Transcript Education process and policy

Transferable Indigenous
Knowledge (TIK):
Education Process and Policy
Rajib Shaw
E-mail: [email protected]
Web: http://www.iedm.ges.kyoto-u.ac.jp/
Kyoto University Graduate School of Global Environmental Studies
Idea Workshop 2007
Defining TIK
• Indigenous knowledge is the knowledge that people in a
given community have developed over time, and continue
to develop. It is based on experience, often tested over
centuries of use, adapted to local culture and environment,
dynamic and changing.
Source: IIRR, Philippines, 1996: Recording and using indigenous knowledge: A manual.
• Transferable indigenous knowledge is the traditional art
of disaster reduction that is indigenous to specific region
(s) but having potential to be applied to other regions and
having time-tested reliability
Kyoto University Graduate School of Global Environmental Studies
Idea Workshop 2007
Criteria for TIK
•
•
•
•
•
Originated within communities, based on local needs,
and specific to culture and context (environment
and economy)
Provides core knowledge with flexibility for local
adaptation for implementation
Uses local knowledge and skills, and materials based
on local ecology
Has been proven to be time tested and useful in
disasters
Is applied or applicable in other communities or
generations
Kyoto University Graduate School of Global Environmental Studies
Knowledge/Technology Type and its Application
Example from Japan
Takeuchi and Shaw 2007
Damage Reduction Knowledge/Technology
Flood Prevention Knowledge/Technology
Erosion Control Knowledge/Technology
Kyoto University Graduate School of Global Environmental Studies
Waju (Inside Ring) =Community Protected by Ring Dike
Takeuchi and Shaw 2007
Photo by Iwanami Co.,Ltd.(1956)
Kyoto University Graduate School
of Globalof
Environmental
Studies
Distribution
Waju in Noubi
plains (
Hijiri-Ushi (Grand OX) at Nagara river
Takeuchi and Shaw 2007
By Google
Kyoto University Graduate School of Global Environmental Studies
Hijiri-Ushi (Grand OX) at Nagara river
Takeuchi and Shaw 2007
Photo by NIED-KU(2007)
Kyoto University Graduate School of Global Environmental Studies
Hijiri-Ushi (Grand OX)
Takeuchi and Shaw 2007
4m
7m
7m
4.5m
Photo by NIED-KU(2007)
byEnvironmental
NIED-KU(2007)
Kyoto University Graduate SchoolPhoto
of Global
Studies
Mizuya (Flood House)
Photo by NIED-KU(2007)
Takeuchi and Shaw 2007
Blue line is record of
flood disaster in 1896
1.3m
2m
Kyoto University Graduate School of Global Environmental Studies
Action Workshop 2008
Implementation Issues of TIK
How to transfer
-Documentation
-On-site visit
-DRH database
-Workshops
-Internal, external
facilitation
-Link to modern
technology
What to transfer
(Principles and
Methodology)
Transferability
of TIK
Whom to transfer
(Vulnerable
Communities,
Policy makers)
Who to transfer
-Community leaders
-External Facilitators
For Hydro-meteorological disasters, focus on climate change adaptation
Kyoto University Graduate School of Global Environmental Studies
Action Workshop 2008
TIK Classification
• Five thematic areas
– Mountain Ecosystem
– Coastal Zone Management
– Integrated Water Resource Management
• Arid land management
• River basin management
– Housing and Shelter
• Two types of TIK
– Based on technology
– Based on belief systems
Post-disaster
During-disaster
Pre-disaster
• Three phases of Disaster Cycle
– Pre-disaster
– During disaster
– Post-disaster
Kyoto University Graduate School of Global Environmental Studies
Action Workshop 2008
TIK in Education
• Cross-discipline collaboration
– Civil society: Document and analyze
– Education and Research Community: Validation and
analyze
– Policy maker: Policy decision
– Regional and International organization: Policy advocacy
• Steps (not necessarily in the order of appearance)
– Education: link to curriculum
– Policy: regional, national and local advocacy and decision
– Pilot: Implementation and validation
Kyoto University Graduate School of Global Environmental Studies
IK and DRR Policy Issues
• Critical Entry Points
•
•
•
•
•
• Policy Tools
Priority Thematic areas
Climate change and food security
Rural development
Urban Risk reduction
Gender and inclusion
•
•
•
•
Research, documentation
Education
Advocacy
Institutional Framework
• Action Agenda
•
•
•
•
•
•
•
Establishment of a resource group
Documentation and research
Education
Policy advocacy
Enabling environment
Change agents
Special focus areas
Kyoto University Graduate School of Global Environmental Studies