The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.
A three-level teacher-training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community-based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.
The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading-level, county-level, and campus-level; the design of a systematic curricula for teacher training of disaster prevention and training campus-level teachers; and the evaluation of the efficiency and performance of the teacher-training program for disaster prevention education.
The teacher re-training program in Japan which can be considered as model for further training programs, includes the following characteristics:
1) periodic attendance at disaster prevention and safety education seminars: a newly employed teacher has to take disaster prevention education courses and teachers in-service for five years need to be re-trained;
2) attendance at off campus professional trainings: teachers in important positions (e.g. section chief of sanitary and health caring and disaster prevention seed teachers) need to attend off campus professional training courses such as CPR and earthquake disaster prevention study;
3) taking regional lecture courses: faculty have to attend regional disaster prevention trainings and drills (e.g. fire bureau lecture course, disaster experience learning course, and regional disaster prevention drill); and
4) on campus study: campus disaster prevention committee and campus safety committee periodically hold lecture courses (e.g. lecture course on use of disaster prevention tools).
On the other hand, In reviewing the current teacher-training programs for disaster prevention education in Taiwan, the following shortcomings were determined:
1) Disaster prevention education is not listed in the Grades 1-9 curriculum guidelines and is not one of the seven “Learning across Learning Areas” (including gender education, environmental education, information technology education, home economics education, human rights education, career development education, and ocean education). To enter higher school is the educational strategy in Taiwan and there is less examination of content concerned with the issue of disaster prevention. It is difficult to ask teachers to allocate disaster prevention information into the current course curriculum.
2) There is a shortage of teachers with a disaster prevention professional background. Only 15 percent of teachers teaching science courses majored in science. In primary and junior high schools there is no one professional that is responsible for campus disaster prevention affairs.
3) The focus of disaster prevention education includes primary, middle, and high schools, colleges and universities, and society levels; powerful cooperation and proper mechanisms are necessary to implement properly across these levels.
In conclusion, A three-level teacher-training program for disaster prevention education and training curricula was designed. The central-level provides assistance in school recovery planning after disasters. The county-level is educated to cover school-based to community-based disaster prevention education. The campus-level is to strengthen the knowledge of disaster prevention and promote disaster awareness for school-based disaster reduction. The designed training curricula aims to promote the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community-based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention. The program gives teachers and administrators different training courses, shortens training days by using an official holiday, and takes place locally to save expenses in the budget. The training principle is to attract more teachers to attend the program and play a part in disaster prevention education.