Abstract

The territory of the Republic of Serbia is exposed to various natural and technical-technological hazards that increasingly endanger people and their material goods. An integrated disaster risk management system (preparedness, mitigation, response and recovery) has not yet taken root in Serbia to a sufficient extent, although there are certain institutional and legal prerequisites for its smooth functioning. Abandoning the reactive way of preparing for disasters and increasingly implementing proactive measures, societies are desperately trying to improve their resilience in resource-scarce situations and mitigate future consequences of disasters. In Serbia, there is insufficient resistance to disasters, reflected in the insufficiently improved ability of Serbian society exposed to dangers to respond to them and recover from the consequences of disasters promptly and efficiently. Despite this, many efforts are in vain, considering that the population’s awareness of various aspects of disaster management remains very low. The aim of this chapter refers to the comprehensive analysis and description of capacity building in Serbia for Disaster and Climate Risk Education. The undoubted importance of education in the field of disasters, which is increasingly receiving priority positions on various agendas around the world, emphasizes the necessity of continuous research on the perspectives of formal and informal education on disasters. One of the most effective tools used in all areas of integrated disaster risk management is education. Admittedly, it should be borne in mind that education is a complex and interactive psychological process in which the transfer of knowledge from different fields is carried out in a planned and grounded manner in the form of a kind of transfer.

Conclusions

The role of schools in reducing the risk of disasters is an unavoidable topic in all world agendas where innovative solutions for mitigating the consequences of disasters are discussed. Today, it has become unthinkable to discuss structural disaster risk reduction measures without referring to the importance of education in that process. Unfortunately, in Serbia, little attention is paid to educating citizens about disaster risk reduction, which could be the result of mistaken beliefs that it is one of the marginal topics in the disaster risk management process itself. Although calls for the introduction of the subject safety culture in schools could be heard in several places, the decision-makers explicitly refuse to include such a subject in primary and secondary schools in Serbia. The reasons for such decisions can be found in insufficient knowledge of the area of risk reduction and not giving adequate importance to such non-structural measures of risk reduction. Unfortunately, there is still no sufficient consensus in Serbia regarding the necessity and importance of introducing the subject of security culture. One gets the impression that all other content is prioritized more than security content. The reason for such a situation can also be found in the fact that there is still a socialist view of security, according to which citizens should not take measures, but the competent state authorities, such as the police, fire-rescue units, emergency medical services, etc. However, practice shows that the largest number of people were saved by neighbours or other friends who happened to be nearby at the time when the harmful effects of disasters, such as shock and heat waves, radioactive radiation, biological contamination, etc., were manifested. Also, one of the famous examples of the power of knowledge in the field of disaster studies is the girl Tilly Smith, who saved her peers on the shores of the Indian Ocean when she warned them that the retreat of water towards the centre of the ocean meant that a tsunami would occur. She then warned the teacher who started the evacuation of the children who survived, thanks to that. Regardless of all that, it is necessary to continue improving theoretical knowledge and implementing practical training in Serbia. Certainly, in future planning documents, it is very important to highlight the importance of education in the field of disaster studies and to further develop all possible ways of its realization. In addition, it is important to improve curricula and programs in the field of emergency situationsemergencies. In order toTo achieve this, it is recommended to introduce the subject safety culture in primary and secondary schools. The significance of this chapter paper lies in shedding light on the critical role of schools in disaster risk reduction, a topic of undeniable importance in global discussions on innovative strategies to mitigate the aftermath of disasters. The text emphasizes that contemporary deliberations on structural measures for disaster risk reduction are incomplete without acknowledging the pivotal role of education in this process. The paper underscores a concerning trend in Serbia, where minimal attention is directed towards educating citizens about disaster risk reduction. This negligence may stem from misconceptions that view it as a peripheral aspect within the broader disaster risk management framework. Despite calls for the inclusion of a safety culture subject in schools, decision-makers in Serbia resist its incorporation into primary and secondary education, citing insufficient knowledge of risk reduction and a lack of recognition for non-structural risk reduction measures. The text identifies a potential reason for this situation in the lingering socialist perspective that advocates citizens should not take individual measures but rely on competent state authorities. However, practical examples reveal that, in reality, community members, such as neighbors neighbours and friends, play a crucial role in saving lives during disasters.
Highlighting the power of knowledge in disaster studies, the text references the inspiring case of Tilly Smith, who, armed with her understanding, saved her peers from a tsunami. Despite such examples, the need for continuous improvement in theoretical knowledge and practical training in Serbia is emphasized. The paper advocates for future planning documents to underscore the importance of education in disaster studies, urging the development of various avenues for its implementation. Furthermore, it stresses the need to enhance curricula and programs related to emergency situationsemergencies, recommending the introduction of a safety culture subject in primary and secondary schools. In essence, the paper calls for a paradigm shift in Serbia towards recognizing the central role of education in fostering resilience and preparedness in the face of disasters.
The integration of disaster and climate risk education into educational curricula is crucial. It is recommended to incorporate specific modules on disasters and climate risks into relevant academic programs across all levels of education. This integration could span subjects such as geography, biology, chemistry, and other natural and social sciences. Empowering educators is essential for effective implementation. Regular training sessions and seminars should be organized to enhance teachers’ understanding and delivery of content related to disasters and climate risks. Additionally, specific courses or certification programs focusing on this area should be developed for teachers. Active community involvement is key. Schools and educational institutions should actively engage local communities in disaster education programs. Workshops, lectures, or simulations could be organized to raise awareness about natural risks and disaster preparedness among the local population. Leveraging modern technologies is imperative. The introduction of technological resources, such as interactive guides, simulations, and online courses, can enhance disaster and climate risk education. Developing applications or platforms that facilitate access to information on climate risks and provide guidance on appropriate actions is recommended. Establishing partnerships with governmental bodies, non-governmental organizations, and international collaborators will facilitate the sharing of best practices and resources. Building a network that supports ongoing education on disasters and climate risks is critical. Enhancing capacity in disaster and climate risk education in Serbia is vital for constructing a resilient society. The holistic approach involves integrating this field into the educational system, empowering educators, actively engaging local communities, and leveraging modern technologies. These initiatives not only prepare citizens at all levels for the challenges associated with disasters and climate change but also contribute to overall societal security and sustainability. Collaboration with relevant partners and continuous monitoring and adaptation of these initiatives will further strengthen national capacities in this critical area.

How to cite

Reference – Cvetković, V. & Šišović, V. (2023). Capacity building in Serbia for disaster and climate risk education. In Disaster and Climate Risk Education Insights from Knowledge to Action.