Training programmes for citizens of all ages should be developed. These are necessary to increase citizens’ knowledge of and preparedness in case of disasters. The training activities should be organized on the basis of a training strategy and should take various forms, ranging from emergency drill to workshops

Implementation steps:

A. Training activities should be carried out in accordance with a training strategy targeting the local community.

B. Inform the local community on the location, timing and content of the training activities.

C. Training activities should be organized at different levels: community level, municipality, county, state.

D. Use the training events to identify specific cultural needs of a certain community.

E. Training activities should be accompanied by the distribution, at least once per year of information (e.g. in the form of booklets) on how citizens can prepare themselves and their family and/or friends for a disaster.

F. Make the training efforts of citizens more public by promoting emergency drills and disaster simulation exercises via traditional and social media.

G. Training activities should include both disaster readiness classes and first aid courses.

H. The disaster readiness classes should address the need to possess at home basic safety items (e.g. fire extinguishers or fire blankets) and the proper use of the emergency number 112.

I. There should be dedicated training activities for each type of disaster.

J. Training activities should also include information on the common assembly points and the designated safety wardens for citizens to reach in case of a disaster.

K. Develop a model on cultural competences and integrate it into disaster response classes for practitioners.

L. Organize, at least once a year, short training activities for citizens (e.g. emergency drills, disaster simulation exercises, workshops, etc.) addressing different topics related to disaster management. Disaster simulation exercises are particularly useful, by comparison to emergency drills for practitioners only, as they facilitate a better understanding between citizens and practitioners, it provides both groups with a learning experience and it strengthens mutual trust.

M. Organize large-scale training events (e.g. First Aid and CPR training in sports arenas), which combine skills training with fostering social cohesion among citizens.

N. Training activities should be delivered by practitioners, who have been assigned this role and have been trained for this purpose.

O. To improve acceptance of educators in disaster awareness and preparedness activities, use the potential of peer education, i.e. engage peers to train individuals within the same cultural groups, within the same social status, and/or same religious or ethnic background. Related cultural factors: Norms/values, Customs/traditions/rituals, Ethnicity, Socio-economic status

P. Cultural factors should be considered in the design and organization of the training activities.

Sources:

Further reading:

Kasdan, D. O. (2016). Considering socio-cultural factors of disaster risk management. Disaster Prevention and Management: An International Journal, 25(4), 464-477. doi: 10.1108/DPM-03-2016-0055, p.467.

Paton, D. (2000). Emergency planning: Integrating community development, community resilience and hazard mitigation. Journal of the American Society of Professional Emergency Managers, 7, 109-118.

Shaw, R., Uy, N., &Baumwoll, J. (2008). Indigenous Knowledge for Disaster Risk Reduction: Good Practices and Lessons Learned from Experiences in the Asia-Pacific Region. Bangkok: UNISDR Asia and Pacific.