Risk education in Serbia

Abstract

Logo of the training program for geography teachers »Natural disasters and geography teaching«, one of the rare official activities related to systematic risk education in Serbia. DESIGN: MILOVAN MILIVOJEVI]Jelena Kova~evi} -Majki}, Marko V. Milo{evi}, Milena Pani}, Dragana Miljanovi}, Jelena ] ABSTRACT: Natural disaster risk reduction can be achieved through vulnerability reduction, as well as through strengthening the resilience of the population. One of the segments leading to these aims is a proper risk education. It is the public (compulsory) education system that reaches the greatest number of participants and represents a good platform for the natural disaster knowledge transfer. Geography, as a complex subject that includes both natural and social components, is the most appropriate to transfer the knowledge necessary to improve the resilience. Research done in Serbia (detailed analyses of curricula, textbooks, teachers' role and pupils' knowledge) shows that children do learn about natural disasters but not in a way which provides usable knowledge.

Exploring Students’ and Teachers’ Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia

“…Furthermore, research has indicated that education has an impact on adequate responses to disasters because individuals with higher education levels have more knowledge about disasters and are more inclined to attend various training in this field [125]. Kovačević-Majkić et al [11] conducted an analysis of risk education status in the Republic of Serbia. According to the authors, the current state of hazard education in Serbia remains incomplete, lacking a comprehensive approach to risk education.…”

“…Given that effective information exchange is a fundamental prerequisite for preparedness and response to natural disasters, every element in the information dissemination chain holds equal significance [5]. Disaster education aims to provide knowledge, skills, and motivation to individuals and groups to take action to reduce their vulnerability to disasters [6][7][8][9][10][11]. Even education of vulnerable individuals leads to effective actions for others or communities.…”

Public knowledge on karst and protected areas: A case study of Tara National Park, Serbia

“…In Geography textbooks, considering a relatively large number of publishers and authors, the karst topic is treated at very different detail levels. Thus, as for the many other subjects, the role of the teacher is crucial (Kovačević-Majkić, J. et al 2014;Ćalić, J. et al 2015). The formal handicap of geography teaching is that there is only one class per week in the 5 th year of primary school.…”

Challenges of torrential flood risk management in Serbia

“…For example, the expertise of the Faculty of Forestry, the University of Belgrade is a strong support to development of the prevention measures in torrential flood risk management. The formal (e. g. through geography teaching in primary and secondary education) and informal education contributes to the realistic risk perception, strengthening the resilience of population and building a prevention culture (Kovačević Majkić, Milošević, Panić, & Miljanović, 2014). In raising public awareness on torrential flood risk, the national and local media (television, radio, newspapers) have the great role.…”