9120122, 224 PM Extent of elsaster courses delivery forthe risk reduction in Rwanda - ScienceDirect cn . ae ScienceDirect International Journal of Disaster Risk Reduction Volume 27, March 2018, Pages 127-132 Extent of disaster courses delivery for the risk reduction in Rwanda Lamek Nahayo > & &¢, Lanhai Li? *.& 63, Gabriel Habiyaremye “, Mindje Richard &:*, Valentine Mukanyandwi* 4: ©, Egide Hakorimana* 6 4©, Christophe Mupenzi 6 4: Show more v % Share 55 Cite https;//doi.org/10.1016)j.ijdrr.2017.09.046 Get rights and content Abstract ‘This study assessed the extent to which disaster related courses are integrated into formal education to enhance community's awareness and resilience to disasters in Kigali City, Rwanda. A face-to-face interview was conducted across 56 respondents purposively sampled from the Primary and Secondary schools, Universities, Ministry of Disaster Management and Refuugees and Rwanda Education Board in 2016. The results revealed a good level of disaster risk reduction awareness among respondents, while the related courses delivery rate is low. This indicates that the information is not well spread, and may affect future generations, due to lack of related skills and knowledge. In addition, disaster courses are largely taught in secondary schools than primary schools, and generally theoretical in mixture with other courses. If started from primary schools, where the number of students is higher than those in secondary schools, the skills and knowledge could reach a large number of people. Therefore, this expresses little value attributed to offering such courses and the role of disaster resilience education in reducing the community's vulnerability to disasters is not yet realized. Moreover, as much value is not given to offering these courses, hindrances such as lack of appropriate and technical teaching staff with hitpssiwwu.sciencediract.comisciencelarticllabsipivS222420017302856 8‘97072, 2.24PM Extent of aster courses delivery forthe isk reduction in Rwanda - ScienceDirect appropriate materials are experienced. The analysis suggested to (I)introduce disaster courses from primary to graduate schools as separate courses with appropriate materials, (2) provide technical trained staff to disseminate practical disaster risk reduction assistance and (3) incorporate disaster risk reduction into decision making processes and ensure collaboration among all concerned stakeholders. Graphical abstract Download : Download high-res image 91KB) Download : Download full-size image Introduction ‘The increasing frequency and intensity of anthropogenic and natural disasters is among the major concerns worldwide, due to the resulting socioeconomic and environmental risks and loses. However, their risk reduction measures and/or practices may be less expensive if early introduced and approached to the community [1], [2], [3]. Both natural and manmade disasters ‘have increased exponentially, and the risk reduction activities introduced have helped in minimizing community's vulnerability, Disaster’s risks and losses have been recorded many years ago all over the world, between 1990 and 2015, natural disasters caused economic losses roughly $700 trillion and more than eight million deaths were recorded, Floods caused 40% of economic Josses, droughts led to 12% of the losses, 2% were due to wildfire, while about a fifth was generated by storms along with earthquakes that caused quarter of the economic losses recorded [4], [5], [6]. Local community's full involvement in mitigation and adaptation activities and recognizing its indigenous knowledge have been reported to be a good way of reducing the disaster risks [7], [8], Although these initiatives helped in minimizing community's vulnerability, the rapid population growth, inhabiting in disaster prone areas under the changing climate, with irregular monitoring and much theoretical approaches compared to practice, may increase the gravity [6], [9] (10). hitpssiwwu.sciencediract.comisciencelarticllabsipivS222420017302856 29920122, 224 PM tent of esastr courses delivery forthe risk reduction Rwanda ScienceDirect Furthermore, recue and international charity members have been working to help the disasters’ affected communities, without introducing disasters resilience education to strengthen community's skills, preparedness and resilience to disasters at their local regions [11], [12], [13]. ‘The delivery of disaster resilience education is suggested and more emphasis is attributed to third countries facing disaster risks and losses under limited adaptation and management capabilities, where students should be provided with basic skills and knowledge related to disaster risk reduction practices at their respective studying level. The provision of such studies to students and future generation, vulnerable to disaster risks and losses, would enhance students’ skills and knowledge, but also, assist the whole community as well [2], [14]. In Rwanda, the population recorded a fast growing rate, particularly after the 1994 Genocide against Tutsi to date, and the community inhabited countrywide regardless of natural resources and environmental management [15], [16]. Moreover, between 1990 and 2015, the occurrence of dis ignificantly raised. ‘The records revealed 108 human deaths, 10,000 people displaced and others became landless, Heavy rains killed 28 people, 47 were injured, and 3281 houses were destroyed along with 1498 ha of cropland damaged, while 6 droughts killed 237 people [17], [18}, [19]. The City of Kigali, in particularly since last three decades, has experienced a sters losses rapid expansion; and population growth, mainly in 2006 resulted in the local government reorganization, where many district of rural areas were added to the City. However, from 2006 to date, the total area of the city did not change from 370 Km?, while the population kept on growing from about 900,000 in 2006 up to 1318,000 in 2015 and the risks and losses of disaster have been registered accordingly. ‘This was mainly due to the location of the city in the middle of the mountains where the rainfall easily loads downhill and cause flooding and landslides, rapid rural to urban migration and residents settling in flooding zones, extreme rainfall storms, change in hydrological conditions and overflow of river banks along with lack of inhabitant's primary skills on disaster preparedness, risk reduction and limited adaptation capabilities [20], (21). ‘The above phenomena Jed to large natural resources’ degradation, human death, and damage to other sources of human socio-economic welfare in Kigali City. For example, in the years of 2001 and 2002, both. Nyarugenge and Kicukiro districts registered 4 floods and 3 landslides events. Also, 2 people were killed and 3 injured by floods of 2005 and 3 people died in 2010, while 366 ha of crops were damaged by flooding and landslides of 2014 in the City of Kigali (11). ‘The education system in Kigali City as well as countrywide operates under the Preschool and Kindergarten school (1-3years); Primary school of 6 years, Junior Secondary School (Ordinary level) for 3 years; Senior Secondary school (Advanced level) for 3 years; and here each student is given an option of study such as Physics, Chemistry and Biology, History, Economics and Geography, etc. The last level is the University Bachelor's Degree for 3-4 years, where options on disaster courses can be individually chosen by students [22], [23]. Moreover, as previously reported [24], since 1970 to date, the enrollment rate is high at primary schools compared to secondary hitpssiwwu.sciencediract.comisciencelarticllabsipivS222420017302856 3‘97072, 2.24PM Extent of aster courses dlvry forthe isk reduction in Rwanda - ScienceDirect schools and universities, and courses taught were of national history and geography, mathematics, chemistry, etc. The disaster resilience education started a few years ago in Rwanda. ‘The above education system consequently limits the access to the basic skills and knowledge as well as attitude to cope with disasters and reduces the community’ resilience [14]. Moreover, most communities in Rwanda live in ignorance of strategies of reducing disaster risks or adapting to the aftermath. In addition as urban dwellers keep on increasing (rural to urban movement), some of them will not be aware of disasters’ signs and not well equipped with skills of adaptation to disasters [25]. Although it has been suggested to integrate the disaster risk reduction into education and training in Rwanda [26], where large number of people could learn related courses and practical strategies for the adaptation and management, for the resilience empowerment, the delivery of such courses is still low. This expresses the need of integrating disaster risk reduction courses into formal education, from primary schools where large number of students can be provided with related skills and knowledge, to enhance their awareness and capability of adapting to and managing the disasters’ risks and losses. Therefore, the objectives of this study are to (1) assess the extent to which disaster courses are integrated into formal education, and (2) highlight the main challenges and suggest the strategies for enhancing community's awareness and preparedness to disasters in Rwanda through education. The results of this study will be a source of information for the implementation of disaster resilience education policy, to understand the status quo as well as the way forward with disaster resilience education in Kigali City and in Rwanda as well. Section snippets Description of the study area ‘The City of Kigali is the capital and largest city of Rwanda with the total area of 370 Km”, The City is geographically located at the heart of Rwanda in the middle of mountains of Eastern, Northern, and Southern Provinces, with a latitude of 1° 40’-2° 00'South and a longitude of 30° 00-30" 40" East (Fig. 1). The City of Kigali is 70% urban and is composed by 3 districts namely: Gasabo, Nyarugenge and Kicukiro divided into 35 Sectors, 161 Cells and 1061 villages. Data collection and analysis This study was conducted in. The extent to which disaster courses are integrated into education hitpssiwwu.sciencediract.comisciencelarticllabsipivS222420017302856 49920122, 224 PM tent of esastr courses delivery forthe risk reduction Rwanda ScienceDirect ‘The respondents, as illustrated in Fig. 2, are aware of disaster risk reduction (38%) and participate in disaster risk reduction activities (24%) taking place within their respective living areas. While skills and/or capacity of teaching these courses (18%) and motivating students to enroll in the program (20%) were found at low pace. ‘The results revealed high disaster risk reduction awareness among respondents, while the related courses delivery rate is low, respondents do have awareness and. Community and disaster risks and losses ‘This study assessed the level of delivering courses related to disaster risk reduction in the City of Kigali, the capital of Rwanda, with the idea that integrating such courses into formal education can enhance the skills and knowledge of the young people and future policy makers to deal with disaster’s associated losses and risks. ‘The Sendai Framework for Disaster Risk Reduction 2015-2030 understands the impact of disasters on community's livelihoods and addresses four priority actions for the. Conclusion. ‘This study evaluated the extent of incorporating disaster courses into formal education curriculum, with the case of Kigali City, Rvanda. Although integration of such courses strengthens community's resilience, the findings revealed a low rate of teaching disaster courses, despite the teacher's awareness and participation in disaster risk reduction, which could be based on. These courses are largely delivered at secondary schools, theoretically in mixture with other courses, which indicates Acknowledgements ‘This work was supported by the Science and Technology Service Network Initiative of the Chinese Academy of Sciences (No. KFJ-STS-ZDTP-015). Authors greatly thank the University of Chinese Academy of Sciences for the scholarship awarded, the Xinjiang Key Laboratory of Water Cycle and Utilization in Arid Zones for its remarkable assistance. Authors also thank all informants who provided their time in responding to the interview, which led to the end of this study. Conflicts of Interests Authors have not declared any conflict of interest. hitpssiwwu.sciencediract.comisciencelarticllabsipivS222420017302856 ey12022, 224M Eston of ster ass elven ferthe ik reduction in Ronda -SeenceDrect References (46) J.Joerin et al. Assessing community resilience to climate-related disasters in Chennai, India Int. J. Disaster Risk Reduct. (2012) M. Hagelsteen et al. 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(2015) | View more references Cited by (8) ‘The importance of proximity dimensions in agricultural knowledge and innovation systems: The case of banana disease management in Rwanda 2022, Agricultural Systems Show abstract V Flood susceptibility modeling and hazard perception in Rwanda 2019, International Journal of Disaster Risk Reduction Citation Excerpt Although flooding is a serious hazard for Rwanda, insufficient attention has been paid to flood susceptibility prediction. In Rwanda, there have been recent studies about geo-environmental disaster ‘management with significant emphasis on the description of hazards [33], awareness and capacity building [38], early alert and vulnerability [39]. Many of these studies were not conducted countrywide, but rather Timited to district and province level using social and descriptive approaches with secondary data sources Show abstract V Comparing probabilistic and statistical methods in landslide susceptibility modeling in Rwanda/Centre-Eastern Africa 2019, Science of the Total Environment. Citation Excerpt : "The current study aims therefore to make a comparative analysis of four models, including statistical index (SI), frequency ratio (FR), logistical regression (LR), and weights-of-evidence (WoE) models to predict landslide susceptibility in Rwanda, The present study covered the entire territory of Rwanda, a country located in the great lakes region of the central-east Aftica (Nahayo et al, 2018; Karamage et al, 2016). Rwanda is a land-locked country occupying a total surface area of 26,338 km2 with a total population of 12, 601,482 in 2018. 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