal systems of education in practice. (www.rajrelief.nic.in/dmdata/DM%20Code/DM_Manual (1).doc accessed in October 2013)

As per this approach, the overall perspective for India thus needs to address the inclusion of disaster management in different education streams as follows:

i) Disaster management education in school/colleges/universities

The focus towards preventive disaster management and development of a national ethos of prevention calls for awareness generation at all levels. An appropriate component of disaster awareness at the school/college/university level will help increase awareness among the student and teacher community and their family members.

ii) Disaster management education in professional education

The multi-sectoral and multi-hazard prevention based approach to DM requires professional inputs. Therefore, professional training needs to be built into the existing pedagogic research and education. There is thus a need to incorporate disaster management and disaster resistant development practices as specific components in professional and technical education curricula like medicine, nursing, engineering, environmental sciences, architecture and town and country planning. There is also a need to develop specific guidelines for incorporating disaster education in professional and technical curricula. Some notable initiatives include the inclusion of disaster management as a cross departmental centre for studies at the School of Planning and Architecture at Delhi and the coverage of disaster management in specific modules such as urban planning and heritage conservation by the Indian Institute of Human Settlements, Bangalore.

iii) Disaster management in vocational education

Disaster education needs to be addressed adequately in the vocational education system also. The State Education Department, in consultation with the State Disaster Management Authority and a committee of experts in the field, needs to take appropriate measures for incorporating a component of disaster management in all vocational training courses.

Higher Education on Disaster Management in India

Higher education institutions play two important roles in DM. First, they build capacity by developing human resources, awareness, promoting strategic thinking and leadership. Secondly, they enrich understanding of disasters, methods and techniques for their management through research (Davis et al. 2009). The number of universities providing higher education in DM in India is not high but consistently increasing. However, this is not consistent throughout the country. The following table enlists a few such organisations.



Table 6: DM Related Postgraduate Education in India S. No. University Disaster management and related course

1 Amity Institute of Disaster Management,

Noida

M.Sc. and Ph.D. in Disaster Management

2 Annamalai University, Annamalai Nagar,

Tamil Nadu

M.A. in Disaster Management (Distance education)

3 Bhavnagar University Post graduate Diploma Programme in Disaster

Management

4 Civil Defence College, Nagpur Degree/P.G. Diploma in Fire Engineering and Safety

5 Disaster Management Centre, Indian Red

Cross Society

Post Graduate Diploma in Disaster Preparedness and

Rehabilitation

6 Guru Govind Singh Indraprastha University,

Delhi

MBA (Disaster Management)

7 Indian Institute of Ecology and

Environment, New Delhi

M.Sc. in Disaster Mitigation (Distance education)

8 Indian Institute of Remote Sensing,

Dehradun

Certificate in Geo-hazards; P.G. Diploma in

Geohazards; M.Sc. Geohazards

9 Indian Institute of Technology, Kanpur M. Tech. (Earthquake Engineering) and Ph.D

10 Indian Institute of Technology, Roorkee P.G. Diploma in Disaster Management

11 Indira Gandhi National Open University,

New Delhi

Certificate in Disaster Management; P.G. Diploma in

Disaster Management

12 Madras University P.G. Diploma in Disaster Management

13 Punjab University, Chandigarh M.A. in Disaster Management

14 SASTRA (Shanmugha Arts, Science,

Technology, and Research Academy)

Deemed University

Masters of Technology in Disaster Management

15 Sikkim Manipal University of Health,

Medical and Technological Sciences,

Gangtok

M.Sc. in Disaster Mitigation (Distance education)

16 Tata Institute of Social Sciences, Mumbai M.A/M.Sc in Disaster Management

17 Tezpur University, Assam Diploma and Masters in Disaster Management

18 The Global Open University, Kohima,

Nagaland

B.A. in Disaster Management; M.A. in Disaster

Management; M.Phil. in Disaster Management

19 Tripura University, Suryam-aninagar,

Tripura

M.A. Disaster Management

20 Vardhman Mahaveer Open University, Kota Certificate in Disaster Management; P.G. Diploma in

Disaster Management

Source: Kapur, 2010; http://www.employmentnews.gov.in/diastermanagement.asp; http://www.tezu.ernet.in/cdm/ accessed in September 2013

These institutes offer formal courses for disaster management at different levels for certificate, diploma or degrees of higher education. An overview of the title and nature of course shows that there are little variations in the courses offered to fulfil varied needs of disaster mitigation, preparedness, response and recovery. The reason can be attributed to the recent development of disaster management as a subject in Indian universities. The nature of courses and contents are noted to be highly diversified in international universities. However, before jumping into diversification of DM education in India, it is also important to contextualise the subject matter as per the local variations in physical, socio-economic, cultural and political environments.



Apart from the universities and institutes that offer specific courses, disaster management also forms a subject matter of many other mainstream subjects, such as urban, regional, housing and environmental planning in the School of Planning and Architecture; and geography in the Department of Geography, University of Delhi. These institutes run a semester course on disaster management and conduct dissertations relating to that field if students wishes to pursue research on DM as his/her field of specialisation within the broader subject field of urban planning or geography. Thus, students do not get any certificate for disaster management in these cases. In order to include such institutes in the DM accreditation, a consistent effort directed towards the study of disaster management should be considered as an criteria along with development of resources and infrastructure to motivate and facilitate research in this field.

Many of the universities have also started specific centres for research in DM that has enhanced the quality of DM education in these institutions. Research is very closely linked to the DM education and forms an integral part of the academic framework. Some of these research centres located at the university campuses are as follows:

Centre for Disaster Mitigation and Management at the VIT University

The first disaster management centre to be set up after the enactment of the National Disaster Management Act in 2005 was the Centre for Disaster Mitigation and Management at the VIT University, Vellore. It was established in 2006 with a focus on research, development and consultancy services for DM along with education, networking and partnership. It aims to pursue high quality of research on regional issues including earthquake mitigation, early warning systems and preparedness.

Jamsedji Tata Centre for Disaster Management

The Jamsetji Tata Centre for Disaster Management (JTCDM) was established in 2006 to consolidate and expand the significant work of TISS in disaster management. The Centre enhances disaster studies with a critical and multidisciplinary perspective which enriches policy and practice processes. The Centre pioneered a Masters’ programme in Disaster Management and also a Diploma in Psychosocial Care and Support in Disaster Management – both, the first of their kind in the South Asian region. The Centre prepares skilled professionals and builds capacities of state and non-state agencies and communities. It concentrates on a number of distinct but interrelated areas including human security and safety in conflict and poverty situations. The Centre engages in research on vulnerability, disasters and development, responds to disaster situations and undertakes long-term interventions for ecological and human security.

During 2006-10, the Center organized nearly 70 conferences, seminars, workshops, public lectures and consultations to discuss a range of issues in disasters including public health, logistics and the application of geographical information systems. Faculty members have presented and published about 130 articles, reports and papers.

The students are engaged at both the theoretical and empirical levels to develop an understanding of hazards, vulnerabilities and risks along with community-based strategies in all phases of disaster management. The courses and the concentrations offered in the Masters’ programme focus on building inter-linkages between disaster management and environment, technology, public health, media, governance, conflict, law, public policy and application of GIS-based tools.

With nine faculty members the Center offers courses in Masters’ in Disaster Management, Diploma in Disaster Preparedness and Response, and Doctoral programme in disaster management. The students undertake research dissertations on diverse themes supervised and guided by faculty members from the Centre and the Institute and carries six credits.



Students who opt out of research are required to choose a third concentration/specialization of three courses which carry six credits.

JTCDM undertakes research covering various dimensions of DRR along with government bodies for making appropriate fiscal policies for intervention by government. One of the examples include visit to Cyclone Alia affected regions of West Bengal. The findings and observation of team members cluster around the following categories: Quantity and quality of relief material distributed by governmental and non-governmental agencies as well as processes of distribution; water, sanitation, hygiene and health in formal and informal settlements; livelihood and migration; education; challenges faced by NGOs and CBOs in the relief process; and, the provision of early warning. JTCDM also undertakes independent assessment and follow-up intervention in collaboration with the government and other organisations rendering technical support at national, state and district level.

The Centre has been involved in post-tsunami interventions in the Andaman and Nicobar Islands since December 2004. It started with relief work and a collaborative effort with the government to build local capacities. Citizenship trainings were conducted to enable survivors to appreciate their rights and entitlements. The thrust was on undertaking issue based work and advocacy within the Nicobar district. The Centre has also conducted assessments on the post-tsunami rehabilitation work via its research leading up to situation reports. The year 2009-2010 saw the expansion of the Centre’s field-work agenda in the Nicobar Islands. The interventions include training in creative crafts and artefacts, training for Rural Knowledge Centre Assistants, launch of a local community newspaper for the Nicobar Islands and preparation for social and economic baseline surveys.

Disasters Research Centres at IITs

A combination of university teaching, informing government and private initiatives, and disaster management research is seen in the various campuses of the Indian Institute of Technology. At IIT Kanpur, a National Information Center of Earthquake Engineering (NICEE) has been set up to fulfil the information need on earthquake engineering. The institute collects, maintains and disseminates such data in the form of information, publications and audio-visual materials in India and neighbouring nations. The Centre of Excellence in Disaster Mitigation and Management (CoEDMM) at IIT Roorkee, on the other hand, conducts multidisciplinary research on regional issues such as earthquakes, tsunami, floods, cyclones and their early warning. It aims to achieve international standards in the education and research of disasters and create a national database for rapid dissemination of information and knowledge.

Overview of DM education support systems in India

The education of DM in schools, colleges and universities can be examined on the basis of the programme structure, faculty, students, administration, certification and so on. Some of these are discussed below.

Programme Structure, Curriculum Objectives and Content

The programmes offered on DM vary between certificate, diploma and degree courses. At present, most institutions educate students on DM as part of the curriculum of other subject domains. DM is yet to be introduced as the main subject for certificate, diploma and degree courses in most educational institutes. The institutes that offer DM certificates, diplomas and degrees offer very little flexibility in programme structure. The content of the courses is governed by the objective and timings. While certificate and diploma courses deal with basic conceptual clarity with some practical applicability, fieldwork and dissertations are mostly covered only in the degree based courses. In School of Planning and Architecture (SPA), New Delhi, the domain of disaster management is housed within the Centre for Urban Disaster Studies that cuts across three different departments and does not have dedicated faculty,



researchers, programmes or funding. It has no established educational or training programmes or even a research agenda, and depends on a case by case approach to organising events and bringing out research publications. JTCDM at TISS, on the other hand, acts as an independent centre for carrying out disaster management studies. JTCDM offers a number of educational programmes and has a defined program structure and curriculum content.

Faculty, Students and Administration

The faculty of disaster management frequently have specialisation in some other field rather than DM itself. For example, the faculty for DM in School of Planning and Architecture, New Delhi are Urban or Regional Planners and in Punjab University are Geographers. This does help in building interdisciplinary understanding of DM, as well as gaining student bodies from different subject backgrounds. Yet, the practical aspects of DM education continue to be inadequate due to lack of collaboration across disciplines. The education and administration of DM can benefit from introducing an interdisciplinary requirement for developing such courses. While the disaster management centre at the School of Planning and Architecture, New Delhi, has no dedicated faculty and draws upon faculty already engaged full time in their parent departments, the provision of nine dedicated faculty members for disaster management as present in JTCDM can be considered as an important step in building cross sectoral collaborative knowledge and practices. The cascading effect in terms of student enrolment, their active participation in activities, and the evolution of administrative support systems and facilities can be clearly seen as a big win in the case of JTCDM and needs to show the way for other institutions to follow. The administrative system of the universities could play an active role in this integration. They could also facilitate internships that can produce ground work for some of the planned DM work at the local level.

Institutional Facilities, Networks and Financial Status

Many of the DM courses operate in other subject faculties and do not have access to specific facilities and some courses are available through distance education. There are no specific institutional facilities apart from the general requirements for any other courses. This is linked to the fact that in many courses the practical skills are not always dealt with. It can be observed in the case of Centre for Urban Disaster Studies, SPA New Delhi, that the absence of a sustained funding stream has led to a serious lack of facilities and in turn activities at the centre, even though the network of the faculty related to the centre and the institution as a whole is extensive in the architecture and planning domain that is closely related to disaster management. There is limited networking of institutions related to DM, though in other fields of research and education such as geology, economics, geography there are more established networks with a wide range of activities including conferences and publications. This can also be attributed to a lack of specific departments in universities focusing on DM. Financial support can be provided to develop DM departments in universities to build facilities, establish network, organise conferences and collaborate for research on DM. As seen in JTCDM, the committed financial support allows the centre to run smooth and perform efficiently with adequate facilities.

Certification and Credit System

Certificates, diplomas and degrees are awarded by various institutions as discussed above. Only a few universities provide Master, M. Phil or PhD Degrees in DM or related fields. Most regular universities conduct DM courses as an elective course as part of the degree of specialisation in any other relevant field. Hence, students only get a Masters in their broad field of expertise rather than DM. Credit system for certificates is noted more in international universities than national. Some of the universities, however, provide credit scores for DM. This credit score gets added towards the final completion of the degree. For



example, the centre for Disaster Management at the Tezpur University offers choice based credit transfer course at the PG level wherein the DM course gives three points as credit.

LESSONS:

Disaster management education in schools, colleges and universities is experiencing consistent growth since 2005. However, this growth of DM education at the university level is not consistent throughout the country, as seen in the case of JTCDM, SPA and other colleges.

As seen in Centre for Disaster Mitigation and Management at the VIT University, Jamsedji Tata Centre for Disaster Management, Disaster Research Centres at IITs and other institutes offering DM education in India, more and more universities are developing DM courses. Yet they are inconsistent in nature as DM education in India is still in its initial stages and there are few national precedents to look up to.

Most of the curriculum for DM is non-standard and diversification is required to fulfil on the varied needs of disaster mitigation, preparedness, response and recovery. The examples can be seen in curriculum of Amity Institute of Disaster Management, Noida; Annamalai University, Annamalai Nagar, Tamil Nadu; Indian Institute of Technology, Roorkee; Madras University; Punjab University, Chandigarh; SASTRA (Shanmugha Arts, Science, Technology, and Research Academy) Deemed University; Tata Institute of Social Sciences, Mumbai; Tripura University, Suryam-aninagar, Tripura. Learning from international experiences will require specific attention to contextualisation.

The participation of students and faculty of DM in India has low contributions in international peer reviewed journals. Such research and publication engagement is required to further the field of DM education.

3.3 Accreditation of Disaster Education

UGC recognises accreditation agencies including National Assessment and Accreditation Council (NAAC), National Board of Accreditation (NBA) or agencies established by or under an act of Parliament to carry out accreditation. Under clause 4.1, UGC makes accreditation mandatory for each Higher Educational Institution after passing out of two batches or six years, whichever is earlier, in accordance with the norms and methodology prescribed by such agency or the commission, as the case may be. The accreditation will be valid for five years and it is mandatory for the higher institutes to apply for reaccreditation within six months before the expiry of the period.

The agencies accrediting higher education may also choose to have their own definition of accreditation. According to National Assessment and Accreditation Council (NAAC), ‘the accreditation status indicates that the particular Higher Educational Institutions (HEI) – a College, a University, or any other recognised unit therein, meets the standards of quality as set by the Accreditation Agency, in terms of its performance, related to the educational processes and outcomes, covering the curriculum, teaching-learning, evaluation, faculty, research, infrastructure, learning resources, organisation, governance, financial well being and student services’. NAAC has accredited a large number of universities and colleges across India. Another important accreditation institution is the National Board of Accreditation (NBA) that was established by the All India Council of Technical Education (AICTE) in 1987 for periodic evaluation of technical institutions and programmes. At present NBA is an autonomous body that assures quality of education for a range of professional and technical programmes such as Pharmacy, Engineering, Management, Hospitality, Technology



and Architecture. In Delhi, NBA accredits various programmes in 18 institutes periodically, but none include disaster management.

At present there is no accreditation of DM education in India. However, there are various organisations that provide accreditation and quality management measures for higher education and practice in India in streams related to disaster management directly or indirectly. Some of these are listed below.

Table 7: Organisations Providing Accreditation and Quality Management for Higher Education and Practice in India

S. No Accreditation Organisation Location Details of Accreditation

Programmes

1 ABET, Inc. (US based company that also accredits institutions in India)

USA Applied science, computing, engineering, and engineering technology courses

2 Central Council of Homoeopathy (CCH) India Homeopathic courses

3 Central Council of Indian Medicine (CCIM) India Ayurvedic, Unani, Siddha courses

4 Council of Architecture India Architecture courses

5 Dental Council of India (DCI) India Dental courses

6 Indian Nursing Council (INC) India Nursing courses

7 National Board of Accreditation (NBA) India Engineering, technology, architecture, pharmacy, town planning and management

8 National Council for Teacher Education (NCTE)

India Pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses

9 Pharmacy Council of India (PCI) India Pharmacy courses

10 The Indian Council of Agricultural Research (ICAR)

India Agricultural research and education

Institutions

1 Bar Council of India (BCI) India Law colleges

2 Central Council of Homoeopathy (CCH) India Homeopathic institutes

3 Central Council of Indian Medicine (CCIM) India Ayurvedic, Unani, Siddha institutes

4 Dental Council of India (DCI) India Dental institutes

5 Medical Council of India (MCI) India Medical colleges and institutes

6 National Accreditation Board for Hospitals and Healthcare Providers (NABH)

India Allopathic Clinics; AYUSH (Ayurveda, Homeopathy, Unani, Siddha, Yoga and Naturopathy) Hospitals; Blood Bank and Transfusion Services; Dental Health Care Service Providers (DHSP); Hospitals; Dental Health Care Service Providers (DHSP); Medical Laboratory Programme; Oral Substitution Therapy (OST) Centre;




http://en.wikipedia.org/wiki/Indian_Nursing_Council






Primary Health Centres / Community Health Centres; Small Healthcare Organisation; Wellness Centres

7 National Accreditation Board for Testing and Calibration Laboratories (NABL)

India Biological, chemical, electrical, electronics, fluid-flow, mechanical, non-destructive testing, photometry, radiological, thermal, forensic, medical testing centres; Electro-technical, mechanical, fluid flow, thermal and optical, radiological calibration centres

8 National Assessment and Accreditation Council (NAAC)

India Technical and physical education institutions

9 National Council for Indian Education (NCIE) India Colleges or institutions that offer regular as well as distance education in different management and technology courses

10 National Council of Rural Institutes (NCRI) India Institutions offering education in micro-planning; agriculture; health; natural resource management; Geographic Information Systems; environmental sustainability; sustainable rural industries; co-operatives and rural enterprises

11 Scheme for Providing Quality Education in Madrasas (SPQEM)

India Madrasas

Recognising Accreditation

1 Association of Indian Universities (AIU) India All institutes and programmes

2 Ministry of Human Resource Development (MHRD)

India All institutes and programmes

3 State Councils of Higher Education India All institutes and programmes

4 University Grant Commission (UGC) India All institutes and programmes

Source: Compiled from websites of various institutions as accessed in September 2013

Stronger systems of accreditation of higher education in DM could enhance the quality and standard of DM education and practice in India. This would not only bring professionalism into the field of DM but also facilitate the easy recruitment of quality graduates and utilisation of their support during disasters. Accreditation of higher institutions for disaster management is also significant as these institutions drive both research and education that have a direct impact on disaster management on the ground. Education in many key areas such as health, engineering, rural development, education, business schools and local governance directly impacts local vulnerability and resilience to disasters. Accreditation of DM in higher education institutions covering these areas not just ensures regularity of DM courses but also their effectiveness. It also signifies various benefits for different stakeholders.

Benefits at Various Levels

Accreditation as a process assesses the characteristics of an institution and its programmes against a set of criteria established by accreditation agencies, but it has far reaching implications and benefits at multiple levels and to different stakeholders.

http://en.wikipedia.org/wiki/National_Assessment_and_Accreditation_Council

http://en.wikipedia.org/wiki/National_Assessment_and_Accreditation_Council

http://en.wikipedia.org/wiki/Association_of_Indian_Universities

http://en.wikipedia.org/wiki/Ministry_of_Human_Resource_Development

http://en.wikipedia.org/wiki/Ministry_of_Human_Resource_Development



A key objective is to contribute to the significant improvement of the institutions involved in the accreditation process. The accreditation process quantifies the strengths and weaknesses in the processes adopted by the institution, providing directions and opportunities for future growth. Accredited institutions may be preferred by funding agencies for releasing grants for research as well as expansion. It signifies that the institutional performance is based on assessment carried out through an independent competent body of quality assessors, with strengths and weaknesses emanating as a feedback for policy-making. Accreditation agencies such as NBA provide a quality seal or label that differentiates the institutions from the larger pool. This leads to a widespread recognition and greater appreciation of the brand name of Institutions and motivates the Institutions to strive for more.

Students studying in accredited Institutions can be assured that they will receive education which is a balance between high academic quality and professional relevance and that the needs of the practice world are well integrated into programmes, activities and processes. It signifies that the student has entered an institution that has the essential and desirable features of quality professional education; and will turn out to be a competitively employable individual.

Accreditation assures prospective employers that students come from a programme where the content and quality have been evaluated, satisfying established standards. It also signifies that the students passing out have acquired competence based on well established technical inputs.

Accredited status represents the commitment of the programme and the institution to quality and continuous improvement. It creates credibility in the minds of the public and generates interest and motivation for pursuing the training programmes. Due to accreditation from a high level body such as NBA, essential prerequisites for international accreditation also get covered and the process acts as a catalyst for the institutions planning to acquire international accreditation.

On the whole, accreditation helps in gaining confidence of stakeholders and in giving a strong message that as a country our technical manpower is of international standards. It can be very useful in enhancing the global mobility for our technical manpower.

3.4 Current Status and SWOT Analysis of DM Education in India

A survey in six states including Andhra Pradesh, Bihar, Gujarat, Odisha, Uttarakhand and West Bengal reflected on the poor state of DM education. Most of the officers expressed dissatisfaction with the level of DM education and the skill sets of the people entering the streams that implement DM programmes. Most respondents mentioned the existence of disaster management education within schools, though a few of them also agreed that it has not reached into local schools in all parts of India. In many schools, there is no talk of DM except for some specific subjects. Further, in rural areas, many children do not go to school, so there is need to find another method to spread this information. While it is a positive indicator that school education creates a base for disaster management knowledge, there is very little scope for pursuing this in higher education in most parts of the country.

The officers pointed out that there is an urgent need to educate stakeholders on disaster management issues. Education of various stakeholders and allied organisations including government officials, NGOs, engineers, masons and community volunteers regarding various aspects of disaster management is essential. Further, the participants and volunteers getting educated should also be certified with some quality aspects built into the certification. It was noted that DM education is fragmented over such a large space that it is not just inadequate, but also not of much use during disasters. They also noted that even though the Centre has provided inputs for curriculum for DM courses for different streams, such as



engineering, architecture and medical sciences, these are yet to be implemented throughout the country and are currently applied mainly in the metropolitan centres and institutions.

The hazard specific guidelines issued by the National Disaster Management Authority (NDMA) in the post DM Act period also specify the need of focus on DM education. The earthquake guidelines mention that the curricula of IITs, NITs, engineering and architecture colleges, ITIs, polytechnics and universities need to be suitably modified to incorporate earthquake-resistant design and construction techniques. The role of the Ministry of Earth Sciences (MoES) is also specified in facilitating this process in collaboration with the Ministry of Human Resource Development (MHRD), the All India Council for Technical Education (AICTE), the Council of Architecture (COA) and the Institute of Engineers to incorporate earthquake education within their curriculum and outreach on standards of practice. It notes that in order to increase the thrust towards earthquake education in India, it is important to identify a number of leading institutes and universities and encourage the creation of dedicated positions for faculty members working in the area of earthquake related education. This process is however in initial process. An interview of one such chair brought forth the picture that disaster management education in such institutions is basic and yet to cover a long way to have a full fledged postgraduate programme. Some courses in higher education (including engineering, architecture, geography and medical sciences), however, have established and implemented their linkages with disaster management. Examples include Social and Preventive Medicine (SPM) in medical education along with a curriculum on mass casualty in medical sciences.

Respondents expressed an acute need for professional education on disaster management. Education and research should receive priority attention; and both standard and specific training modules for different stakeholders should be produced. It is important that knowledge on disaster management should be available for every stakeholder with potential involvement in any phase of disaster management, thus practically covering almost all streams of education. It is also emphasised that all positions in DM should have professionals who have received DM education and training. Further, if any professional of a specialised DM education is transferred to a non-specialised hazard area, he or she should be given adequate training and education to deal with the new hazards. These professionals should also go for regular training.

On the other hand, one perceived drawback of certification and accreditation noted by an officer is that as more and more people are getting educated, they are now demanding more projects, including technical interventions. In the absence of adequate access to such projects and funding, their expectations remain unfulfilled. Education thus needs to be accompanied with appropriate opportunities to address the implementation of disaster management interventions.

Strengths

International and national legal and policy frameworks have suggested DM education at all levels, particularly in schools. This has increased the interest in institutions to take up DM education. Government agencies have issued directives to higher education institutions to integrate disaster management in higher education across different streams.

There are several existing educational institutions and new private institutions that have introduced disaster management in degree or elective courses, thereby initiating the development of disaster management as a discipline. A large number of accredited educational institutions that exist in the country across various streams provide an extensive institutional base to take this forward.

National Institute of Disaster Management provides online courses to practitioners and disaster management personnel. This along with the distance



learning programmes of Indira Gandhi National Open University and Sikkim Manipal University is creating a new sector of distance learning within disaster management education and opening up opportunities through more accessible and affordable courses.

DM education is well developed for some professional courses, such as medical and engineering courses. Other expertise in DM education can be further built following a similar pathway as shown in these streams.

There are a large number of professionals from government and non-government organisations and the private sector with knowledge and expertise in disaster risk mitigation. These professionals can be linked for effective DM education and curriculum development.

SWOT Analysis of DM Education in India

Weaknesses

The number of courses having DM components are very few and limited to some universities. Due to lack of demand for professionals in DM, students

There is inadequate integration of DM into professional education programmes. The curriculum for DM is yet to be developed for many professional fields, which may face severe consequences during disasters e.g., transport, business development and law. Where available, curricula has been generally sourced from international institutions and is not contextualised to the Indian and local needs.

There are very few professionals with masters and doctoral degrees in DM to impart education and trainings.

Strengths

•Legal framework and policy

•Extensive institutional infrastructure in terms of schools and universities

•Increasing interest in DM education at different levels among students and educators

•A number of educational institutes accredited for quality education in different streams

•Curriculum of DM is well developed in some fields such as medical and engineering

Weaknesses

•DM education is limited to certain courses in schools and universities

•There are very few DM professionals and educators with Masters and Doctorates in DM

•None of the current accreditation is for DM education

•Excessive emphasis on awareness rather than applied skills in the current DM education

•DM curriculum needs to be developed for most of the subjects in a contextualised manner

Opportunities

•Increased media coverage and awareness on disaster events is creating an interest in DM education

•Applied education of DM will enhance disaster preparedness

•Extensive institutional infrastructure of schools and universities could be used to provide a range of DM related courses

•A strong network of organisations working on DM and DRR issues offers employability in the DM sector, thereby creating a potential for DM educated individuals

Threats

•Huge opportunity cost lost due to inadequate educated professionals in the sector

•Quality of DM education may vary from institution to institution, thereby creating a poor image for the entire set of DM education institutions

•DM education can also suffer from inadequate coordination and vision due to fragmentation across sectors



Institutions located in interior parts of rural areas still lack DM education. Most teachers themselves not well versed in disaster management.

An overall focus in DM education is still around awareness, and very little has been done for concentrations to be developed with specialised and specific content and methodologies.

Most of the current educational institutes are accredited for the quality of education but none is accredited for DM education.

Opportunities

There is a unique opportunity to target the 18-23 year age group – which is about 150 million people in India – through higher education and different modes of education to create a workforce that is oriented to disaster management issues. Existing institutions form a substantial starting base.

There are new courses and new institutions emerging with disaster management programmes. These would be of better quality if there were clearly prescribed standards for programmes offered.

There is an opportunity to develop the details of DM in all academic fields and thus promoting research and knowledge development leading to holistic understanding and planning.

Increased media coverage and awareness about disasters and their management is creating an interest and a potential demand in higher education on disaster management.

A strong presence of organisations working on disaster management across government, private sector and civil society organisations is improving employability of disaster management professionals, which can give impetus to the demand for disaster education.

A balanced approach of DM education including theoretical and applied knowledge may also contribute to effective DM during an emergency situation.

Threats

There is a huge opportunity cost lost due to inadequate educated professionals in the sector. Inadequate numbers of professionals educated through these institutions will cripple the disaster management sector leading to long term losses.

Quality of DM education may vary from school to school and universities having different goals and outcomes. An inadequately planned education programme in disaster management may create chaos and confusion at different levels of education systems. Students and teachers may feel burdened by the additional subject and syllabus of DM. A poor image may be created for the entire DM education sector, thereby affecting intake and popularity of such courses.

Lack of specific accreditation for DM may bring different types of knowledge to enter the sector that may not serve the purpose of a cohesive approach to DM education. DM education can also suffer from inadequate coordination and vision due to fragmentation across sectors.

3.5 Good Practices in DM Education and Accreditation

Disaster management education has evolved to high standards in many parts of the world, primarily in institutions of developed countries that face disasters or service regions that face disasters. Some of these have been studied as good practices for the purpose of learning lessons, as discussed below.

Centre for Development and Emergency Practice



The Centre for Development and Emergency Practice (CENDEP) at the Oxford Brookes University, UK, is a centre on disaster education that has been awarded for its pioneering work in the sector. It delivers a postgraduate programme on humanitarian practice and is also engaged in consultancy and training of staff for academic and practice programmes. Its disaster management research and training framework focuses on facilitating training of NGO leadership for humanitarian aid work. The centre has also developed a Postgraduate Certificate Program in Shelter after Disaster that services a specific need globally. The program is open to shelter practitioners. It facilitates training of aid professionals, generation of knowledge and lessons learnt in teaching and practice, and dissemination of lessons learnt through networks. (http://architecture.brookes.ac.uk/research/cendep accessed in September 2013)

Risk Reduction Education for Disasters

Risk Reduction and Education for Disasters (Risk RED) works with various international, regional and local partners to increase the effectiveness of education for disaster risk reduction and enhance the outreach of public education. It facilitates information sharing at the global scale in multi-lingual and multi-media environments and is an active member of the Hyogo Framework for Action Knowledge and Education Platform, assisting in the collection of materials for the UNESCO and ISDR physical libraries for disaster risk reduction education and supporting development of the Global Online Library for Disaster Risk Reduction Education. It coordinates and collaborates to build the pool of high quality printed and digital material for self study and instructional curriculum, presentation, fact sheets, booklets, research reports, games, toys and comics, press kits as well as cultural and performing art media for varied audience of DM education. It also promotes translation of good practices and localisation of content of its material to enhance their acceptability. Though not directly implementing higher education programmes of its own, it facilitates the learning and educational process at all levels through consolidation of knowledge and generation of knowledge products that assist these processes. (http://www.riskred.org/ accessed in September 2013)

Emergency Management Accreditation Program

The Emergency Management Accreditation Program (EMAP) offers accreditation to emergency management programs in higher education in USA. The EMAP accreditation for higher education started with a pilot programme with four institutions in 2010. The success of the pilot programme opened accreditation for all colleges and universities. The goal of EMAP is to provide a meaningful, voluntary accreditation process that can be used by state, territorial and local programmes.

On the basis of the American National Standard Institute's (ANSI) Emergency Management Standard, EMAP will support educational institutions in:

Preparing to respond to crises and disasters;

Identifying opportunities to mitigate risk and prevent loss; and

Establishing continuity of operations and recovery strategies for various crisis or disasters.

EMAP was started by a number of national organisations including the National Emergency Management Association (NEMA), National League of Cities, Federal Emergency Management Agency, National Governors Association, U.S. Department of Transportation and several others to bring a national standard for emergency management programmes that demonstrate success and accountability and help them to determine areas and issues where resources are needed.



EMAP accreditation is purely voluntary and involves a two-step process. Firstly, the institutions have to subscribe to EMAP, which gives an access to an online tool that enables on campus use for the Emergency Management Standard. The subscription also facilitates an unlimited access to webinars, video library, best practices and model plans to meet the EMAP standard and other resources. It is valid for one year and costs 450 USD. Secondly, a self-assessment report compiled by the institution should be submitted to the Programme Review Committee for review. EMAP then conducts an on-site assessment based on the report submitted and then makes a recommendation for accreditation. The accreditation is valid for five years and the total cost of this process is based on annual operating budget.

EMAP defines "emergency management" in the broadest sense, meaning “it encompasses all organisations with emergency/disaster functions in a jurisdiction. This system includes organisations involved in prevention of, mitigation against, preparedness for, response to, and recovery from disasters or emergencies”.

National Assessment and Accreditation Council

The National Assessment and Accreditation Council (NAAC) was established in 1994 by University Grant Commission (UGC) to evaluate and accredit academic institutions in India. It assesses performance and parameters through the inspection of volunteering institutions meeting specified criteria. These institutions include universities (Central/State, including private) and institutions of national importance; colleges affiliated to, constituent of or recognised by universities or autonomous colleges; deemed to be universities; departments of Teacher Education / Physical Education; and any other higher education institutions at the discretion of NAAC. NAAC aims for a holistic, systematic, objective, transparent and shared experience of institutional improvement. Its process of assessment mainly involves the following steps:

Online submission of the Letter of Intent (LOI)

Online submission of Institutional Eligibility for Quality Assessment (IEQA) for applicable institutions

Preparation of Self-study Report (SSR), it’s uploading on the institution website and submission to NAAC

Peer team visit to the institution

Final decision by NAAC

NAAC has identified the seven criteria to serve as the basis of its assessment procedures:

Curricular Aspects

Teaching-Learning and Evaluation

Research, Consultancy and Extension

Infrastructure and Learning Resources

Student Support and Progression

Governance, Leadership and Management

Innovations and Best Practices

Institutions are graded for each of the key aspects under four categories: A, B, C and D, denoting very good, good, satisfactory and unsatisfactory levels respectively. The summated score for all the key aspects under a criterion is then calculated with the appropriate weight applied to it and the GPA is worked out for the Criterion. The Cumulative GPA (CGPA), which gives the final assessment outcome is then calculated from the seven GPAs pertaining to the



seven criteria, after applying the prescribed weights to each criterion. The standard CGPA distributions used are as given below.

Range of institutional Cumulative Grade Point Average (CGPA)

Letter Grade Performance Descriptor

3.01 - 4.00 A Very Good (Accredited)

2.01 - 3.00 B Good (Accredited)

1.51 - 2.00 C Satisfactory (Accredited)

<= 1.50 D Unsatisfactory (Not accredited)

The accreditation status is valid for five years from the date of approval by the Executive Committee of the NAAC. When an institution undergoes the accreditation process for the first time, it is referred to as Cycle 1 and the consecutive five year periods as Cycles 2, 3, and so on. Institutions, which would like to make an improvement in the accredited status, may volunteer for re-assessment, after completing at least one year but not after the completion of three years. The manual to be followed for re-assessment is the same as that for the assessment and accreditation. However, the institution shall make specific responses based on the recommendations made by the review team in the first assessment and accreditation report, as well as the specific quality improvements made by the institution.

LESSONS:

Increase in the demand for DM professionals in the employment sector encourages students to take disaster courses, which can vary in scope and specialisation levels.

Professional qualification of DM being a requirement for employment in DM related activities can give a boost to demand, supply and quality of education.

As observed in NAAC, there is a symbiotic relationship between institutions imparting training and education, carrying out research and conducting accreditation. Such a synergy needs to be built through strategic planning and institutional design across the sector.

Overall quality management will be driven from the top of the institutional structure through the accreditation system but all institutions ensuring internal systems of excellence will boost the sector.

3.6 Model for Scope and Range

RANGE

SCOPE

Institutions Faculty Programmes Process Individuals

Basic course on building awareness

Schools and local educational institutions

School teachers and programme instructors providing education at basic level should also be trained to include some specific elements in the

Basic educational programmes also need be certified

This is very important as it decides the content to be finalised and the credibility that needs to be assured. To be aligned with national DM education and media

No certification in this case. In some organised programmes self certification can be allowed.



syllabus strategies.

Specialised and sector based courses

Respective colleges, universities and training institutions of different technical and non-technical sectors.

Institutions awarding diplomas, graduate and post graduate degrees to be accredited by proposed body.

Faculty accreditation to be carried out through master trainer and resource person approach.

To be across sectors in relevant departments of respective institutions.

Mainstreaming approach to be adopted. Programme linkages to be considered and accreditation of programmes to be carried out accordingly.

Practical approaches suited to various sectors to be encouraged. Process and outcome related weights to be promoted.

Certification of quality performance at individual level.

Higher education

Accreditation of institutions to be done in tandem with relevant accreditation bodies through representation on the body.

Faculty can be accredited on the basis of their qualification as well as their publications in international peer reviewed journals.

Programmes to be accredited in accordance with guidelines of proposed body.

Programmes should be designed to include specific as well as integrated approach to disasters.

Outcome based approach to be adopted, with facilities and processes getting appropriate weights.

Diplomas and degrees linked to quality based assessment to be awarded.

3.7 Roadmap for DM Education

A roadmap of DM education has been developed to look at a holistic knowledge management system that can provide and receive feedback from DM research and education.

1. The national approach for quality management and accreditation of disaster management research and education will be responsible for accreditation of DM education at the national level. This is envisioned as a comprehensive overall mechanism arising from the study under deliverables 7, 10 and 11.

2. School education for DM should not stand separate from higher education. The two should be rather linked up as step-by-step procedure. Skill oriented education should be equally promoted as the awareness programmes for DM.

3. Universities and colleges should promote more professional DM courses. Technical and sector based courses should help students to gain both expertise and enhance their employability.

4. Vocational education should be extended to include varied workers who can contribute to efficient DM on the ground. These may include construction workers, Asha workers, Anganwadi workers and Krishi Vigyan Kendra workers.

5. There should be a planned Accreditation Strategy that integrates short-term training, education, research and resources required by the institutions for efficient DM.



4. APPROACH AND METHOD FOR ACCREDITATION AND QUALITY MANAGEMENT The approach taken for the accreditation system development is based on the following schematic representation, building from a study of existing national and international practices, drawing of lessons, developing a methodology, consultation with stakeholders and ongoing work on accreditation approach for short term DM trainings as well as graduate and post graduate level courses.

In order to improve the quality of DM research and education, a strategy for accreditation needs to be developed. For this purpose, various national and international research and education programmes and institutions have been studied for their strengths and weaknesses. The mechanisms that need to be established include the following, which have been addressed under the strategy for accreditation:

1. Standards for accreditation and certification

2. National and state level bodies for accreditation and certification

3. Criteria for certification

4. Benchmarks for maintaining standards of DM education and research

5. Schedules for upgrading courses and review of accreditation systems and certification modalities.

Final Report on Accreditation Process & quality management methods

Consultation with NIDM, NDMA & State institutes

Develop methodology for accreditation & quality management Accreditation

methods International Best Practices

Quality management methods Accreditation methods



4.1 Needs and Viability

The existing DM research and education at higher level are ad hoc, lack common standards and therefore have output that can be significantly improved in quality. For bringing standardisation of research output and education, the application of certain quality management tools is therefore important. However, even standardisation alone is insufficient. It is equally important that research and higher education in DM is professionally recognised and positioned for greater employability of qualified individuals and the advantages be acknowledged for effective disaster risk reduction. Both national and international best practices should be considered for DM accreditation in education and research. However, in order to establish an elaborate system of accreditation, there is a need to overcome a number of challenges such as multi-disciplinary nature of the subject, pre-existing accreditation of institutions, current legislation, accountability, capacity and required facilities and infrastructure for DM education and research.

The proposed approach for DM education and research will be robust and linked to the promotions and other incentives of the stakeholders working at various levels and in various institutes. Hence, it is advisable to develop some accreditation tools, which would be used to grade the level of understanding developed by the students and researchers. The education would be so designed that at the end of the course, the participant is evaluated based on the overall performance. While the students are assessed, educators will also be evaluated through quality management tools to help sustain quality education and research standards. Education and research output of educators will also be evaluated as part of this.

4.2 Strategy for Accreditation Process

4.2.1 Accreditation Methods and Standards

The accreditation process can be implemented in the following ways and levels, in line with the findings of the study and indications of needs:

i) Accreditation of Institutions

In this case, standards for infrastructural facilities of institutions and qualifications of the faculty form the primary basis for accreditation. The institutes will need to maintain standards in the form of proper teaching and learning spaces and facilities and proper equipment for education and research. A standard can be established by identifying minimum requirements of facilities and expertise to address technical as well social issues relating to disasters. Institutions will also need to have a policy for recruitment of faculty for DM education and research. The faculty would need to have qualifications in their field of specialisation and will need to undergo periodic upgrading of domain knowledge and teaching skills in order to remain relevant to the evolving field of practice. Research should be an important criteria for accreditation of higher education in DM along with budget, facilities, qualification of faculty and publications.

ii) Quality Management of Research

While it can be difficult to manage the quality of ongoing research in any institution at any particular time, some quality management measures could be ensured on the basis of the practical outputs and research publications in peer reviewed national and international publications. The research quality could also be enhanced by collaborated research activities with national and international universities and research institutions. Regular organisation of conferences, seminars and workshops along with faculty and student programs can also aid high quality research output and maintaining international standards.



iii) Accreditation of Courses

DM education courses can be accredited on the basis of content and systems of communicating the content and assessing the students. The advantage of the system is that this method can be used to accredit distance learning as well as classroom courses. Due to a shift in emphasis from infrastructural facilities, a number of institutions and organisations lacking adequate resources for infrastructure can be covered. However, the disadvantage of the method is that in the absence of consideration of infrastructure it would not be possible to determine if practical skills have been properly imparted for actions that require availability of good infrastructure facilities. Faculty for both research and education will also be accredited in this system. The accreditation of courses can also be broadly classified into theory based and practical skill courses. Skill based courses will need exposure to hands-on and practical aspects within their delivery system.

iv) Accreditation on the Basis of Outcomes

This approach will be similar to the outcome-based approach currently being followed by NBA. The graduate attributes would supersede other factors. The attributes of the graduates will be customised to the cross sectoral nature of disaster management; and will include aspects of domain knowledge, practical skills, ability to engage with and work collectively with multi stakeholder teams and the ability to adapt to the changing environments and contexts relevant to disaster management. These will form a part of the outcome based approach.

Further, the institutes providing education in DM should also have a training and placement cell, which would facilitate on-campus selection of students who complete these courses. This systems not just ensure the employability for students pursuing DM, which will further attract more students, but also helps in fulfilling the gaps between demand and supply for disaster specialists. All the key stakeholders should be invited to participate in the process including government, non-government and private institutes to maximise the impact of this education across different sectors.

iv) Comprehensive System

According to this system of accreditation Institutions, faculty and courses will all be accredited and with due attention to achieved outcomes. Since DM training is at a nascent stage in the country this system would be most suitable to ensure quality of DM research and education. The system would cover the needs of theoretical as well as practical DM education.

v) Multi-tiered Approach Proposed

A multi-tiered approach to research and education and accreditation of faculty should be taken. The various tiers would be as under 1. Accreditation of institutions

Institutes will be accredited on the basis of their infrastructure facilities, collaborations with national or international accredited education courses and level of performance and deliverables. Accreditation of institutes can also be done as different levels of specialisation ranging from highly specialised national centres of excellence, universities and research institutes at the national level to those engaged in DM at the state, district and local level. The state, district and local institutes should be also accredited for the presence of local expertise in DM apart from theoretical and applied research ongoing in such institutions. Many skill based, vocational and polytechnic institutions should be accredited for applied DM education.



2. Accreditation of faculty Faculty would be accredited on the basis of qualifications in disaster management, the length of experience, extent of practical exposure, research output in terms of publications, and periodic upgrading of knowledge and skills through acquired mid-career qualifications. The real world practitioners and first order DM workers should also be invited as a guests or visiting faculty to share their first hand experience with current students and researchers.

3. Accreditation of programmes The programmes will be accredited on the basis of a balance of theoretical and practical content of the program and the coverage and relevance of issues in the content. Thematic specialisation, local contextualisation, cross-sectoral and multi-stakeholder context coverage and skill content for ability to adapt will form part of the assessment criteria.

4.2.2 Quality Management Tools

Quality management tools need to cover the range of parameters as emerging from the range and scope of the accreditation approach developed in this study. Quality management is required for institutions, faculty, programmes, processes and individuals. This has to be done through an internal process that has to be institutionalised and covers the following processes in a cyclic manner:

1. Assessment 2. Improvement 3. Monitoring 4. Corrective actions 5. Reassessment

Besides the internal systems, the process of accreditation and reaccreditation outlined in this strategy will provide the structure for external evaluation, accreditation, review and reaccreditation.

Elements for compliance will need to be built in through standards for quality management of DM courses by the competent authorities once they are established. All institutions applying for the courses will need to comply with these standards. Suitable provisions of the standard will need to be deliberated and finalised. The approach is discussed in the following sections.

4.2.3 Tools for maintaining standards by institute or organization

It will have to be ensured that institutes maintain the standards on the basis of which they have been accredited. In order to ensure this, accreditation will be granted for a limited period. It will be renewable every 3 years and will be done on the basis of maintenance of standards on the basis of which accreditation was granted. The tools will include both internal and external processes:

1. Internal process based tools: Based on guidelines for internal assessment, monitoring and improvements

2. External process based tools: To be anchored with the accreditation bodies as part of their application, assessment, award of accreditation and reaccreditation processes

Tools and methods for accreditation will be developed under the proposed accreditation programme, and will govern the process of assessment, accreditation and reaccreditation. These will include:



1. Format for application 2. Procedures and parameters with minimum acceptance value 3. Time frame within which the accreditation would be granted 4. Period of validity of accreditation 5. Legal status and acceptability of the agency responsible for accreditation

Benchmark tools and processes can be referred from the National Board of Accreditation and National Assessment and Accreditation Council discussed in this report, and used as a base for specific tools to be developed for DM education.

Accreditation criteria, parameters, policy and process as discussed below, should be aligned to the National Board of Accreditation good practice, and will form part of the set of tools, with due detailing and adaptation carried out for the purpose of Disaster Management education.

Accreditation Criteria

The criteria that to be considered by the accreditation agencies during the process of accreditation of a programme need to be determined by the definition of quality of programmes and its relevance to the profession concerned. These criteria may include:

- Institutional Mission, Vision and Programme Objectives - Programme Outcome - Programme Curriculum - Student Performance - Faculty Contributions - Facilities and Technical Support - Academic Support Units and Teaching-Learning Process - Governance, Institutional Support and Financial Resources - Continuous Improvement in Attainment of Outcomes

Accreditation Parameters

The parameters adopted for accreditation of programmes are based on initial capabilities, competence and skills, keeping in mind the outcomes desired by the profession concerned. These parameters are called ‘graduates attributes’ and they vary from discipline to discipline and level to level. Attributes listed below can be taken up for disaster management education.

1. Knowledge: Apply the knowledge of relevant specialisation to the solution of complex disaster management problems.

2. Problem analysis: Identify, formulate, research literature and analyse complex disaster management problems reaching substantiated conclusions using first principles of disaster risk reduction and management.

3. Conduct investigations of problems: Use research-based methods including design of studies, analysis and interpretation of data and synthesis of the information to provide valid conclusions.

4. Modern Tool Usage: Create, select and apply appropriate techniques, resources and disaster management and IT tools including prediction and modelling to complex disaster management activities with an understanding of the limitations.

5. Disaster management and society: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional disaster management practice.



6. Environment and Sustainability: Understand the impact of disaster management solutions in societal and environmental contexts and demonstrate knowledge of the need for sustainable development.

7. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the disaster management practice.

8. Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams, as well as in multidisciplinary settings.

9. Communication: Communicate effectively on complex disaster management activities with the disaster management community, other researchers and with society at large.

10. Project Management and Finance: Demonstrate knowledge and understanding of the disaster management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

11. Life-long learning: Recognise the need for and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

Accreditation Policy and Process

Accreditation approach will be developed in detail based on the overall strategy, and the basic principles to be followed can be along the following lines:

Institutions, programmes and faculty can be accredited.

Assessment and accreditation will be considered only at the written request of the educational institution and after agreeing to abide by the accreditation programme’s manual, rules, regulations and notification issued from time to time.

The institution will have to pay accreditation fees as prescribed from time to time.

The institution will send Self-Assessment Report in the prescribed format for each programme to be accredited.

The title of a programme to be accredited shall be the same as shown on the trainee’s certificate and transcript. All routes leading to the completion of the programme will have to satisfy the accreditation criteria.

The total credits to be earned for the award of the certificate shall be uniformly distributed in the various sessions of the programme to the extent possible.

Programmes from which at least two batches of students have graduated will be considered for accreditation. However, new programmes could be considered as a special case on merits for provisional accreditation.

Programmes will be evaluated in accordance with the accreditation criteria given for various categories of the programmes. Accreditation will be based on satisfying the minimum standards.

An onsite visit shall be a part of the accreditation process.

Re-accreditation process should also be rigorous and include both teaching and research to be set as a criteria for re-accreditation of institutes providing DM education. Multi-disciplinary, collaborative and applied research should also be explored.



The accreditation process is a multi-layered one with the first tier involving application, examination and self assessment by the applicant institutions; the second tier looking at evaluation and accreditation of institutions; and the third level addressing the follow-up and re-accreditation requirements. The overall process is illustrated in a schematic figure as below, based on the studied good practice of NBA.

Fig: Accreditation Process Steps based on Studied Good Practice of NBA

4.2.4 Criteria for Awarding Certificates

Currently certificates for DM courses are issued in an ad-hoc manner. This practice should be done away with and certificates should be awarded on the basis of performance of the students. Performance of students can be graded on the basis of following basis:

i) Domain Knowledge ii) Practical application iii) Cross sectoral skills

4.2.5 Benchmarks for Maintaining Standards of DM Education and Research

The benchmarks for DM education and research would be based on the following:

National research agenda and education packages Faculty qualification Assessment plan Licensing requirements Standard operating procedures Assessment instruments or tools Evidence requirements Organisational policies and workplace procedures Work health and safety legislation, codes of practice, standards and guidelines Course outlines

The benchmarking process will be detailed through an accreditation manual to be developed and mandated by the accreditation body. Benchmarking maintaining of standards is a process that has been highly developed by the National Board of Accreditation, discussed as a good practice case study in this report, and can be treated as the base for developing guidelines and manuals, including standard operating procedures, for the purpose.



4.2.6 Standards and Schedule for Upgrading Courses and Review of Accreditation Systems and Certification Modalities

Courses will be reviewed for upgrade every three years, entailing a review and revision of the course curriculum to integrate new advances and developments in the sector. The revisions in course curriculum need to be decided by a committee of multidisciplinary professionals who would ensure that the latest developments in each discipline are incorporated in the course curriculum. The feedback from participants and requirements of stakeholders for specialised education will be taken into consideration while revising the courses.

The accreditation will also be reviewed after every three years to ensure that education and research institutions maintain the standards for which they were accredited, and will be taken up as a re-accreditation process including a re-assessment. The institutions can be incentivised to improve their standards by extending additional resource support to the institutions if the standards are maintained or improved for two successive accreditation cycles. The time period of the upgrading and re-accreditation has been kept the same so that the re-accreditation process can include the revisions in the curriculum, which should precede the re-accreditation assessment in the institutional calendars.

Certification should be based on an assessment of knowledge and skills and should reflect the level of knowledge and skills of the students. These can be valid for a suggested period of three years after which a refresher input is carried out. Certification should also be linked to posting of officials in vulnerable areas.

4.2.7 Compliance Systems

ISO is the world’s largest developer of voluntary international standards. They give state of the art specifications for products, services and good practice, helping to make industry more efficient and effective. These standards have been developed through a global consensus. ISO International Standards ensure that products and services are safe, reliable and of good quality. For business, they are strategic tools that reduce costs by minimizing waste and errors and increasing productivity. Sevottam on the other hand is an Indian standard meant to bring about an improvement in public service delivery. It is itself broadly based on ISO 9000. Elements of these standards can be used for bringing about an improvement in delivery of DM education and research. Additionally, ‘Excellence in Service Delivery’ postulates that an organisation can have an excellent performance in service delivery only if it is managing the key ingredients for good service delivery well, and building its own capacity to continuously improve delivery. Similarly in case of DM education excellence in delivery of courses can be achieved only when standards for good course delivery are rigorously adhered to. In order to ensure proper education qualified faculty, adequate equipment and updated course material will be required. This can only be ensured through the multi tiered system of accreditation along with compliances systems that ensure adherence.

4.3 Implementation of Strategy

It is envisaged that the strategy for accreditation and quality management for DM research and education developed under the current programme will be approved and implemented in a phased manner in coming times. The first step will need to be the establishment of the proposed national body for accreditation. The subsequent steps will include development of a policy and manual, development/strengthening of state bodies as focal points, accreditation of institutions, courses and faculty, and finally assessment and review of the system. This process for implementation of the strategy is illustrated as below.



1. Establishment of National Programme on Disaster Management Accreditation

2. Development of National Policy on Accreditation of DM Research and Education, including certification and compliance parameters

3. Development / strengthening of state level bodies for facilitation of accreditation mechanism through state focal points

4. Identification / invitation of applications from institutions for accreditation

4. Identification / invitation of applications from courses for accreditation

5. Invitation of applications from faculty and educators for accreditation

6. Assessment and review of the national accreditation system

The implementation approach will include the following dimensions using the processes and tools outlined in this section: 1. Developing a comprehensive set of evaluation standards for accreditation

The standards for accreditation and those for assessment and reaccreditation as listed in the sub sections above will be deployed collectively as a comprehensive set of evaluation standards. There will be commonalities for the purpose of maintaining consistency across sub-themes and institutions within the DM sector, and also across time for the same institutions appearing for reassessment and reaccreditation.

2. Establishing a system to provide oversight of accredited certification bodies

The institutional arrangement of a national body with supporting roles of identified state accreditation bodies will collectively make available a system that has internal monitoring and self correcting mechanisms built in. Additionally, as mandated in the National Disaster Management Act, the role of the National Disaster Management Authority and the National Institute of Disaster Management will remain aligned with this institutional structure as part of an overall capacity building approach, with required oversight mechanisms built in.

3. Identifying a network of accredited certification agencies

The approach for accreditation outlined above is a voluntary accreditation based approach wherein institutions desiring for accreditation will apply for this process. Any institutions that form part of the government system, or derive assistance, or align with the national capacity building process will be required to undergo accreditation. The centres of disaster management as being identified in the study for establishment of Centres of Excellence in DM under Deliverable 15 of the current study will form an integral part of this network of certification agencies. The network will thus have a core, with identified state institutions and state aligned institutions, and an outer network of institutions that volunteer to be accredited for certification.

4. Developing a set of indicator based criteria for certification

The criteria, parameters, benchmarks and tools identified in the sub-sections above form the basis of an indicator based approach. The indicators for each of these sub-sets will collectively form a comprehensive system that is specific and measurable. It may be noted that some of these indicators are process based while others are outcome based. Process based indicators will apply to the programmes and the activities therein, depending on whether the programmes are focused on theoretical or skill based components. Outcome based indicators will align with the overall outcome based approach being taken on the lines of the NBA good practice. Collectively the indicator sets will also provide a basis for monitoring and evaluation of the accreditation and certification process.



Salient features of the implementation approach will include:

An integrated approach linking collaborative platforms at the national level Contextualised programming at the state and local levels Inclusion of hands-on components for skill based courses Time based re-training Communication and networking among peer groups Financial and facility incentives to improve institutional capacities, faculty strength

and quality to support the larger objective of quality enhancement.



5. CONCLUSIONS AND RECOMMENDATIONS

The study has brought forth some key characteristics of DM research and education in the international and Indian context. It also illustrates the complex nature and challenges associated with accreditation of DM research and education. The findings have highlighted the challenges that mainly emanate from the cross sectoral nature of the subject, the absence of contextual literature, and low capacity at institutional and individual levels for leading research and imparting education. At the same time, recognising the strengths of India’s education and disaster management systems in isolation, it goes on to recommend an approach for building quality management systems in research and education for disaster management by using existing systems in related fields and institutions, and strategically building a DM specific system incrementally.

5.1 Findings

Major findings of this study are as follows:

1. The institutions conducting research in DM are very few as compared to the need in India. Further the institutions conducting research are not accredited for the quality of research they pursue. Only a few of them are accredited primarily either for higher education that they impart on subjects other than disaster management.

2. Further, although structures and experience exist, theoretical and analytical research and its credibility are not readily measurable across the board of varied research centres and institutions. Efforts are more on data collection and process documentation, which may not necessarily qualify as research.

3. There is no certification of research except for the degrees imparted for Masters, M.Phil or PhD research. Publications in international peer reviewed journals can be one measure for quality research. However, Indian participation in such publications is low as compared to the need.

4. International research findings as well as practices clearly show that disaster management is a multi-disciplinary field and needs collaborative efforts. In India, most institutions frequently work in isolation. There is some collaboration with international researchers and research centres, but very little among different disciplines and centres across India. Therefore, collaborative research for disaster management should be promoted across all DM research centres in public or private sectors.

5. Many of the workers and professionals working in Disaster Management lack professional DM education. One reason for this is the fact that very few universities and educational institutes are offering DM education. Apart from establishing new DM institutes for education, it is also important that current institutions include DM dimensions in their curriculum to fulfil the need of DM educated professionals.

6. No accreditation exists for DM education in India. Most of the institutions conducting DM education in India are accredited either for some other technical degrees or for quality education; but not necessarily for DM.

7. There is a need to accredit different institutions offering DM education specifically for DM purposes in order to bring standardisation and professionalism. The diversity in methods, approach and contents are required to be assessed for accreditation. It



should also take international standards of DM education into consideration. These have been developed in-depth and cover more diverse issues.

8. In order to establish an elaborate system of accreditation, there is a need to overcome a number of challenges. These include the multi-sectoral nature of the subject; pre-existing systems of accreditation of institutions; legislation based complexities; accountability issues, capacities, budget and other required facilities to conform to DM education and research.

On the basis of findings drawn from various sections, various recommendations have been developed for accreditation of DM research and education which are discussed in the following section.

5.2 Recommendations for DM Research and Education in India

The study of disaster management institutions and courses in the country reveals that at present no institution is accredited specifically for disaster management research and education. Developing education curriculum according to certain criteria and ensuring that disaster management professionals develop the requisite skills with assured quality is important to ensure an organised and effective approach to disaster management in the country. To keep the curriculum updated and relevant, it is equally important to promote quality research on theoretical and practical dimensions of disaster management as relevant to the Indian context.

The recommendations for the accreditation of disaster management research and education follow the recommendations made in Deliverable 7 for short-term disaster management training courses and subsequent deliberations with NIDM, NDMA and key stakeholders from the sector regarding quality management or disaster management research and accreditation of disaster management education including technical courses. Finally a national accreditation programme on disaster management research and education in India has been proposed, which will be the focal point for quality management in research and education. Including this, various recommendations have been made to bring efficiency and effectiveness in DM research and education in the country as follows:

1. A National Programme on Disaster Management to be established at NIDM with cross sectoral linkages and multi-disciplinary representation of existing accreditation bodies in India.

2. The programme can subsequently evolve into an independent Council for Disaster Management (as suggested in deliverable 7), once the mechanism is established and the scale warrants an independent body.

3. The programme should make progressive efforts towards networking different research centres and encouraging them to publish quality research in international and national peer reviewed journals.

4. To promote quality of research, the programme should also introduce measures such as a ranking system for national peer reviewed journals on disaster management on the basis of their readability, references and applications on the ground.

5. The programme should prepare a research calendar for each year, map research priorities and engage different research organisations to participate in fulfilling its tasks. The focus should be on both theoretical and action research along with developing forefront research methodologies and tools.



6. In accreditation of institutions for higher education in disaster management, research should be an important criterion. The accreditation board should consider the budget, facilities, qualifications of research, past track records, total and peer reviewed publications, qualifications of the faculty, as well as research topics, outputs and calendar for research.

7. Research can also be set as a criterion for re-accreditation of institutions engaged in DM research and higher education. Apart from multi-sectoral and collaborative research with its applicability and outcomes in the real world, a progressive improvement in the past few years should also be considered for re-accreditation.

8. Apart from individual research centres as centres of excellence for research in DM, research clusters should also be formed focusing on both individual as well as collective hazards. For example, sub-clusters focusing on earthquakes, landslides, floods, droughts, cyclones, tsunamis and windstorms under the clusters on geological, hydrological, meteorological and urban hazards; along with a super cluster engaged in interdisciplinary research linkages and outcomes.

9. The programme should adopt an organised approach to establish DM education in different sectors and institutions. While education relating to DM is relevant to all fields, a phased approach may help to cover all areas efficiently. The first phase may include covering the key sectors including health, education, rural development and local governance. The upcoming phases may include information technologies and the private sector, besides the subjects aligned to the various line ministries and departments and priorities as identified in the SWOT Analysis of this study.

10. The accreditation of education for DM can also be planned at different levels. These may include highly specialised national centres of excellence; universities and institutions conducting research on DM at the national level; ATIs, State Universities and Colleges providing education on DM at the state level; and skill based, vocational and polytechnic institutions offering applied DM education to local people, masons and other first order DM workers at the district and local levels.

11. State level institutions should be strengthened to provide DM education along with training and basic education. Research should also be promoted to establish strong linkages between scientific and applied DM.

12. All positions related to DM should have mandatory DM education and training. This would not only enhance the efficiency during disasters, but also generate an interest in people for taking DM education.

13. One of the criteria for granting accreditation should be that the institute conducting the educational courses should have a Training and Placement (T&P) cell which would facilitate on-campus selection of students graduating from these courses. Better possibilities of landing jobs on graduation would help to improve the demand for these courses. Entities recruiting students from the campuses would include Government, private and civil society organisations.

14. A professional in DM should not be posted in an area vulnerable to disasters if he has not undergone training on disaster management issues or does not have qualification to handle disasters. He should also be made to undergo refresher trainings every two to three years.



5.3 Accreditation Process

An organised and stepwise process of assessment and accreditation should be followed, with specific benchmarks as outlined in this report. The robustness of the accreditation system will ensure consistency and quality across the board for research, training and education.

Along with accreditation policy, a detailed process has to be developed for the disaster management subject. It will need to address the aspects of quality assurance of institutions, research and education in the various streams aligned to disaster management. While cues can be taken from other sectors and from national systems studied in this report, disaster management poses unique challenges as discussed in the report and this the system will have to be made modular to address needs of different sectors and levels.

The principles of application, self assessment, criteria based assessment and system of reassessment and reaccreditation need to remain constant for any accreditation system and will also apply to disaster management.

5.4 Certification Principles

In accordance with the accreditation approach outlined above, the certification regime has to be developed and tuned to the accreditation system for the purpose of quality assurance. It also needs to be aligned with the national research and education framework for the purpose of ensuring flexibility and outreach across different levels, hazards, geo-climatic regions, administrative regions and sectoral areas of intervention.

The first and foremost requirement is that certification systems need to be established and followed across the spectrum of research and education programmes being conducted in the country. Agencies that are currently carrying out DM education at any level, but not issuing certificates due to reasons of administrative capacity, transparency or social complexities need to overcome these constraints.

Certification needs to be based on some quality criteria and needs to evolve beyond certificates of participation or course completion. It needs to address quality criteria based on the accreditation principles, going beyond participation factors to include outcome-based ones as well.

Sector-wide benchmarking needs to be carried out through the inter-linkage of certification systems in particular streams and with the overall accreditation system. The quality objective can be met only when there is consistency in the certification regime across sectors, levels and institutions.

5.5 Implementation Approach

In order to ensure and manage the quality of DM research and education the overall approach discussed above will need to be implemented in a systematic manner in alignment with proposals made in the accreditation approach for short term DM trainings (Deliverable 7). The overall administration of the system through a national accreditation programme with cross sectoral linkages and multi tiered approach is consistent across training and education programmes. The same system will also work to ensure quality in research as described in this report.



The accreditation methods and standards will include institutions, faculty and courses. Quality management tools will include assessment, improvement, monitoring, corrective actions and re-assessment. Tools, criteria and benchmarks will be similar to those outlined in Deliverable 7. Standards and schedules will also be maintained for upgrading courses and review of accreditation systems and certification modalities. Training of researchers and faculty will be addressed through training programmes as covered under short term DM training approach, with a master trainer approach as the central mechanism.



REFERENCES Dynes, R. (2000) The dialogue between Voltaire and Rousseau on the Lisbon earthquake:

The emergence of a social science view. International Journal of Mass Emergencies and Disasters. 18: 97-115.

Hilhorst, D. and Heijmans, A. (2012) University research’s role in reducing disaster risk. In: The Routledge Handbook of Hazards and Disaster Risk Reduction. Edited by B. Wisner, JC Gaillard and Ilan Kelman. London: Routledge. 739-749.

Kapur, K. (2010) Vulnerable India. New Delhi: Sage Publications.

Lindell, M. K. (2011) ‘Disaster Studies.’ Sociopedia.isa. 1-18.

Oxley, M. (2012) The Global Network of Civil Society Organisations for Disaster Reduction (GNDR). In: The Routledge Handbook of Hazards and Disaster Risk Reduction. Edited by B. Wisner, JC Gaillard and Ilan Kelman. London: Routledge. 726-727.

Quarantelli, E. L. (2000) Disaster Research. In: Encyclopedia of Sociology. Edited by Borgatta HEF and Montgomery RJV. Second Edition. New York: Macmillan. 681-688.

Scanlon, T. J. (1988) Disasters Little Known Pioneer: Canada’s Samuel Henry Prince. International Journal of Mass Emergencies and Disasters. 6: 213-232.

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