1. David AlexanderDavid Alexander
CESPRO - University of FlorenceCESPRO - University of Florence
Training and EducationTraining and Education
in Emergency Responsein Emergency Response

2. Crisis and emergency response:Crisis and emergency response:
developing trends and tendenciesdeveloping trends and tendencies
Crisis and emergency response:Crisis and emergency response:
developing trends and tendenciesdeveloping trends and tendencies

3. • new managerial andnew managerial and professionalprofessional rolesroles
• internationalisationinternationalisation of the fieldof the field
• ever greater use of informationever greater use of information
and communicationsand communications technologytechnology..
• emergency work becomes more frequent,emergency work becomes more frequent,
expensive, demanding andexpensive, demanding and complexcomplex
The main international trends
in civil protection (1):

4. The main international trends
in civil protection (2):
• new emergencies, newnew emergencies, new uncertaintiesuncertainties::
terrorism and emerging risksterrorism and emerging risks..
• modernmodern humanitarianhumanitarian workwork
requires special trainingrequires special training
• new, adaptive forms ofnew, adaptive forms of managementmanagement

5. A note onA note on
methodologymethodology
A note onA note on
methodologymethodology

6. Kinds of trainingKinds of training
Orientation:-Orientation:-
• academic and theoreticalacademic and theoretical
• professional and practicalprofessional and practical..

7. Methods:-Methods:-
• classroom instructionclassroom instruction
• participatory exercisesparticipatory exercises
• presentations by trainees and speakerspresentations by trainees and speakers
• computerised lessonscomputerised lessons
• scenario modellingscenario modelling
• group discussionsgroup discussions..

8. • training in use oftraining in use of
equipment and softwareequipment and software
• personal and group research exercisespersonal and group research exercises
• site and field visitssite and field visits
• field exercisesfield exercises
• Internet-based distance learningInternet-based distance learning..
Methods:-Methods:-

9. How to make trainingHow to make training
coursescourses relevantrelevant:-:-
• assessassess needsneeds
• definedefine objectivesobjectives
• developdevelop methodsmethods andand materialsmaterials
• conductconduct trainingtraining
• reviserevise coursecourse..
• evaluateevaluate resultsresults

10. Needs satisfied
Capacity not
generated or utilised
Capacity not
generated or utilised
Needs not
satisfied
Needs not
satisfiedDemand
for courses
Demand
for courses
Clientele
for courses
Clientele
for courses
TrainingTraining
coursescourses
- who?- who?
- what?- what?
- when?- when?
- how?- how?
- why?- why?
Supply
of courses
Supply
of courses
Organisations
that offer courses
Organisations
that offer courses

11. WhatWhat professional figureprofessional figure will bewill be
created or enhanced by the training?created or enhanced by the training?
WhatWhat professional figureprofessional figure will bewill be
created or enhanced by the training?created or enhanced by the training?
What exactly will that person'sWhat exactly will that person's rolerole be?be?What exactly will that person'sWhat exactly will that person's rolerole be?be?
Therefore, what sort ofTherefore, what sort of information,information,
knowledge and expertiseknowledge and expertise need to beneed to be
offered in the course?offered in the course?
Therefore, what sort ofTherefore, what sort of information,information,
knowledge and expertiseknowledge and expertise need to beneed to be
offered in the course?offered in the course?

12. Wisdom:Wisdom: abilitability to makey to make
decisions based on principles,decisions based on principles,
esperience and knowledgeesperience and knowledge
Knowledge:Knowledge: understand how thingsunderstand how things
function (or should function)function (or should function)
Information:Information: describedescribe
physical and social situationsphysical and social situations
Data:Data: basic facts and statisticsbasic facts and statistics
COMMUNICATIONCOMMUNICATION
Source: Dr Ben WisnerSource: Dr Ben Wisner

13. Pedagogical modelsPedagogical modelsPedagogical modelsPedagogical models

14. Training model no. 1Training model no. 1
causescauses (hazards, risks)(hazards, risks)
impactsimpacts (disasters)(disasters)
responseresponse (civil protection)(civil protection)

15. Training model no. 2 (fundamental themes and concepts)
Theme or concept Approach
Hazard Analysis of events
Vulnerability Analysis of situations
Risk and exposure Analysis of probability
Prediction Technology-user relationship
Warning and alert Relationship between technology
and the social system
Planning Organisation of resources
Evacuation Managerial skill development
Emergency management Direction of operations
Emergency logistics Study of timing and organisation
Scenario construction Learning to predict consequences

16. Training model no. 3 (based on scenarios)Training model no. 3 (based on scenarios)
TechniquesTechniques::
• begin with an emergency scenariobegin with an emergency scenario
• assign roles to participantsassign roles to participants
• introduce unexpected developmentsintroduce unexpected developments
• the participants respond to the crisisthe participants respond to the crisis
ObjectivesObjectives::
• utilise experience and knowledgeutilise experience and knowledge
• acquire new competencies and capacitiesacquire new competencies and capacities
• learn and try out new roleslearn and try out new roles
• increase the understanding of problemsincrease the understanding of problems
• identify emergency plan shortcomingsidentify emergency plan shortcomings..

17. • the use of one of the models does notthe use of one of the models does not
exclude the employment of the othersexclude the employment of the others
• modelsmodels 2 (concepts)2 (concepts) andand 3 (scenarios)3 (scenarios)
offer the greatest opportunity tooffer the greatest opportunity to
involve students actively in lessonsinvolve students actively in lessons..

18. Ten principlesTen principles ofof
emergency responseemergency response
training andtraining and
educationeducation

19. Ten principles of emergency management training/educationTen principles of emergency management training/education
Course should haveCourse should have
clear learning objectivesclear learning objectives
and be specific aboutand be specific about
what the students arewhat the students are
expected to learnexpected to learn..

20. MEDIATIONMEDIATION
An idealAn ideal
coursecourse
What theWhat the
students wantstudents want
What theWhat the
institutioninstitution
can offercan offer

21. Courses should be concerned withCourses should be concerned with
all phases of theall phases of the disaster cycledisaster cycle::
risk mitigationrisk mitigation,, preparation for disasterspreparation for disasters,,
emergency actionemergency action,, recoveryrecovery andand
reconstructionreconstruction. Courses should be clear. Courses should be clear
about theabout the relationship between the phasesrelationship between the phases..
Ten principles of emergency management training/educationTen principles of emergency management training/education

22. Planning
• scenarios
• risk analysis
• emergency plans
• protocols
Organisation
• comand structure
• task forces
• operations centres
• communications
Preparation
• education & training
• exercises
• plan dissemination
• revision of plans
Resources
• materials
• vehicles, equipment
• communications
• manpower

23. Courses should seek an equilibrium
between teaching theory and
recounting practical experiences.
Experiences in the field
should be described and interpreted
in the light of an ample body
of theory and research.
Ten principles of emergency management training/educationTen principles of emergency management training/education

24. Courses should seek to encourageCourses should seek to encourage
the directthe direct partecipation of studentspartecipation of students..
Passive forms of learningPassive forms of learning shouldshould
notnot dominate the curriculum.dominate the curriculum.
Training and education should meanTraining and education should mean
discoverydiscovery andand learning to solvelearning to solve
practical problemspractical problems, instead of, instead of
receiving information passivelyreceiving information passively..
Ten principles of emergency management training/educationTen principles of emergency management training/education

25. A civil protection course should draw
conntections between the scientific,
technical and social-organisational
aspects of emergency management.
It is equally important to make explicit
the links between the topics covered.
Ten principles of emergency management training/educationTen principles of emergency management training/education

26. ScientistsScientistsScientistsScientists
HazardHazard
EvaluationEvaluation
AdministratorsAdministratorsAdministratorsAdministrators
RiskRisk
communicationcommunication
DecisionDecision
to warnto warn
GeneralGeneral
PublicPublic
GeneralGeneral
PublicPublic
WarningWarning
ProtectiveProtective
actionaction
The warning processThe warning process
OrganisationalOrganisational SocialSocialTechnicalTechnical

27. A body of general information
on emergencies should be taught.
Students need to learn enough of
this to be able to appreciate
the roles of other participants
in emergency situations.
Ten principles of emergency management training/educationTen principles of emergency management training/education

28. For example,For example,
even people who willeven people who will
never travel in anever travel in a
helicopter should knowhelicopter should know
how such aircraft arehow such aircraft are
utilised in emergencies.utilised in emergencies.
For example,For example,
even people who willeven people who will
never travel in anever travel in a
helicopter should knowhelicopter should know
how such aircraft arehow such aircraft are
utilised in emergencies.utilised in emergencies.

29. No topic should be
taught without explaining
clearly its relevance to
civil protection activities.
Ten principles of emergency management training/educationTen principles of emergency management training/education

30. Breadth of visionBreadth of vision is veryis very
important in civil protectionimportant in civil protection
and students should finish aand students should finish a
course with a clear idea of thecourse with a clear idea of the
relationships between therelationships between the
various parts of the systemvarious parts of the system
(and of the course).(and of the course).
Ten principles of emergency management training/educationTen principles of emergency management training/education

31. HAZARD,
RISK &
DISASTER
STUDIES
SEVEN SCHOOLS
OF THOUGHT
Criminal justice
and forensic
science
and perhaps
an eighth...
Sociology
Psychology
& psychiatry
Economic &
financial studies
Development
studies
Disaster medicine
& epidemiology
Physical &
construction
sciences
Geography &
anthropology:
cultural (human)
anthropology

32. Ecology
Geology
(& Geomorphology)
Geophysics
(inc. Seismology)
Vulcanology
Climatology
Hydraulics
Hydrology
Meteorology
Architecture
Civil engineering
Geotechnical engineering
Structural engineering
Mechanical &
electrical engineeringInformation &
communication
technology (ICT)
Computer technology
Remote sensing
Risk analysis (inc.
risk identification,
estimation,
management &
communication)
Cartography
Development studies
Economics
Geography, History
Jurisprudence & legal stds
Urban & regional planning
Mass media studies
Psychology
Sociology
Epidemiology
Nursing
Nutrition
Pharmacology
General medicine
Surgery &
emergency medicine
Public health, hygiene
& epidemiology
Veterinary sciences
Health sciences
Social & spatial sciences
Computational
& analytical
sciences
Construction sciences
Atmospheric & water sciences
Earth & environmental sciences
HAZARD,
RISK &
DISASTER
CONSTITUENTCONSTITUENT
DISCIPLINESDISCIPLINES

33. Emergency management training and educationEmergency management training and education
BASI
C
C O N
CEPTS
HAZARD
ANALYSIS
E M E R G E N C Y
P L A N N IN G
E M E R G E N C Y
M A N A G E M E N T
DISASTER
SOCIOLOGYAND
PSYCHOLOGY
R E C O V E R Y A N D
R E C O N S T R U C T IO N
P L A N N IN G
PUBLIC
INFORMATION
MANAGEMENT
M E T H O D S O F
R IS K M IT IG A T IO N
FIELD
EXERCISES

34. Teachers should have a
good understanding of the:
• needs
• experiences and
• procedures
...of civil protection.
Ten principles of emergency management training/educationTen principles of emergency management training/education

35. Lessons should be supported with
ample hand-out material,
which is sufficiently general,
original and educational to
be useful to the students long
after the course has finished.
Ten principles of emergency management training/educationTen principles of emergency management training/education

36. A question of standardsA question of standardsA question of standardsA question of standards

37. StandardisationStandardisation in emergency managementin emergency management
training and education should involvetraining and education should involve
developing international protocols on:developing international protocols on:
• subjectssubjects andand topicstopics in the curriculumin the curriculum
• minimumminimum durationduration of coursesof courses
and modules (in contact hours)and modules (in contact hours)
• pedagogical forms of training,pedagogical forms of training, teachingteaching
and theand the organisationorganisation of coursesof courses..

38. Courses
Minimum
hours
Refresher
courses
Courses for civil protection volunteers
Entry level 24 8 hrs
Specialist level 27 8
Task-force level 30 8
Graduate emergency manager courses 200 36
Courses for municipal and provincial
emergency planners
60 8
Seminars for municipal chief executives 4 --
Courses for mass media liaison personnel 20 8
Batchelor's and Master's degrees
according
to law
--
C.P. STANDARD

40. ConclusionsConclusionsConclusionsConclusions

41. Future trendsFuture trendsFuture trendsFuture trends
• disasters will continue todisasters will continue to
internationalise:internationalise: so must trainingso must training
• disasters will continue todisasters will continue to
internationalise:internationalise: so must trainingso must training
• information technologyinformation technology will play an everwill play an ever
greater role in disastersgreater role in disasters andand trainingtraining
• information technologyinformation technology will play an everwill play an ever
greater role in disastersgreater role in disasters andand trainingtraining
• 'disaster manager''disaster manager' will eventuallywill eventually
become an accepted role in societybecome an accepted role in society
• 'disaster manager''disaster manager' will eventuallywill eventually
become an accepted role in societybecome an accepted role in society
• The greatest current challenge is toThe greatest current challenge is to
create acreate a body of professional disasterbody of professional disaster
respondersresponders who are able towho are able to involve theinvolve the
public and the private sectorpublic and the private sector inin
emergency and disaster preparednessemergency and disaster preparedness..
• The greatest current challenge is toThe greatest current challenge is to
create acreate a body of professional disasterbody of professional disaster
respondersresponders who are able towho are able to involve theinvolve the
public and the private sectorpublic and the private sector inin
emergency and disaster preparednessemergency and disaster preparedness..

42. Training and education can:Training and education can:Training and education can:Training and education can:
• prepare trainees in psychologicalprepare trainees in psychological
and practical terms to participate inand practical terms to participate in
unexpected situationsunexpected situations that will taxthat will tax
their skills, endurance and nervestheir skills, endurance and nerves
• prepare trainees in psychologicalprepare trainees in psychological
and practical terms to participate inand practical terms to participate in
unexpected situationsunexpected situations that will taxthat will tax
their skills, endurance and nervestheir skills, endurance and nerves
• create group bonding andcreate group bonding and humanhuman
interactioninteraction skills that will beskills that will be
very valuable during emergenciesvery valuable during emergencies
• create group bonding andcreate group bonding and humanhuman
interactioninteraction skills that will beskills that will be
very valuable during emergenciesvery valuable during emergencies
• help people to understand theirhelp people to understand their
ownown rolesroles and those of otherand those of other
participants in an emergencyparticipants in an emergency..
• help people to understand theirhelp people to understand their
ownown rolesroles and those of otherand those of other
participants in an emergencyparticipants in an emergency..

43. Training processes should:Training processes should:Training processes should:Training processes should:
• use exercises & collectiveuse exercises & collective problem solvingproblem solving• use exercises & collectiveuse exercises & collective problem solvingproblem solving
• provide usefulprovide useful support materialsupport material
that can be actively interpretedthat can be actively interpreted
in the classroom and fieldin the classroom and field
• provide usefulprovide useful support materialsupport material
that can be actively interpretedthat can be actively interpreted
in the classroom and fieldin the classroom and field
• includeinclude seminarsseminars conductedconducted
by the participantsby the participants
• includeinclude seminarsseminars conductedconducted
by the participantsby the participants
• encourage participants toencourage participants to
share their experiencesshare their experiences
• encourage participants toencourage participants to
share their experiencesshare their experiences
• foster interaction, managerial skillsfoster interaction, managerial skills
andand group spiritgroup spirit among participantsamong participants..
• foster interaction, managerial skillsfoster interaction, managerial skills
andand group spiritgroup spirit among participantsamong participants..

44. ConclusionsConclusionsConclusionsConclusions
• disaster management training mustdisaster management training must
be severely practical -be severely practical - but withbut with
an adequate content of theoryan adequate content of theory
• disaster management training mustdisaster management training must
be severely practical -be severely practical - but withbut with
an adequate content of theoryan adequate content of theory
• procedures are needed toprocedures are needed to
evaluate itsevaluate its effectivenesseffectiveness
• procedures are needed toprocedures are needed to
evaluate itsevaluate its effectivenesseffectiveness
• courses must be tailored to thecourses must be tailored to the
specificspecific needs of participantsneeds of participants
• courses must be tailored to thecourses must be tailored to the
specificspecific needs of participantsneeds of participants
• international minimuminternational minimum standardsstandards areare
needed for course content and durationneeded for course content and duration
• international minimuminternational minimum standardsstandards areare
needed for course content and durationneeded for course content and duration
• severalseveral modelsmodels exist for training coursesexist for training courses..• severalseveral modelsmodels exist for training coursesexist for training courses..

45. Recognition plusRecognition plus
an institutionalan institutional
role for therole for the
professional figureprofessional figure
Recognition plusRecognition plus
an institutionalan institutional
role for therole for the
professional figureprofessional figure
CertificationCertification
of competenceof competence
CertificationCertification
of competenceof competence
TrainingTraining
programmesprogrammes
TrainingTraining
programmesprogrammes
EmergingEmerging
professionalprofessional
figurefigure
EmergingEmerging
professionalprofessional
figurefigure
Policies andPolicies and
legislationlegislation
ResearchResearch ExperienceExperience
Organi-Organi-
sationsation

46. David AlexanderDavid Alexander
david.alexander@unifi.itdavid.alexander@unifi.it
Thank you forThank you for
your attention!your attention!
Thank you forThank you for
your attention!your attention!