Proposal for Development Cooperation to Enhance the Capacity on Disaster Emergency Response in Developing Countries : A Case Study of Curriculum Development in the People’s Republic of China
Toshiyuki Shimano*1, Reo Kimura*2, Haruo Hayashi*3, Noriaki Nagatomo*1, and Yukihisa Sakurada*4
*1Japan International Cooperation Agency (JICA)
Nibancho Center Building, 5-25, Niban-cho, Chiyoda-ku, Tokyo, Japan
*2School of Human Science and Environment, University of Hyogo, Hyogo, Japan
*3National Research Institute for Earth Science and Disaster Prevention, Ibaraki, Japan
*4Disaster Prevention Research Institute, Kyoto University, Kyoto, Japan
Although the importance of Disaster Risk Reduction (DRR) has been recognized internationally as exemplified by the UN World Conference on DRR, funding for emergency relief teams and relief supplies accounts for approximately 66% of the total amount paid for emergency management as a part of international cooperation. Stable economic development requires improvement of DRR and also the mitigation of damage. This paper: 1. Identifies the challenges for enhancing the capacity for emergency management in China; and 2. Examines methods of development cooperation that could help to resolve the above-mentioned challenges. The challenges in China have been brought to light through the Project “Japan-China Cooperation Plan of Earthquake First-Aid Capacity Training” to enhance capacity for earthquake emergency management under JICA’s Technical Cooperation. The timeline analysis for emergency management and after action review were used to assess the China’s emergency management framework and systems. The system and framework of China were also examined by comparing international systems and frameworks such as ISO22320, Japanese DRR system and the United States system. Based on this, curriculum and texts were developed for the National Earthquake Response Support Service (NERSS) to train the personnel engages in earthquake risk management in China. Guidance curricula were developed for the beginners and the intermediate user, which effectiveness was verified by instructional design.
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