Community awareness

Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.

1. Welcome to our presentation Presentation Title : Community Awareness [email protected] Dsm.BRUR

2. Community awareness Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.

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4. PRINCIPLE OF COMMUNITY AWARENESS GENERATION The community awareness generation should be based on the following broad principles An ideal campaign has to be sustained over time to foster changes in social and behavioral norms.

5. The strategy for generating community awareness should be designed and implemented with a clear understanding of local perspectives and requirements with materials reflecting local conditions in a community. The strategy should target all sections of the society including decision makers, professionals, public and individuals living in vulnerable areas. .

6. It postulates that different types of messages and delivery systems should be used to reach various target audiences at different community. Community awareness generation framework should follow the target audience's segmentation i.e. grouping by demographic, social, economic variables to create messages that are salient, effective, oriented which is attractive for the community people.

7. COMMUNITY AWARENESS PROCESS Community awareness process based on probable or upcoming disaster strike Community mapping Appreciative Inquiry Historical timelines and trends

8. METHODOLOGY FOR AWARENESS GENERATION AND DISSEMINATION Educational curriculum Quiz , Declamations and Debates Messages during Assembly Focus group discussion about disaster Social networking Social media Workshops , Seminars, Orientation programmes and Lectures Field visits to disaster affected /hit areas

9. Notices Posters , leaflets, brochures etc. Cartoons Photographs Films , Film clips, Videos and advertisements Dance , Drama, folksongs and street plays Games based on knowledge about disasters Short radio/television features Talks/Presentations Door to door awareness campaigns

10. WAYS OF COMMUNITY AWARENESS DEVELOPMENT One way method: Broadcast by radio Television , VCR, CR, conventional radio and weather radio etc. Two way method: Broadcasting face to face interaction Telephone , mobile etc. Accumulation way: Telecast multimedia and scope to query Focus group discussion, seminar, meeting etc.

11. COMMUNITY AWARENESS AND DISASTER RISK REDUCTION There are four key approaches to community awareness for disaster risk reduction Campaigns Informal education Participatory learning Formal school-based interventions

12. campaigns There are many examples of large-scale national and international public awareness campaigns that have led to massive social change. Campaigns comprise a set of activities that may include Publications, including billboards, posters, newspaper or magazine Coverage, information cards, flyers, bookmarks and brochures

13. Curricula , modules and presentations, including slide presentations and oral presentations E-learning Performing and cultural arts Games and competitions Audio and video materials Web pages and activities

14. Campaign-planning template

15. Participatory learning People are especially motivated by approaches in which they themselves participate in a solution, and especially when they believe it is their own idea. The focus of participatory learning is to engage people in discovery and problem solving for disaster risk reduction . This involves using language, stories , songs and traditions to strengthen the emerging culture of prevention.

16. The organizational level – headquarters, branches, schools, businesses, workplaces, homes The community level – being scaled up to reach villages, towns, cities, school systems , and regions. The population level – being expanded to incorporate entire urban populations, by taking advantage of internet-based tools and social media. Parallel tools specifically for use with children and for marginalized populations can be valuable as well. There are three elements of participatory learning can be applied at three levels:

17. Informal education The focus of informal education is taking advantage of brief moments and encounters to stimulate thinking and engage people in discovery of actions and behavior's to increase safety and resilience. Informal education in communities and schools is the most flexible of all approaches with respect to setting, audience and timeframe. The various types of informal education are shown in table.

18. Specific tools that can be used for informal education include Publications – posters, guidelines, flyers, brochures, booklets, activity books, paper models, comic books, story books, coloring books, assembly kits and teacher resources E-learning – self-study curricula Performing and cultural arts – plays, dances, poems, songs, street theatre, puppet theatre etc.

19. Formal school-based interventions The focus of formal school-based interventions covers two areas: school disaster management and disaster risk reduction in school curricula. These are considered to be formal because accountability and responsibility for school safety and curricula belong exclusively to education authorities, so they require support for long-term planning and capacity building. The following elements are essential

20. An incident command Community-based first aid type of system to organize light search and rescue Fire suppression Communications Psychosocial support Shelter Nutrition Evacuation Student–family reunification procedures

21. School drills School drills form a vital part of the school disaster management process, and provide an intensive learning experience. They should be followed by reflection and assessment by all members of the school community. Depending on hazards faced, there several major types of drills that can be practiced. Building evacuation (if the building is unsafe) Shelter in place (a procedure for taking shelter if the outdoors is unsafe)

22. Lockdown (keeping students inside in case of violent attack). Many individual skills and protocols can also be practiced separately, and as part of more complete simulation drills: Student release procedures (safe family reunification) Drop , cover and hold (for earthquake) Putting on life jackets and practicing water safety (for flood or tsunami) Extinguishing small fires stop, drop, and roll (when on fire) Light search and rescue

23. Curriculum work School-based curriculum work in disaster reduction takes three main forms, each appropriate to different context: Infusion throughout the curriculum (multi-subject, using readings, examples, p roblems and activities). Tools in this area fall into the category of curricula, modules and presentations, including: t extbooks ,modules ,case studies ,exercises ,Hands-on learning materials

24. Informal education tools such as- Publications – posters, guidelines, flyers, brochures, booklets, activity books, paper models, comic books, story books, coloring books, assembly kits and teacher resources . Performing and cultural arts – plays, dances, poems, songs, street theatre, puppet theatre etc.

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