International consultant for development of knowledge products on disaster risk reduction and climate change adaptation

Objectives

When disaster education it mentioned, the usual focus in more on the school or family or community education. Very little focus is given so far on the higher education. However, higher education (in college and university) is the key to develop professionals in the subject. Higher education in disaster is still lacking in most of the countries and regions. In this context, the lessons of environment or the field of sustainable development can provide useful tips. Higher education is not only the curriculum, but the approach or mode of delivery is equally important.

Background

Higher education in disaster risk reduction (DRR) is a multi-disciplinary issue. It encompasses all faculties of knowledge ranging from science, social science, humanities and so on. It has not been long that some formal academic degrees have been offered in the field of disaster risk reduction from a few academic institutions worldwide. Since long before offering academic degrees, many institutions around the world have been conducting disaster related research and offering training programs of varying duration.

Linking education and field practice

An enhanced understanding of community based vulnerability and risk that has evolved over the past two decades throws light on the critical links related to disaster impacts. Instead of viewing disasters as time specific events leading to loss of lives and property, they are now seen increasingly as disruptions in livelihoods that perpetuate poverty and vulnerability unless specific efforts are made to break the cycle. This has led to far greater importance being attached to issues of access to resources, fulfillment of basic needs, creation of assets, addressing discrimination, and of course reducing shocks and stresses. Such a holistic understanding is highly applicable to the emerging threats of climate change related disasters, importantly including the long term and day to day stresses that poor and vulnerable communities have to endure. Such understanding has emerged only due to concerted academic and research efforts by leading institutions. Most of this research has been the result of work by academicians in close partnership with civil society actors and vulnerable communities themselves. Concepts and tools such as Town-watching, Participatory Rapid Appraisal (PRA, also in variant forms as Participatory Learning and Appraisal or PLA, Action Oriented Learning or AOL) and Community Action Planning have emerged through such efforts.

Duties and responsibilities

Scope of work

- The International consultant will report directly to the Assistant Country Director, CCED Cluster, UNDP and The Project Manager, Comprehensive Disaster Management Programme (CDMP II)
- The Proposed assignment covers CDMP and Higher Education Linkage. It is proposed that the experiences of CDMP will be analyzed and filtered up in the education system through development of tow text books, which will be used for the higher education in Bangladesh and elsewhere.

The characteristics of the two books will be as follow:

- Direct linkages to the field practice and illustrative examples
- Partial synchronizing the syllabus of higher education with that of the experiences of CDMP

Responsibilities and Description of the Proposed Analytical Work Details of the Assignment:

- Review of CDMP products, documents
- Review of existing syllabus of the selected universities where CDMP has started Higher education
- Conduct a questionnaire survey with the students to understand the needs and with the teachers on the training methods
- Development of the book outline and contents
- Drafting and editing of two text books on disaster risk reduction which will be used for higher education

Competencies

- A team-player and self-starter, able to work with minimum supervision, with sound judgment
- Ability to establish and maintain effective working relations as a team member, in a multi-cultural, multi-ethnic environment with sensitivity and respect for diversity
- Good communication and interpersonal skills and experience in working effectively in a multicultural environment
- Flexibility to make ad-hoc changes as and when the need arises; ability to perform under stress; willingness to keep flexible working hours
- Excellent oral and written communication skills, reporting with ability to express ideas clearly, concisely and effectively, both orally and in writing;
- Demonstrates integrity by modeling the UN’s values and ethical standards
- Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability.

Required skills and experience

Education:

- Postgraduate qualification in natural or Social Sciences, Environmental Management and equivalent with specialization on Disaster Management.

Experience:

- 10-15 years of extensive international level research experience on disaster risk reduction, vulnerability analysis, environment management and climate change adaptation.
- Experience of editing and publishing experience of international standard, able to write concisely and compellingly.
- Proven track record of publications on disaster risk reduction and adaptation to climate change and climate variability.

Language:

- Fluency in written and spoken English.