Potentiality of Disaster Management Education through Open and Distance Learning System in Bangladesh Open University

Abstract

Bangladesh Open University (BOU) is the only public educational institution in Bangladesh, where, a dual-mode method of learning system has been introduced. Established in 21 stOctober, 1992, the University now accommodates 1,74,459 learners in 2012. The wide range networking of this university provides it a great prospect to execute a broad spectrum of activities to accomplish its social responsibilities.Despite the aims of BOU at continuous quantitative improvement and greater equity in the society, like most of the ODL method universities in the world, BOU framed a limited objective to create awareness and preparedness about the contemporary global disaster proneness among its learners. Bangladesh for its geographical location, experiences several natural disasters like annual flood, heavy rainfall, cyclone and tidal surge, earth quake, river bank erosion, drought, etc. Lack of awareness of the sustainable use of the natural resources, and the consequences of the heedless consumption of them by the inhabitants enhanced the degree and frequency of these natural disasters during the last decades. The present study emphasizes on the role of Bangladesh Open University in creating awareness among its learners about the causes and pattern of disasters, pre and post disaster management strategies, etc. The study proves that BOU is a unique educational institution which, through the ODL method of teaching, using various educational medium like, tutorial support, printed study materials, electronic media, internet, and cellular phone, etc. can provided a wide range of knowledge about the disaster vulnerability, risk reduction and management strategies to its learners.

Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region

“…Different studies over the last decade highlight the importance given to the study of flooding at all educational levels; for example, in the United States, [17,18], United Kingdom [19], Poland [20], Slovenia [21], Romania [22], or Asia [23]. The majority of the scientific studies on flooding from an education perspective have been carried out through the Experimental and Natural Sciences [24,25].…”

Educar para convivir con el riesgo de inundación

“…Por ejemplo, en EE.UU. (Lutz, 2011; McWhirter y Shealy, 2018), en Europa, en Reino Unido (McEwen, Stokes, Crowley y Roberts, 2014), Polonia (Lechowicz y Nowacki, 2014), Eslovenia (Bricelj, 2013), Rumania (Kovacs, Ştefănie, Botezan, Crăciun y Ozunu, 2017), o en Asia, como en Bangladesh (Ahmad y Numan, 2015). En el caso de los países latinoamericanos esta problemática ha generado programas educativos como en Colombia donde se muestra cómo se ha incidido en las comunidades vecinales para facilitar las medidas de prevención (Thomas, 2011), mientras que en el caso de México se han desarrollado estudios desde la gestión de la vulnerabilidad (Álvarez, Álvarez, Eroza y Dorantes, 2008).…”

Experiencia didáctica en postgrado sobre la interpretación de los riesgos naturales y el cambio climático. Ejemplos de estudios de caso en la provincia de Alicante (España)

“…Por ejemplo, en EE.UU. (McWhirter y Shealy, 2018), en Europa (Kovacs, Ştefănie, Botezan, Crăciun, y Ozunu, 2017), o en Asia (Ahmad y Numan, 2015). En España, sí que destacan estudios realizados desde la enseñanza de las Ciencias Naturales, tanto respecto al cambio climático (Calixto, 2015;Domènech, 2014) como sobre los riesgos naturales (inundaciones) (Bach, 2008;Díez, 2015;Fregenal, 2009).…”