JTCDM Working Paper 2

Cover Page :A sketch of The TISS building at the Malati and Jal A.D. Naoroji (New) Campus, which houses the Jamsetji Tata Centre forDisaster Management by Udeet J Methala, a student of Kamla Raheja Vidyanidhi Institute of Architecture, Mumbai.

JTCDM Working Paper Series

Number 2, August, 2007

CURRICULUM BUILDING IN DISASTERMANAGEMENT:

A Process Document of Evolvinga Masters' Programme at TISS

Janki Andharia and Sunil D Santha

JAMSETJI TATA CENTRE

FOR DISASTER MANAGEMENT

Tata Institute of Social SciencesA Deemed University

The logo for the Jamsetji Tata Center for Disaster Management symbolises knowledge and learning giving rise to newtomorrows. The Centre’s work is geared towards human security, vulnerability reduction, strengthening disaster responseand preparedness through knowledge resources.

ii JTCDM Working Paper

Published in 2007 by

Jamsetji Tata Centre for Disaster ManagementTata Institute of Social SciencesMalati and Jal A.D. Naoroji (New) CampusSion-Trombay Road, P.O. Box 8318Deonar, Mumbai-400 088, India.Tel: +91-22-2556 3290-96 Ext: 5883Fax: +91-22-2548 2048Email: [email protected]

Author: Janki Andharia and Sunil D Santha

Any part of this publication may be reproduced with full acknowledgements andmay be utilized after informing the Jamsetji Tata Centre for Disaster Management.

© JTCDM 2007

ISSN: 0974-3669

Design: Trendz PhototypesettersEmail: [email protected]

Printed by:Specific Assignments India Pvt LtdEmail: [email protected]

No. 2, August, 2007 iii

About the Authors

Prof. Janki B. Andharia

Prof. Andharia has over 25 years of experience in the field of community organization andsocial development. Her areas of work focus on gender issues, environmental concerns,social planning and participatory development, addressing diverse forms of marginalisationand vulnerability. She has been involved in national and state level policymaking work andhas had a long association with grassroots organisations. She was awarded the Associationof Commonwealth Universities Scholarship to pursue her Ph.D from School of EnvironmentSciences, University of East Anglia U.K. She has been teaching at the Tata Institute of SocialSciences (TISS) for over 22 years and until 2006, was Head, Department of Urban and RuralCommunity Development before moving on as Chairperson of the newly created Centrefor Disaster Management. Over years Professor Andharia has taught courses in disastermanagement and also led the TISS response to several disasters, including the tsunamidisaster of 2004 in the Andaman and Nicobar Islands.Email: [email protected]

Dr.Sunil D. Santha

Dr. Sunil DS has completed his doctorate in Sociology from Indian Institute of Technology,

Madras. Before that he has an MSW degree from Rajagiri College of Social Sciences, MahatmaGandhi University, Kerala, India. He is Assistant Professor at the JTCDM and his areas offocus are culture, state, market and the environment; technological and social interfaces inenvironmental management, and community based natural resource management.Email: [email protected]

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No. 2, August, 2007 v

ContentsPage No.

Executive Summary ..................................................................................................................... vi

Section I. Disaster Management as an Emerging Discipline ................................... 1

Section II. TISS Interventions in Disaster Situations .................................................. 7

Section III. Designing the Programme: An Emphasis on Praxis ............................. 16

Section IV. The Outcome: Details of the Masters’ ....................................................... 25Programme at TISS

Section V. Conclusion ......................................................................................................... 30

References .......................................................................................................... 32

Appendix I A list of Masters’ Programmes with Disaster ManagementCourses in Different Institutes .......................................................................... 33

Appendix II Detailed Curriculum M. Sc. / M.A. in ...................................................... 43Disaster Management at TISS

vi JTCDM Working Paper

List of Figures, Tables and Boxes

Figure 1 Institutes offering the Courses or Modules in DisasterManagement at Masters' Level ..................................................................... 3

Figure 2 Postgraduate Courses in Disaster Management:A Comparison between the Developed andthe Developing World .................................................................................... 3

Figure 3 Key Themes / Areas in Disasters covered in University curricula ......... 5

Figure 4 A model of Integrated Course Design ...................................................... 18

Figure 5 Taxonomy of significant learning ............................................................... 20

Figure 6 A Holistic View of Active Learning............................................................ 22

Table 1 Summary of TISS Involvement in Disasters: 1947-2005 ............................ 7

Table 2 Learning activities for holistic, active learning ........................................ 23

Table 3 Time frame and process of developing the Master’sprogramme in Disaster Management ........................................................ 24

Table 4 Foundation Courses ..................................................................................... 25

Table 5 Core Courses ................................................................................................. 27

Table 6 List of Concentrations .................................................................................. 28

Table 7 Internships and Research ............................................................................ 29

Box 1 Interventions of TISS after major earthquakes in India .......................... 12

Box 2 Interventions of TISS aftermath the super cyclone in Orissa ................. 14

Box 3 Interventions of TISS aftermath the Indian Ocean Tsunami .................. 15

Box 4 Curriculum as Praxis .................................................................................... 17

Box 5 Components of ICD ...................................................................................... 18

Box 6 Situational factors considered while designing the course .................... 19

Box 7 Questions for formulating significant learning goals ............................. 21

No. 2, August, 2007 vii

Executive Summary

Disaster Management in Universities is yet to be recognized as a specialized fieldalthough it seems to be emerging globally as a full-fledged academic discipline. In formaleducation systems, modules and courses are offered and many high school curricula aswell as Bachelors' and Masters' programme in some countries offer content related todisasters and disaster management. Full-fledged Masters' in Disaster Management areare not common in Universities world wide. On the other hand, with the rise in thenumber of disasters, the demand for qualified professionals in disaster management isincreasing. Organisations and agencies involved in disaster management find it necessaryto recruit professionals with specific skills and knowledge which contribute to a moreholistic understanding of development, vulnerability and disasters. Scholars andresearchers are increasingly involved in conceptual work, evaluation studies and inprediction of disasters. Technologies are being evolved or reassessed for theirimplications for disasters and their effective management. It is in this context, that thispaper traces the evolution of a post graduate programme in disaster management at theTata Institute of Social Sciences, India. The Institute had a long history of its faculty andstudents working as citizen volunteers. Consolidating sixty years of this experiencecoupled with the ideological commitment to social and environmental justice, a Masters'programme in Disaster Management was introduced in 2007. The paper discusses thekey processes in curriculum building which involved a global review of the existingmodules and courses across a wide variety of programmes.

It shares the objectives of the Masters’ Programme in disaster management at theuniversity level, and describes the framework and course contents and also discusseshow the programme attempts to interweave theory and practice components. The paperoffers the organising principles that guide the perspective of the programme which wasevolved through an intense process of exploratory review, consultation and discussionwith diverse experts and practitioners from a variety of constituencies.

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No. 2, August, 2007 1

Section IDisaster Management as an Emerging Academic Discipline

1.1 Introduction

Disaster Management is emerging globally as a full-fledged academic discipline. Sincedisaster response has primarily been a practitioner's domain, its boundaries have beenpermeable. People from diverse backgrounds including relief workers, engineers, socialscientists, or medical professionals have worked in disaster management. This hasfacilitated the growth of disaster management as a substantive field. However, as afield of practice, it demands specialisation to meet with the specific and dynamicchallenges posed by disasters.

A Master's programme in Disaster Management should aim at enhancing knowledge,capacities, skills and perspective on disasters. While enabling an understanding ofdisasters from the vantage point of science and technology in the prediction, mitigationand response, it should foster a critical and reflective appreciation of current debates indisaster management within the framework of social and environmental justice, stateand civil society dynamics, development, conflict and displacement, and globalisation.This is the endeavour at the Tata Institute of Social Sciences.

Spread over four semesters, the Institute's Master's programme1 in Disaster Managementas a full time taught programme is a pioneering initiative in India. It consists of thematicand issue-based courses related to aspects such as the relationship between environment,livelihood and disasters, institutional building and governance, inequalities and socialexclusion, local knowledge systems and disaster management. The course also aims atcultivating appropriate values, a strong multidisciplinary knowledge base and skillsessential for intervention in disasters and their prevention. Students have the opportunityto develop academic expertise in select areas such as governance, geo-informatics,logistics and supply chain management, public health, information and communication,peace, conflict and human security and so on.

This paper offers the organising principles that guide the perspective of the programmewhich was evolved through an intense process of exploratory review, consultation anddiscussion with diverse experts and practitioners from a variety of constituencies. Inaddition the experiences and insights of the Institute over decades also contributed indeveloping the Master's programme in Disaster Management. To begin with, the paperpresents the findings of a global review of the existing curricula for disaster/emergencymanagement at the Master's level in various programmes worldwide which includeddisciplines such as (Engineering, Architecture, etc.) This is followed by the sharing ofthe curriculum development process in the Jamsetji Tata Centre for Disaster Managementbased on the rich experience of TISS's response work with disasters. It also discusseshow the current programme attempts to incorporate theoretical and practice dimensions.

1 Programme refers to the degree/diploma/certificate based study.2 Courses: These are also called subjects in schools and colleges in India. At TISS each course is generally accorded

2 credits (30 contact lectures)

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1.2 Disaster Management in Higher Education: A Global Review

"A curriculum is an attempt to communicate the essential principles and features of aneducational proposal in such a form that it is open to critical scrutiny and capable

of effective translation into practice". Lawrence Stenhouse, 1975 pp.4.

An attempt was made to obtain a comprehensive understanding of the postgraduateprogrammes with Disaster Management content offered by national institutes in Indiaand universities across the world. A detailed analysis on various dimensions coveredby specific courses was conducted. Some of the key questions that guided this desk topreview were:

1) What is the range of Universities and Centres that offer a postgraduate programme indisaster management? What are the courses (subjects) that are often prescribed aselectives and specialisations?

2) Where are these courses located - i.e. in what departments and programmes and howare they structured?

3) What has been the nature of course content and what areas of specialisation(s) areavailable in the context of disaster/emergency management?

4) What is the duration of these programmes?

5) What are the key features of the curricula and their integrative elements? Which areasare given greater importance, from what perspective?

6) What are the strengths and missing elements in the curricula from the perspective ofdeveloping countries?

The desk top review generated a list of 23 institutes/departments which conductedUniversity level programmes and offered courses in disaster management. These institutesrepresent only a sample although a significant one, and it is acknowledged that it doesnot constitute an exhaustive list of all Universities offering courses in disaster management.The details are given as Appendix 1. We found that in our sample, a full time taughtMasters' programme is offered only in three Universities - one each in Coventry and NorthUmbria (UK) and the third at the American Military University. .

A graph on the next page (Figure 1) depicts the key areas of expertise/specialisationwithin which disaster management courses are located. This, in many ways shapesthe course contents and its structuring influenced by the already existing areas ofacademic specialisation which is generally a significant factor in determining theoverall course perspective.

No. 2, August, 2007 3

Figure 1: Institutes offering the Courses or Modules in DisasterManagement at Masters' Level

It seems that currently, the Science and Engineering institutes (Civil, Environmental,Geology departments) have a larger share in delivering postgraduate courses andspecializations in disaster management. Interestingly, it was also observed that theprogramme is offered by a large number of independent centres specialising in disastermanagement and disaster studies. Apart from these, there are also some Universitiesthat offer the programme in a general stream. However these programmes are mostlyoffered by institutes and centres in UK, US and Germany (Figure 2). When compared tothe developed regions of the world, the emphasis on disaster management has beenvery limited in the developing nations especially of the South. For example there are noprogrammes at the Masters' level in most Asian and African countries.

Figure 2: Postgraduate Courses in Disaster Management: A Comparison betweenthe Developed and the Developing World


1.3 Nature of Course Structure and Content

Most Universities and Centres offer the programme within an MSc degree. A few institutesoffer courses in the MA programme. Apart from Disaster Management, other key wordsthat are associated with these courses are Risk and Crisis Management, Emergency Planning,Trauma Care, Environmental Management etc. It was observed that some universities followa practice of integrating the certificate programme in disaster management with the Mastersprogramme. A student who opts for the Masters programme must complete researchdissertation and give a research seminar. The student will be granted only a certificate degreein disaster management if he/she opts out of research. The duration of the programme is animportant variable. Generally, the certificate course extends up to one year (or 45 weeks).The duration of the Masters programme ranges between 1 ½ to 2 years. A few Universitiessuch as the Institute of Lifelong Learning, at the University of Leicester and IGNOU, Indiaoffer the programme in distance education mode.

A review of course content suggested that or full range of areas or topics covered within thepostgraduate programme in disaster management are:

i. Theories on risk, crisis and disasters (social science perspectives)

ii. Historical aspects of disasters

iii. Introduction to Disasters

iv. Risk and vulnerability assessment

v. Organisational aspects

vi. Principles, planning and practices in disaster management

vii. Health and safety issues

viii. Economic dimensions of disaster

ix. Insurances

x. Communication (ITC, skill building etc.)

xi. Social dimensions and dynamics (Social change, conflicts, gender issues etc.)

xii. Political dimensions (Role of State, Federal government, inter-organisational andexternal interventions etc.)

xiii. Environmental dimensions (Ecological change, biodiversity conservation, changes inland resource use, etc.)

xiv. Engineering dimensions (Building technology, infrastructure, systems modelling,service delivery chains etc.)

xv. GIS and Remote sensing

xvi. Impact assessment

xvii. Psychological dimensions

xviii. Institutional building and related dimensions

xix. Security issues (terrorism, transport and airport security issues etc.)

xx. Record Management

No. 2, August, 2007 5

xxi. Response, relief and recovery

xxii. Legal dimensions

xxiii. Sustainability issues

xxiv. Pre-disaster preparedness

xxv. Community based approaches

xxvi. Research and Dissertation

xxvii. Case Studies and Field Experiences

Figure 3 shows the priority given to these fields/areas by different institutes. For exampledisaster theories are covered by courses in 4 universities and as many as 12 universities (outof the sample of 23) offer a research programmes in disasters / emergency management.Similarly 10 Universities offer disaster management courses within an engineeringprogramme.

Figure 3: Key Themes / Areas in Disasters covered in University curricula

From the above figure, it is evident that a greater priority is given to the following dimensions:

a) Engineering aspects

b) Risk and Vulnerability assessment

c) Principles and Planning aspects,

d) Communication and

e) Research (Dissertation)

f) Case Studies and Field Work.

One significant aspect that has been reflected in the courses is the use of technology tohelp or support disaster management work. GIS, remote sensing, ICT, and or buildingdesigns, are significant dimensions often mentioned as an important specialisation. Onlya few institutes provide relevant insights on the social science perspectives and theories


of risk and disasters. In this context, institutes with a technological background give greateremphasis to the formulation and analysis of different models of disaster preparednessand mitigation.

From the initial observations it appeared that certain areas require greater emphasis withrespect to managing disasters in the developing world; and they need to be introduced aspart of the curriculum. These are:

a) Institution building, interaction, and governance (at different phases/ levels of disasterpreparedness, reduction and management)

b) Social, Psychological, Economic and Legal perspectives of disasters and theirmanagement.

c) Environment, Livelihood and Disasters

d) Development, Conflicts and Disasters: Power and Inequalities

e) Local Knowledge Systems and Disaster Management

f) Public Health Services and Disasters

No. 2, August, 2007 7

Section II

TISS Interventions in Disaster Situations

TISS interventions in disaster situations date back to 1947 when the Institute sent afaculty and student team to Kurukshetra (in Haryana, India) to work with refugeeswho came from Pakistan (Andharia 2002). Since then, the Institute has responded tovarious crisis situations such as floods, riots, cyclones, earthquakes and industrialdisasters in different parts of the country, including the tsunamis of December 2004,and the Mumbai floods of July 2005. The core areas of the Institute's disaster responseinterventions have included relief management, assessments of losses/needs,psychosocial intervention, training and capacity-building, demonstration of participatoryprocesses, policy formulation, mobilisation of human resources, NGO coordination,publications and documentation, and peace initiatives in the context of communaltension. The table below (Table 1) gives an overview of institutional involvement indisasters. It reflects the Institute’s rich tradition of responding to a disaster situation ascorporate or citizen volunteers.

Table 1: Summary of TISS Involvement in Disasters: 1947-2005

Disaster Location and No. of Students, Nature of InvolvementYear Faculty and Staff

Involved

Partition of India Kurukshetra, 20 students and Relief work in refugee campsHaryana 5 faculty1947

Partition of West Bengal, 30 students and Organising of refugee camps,Pakistan 1971-1972 5 faculty recruiting of volunteers and(Bangladesh) streamlining aid

Drought Parner taluka, 20 students and Distributing cattle feed andAhmednagar 2 faculty medical aid; spraying micro-District, nutrients on standing crop;Maharashtra, and assisting drought1972-73 migrants in Mumbai

Riots Bombay, 20 students and Initiating peace process andMaharashtra 3 faculty relief work1974

Cyclone Andhra 47 students, Relief work in affected areaPradesh, 8 faculty1977-78

Floods Morvi, Gujarat, 31 students & Coordinating and undertaking1980 5 faculty relief work

Floods Orissa, 1982 35 students & Relief work in affected area4 faculty


Riots Bombay, 25 students, Coordinating and undertakingMaharashtra 10 faculty members relief work; financial assistanceMay-84 and staff to the affected and

reconstruction of houses

Industrial gas Bhopal, 1984 130 students & Identifying of victims andleak 30 faculty affected persons and assistance

in rehabilitation planning

Fire Mankhurd, 25 students & Identifying affected personsBombay, 4 faculty and initiating andMaharashtra coordinating reliefJanuary 2, 1987

Floods Jambhulpada, 40 students & Channeling material andMaharashtra, 6 faculty medical aid; damage assessment1989 and coordinating relief

Riots Bombay, 40 students & Identifying affected people;Maharashtra 5 faculty coordinating disbursement of1992-93 members compensation paid in north-

east Bombay; reconstruction ofhouses; and assisting victimsin legal and police matters

Earthquake Latur, 200 students, Identifying affected persons;Maharashtra, 20 faculty surveying the damage;1993 members and determining and developing

67 staff rehabilitation parameters;conducting impact studies;coordination of reliefdistribution, etc.

Earthquake Latur, Dept of URCD Community ParticipationMaharashtra and field staff of 10 Consultants to GOM1994

Super cyclone Jagatsinghpur, 150 students, Liaising with control room;Orissa, 1999 10 faculty members identifying gaps in relief;

and 3 staff identifying specific problemsin individuals in villages;providing feedback andsuggestions to governmentdepartments; assist in settingup of food for work programmes;and setting up of 'mamtagriha' in villages for orphans


Involved

No. 2, August, 2007 9

Earthquake Kachchh and 120 students, Identify gaps in relief.Rajkot districts, 15 faculty Organise supportGujarat, members and Hospital work inFeb 2001 staff and children's ward

volunteers Providing support andfeedback to governmentdepartments.Initiating fodder campsBuilding data bases ofaffected.

3 faculty Monitoring social aspects ofrehabilitation andreconstruction undertakenby the Tata ReliefCommittee.

Communal Riots Panchmahal 3 faculty members Pilot visit by a team ofDistrict, - pilot visit. faculty members onGujarat, 2002 invitation by the district

10 faculty members administration.and staff of TISS Post-Trauma therapeuticfield action projects. intervention withFour teams of women and children.2 faculty members Health check-ups.and 8 students each Needs assessment related(Post-relief training to livelihoods.of teachers) Formation of women's

self-help groups for skillstraining, savings and credit,and income generation.Training of primary andmiddle school teachers inpsychosocial care (in 8talukas).

Tsunami Tamil Nadu, 30 faculty Damage and social impactAndaman and members and assessments.Nicobar 100 students Program on sustainableIslands, development to beSri Lanka 2004 initiated in the Andaman

and Nicobar Islands.Psychosocial interventionand training in Sri Lanka.


Involved


Floods Maharashtra 10 faculty members Rapid assessments and2005 and 100 students medical camps in affected

communitiesCoordinating relief work inM Ward, MumbaiMobilizing and disbursingrelief material andresources.

Floods Rajasthan and 2 faculty members Rapid AssessmentsNarmada and 25 students Providing relief supportValley, Gujarat Assessment on Food2005 security and PDS

Video documentationSharing with state officialsOrganised medical campsAdvocacy effort throughsystematic feedback onspecific issues

Source: Adapted and worked on from Andharia (1996, 2002)


Involved

Research, Training and Documentation by TISS on Disasters

In addition TISS introduced a course on Disaster Management at M.A level since early1980s.Social work students offering the Urban and Rural Community Development specializationhad a compulsory course (of 30 hours duration or 2 credits over a semester) on DisasterManagement. Students from other specializations sometimes opted for this course eitheras an optional course or as an extra - credit course. The boxes on subsequent pages (Boxes 1,2 & 3) indicate the nature of TISS intervention in select disasters.

Training and Documentation in this field was also carried out by various Departmentsat TISS :

The Medical and Psychiatric Social Work Department is equipped to carry out trainingsin Trauma Counselling.

Indian Journal of Social Work brought out two special issues on Disasters and MentalHealth

The NSS unit organized a special orientation course on Disasters for NSS co-ordinatorsin Maharashtra.

Training for NGO Personnel and for Corporates is being assessed through a series ofworkshops. One such workshop was conducted on August 24, 2001 by Department ofExtra Mural Studies.

A three week UGC Refresher Course course on Disaster Management for UniversityTeachers was organized in September 2001.

No. 2, August, 2007 11

3 It is often alleged that academic programme are sprouting across the world - seeing an opportunity in the risein disasters. TISS does not belong to that genre.

Faculty members are often invited to give lectures on disaster management and relatedissues.

A series of quarterly reports have been produced for the Government of Maharashtraduring the post Latur rehabilitation phase.

A documentation project commissioned by Ministry of Agriculture was also undertaken.

Experiences and insights obtained through participation in disaster relief andrehabilitation have been translated into case studies and are used for teaching.

Way back in 1986 the proposal for a Disaster Management Cell was first made to UGCby the Department of URCD.

It was this substantive base on which the disaster management programme of the TataInstitute of Social Sciences is built. The newly established Centre for Disaster Managementin fact consolidates 60 years of disaster intervention experience.3


Box 1

Interventions of TISS after major earthquakes in India

TISS Involvement in Latur Quake (1993)

The work of TISS in this disaster wasqualitatively different and entailed a higherdegree of involvement primarily becausethe TISS Rural Campus is located atTuljapur, 40 kms from Sastur, one of themost seriously affected villages inOsmanabad district. The Rural Campusstaff members were amongst the first toreach the earthquake-affected villages in thedistrict. During the Relief Phase the Institutewas engaged in a range of activities on itsown initiative for a period of 4 months.These were:

Phase I: Relief (4 Months)

Panchanama work with local officials.

Survey covering over 34,000 householdsin 69 seriously affected villages.

Damage assessment, data analysisreport writing and producing village-wise data.

Assisting District Collectors in NGOcoordination work.

Direct involvement in Rajegaon villagewith the Tata Relief Committee inrebuilding houses and communityinfrastructure.

Over 200 volunteers worked for 20 days andparticipated in the survey and Panchanamawork. Faculty members from the MumbaiCampus and programme staff of RuralCampus provided leadership.

Phase II: Community ParticipationConsultant

In the reconstruction and rehabilitationphase, the Institute was engaged by theGovernment of Maharashtra (GoM)as Community Participation andDevelopment Consultant to facilitate theparticipatory processes in the economic and

social rehabilitation in 52 villages selectedfor relocation. The project componentsincluded:

TISS as a community participation (CP)consultant was involved in a wide range ofactivities: building a strong enablingpresence in the field, demonstrating theparticipatory process wherever possible,building capacities of government andvillage level committees as well asmonitoring and assessing the rehabilitationprogramme on an ongoing basis. The CPconsultants were active in a cyclical processof obtaining people's views on the variousrehabilitation packages, clarifying issues ofconcern to them, making periodicrecommendations to the government andactively assisting the state authority inconflict resolution in the villages. All thismeant understanding village-specificproblems, issues and social dynamics andworking closely with policy makers at thestate and district levels. The intensiveinvolvement of the Institute could becategorized as under:

Rapid Appraisals for Policy Inputs.

Demonstration and Suggestions onParticipatory Implementation ofMEERP, the rehabilitation project ofGOM.

Liaising with Construction Consultantsand Village level Committees.

Trouble Shooting in villages especiallyon issues related to:

Land Acquisition

Bifurcation of Villages

Disputes regarding Beneficiary Lists

Ongoing Monitoring and Feedback

After the Latur earthquake, theappointment of TISS as Community

No. 2, August, 2007 13

Participation Consultants by GoM was alandmark, which now equips the Institutewith insights, not just in relief but also inrehabilitation processes. This interventionlasted for 4 years (1993-1997). Sustainingwork behyond the immediate relief phaseis extremely challenging for an academicinstitute.

TISS Involvement in the Gujarat Quake(January, 2001)

After the Gujarat quake, several teams offaculty members were in the field fromFebruary 2, 2001 to February 15, 2001. Thesecond and the third batches of facultymembers along with student volunteerswere in the area from February 15, 2001 toFebruary 23, 2001. Later some studentsopted to carry out their 4 weeks’ Blockplacement in the earthquake-affected areasof Gujarat during the month of April 2001.

Nearly 120 Master's students of theInstitute, along with faculty members, wentto Kachchh, Rajkot and Jamnagar districts.They worked closely with the local NGOsand the Collectors. In Kachchh, these teams(of 70 students and staff) associated withthe Kachchh Nav Nirman Abhiyan and inRajkot (about 45 students and staff) withANANDI. The Director of TISS also joinedthe teams from March 3, 2001 for a periodof about 6 days. The students and facultymembers specifically worked on thefollowing tasks:

Supporting the setting up of VillageCommittees or strengthening them;

Preparing village profiles and carryingout assessments (of current needs andresources, generating specific lists);

Identifying needs of vulnerable groups(by home visits and small group andvillage meetings);

Setting up of schools or plays / activitieswith children in villages;

Helping provide support for temporaryshelters;

Preparing issue-based and need-basedreports for the Government of Gujarat;

Providing feedback to districtadministration on specific issues to helpstrengthen the rehabilitation processes.

In view of the work done in Latur, theGovernment of Gujarat commissioned aRapid Assessment to TISS, Gujarat Institutefor Development Research and to Abhiyanon February 5, 2001. Teams of volunteerscoming to the area to Abhiyan, were trainedfor this task, data was transcribed and fedin to computers at the Base Camp ofAbhiyan. The interim report was submittedon February 12, 2001, which was requestedprior to the arrival of the World BankAppraisal Team on February 13, 2001.


Box 2

Interventions of TISS aftermath the super cyclone in Orissa

TISS Involvement in the Orissa Cyclone (1999)

TISS sent two batches of students after the supercyclone in Orissa. The first batch of abouttwo faculty members and 20 students was followed by around 10 faculty members and100 students. The request for more students came from the Collector, Jagatsinghpur, afterobserving TISS students at work and obtaining their feedback and suggestions. The team'swillingness to implement suggestions and to support the district administrator wereappreciated. TISS's work in this disaster specifically involved:

Rapid appraisals for the state government;

Reaching remote areas with relief;

Damage assessments at village level (detailed household surveys);

Support to the government machinery in putting coordination systems in place,especially at the district, taluka and village levels;

Identifying gaps in relief at the village level;

Setting up "Mamata Grihas" at villages for orphans;

Organising village level committees to access relief as it comes in (to ensure that thevulnerable in a village are not left out and villagers are prepared to access relief withdignity);

Counselling for post-disaster trauma and other specialised human services;

Assisting the setting up of Food for Work Programmes.

It is such systematic intervention at disaster sites and a strong interface with policy makersat district and state levels that has given TISS the credibility of an institution which bringsinsights and is keen to assist various stakeholders.

No. 2, August, 2007 15

Box 3

Interventions of TISS aftermath the Indian Ocean Tsunami

Rehabilitation and Development in the Tsunami Affected Areas (2004)

In Tamil Nadu, TISS in partnership with 29 Schools of Social Work from 5 Universities,conducted the first ever detailed survey of all tsunami-affected villages in the State,providing a comprehensive database of impacts and needs, laying the foundation fordevelopment of future policies for comprehensive development of these areas. This studycovered 150,000 families affected by tsunami. The report was released in June 2005.

The Institute is also in the process of conducting further studies in the affected areas tofacilitate rehabilitation and development planning with a special focus on vulnerablegroups and livelihoods.

In Sri Lanka, TISS agreed to provide technical support to government and non-governmental agencies to develop and implement long-term psychosocial counselingand rehabilitation of the tsunami affected people, particularly women and children. TISSdeputed 5 senior faculty members to undertake several Training of Trainers in Sri Lankafrom January to March 2005 to enable capacity building in dealing with the psychosocialimpacts of the tsunami.

In the Andaman and Nicobar Islands, TISS entered into a MoU with the localadministration and Action Aid International, and embarked on an ambitious programmeof capacity-building of local communities in sustainable development. The programmeinvolved conducting a series of six-month training and capacity building for participantsselected by the community especially from remote settlements of the Nicobar Islands andNorth and Middle Andamans. The primary training areas included participatory processesand planning, resource mapping, natural resources management, and sustainablelivelihoods. The trainees are now back in their villages, working in many ways to moblisesupport and contribute positively to community development. The post-tsunami worknow moves on to initiating community resource centres in select villages of the remoteNicobar islands.


Section III

Designing the Programme: An Emphasis on Praxis

Extensive experience of TISS suggested that disaster response in India has been constrainedby several factors ranging from weak government policies, fragmented disastermanagement strategies, to exclusion of vulnerable communities in the decision makingprocesses. Having contributed systematically to disaster response in India, our experiencesuggested the need to develop qualified, skilled and committed professionals in the fieldof disaster management, people who could think critically and also act creatively. Theneed to provide support in terms of research, training, networking and policy advocacyin the country was also immense. It is in this context, that TISS established the JamsetjiTata Centre for Disaster Management (JTCDM) in 2006 with a grant from the Jamsetji TataTrust. The Centre was inaugurated on May 6, by the Prime Minister of India, underliningthe significance of the Centre to the country.

3.1 The Academic Programme in TISS: Emphasizing Praxis

The main aim of the flagship programme – the Master’s in Disaster Management to beoffered by the JTCDM, was to develop responsive and skilled professionals who would becapable of dealing with a range of disasters in their various phases, and would possess theproficiencies to formulate and implement integrated disaster prevention, preparedness andresponse plans. It thus attempts to create a new cadre of professionals in the arena of disastermanagement. It was envisaged that spread over two years (four semesters), the Masters’programme in Disaster Management would offer both core and optional courses. The corecourses are mostly wide and interdisciplinary in nature and content, while the optionalcourses cater to certain specialisation needs within the field of disaster management. Thetheoretical foundations that guided the curriculum building processes are discussed in thefollowing sections.

A praxis approach to curriculum development was followed, which advocates a sharedidea of the common good and the goal of informed and committed action (Howard, 2007).Describing the praxis model, Grundy's comment on the curriculum process is relevant tothe way the disaster management programme was designed at TISS.

"Critical pedagogy goes beyond situating the learning experience within the experience of thelearner: it is a process which takes the experiences of both the learner and the teacher and, throughdialogue and negotiation, recognizes them both as problematic…[It] allows, indeed encourages,students and teachers together to confront the real problems of their existence and relationships…When students confront the real problems of their existence they will soon also be faced withtheir own oppression."(Grundy, 1987, pp.105)

Situating the course within a praxis approach, the curriculum links the Institute's commitmentto social justice, human security and rights-based governance to the field of disastermanagement. It therefore makes a continual commitment to collective human well-beingand to the emancipation of the human spirit. In the praxis approach, the curriculum isdeveloped through the dynamic interaction of action and reflection. The praxis approach issummarised in Box 4.

No. 2, August, 2007 17

Box 4

Curriculum as Praxis

Teachers enter particular learning situations with

A personal, but shared idea of the good and a commitment to human emancipation,

An ability to think critically, - in-action

An understanding of their role and the expectations others have of them, and

A proposal for action which sets out essential principles and features of the educationalencounter.

Guided by these, they encourage

Conversations between, and with, people in the situation

Out of which may come

Informed and committed action.

They

Continually evaluate the process and what they can see of outcomes

Source: Smith (1996, 2000).

The way we structure a programme contains assumptions about how students learn.Teachers must be aware of these assumptions. In conceiving and building this curriculumwe have also drawn elements from the Integrated Course Designing (ICD) approachproposed by Fink (2003). We acknowledge that teaching-learning comprises complexhuman actions. Following Fink (2005), teaching can be viewed as comprising four generallearning components. They are :(i) Knowledge of the subject matter(ii) Decision about the purpose and nature of the learning experience(iii) Interactions with students (through a variety of structured and unstructured lectures,

discussions, field visits, and(iv) Co-ordination and management of the entire instructional activities.

Fink's model includes the familiar triad of learning goals, teaching and learning activitiesand feedback/assessment.

'Learning goals identify what we want students to learn, learning activities identify howstudents will learn what it is we want them to learn, and the feedback/assessment identifieshow we will know students have achieved the intended goals' (Howard, 2007, pp.4).

The basic interrelated components of Fink's Integrated Course Design Model are(i) analyse the situational factors, formulate the learning goals, design the feedback andassessment procedures, and select the teaching / learning activities. Figure 4 identifiesthe model's components, while Box 5 describes the same.


Box 5Components of ICD

To design any form of instruction, theteacher needs to:

1. Identify important Situational Factors

2. This information should be used to makethree keys sets of decisions:

a. What do I want students to learn?(Learning Goals)

b. How will students (and the teacher)know if these goals are beingaccomplished? (Feedback andAssessment)

c. What will the teacher and studentsneed to do in order for students toachieve the learning goals?(Teaching/Learning Activities)

3. Make certain that these key componentsare integrated (that is, that they supportand reinforce each other).

Source: Fink (2003, 2005)Source: Fink (2003, 2005)

Situational factors provide the backdrop against which important decisions about the courseare made. They impose definite limitations and guidelines on designing a significant learningexperience. Some of the important situational factors that were considered while formulatingthe course are given in Box. 6.

Figure 4: A model of IntegratedCourse Design

No. 2, August, 2007 19

Box 6

Situational factors considered while designing the course

1. Specific context of the teaching/learning situationHow many students will be there in the class?Should the course be pitched at a Diploma or a Master's Level?How will the course be delivered: live, online, full-time, evening program, classroom,or lab?What physical elements of the learning environment will affect the class?

2. General context of the learning situationWhat learning expectations are placed in this course by the University and by societyin general?What learning expectations are placed in this course by practitioners and organisationsworking in context of disasters?

3. Nature of the subject?Should a course primarily be theoretical, practical, or a combination?Is it primarily convergent or divergent?Are there important controversies or there recent changes within the field?At what point in the programme should debates be introduced?

4. Characteristics of the learners: Selection Process?What are the life situations of the learners?What prior knowledge and prior experiences relevant to this subject have students had?What are their goals and expectations of the course?What are their preferred learning styles?

5. Characteristics of the teacher?What beliefs and values does the teacher have about teaching and learning?What level of knowledge does she/he have about the subject?What are his/her teaching strengths and weaknesses?What is the experience base of the teachers?

Source: Adapted from Fink (2005)

Our next step was to establish learning goals. The purpose of this exercise was to exploreaspects such as critical thinking, learning how to use course knowledge creatively, learningto address real-world issues, re-visiting the ways students think about themselves or others,and enhancing a commitment to life-long learning. In his work, Fink (2003) presented ataxonomy of significant learning outlining six kinds of learning to considered when designinga course. It includes foundational knowledge, application, integration, human dimension,caring, and learning how to learn. To this we have consciously added the ideologicaldimension which stems from a value base of social and environmental justice. This lends aperspective to the knowledge and other dimensions and creates a will to act purposivelytowards change. We have combined human dimension and caring into a single categorysince the two, in our view overlap (Figure.5).


Figure 5: Taxonomy of significant learning

No. 2, August, 2007 21

Box 7

Questions for formulating significant learning goals

" A year (or more) after this course is over, we want and hope that students will ……….."Foundational Knowledge- What key information (e.g., facts, terms, formulae, concepts, principles, relationships

etc.) is/are important for students to understand and remember in the future?- What key ideas (or perspectives) are important for students to understand in this course?Application Goals

- What kinds of thinking are important for students to learn?o Critical thinking, in which students analyze and evaluateo Creative thinking, in which students imagine and createo Practical thinking, in which students solve problems and make decisions

- What important skills do students need to gain?- Do students need to learn how to manage complex projects?Integration Goals

- What connections (similarities and interactions) should students recognize and make….:o Among ideas within this course?o Among the information, ideas, and perspectives in this course and those in other

courses or areas?o Among material in this course and the students' own personal, social, and / or

work life?Human Dimension/Caring Goals

- What could or should students learn about themselves?- What could or should students learn about understanding others and/or interacting

with them?- What changes/values do you hope students will adopt?

o Feelings?o Interests?o Ideas?

"Learning-How-to-Learn" Goals

- What would you like for students to learn about:o How to be good students in a course like this? (critical questioning)o How to learn about this particular subject?o How to become a self-directed learner of the subject, i.e., having a learning agenda

of what they need/want to learn, and a plan for learning it?

Following the above taxonomy, our curriculum provides a learning environment that ishighly interactive, and further stimulates other kinds of learning. Certain key questionswere asked to determine the appropriateness and relevance of each of the six types of goals.These are given in Box 4.


Goals Encouraging an Ideological Orientation

- What kinds of ideological orientations are importanto Developing a strong value baseo Developing an appreciation of ethics and ethical practiceso Developing an understanding of 'praxis' and its significance

Source: Adapted from Fink (2005)

The next step was to develop the feedback and assessment procedures for the course. Insteadof routine audit-ive assessment, we have adopted a learning centred approach. We havedeveloped an educative, forward-looking assessment process that is mainly aimed atenhancing the quality of student learning. It incorporates exercises, questions, and offers areal-life context for a given issue/problem, or decision and requires students to write contextbased and reflective assignments.The teaching and learning activities were designed for each course by course teachers andpresentations were made to the team of teachers. Here suggestions were sought and decisionsabout extent of overlap and iteration were taken into account. The team also discussed howand at what levels integration was to be facilitated. Studies have shown that students learnmore and retain their learning longer if they acquire knowledge in active rather than a passivemanner. Bonwell and Elson (1991) described active learning as 'involving students in doingthings and thinking about the things are doing'. 'Doing' refers to activities such as debates,simulations, guided design, group problem solving through field visits and case studies.'Thinking' refers to reflections about the meaning of what students learn or about the learningprocess itself (Fink, 2005). We incorporated this understanding as our basic approach todesign the teaching and learning methods. This is also called 'Holistic view of active learning'(Fink 2003, 2005). See figure 6 below :

Source: Fink (2003, 2005)

Figure 6: A Holistic View of Active Learning

No. 2, August, 2007 23

Two principles guided our choice of learning activities. First, activities were selected fromeach of the following three components of active learning: information and ideas, experience,and reflective dialogue. Second, direct kind of learning activities were identified wheneverpossible. This was possible because the team of instructors was a mix of experienced scholarsand teachers in critical pedagogy, practitioners and multi-disciplinary team comprisinggeographers, social scientists, health and mental health professionals, communitydevelopment specialists, communication specialists. These principles of active learning aresummarized in Table 2.

Table 2: Learning activities for active learning

Getting Experience Reflective DialogueInformation with & Ideas ‘Doing’ ‘Observing’ Self Others

Direct -Primary data -‘Real doing’, -Direct -Reflective -Dialogue-Primary in authentic observation thinking (in and outsources settings of -Journalling of class)

phenomena

Indirect, -Secondary data -Case -Stories:Vicarious & sources Studies Accessed by

-Lectures, -Gaming, films, oraltext books simulations history,

-Role play literature

Online -Course website - Students are assigned to -Students can reflect and then-Internet directly experience disaster engage in various kinds of

management situations dialogue online.- Students can engage in‘indirect kinds ofexperience online.

Source: Fink (2003, 2005)

The final step was to integrate the previous four components namely situational factors,learning goals, feedback and assessment, and teaching/learning activities. We alsocarried out a curriculum mapping exercise before taking it to the classrooms. Thetechnique originally proposed by Jacobs (1997) has several steps. The first step was toidentify the content and skills taught in each course at each level. A calendar-basedchart was created for each course so that our team was able to see what is taught in acourse, and when it is taught. This exercise further helped in revealing both gaps inwhat is taught and repetition between courses. It also helped in identifying areas forintegration and concepts for repeated reflection (spiralling). Once the curriculum contentand structure were ready the Centre went through a rigourous process of sharing andseeking comments and suggestions Table 3 describes this process and formal AcademicCouncil (TISS) approval required for offering the programme.


Table 3: Time frame and process of developing the Master’sprogramme in Disaster Management

Reviewingcoursesrelated todisastermanagementbeing offeredby institutesanduniversitiesthe worldover

JulySeptember2006

Presentingtheframework toUniversitiesin the Africancontinentthrough aninternationalworkshop atCapetown. Avisit to 9AmericanUniversitieswith amission toobtainfeedback

AugustDecember2006

Sharing thecoursecontents andstructurewith anational levelgroup ofexperts fromNGOs andINGOs;makingchangesaccording toinputsreceived

December2006

PresentingCourseoutline andcontent toAcademicCouncil,consultationswithmembers.

Presentingrevisedcourse to asecondAcademicCouncilmeeting.Academiccouncilratifies thecourse

January-February2007

Formulatingandreviewingstudymethodologyand studymaterials forall courses

May-June2007

Introducingthe course atTISS Mumbai

September2007

Source: JTCDM Annual Report (2006-07)

No. 2, August, 2007 25

Section IVThe Outcome: Detailing the Masters’ Programme at TISS

Our final curriculum involved three major domains: knowledge, action and self. The knowledgecomponent comprised subject matter and perspectives specific to disaster management. Theaction component included the necessary skills of disaster management, while the selfcomponent included and the ability for critical reflection identifying oneself with the specificideology and competencies required in the field. Objectives of the Programme -1. To create skilled professionals with substantive knowledge, skills and perspective on

disasters.2. To enable the development of an understanding of issues related to sustainability, locating

current debates in disaster management within the framework of environmental justice,state and civil society dynamics, development, conflict and displacement, andglobalisation.

3. To enable a critical appreciation of disasters from the vantage point of science andtechnology in prediction, mitigation and response.

4. To cultivate appropriate values, strong multidisciplinary knowledge base and skills thatthose are essential for intervention in disasters and their prevention.

Foundation Courses

Any intervention for reducing vulnerabilities and mitigating disasters requires a widerperspective and an adequate familiarity with key theoretical and empirical issues. Theobjectives of foundation courses is to help students develop linkages between the knowledge-base and sensitivity to contemporary social and development issues as the field of disastermanagement must inform itself and build on the existing development debates. Thesefoundation courses are therefore primarily woven around understanding social structures,economic processes and human development and identify issues. They look at the linkagesbetween vulnerability, development and disasters and the role of media. It also becomesvery crucial in this context that the learner grasps the key theoretical debates on socialstructure, social change and culture; and analyse these issues within the context of disastersand risk. In addition, the rapid globalisation process has in a sense led to a global spread ofhazards and risk awareness, be it natural disasters or man-made threats such as terrorism,conflict and war. The foundation courses (Table 3) are shaped in such a way that they providestudents a wider perspective and offer an opportunity to develop in-depth understandingof these issues.

Table 4: Foundation Courses3

Course No. Course Title Credits

FC1 Understanding Society 2FC2 Introduction to Basic Economics 2FC3 India’s Development Experience 2FC4 Human Development, Identity, Culture, and Media 2FC5 Disasters and Development (Bridge Foundation Course) 2

4 The four Foundation Courses (FCs) were drafted by a Core Committee and are common to all Masters’ programmesat TISS. The fifth course (FC5) is specific to each Masters’ programme, in this case Disaster Management.


Core Courses

The core courses cover the substantive theoretical and management aspects of disasterstudies. They provide a comprehensive overview of the field. Believing that the basicstructures of the discipline are the focal points of curricula, Bruner (1960) said,

‘Learning should not only take us somewhere; it should allow us later to go further more easily…Themore fundamental or basic is the idea, the greater will be its breadth of applicability to new problems’(pp.17-18).

The curriculum on the Masters’ programme in Disaster Management at TISS adopted thisapproach as one of its key principles, in framing and organising the Core Courses. Thelearner begins his/her knowledge gaining process with an understanding of basic conceptsrelevant to a particular discipline. For disaster management professionals, it is very essentialto grasp the meaning and processes behind the concepts that are frequently within thediscipline. However, unlike some of the other professions, a disaster management specialistwill come across concepts that are understood and used differently by various actors. Themain reason for this is the diverse orientation of the actors based on their particular areas ofspecialization. For example within social sciences, the cultural and political conceptualisationwill result in emphasizing certain aspects while technical specialists will focus on otherdimensions. Besides a professional in disaster management sector has to work with differentactors having varied understanding of the issues. It is the both the skill and the depth of theprofessional disaster manager to understand these social constructs and then developactivities to work with or around them which needs to be developed through the curriculum.The core courses are designed in such a way that the learner gains a strong conceptual baseand develops the critical ability to reflect on how others in the sector understand theseconcepts and issues.

Apart from grasping basic concepts, some of the core courses are also aimed atstrengthening the students’ understanding on disasters, vulnerabilities and developmentand enabling them to locate their interventions in a broader global contexts. One of thesignificant processes in disaster mitigation is to grasp the vulnerabilities and then buildthe capacities of communities to address these susceptibilities. In this context, disastermanagement professionals require the knowledge and skill to understand the complexforms of vulnerabilities, how they are experienced and how they manifest themselves.Certain core courses are also aimed at developing perspectives and skills of students towork with different types of constituencies and stakeholders. The list of core courses isgiven in Table 5.

The Concentrations

In addition to providing basic understanding and necessary skills, the Masters’curriculum at TISS also provides an opportunity to develop specialist knowledge andskills through concentrations. Seven concentrations, (comprising four courses each) havebeen developed. These are based on current trends and existing demand in the profession.Students pursuing their Masters’ programme in Disaster Management are required tochoose any two.

Table 6 provides the list of concentrations offered as part of the Masters’ programme inDisaster Management.

No. 2, August, 2007 27

Table 5: Core Courses


MDM1 Introduction to Hazards and Disasters 2

MDM2 Fundamentals of Disaster Management 2

MDM3 Technology, Environment and Disasters 2

MDM4 Approaches and Planning for Disaster Prevention,Preparedness and Vulnerability Reduction 2

MDM5 Approaches and Planning for Response — Standards inHumanitarian Aid, Relief, Rehabilitation and Development 2

MDM6 Disaster Risk Reduction and Development Planning 2

MDM7 Communicating Disasters: Strategies and Approaches 2

MDM8 Geographical Information System (GIS) and Remote SensingTechniques in Disaster Management 2

MDM9 Research Methodology I 2

MDM10 Research Methodology II 2

MDM11 Project Management in Disaster Contexts 2

MDM12 Introduction to Disaster Financing 2

MDM13 Logistics Management in Disaster Situations 2

MDM14 Governance, Law and Policy in Disaster Management 2

MDM15 Seminar Courses in Disasters and Monograph Writing 2

MDM16 Public Health and Disasters 2

Total Core Courses - 16 32


Table 6: List of Concentrations


Concentration I Public Health and Disaster ManagementMDM17 Public Health Planning and Management for Disasters I 2MDM18 Public Health Planning and Management for Disasters II 2MDM19 Seminar Course in Emerging Issues in Public Health

with regard to Disasters 2

Concentration II Psychosocial Care in Disaster ManagementMDM20 Psychosocial Care in Disaster Situations 2MDM21 Psychosocial Interventions with Special

Groups during Disasters 2MDM22 Staffing, Standards, Ethics, and Policies for

Psychosocial Care 2

Concentration III Governance in Disaster ManagementMDM23 Governance, Politics and Disasters 2MDM24 Governance for Disaster Risk Management 2MDM25 Empowerment, People-Centred Governance and

Disaster Management 2

Concentration IV Conflicts, Peace and DevelopmentMDM26 Conflicts and Conflict Analysis 2MDM27 Conflicts and Humanitarian Crises 2MDM28 Conflict Transformation, Peace and Just Development 2

Concentration V Logistics Management and Service Delivery SystemsMDM29 Dimensions of Disaster Relief Logistics and Supply

Chain Management 2MDM30 Logistics and Supply Chain Management Processes 2MDM31 Strategic Planning in Disaster Logistics and Supply

Chain Management 2

Concentration VI Geographical Information Systems in Disaster Mgt.MDM32 Data, Maps and Automation 2MDM33 Data Management and Analysis 2MDM34 GIS Design and Application in Disaster Management 2

Concentration VII Communication and MediaMDM 35 Writing Effectively – Audience specific communication 2MDM 36 Photography and Videography – Using the Camera

effectively for Reporting and Advocacy 2MDM 37 Media Training for Disaster Managers 2

Total any 2 concentration = 8 courses 16

No. 2, August, 2007 29

Table 7: Internships and Research


MDM 38 Study Visit 2MDM 39 Internship 1 6MDM 40 Internship 2 8

Total 16

MDM 41 Research Dissertation 6

Grand Total 76

Internships and Fieldwork – (MDM 38-40):The internships and fieldwork consist of supervised placements of students in live disastersites or with affected communities or with organisations that are involved in disastermanagement. Field work would generally consist of three components:

MDM 38: Study visit: In the first semester, students would go on a study visit and work onwritten and analytical submissions based on the visit. This carries 2 credits.

MDM 39: Internship 1: At the beginning of Semester II, students spend a period of fourweeks with a pre-selected organisation. Specific field activities are carved out and studentsmaintain periodic reports. They also make a final submission which is evaluated. This carries6 credits.

MDM40: Internship 2: The fourth semester internship of six weeks duration is to focus onspecialized areas and will be in accordance to the concentrations selected in the third semester.This carries 8 credits.

Student internship entails continuous performance assessment. It includes reports from thefield contact or supervisors. At the end of each field placement, there is an overall performanceassessment based on the report of the supervisor in the placement agency, the student’sprescribed field report, and the JTCDM’s faculty supervisor’s assessment. The exercise isguided by standard assessment forms. These contain guidelines for the field agencysupervisor, for the student, and for the Centre’s faculty supervisor.

Research (MDM 41)Conceptualising and conducting a formal research project and writing up a full dissertationthrough data collection and interpretation are an important dimension of a Masters’ programmethat fosters critical reflection. Disaster research can contribute to influencing policies and inimplementing appropriate action plans. This part of the course is expected to give students anexposure to research methodology through direct and active involvement in conducting aresearch project. The outcomes of formal/external interventions, or the evaluation of programs,and its ethical considerations involved in such endeavours could also assume the form ofspecific research projects. Research is a compulsory component for awarding the M.Sc. / M.A.in Disaster Management, and carries a weightage of 6 credit hours. The dissertation is intendedto familiarize the student with the process of conducting research including problemidentification, examining relevant theoretical perspectives, selection of suitable research design,and collection of data, and analysing and interpreting it meaningfully.

This is the final programme structure (as of August 2007) and the full details of each courseare in Appendix II.


Section V

Conclusion

The Tata Institute of Social Sciences will launch the Master’s Programme in DisasterManagement in September 2007, the first of its kind with a multi-disciplinary approach notonly in the country but also in the Asian region. A total of 189 applications have been received,of which 16 were selected and 14 candidates have joined the programme. The applicants arefrom varied academic backgrounds like engineering, medicine, basic sciences and artssubjects and many of them have prior work experience.

Discussing the challenges that new degree programmes in disaster management face, Neal(2000) has pointed out that one of the most crucial issues is of legitimacy within the academy.The issue of legitimacy revolves around two related topics, a body of knowledge and theavailability of qualified faculty. Discussing the global developments in disaster managementas an academic discipline, Neal remarks that since the disaster management profession isstill emerging and defining itself, university administrators often puzzle where a disastermanagement programme should be placed.

Neal continues…

‘…For example, programs currently exist in colleges of arts and sciences,health colleges, and schools related to community service. Furthermore,since most programs are small and having no more than one or twofaculty members, they are generally placed within some other department.Among departments, the most popular location of disaster programmesseems to be within political science/public administration. Puttingdisaster degree programmes within these academic areas… thus, resultsin a structural/organizational problem ….which carries implications forfaculty recruitment.’

In our context, the Centre was successful in carving out a curriculum that is rich inknowledge and is in the process of channelling disaster management as a dicipline and aprofession. The Centre has already appointed quality faculty members from multipledisciplines and its history of sixty years of disaster intervention contributes to the academiclegitimacy. Moreover, it has sufficient resources and potential to attract eminent facultyfrom India and abroad.

The JTCDM has also integrated scholarly research of the Centre with the curriculum. Studentsof the Masters’ programme will be encouraged to align their select research dissertationwith the broader areas of research that the centre has identified and is working on. Theresearch projects of the centre have a wider focus that could provide insights to practitionersin the field, to research a specific hazard or to assist a specific type of organisation or groupwho require critical and empirical inputs. In this process, the resource centre of JTCDM hasalso collected and organised a wide range of materials such as books, articles, reports, videosetc. with the purpose of assisting students, faculty and practitioners. According to Neal(2000), such steps are crucial to provide adequate legitimacy for the disaster managementprogramme within the academy and to the practitioners.

A quick reflection of the course also reveals how it integrates theory with practice. Theclassroom sessions are systematically integrated with field exposure through workshops

No. 2, August, 2007 31

and interactive sessions with practitioners in the field study visits and internshipssubstantially aid this process. Through internships, a platform for our students to relatetheir classroom understanding to practice is also created. These exercises also help insharpening the curriculum, the trends and specialisation in the profession, internships andemployment opportunities. The centre has also constituted an Advisory Board that consistsof practitioners and academicians who provide excellent inputs on curriculum requirements,internship, research projects and emerging trends. A good network with professionalorganisations actively involved in disaster management has also been established. .

As we reflect back on the curriculum building process and the different stages we passedthrough, Stenhouse’s metaphor of the curriculum to that of a recipe in cooking seems striking,

“… It can be criticized on nutritional or gastronomic ground – does itnourish and does it taste good?- and can it be criticized on the groundsof practicality – we can’t get hold of six dozen larks’ tongues and thegrocer can’t find any unicorn horn! A curriculum, like the recipe for adish, is first imagined as a possibility, then the subject of experiment.The recipe offered publicly is in a sense a report on the experiment.Similarly, a curriculum should be grounded in practice. It is an attemptto describe the work observed in classrooms that it is adequatelycommunicated to teachers and others. Finally, within limits, a recipecan vary according to taste. So can a curriculum.”

Stenhouse, 1975, pp.4-5.

We do hope that this curriculum gets adopted, modified, improvised and enhanced in theyears to come by institutes offering a programme in disaster management, including at theTISS and we continue to share our experience.


References

Andharia, J. (1996) Responding to Emergencies and Disasters: Enhancing the Relevance ofSocial Work Curriculum, Kayakalp, Vol 1, No. 2. January –June 1996. (Cente for EducationalInnovation, IIM, Ahmedabad).

Andharia, J. (2002) “Institutional Response to Disasters: Changing Contours of the Role ofan Academic Institution”, Indian Journal of Social Work, special issue, Vol.63, Issue No.2, 2002.

Bonwell, C.C. and Elson, J.A. (1991) Active learning: Creating excitement in the classroom.ASHE-ERIC Higher Education Report 1. Washington, D.C.: George Washington University.

Bruner, J. (1960) The process of education. Cambridge, MA: Harvard University Press.

Fink, D.L. (2003) Creating significant learning experiences: An integrated approach to designingcollege courses. San Francisco: Jossey-Bass.

Fink, D.L. (2005) ‘Integrated coutse design’, Idea paper # 42, March 2005, Manhattan: TheIdea Center.

Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.

Howard, J. (2007) Curriculum Development, Centre for the Advancement of Teaching andLearning, North Carolina: Elon University, org.elon.edu/catl/documents/Curriculum%20Development.pdf. Last accessed: 20 June 2008.

Jacobs, H.H. (1997) Mapping the big picture: Integrating curriculum and assessment K-12.Alexandria, VA: Association for Supervision and Curriculum Development.

Neal, D. M. (2000) Developing degree programs in disaster management: Some reflectionsand observations, International Journal of Mass Emergencies and Disasters, 18(3), pp.417-437.

Smith, M.K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopedia of informal education,www.infed.org/biblio/b-curric.htm. Last updated: 11 April 2008.

Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London:Heineman.

TISS Report . (2001) TISS Participation in Gujarat Quake: A Report for the Governing BoardMeeting, TISS, Mumbai.

No. 2, August, 2007 33

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No. 2, August, 2007 37

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12.

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ory,

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anag

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rror

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Sc. I

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esea

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ronm

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Dis

aste

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K.

•D

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Stud

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http

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a.go

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cweb

/edu

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lege

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No. 2, August, 2007 39

Sl.

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15.

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UK

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nvir

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16.

MA

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ta In

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trod

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aste

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fare

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ts &

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Rol

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echa

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s in

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ics

of H

uman

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id•

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http

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MSc

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k, D

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ter

&Bu

sine

ss S

choo

l,D

etai

ls N

ot A

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agem

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vers

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No. 2, August, 2007 43

Appendix II

DETAILED CURRICULUM OF M. Sc. / M.A.IN DISASTER MANAGEMENT AT TISS

1. Distribution of Credit Hours

Year Semester Detail Credit Hours

First I Courses 22Study Visit 2

II Courses 20Internship 6

Second III Courses 12

IV Internship 8Research Project 6

Total 76

2. Semester-wise Listing of Courses

Semester Course Title Credits

I FC 1 Understanding Society 2FC 2 Introduction to Basic Economics 2FC 3 India’s Development Experience 2FC 4 Part I: Media, Culture and Society 1FC 4 Part II: Perspectives in Human Development 1FC 5 Disasters and Development (Bridge Foundation

Course) 2MDM 1 Introduction to Hazards and Disasters 2MDM 2 Fundamentals of Disaster Management 2MDM 4 Approaches and Planning for Disaster Prevention,

Preparedness and Vulnerability Reduction 2MDM 5 Approaches and Planning for Response —

Standards in Humanitarian Aid, Relief,Rehabilitation and Development 2

MDM 9 Research Methodology I 2MDM 15 Seminar Course in Disasters 2MDM 38 Study visits and tutorials 2

II MDM 3 Technology, Environment and Disasters 2MDM 6 Disaster Risk Reduction and Development Planning 2MDM 7 Communicating Disasters: Strategies and Approaches 2MDM 8 Geographical Information System (GIS) and Remote

Sensing Techniques in Disaster Management 2


MDM 10 Research Methodology II 2MDM 11 Project Management in Disaster Contexts 2MDM 12 Introduction to Disaster Financing 2MDM 13 Logistics Management in Disaster Situations 2MDM 14 Governance, Law and Policy in Disaster Management 2MDM 16 Public Health and Disasters 2MDM 39 Fieldwork (Internship) 6

III MDM 17 Public Health Planning and Management forDisasters I 2

MDM 18 Public Health Planning and Management forDisasters II 2

MDM 19 Seminar Course in Emerging Issues in Public Healthwith regard to Disasters 2

MDM 20 Psychosocial Care in Disaster Situations 2MDM 21 Psychosocial Interventions with Special Groups

during Disasters 2MDM 22 Staffing, Standards, Ethics, and Policies for

Psychosocial Care 2MDM 23 Governance and Disasters 2MDM 24 Governance and Disaster Management 2MDM 25 Empowerment, People-Centred Governance and

Disaster Management 2MDM 26 Conflicts and Conflict Analysis 2MDM 27 Conflicts and Humanitarian Crises 2MDM 28 Conflict Transformation, Peace and Just Development 2MDM 29 Dimensions of Disaster Relief Logistics and Supply

Chain Management 2MDM 30 Logistics and Supply Chain Management Processes 2MDM 31 Strategic Planning in Disaster Logistics and Supply

Chain Management 2MDM 32 Data, Maps and Automation 2MDM 33 Data Management and Analysis 2MDM 34 GIS Design and Application in Disaster Management 2MDM 35 Writing Effectively – Audience specific

communication for disaster professionals 2MDM 36 Photography and Videography – Using the Camera

effectively for Reporting and Advocacy 2MDM 37 Media Training for Disaster Managers 2

IV MDM 41 Research Dissertation 6MDM 40 Fieldwork (Internship) 8

Semester Course Title Credits

No. 2, August, 2007 45

The programme offers the opportunity to develop specialist knowledge. Seven concentrationscomprising four courses each have been developed. Students will be required to choose anytwo of these seven concentrations. The concentrations are

1. Public Health and Disaster Management2. Governance in Disaster Management3. Geographical Information Systems in Disaster Management4. Psychosocial Care in Disaster Management5. Conflicts, Peace and Development6. Logistics Management and Service Delivery Systems7. Communication and Media

(Note: The first three concentrations will be offered in the year 2007-2009. The otherconcentrations may be offered through diverse modes depending on the number of studentsopting for them. The Institute reserves the right to withhold any concentration.)

3. Facilitating Multi Level Entry Exit

The programme is also aimed at facilitating multi level entry and exit for mid-careerprofessionals. The tables below indicate the placement and distribution of courses and creditsacross semesters.

Table indicating placement and distribution of courses and credits

Semester I Semester II Semester III Semester IV

Courses Credits Courses Credits Courses Credits Courses CreditsFC 1 2 MDM 39 6 12 MDM 40 8FC 2 2 MDM 3 2 MDM 41 6FC 3 2 MDM 6 2FC 4 2 MDM 7 2FC 5 2MDM 1 2 MDM 8 2MDM 2 2 MDM 10 2MDM 4 2 MDM 11 2MDM 51 2 MDM 12 2MDM 9 2 MDM 13 2MDM 15 2 MDM 14 2MDM 38 2 MDM 16 2Total 242 262 12 14

Any 2concentra-tions of 3courseseachoffered inmodularform over9 weeks

MDM 41ResearchProject(Compul-sory)

Studentswork ontheirdissertation

1MDM 5 is not for certificate students who only require 22 credits

2Diploma students will make a guided choice among courses offered to Masters students (of the 10 coursesoffered, diploma students will only do 8) and acquire 22 credits.


Multi Level Entry Exit

Program Semester I Semester IICourses Credit Study Total Courses Credit Intern- Total

Visits credits ship creditsCertificate 9 20 2 22

Diploma 9 20 2 22 8 16 6 44

Masters 10 22 2 24 10 20 6 26

Program Semester III Semester IV

Courses Credit Total credits Internship/ Credit TotalResearch

Masters students would have accumulated 50 credits in Semesters I and II¨Masters 6 12 12 6 8+6= 14 76

4. Course Outlines

Foundation courses of 8 credits would be the same as in other Masters programmes in theInstitute.

FC5: Disasters and Development: Bridge Foundation CourseRelationship between disasters and development, implications. History of disaster responsestrategies; The political economy of humanitarian assistance. Theories on Risk, Crisis andDisasters - Social structure and disasters, Ulrich Beck and the Risk Society, critique thereof;Social, economic and political processes within developing countries that structure the impactof natural disasters; Social groups affected by disasters- special groups. Catastrophes andSocial Change - Community and structural changes during disasters. Migration, conflictsand disasters, Disaster interventions as opportunities for social change; State and Civil Societyresponses; local/indigenous community during disasters; Poverty, hunger, conflicts anddisasters – Exploring social inequalities and entitlements; Relevant Case Studies.

MDM1: Introduction to Hazards and DisastersIntroduction to key concepts - Hazard, risk, disaster, crisis, emergencies, vulnerability,susceptibility, capacity, disaster management, prevention, preparedness, mitigation,rehabilitation; Nature and types of hazards and disasters; Effects of Hazards: Primary,secondary and tertiary effects; Time and space dimensions of disasters; Forecasting of disasterrisks; Relationship between disasters, vulnerability and development; Factors influencingvulnerability; Relevant case studies.

MDM2: Fundamentals of Disaster ManagementThe phases of disaster management - Preparedness, mitigation, response and recovery;Components of a disaster management system; Disasters and sustainable transformation:Recognising local culture, structure, capacities and need; Principles of disaster management;Models of risk and addressing vulnerability - The Pressure and Release Model of risks; TheSustainable Livelihoods Model; Measuring vulnerability – Hazard/ risk assessment andmapping; cost-benefit analysis and environmental impact assessment; Participatoryapproaches in disaster management - Participatory Vulnerability Analysis/ Participatory

No. 2, August, 2007 47

Assessment of Disaster Risk, Community based capacity mapping and analysis; Ethicalconsiderations and dilemmas in humanitarian aid; Public awareness in disaster management- Community hazard analysis and contingency planning, Composition and objectives of adisaster management team.

MDM3: Technology, Environment and DisastersEnvironmental degradation and risk - Technology, environment and development,Modernisation, natural resources and disasters; Technological modernisation and theglobalisation of risk - Ecological modernisation; Climate change and disasters – globalwarming, deforestation, pollution; Environment Policy and disasters; Socio-cultural andeconomic dimensions of environmental degradation - Common pool resources, livelihoodand disasters; Impacts on food production and supply, health and diseases/epidemics;migration and conflicts; Tourism and disasters; Appropriate technology, conservation andenvironmental management practices; Built environment and Society; Environment andsanitation; Relevant case studies.

MDM4: Approaches and Planning for Disaster Prevention, Preparedness and Vulnerability ReductionFrameworks for disaster prevention and mitigation; Mechanisms and institutional structuresfor prevention and preparedness; Hazard and Risk reduction strategies; Prevention andmitigation strategies; Development planning for prevention and mitigation; Urban planning,Rural development plans; Strategies for community based disaster preparedness andmitigation; Communities prone to disasters – Coping capacities and resilience ofcommunities; Local knowledge system and local mitigation strategies; Structural mitigationas a community centred process; Stakeholder analysis – Participatory risk assessment anddisaster mitigation; Emergency preparedness of state bodies; Legal aid and policy advocacyin disaster prevention and mitigation.

MDM5: Approaches and Planning for Response — Standards in Humanitarian Aid, Relief,Rehabilitation and DevelopmentNature and types of immediate response of disaster survivors; Specificities of culture andsocial structure in disaster response; Difference between disaster response in natural andhuman made disasters; Immediate relief strategies; Standards and best practices in reliefoperations - SPHERE standards of care and ethical practices in disaster management;Assessing the impact of disasters; Integrated risk and resources assessment; Communityparticipation and the rights approach; Response to communities secondarily affected bydisasters; Public-private partnerships in disaster management; Emergency operations plandevelopment - Plan testing and monitoring; GIS for relief operations.

MDM6: Disaster Risk Reduction and Development PlanningUnderstanding disaster risk and its implication for sustainable development; ContextualFactors in Disaster Risk Management - Disaster risk as an outcome of the interplay betweenhuman, natural and other contextual factors, Various models of disaster risk management;Tools and methods for assessing and monitoring disaster risk trends, patterns and conditions;Risk reduction planning - Case studies on integration of risk reduction into developmentactivities and planning, Prospective Disaster Risk Management and Sustainabledevelopment; The framework of Community Based Disaster Risk Management (CBDRM) -Facilitating participatory assessment and planning for Community Managed Disaster RiskReduction (CMDRR); Social Networks in Disaster Risk Management.


MDM7: Communicating Disasters: Strategies and ApproachesIntroducing development communication; Common communication failures;Communication strategies during disasters - Crisis communication planning, crisiscommunication centres and alternative communication technologies; Channels ofcommunications; Risk communication strategies; Communicating with/ through the media- The role of media and public awareness in preparedness and mitigation; use of media ininformation dissemination; Media management skills; Effective media management; Usingthe new media; Strategies for Information Management; The information management cycle;Fundraising Communications - Linkages between fundraising and communication inemergencies, Fundraising and communication components in disaster management plans.

MDM8: Geographical Information System (GIS) and Remote Sensing Techniques in DisasterManagementIntroduction to GIS: GIS and Remote Sensing concepts; Satellites and Sensors, Digital ImageProcessing, Image Rectification, Image Classification techniques; An overview on the essentialelements of GIS - Introduction to GIS data formats and softwares; Understanding of spatialdata and their usage in GIS; Working with GIS - Displaying data, Querying the database,Working with spatial data, Working with tables, Editing the data, Working with geo-referenced data, Presenting the data; GIS applications.

MDM9: Research Methodology IIntroduction to Research Methodology - Philosophy of Science, assumptions and values;Significance of Social Research, Steps in Social Research, Nature of Quantitative andQualitative Research. Research Design: Types, Hypotheses, Variables, Levels of measurement;Tools of Measurements - Reliability and Validity of Instruments; Methods of controllingvariance. Data Collection and Sampling -Purpose of the sample-Types of sampling -DataAnalysis -Descriptive Statistics -Inferential statistics -Statistical hypothesis -Test of significance-Parametric and non-parametric tests. Research writing in quantitative research. Use of ITand GIS in disaster research.

MDM 10: Research Methodology IIIntroduction to Qualitative Research : Subjective and Objective Paradigms -Theories of truth- Need for objectivity - Ethical stance; Methods in Qualitative Research - Methods of datagathering: Life histories, interviews, participant observation, focused group discussions,Text; Analysis Scheme for Qualitative Research - Data reduction, data display and conclusiondrawing -Concept map; Concept of Triangulation -Triangulation Protocols; Rapid assessmenttechniques – Action research – Participatory approaches; Case-study Methods; Ethnographicresearch methods; Policy Research. Writing up qualitative research; Cross-national andcomparative disaster research; Planning and preparing proposals for qualitative studies.Combining qualitative and quantitative methods in social enquiry.

MDM 11: Project Management in Disaster ContextsDeveloping proposals – Role of ideology and perspectives, Fund raising. Characteristics ofProjects - The Project life cycle; Components of a project cycle - Planning, Monitoring andEvaluation; Planning of programmes – Log Framework; Estimating time and costs -Developing budgets; Factors influencing decision making; Managing Risk - Identifyingsources of risk; Risk analysis and assessment; Resource Scheduling: Scheduling problems,The Critical Chain Approach; Legal and administrative aspects of resource mobilization;

No. 2, August, 2007 49

Assigning Project work; Managing Project Team; Managing Projects across organizations;Monitoring project performance; Project Audits and Project appraisal tools; Case studies toillustrate issues in Planning, Monitoring and Evaluation of projects in disaster management.Record keeping and writing project documents.

MDM 12: An Introduction to Disaster FinancingIntroduction to Financial Accounting - Basic concepts in finance; Budgets and Accountingsystems; Managing organisational and financial resources. Introduction to Cost Accountingand Book- Keeping; Methods of finance reporting. Politics of disaster financing; Disasterfinancing mechanism related to risk reduction, response and rehabilitation - Role of differententities; Financing linked to human rights standards of operation – transparency, accountability,participation, gender justice; Ethical issues related to financial decision-making.

MDM 13: Logistics Management in Disaster SituationsIntroduction to Logistics and Supply Chain Management; Provisioning and inventory controlas part of logistics; Logistics functions - Procurement, Stores Management, Transport andDistribution; Logistics during disaster relief and recovery - Emergency management of reliefmaterial and maintenance of essential services. Responses of government, non-governmentalorganisations, telecommunication; Role of judiciary and armed forces; Strategies for theintegrated management of emergency supplies; Evaluating Service delivery systems. Criteriafor effective disaster relief logistics; Supply chain performance measurement. Supply ChainManagement Finance; The Humanitarian Supply Management System; Challenges for effectivedisaster relief logistics; Building local logistical capacity to address emergency situations;Relevant Case studies.

MDM14: Governance, Law and Policy in Disaster ManagementA comparative perspective of disasters and disaster management; Region wise analysis: Disastermanagement in India - History, organisational and legal dimensions, Disaster management inthe Five Year Plans, The National Disaster Frameworks, A comparative perspective on disastersand disaster management across regions within India; Disaster management at the global level- International organisations involved in disaster management, Key international frameworksfor disaster management; Law in humanitarian crises - basic principles of humanitarian lawand ethics; International mechanisms for the protection of human rights; Protection of civilians,international humanitarian law and humanitarian aid operations; Protection, immunities andlegal duties of personnel engaged in humanitarian aid; The structure of international law; War/Conflicts, refugees and internally displaced persons; Ethical dimensions - The Rights basedapproach and humanitarian interventions; Relevant Case Studies.

MDM15: Seminar Course in DisastersStudents make individual and group presentations on theory and practice in the areas ofdisaster management. Resource persons are invited to participate in the discussions. Studentsare guided in their reading of the available literature in the field and helped to relate whatthey read to the theory courses and prepare for field study visit. The content pertains tocrucial/emerging/ignored issues in disaster management.

MDM16: Public Health and DisastersKey concepts of health, models and approaches to health and health work. Concepts ofpublic health. Impact of disasters on public health including mental health, Public health


and mental health outcomes during disasters and its implications. Public health / Mentalhealth responses during disasters. Public / Mental health care delivery systems and disasters,Challenges of integrating mental health services. Partners in public/Mental health caredelivery, Networking and collaboration.

Concentrations: Seven concentrations or specialisations are envisaged in the third semester.Students will choose any two of the concentrations. The table below presents the four coursesunder each concentration. The first course listed for each concentration is a compulsorycourse for all students and will be completed in the first and second semesters.

Sl. No. Concentration Courses

I Public Health and MDM 16: Public Health in DisastersDisaster Management MDM 17: Public Health Planning and Management for

Disasters IMDM 18: Public Health Planning and Management forDisasters IIMDM 19: Seminar Course in Emerging Issues in PublicHealth with regard to Disasters

II Psychosocial Care in MDM 16: Public Health in DisastersDisaster Management MDM 20: Psychosocial Care in Disaster Situations

MDM 21: Psychosocial Interventions with SpecialGroups during DisastersMDM 22: Staffing, Standards, Ethics and Policies forPsychosocial Care

III Governance in MDM 14: Governance, Law and Policy in DisasterDisaster Management Management

MDM 23: Governance and DisastersMDM 24: Governance and Disaster ManagementMDM 25: Empowerment, People-Centred Governanceand Disaster Management

IV Conflicts, Peace and MDM 14: Governance, Law and Policy in DisasterDevelopment Management

MDM 26: Conflicts and Conflict AnalysisMDM 27: Conflicts and Humanitarian CrisesMDM 28: Conflict Transformation, Peace and JustDevelopment

V Logistics Management MDM 13: Logistics Management in Disaster Situationsand Service Delivery MDM 29: Dimensions of Disaster Relief Logistics andSystems Supply Chain Management

MDM 30: Logistics and Supply Chain ManagementProcesses

MDM 31: Strategic Planning in Disaster Logistics andSupply Chain Management

No. 2, August, 2007 51

VI Geographical MDM 8: Geographical Information System (GIS) andInformation Systems Remote Sensing Techniques in Disaster Managementin Disaster MDM 32: Data, Maps and AutomationManagement MDM 33: Data Management and Analysis

MDM 34: GIS Design and Application in DisasterManagement

VII Communication MDM 35: Writing Effectively – Audience specificand Media communication

MDM 36: Photography and Videography –Using the Camera effectively for Reportingand Advocacy

MDM 37: Media Training for Disaster Managers2

The course details for each of these concentrations are given below.

Concentration I: Public Health and Disaster Management

MDM 17: Public Health Planning and Management for Disasters I

Public health challenges, methods and functions during disasters. Basic concepts incommunicable diseases, non communicable diseases, environmental health, food securityand nutrition, social and behavioural determinants of health and Preventive public healthinterventions. Community based health promotion and health education, Hospital disasterpreparedness and responses, Ethics and standards in public health care delivery

MDM 18: Public Health Planning and Management for Disasters IIPublic health assessment during disasters – epidemiology, public health surveillance system,Health information management and communication. Damage analysis, health surveys.Planning and management of public health care relief. Training and Role of Medicalpersonnel, paramedic and health volunteers. Public health policies and research.

MDM 19: Seminar Course in Emerging Issues in Public Health with Regard to DisastersEmerging/ignored issues in disaster public health and public health disasters like issues inenvironmental health (pesticide use, pollution, nuclear waste/accidents/weapons,),Nutrition (malnutrition, growth regulators), Reproductive and sexual health (HIV/AIDS,abortion , fertility, contraceptive use), Public health and Deprivation (migrants, women,child abuse), Chronic diseases (tobacco use, cancers, cardiovascular diseases, stroke), Socialhealth issues (housing, poverty, transport), Mental health (suicides, domestic violence,substance abuse, etc).

Concentration II: Psychosocial Care in Disaster ManagementMDM 20: Psychosocial Care in Disaster Situations

Significance, key concepts and scope of psychosocial care / mental health services in disastersituations. Psychosocial needs at different stages of help. Presentations of the impact ofdisaster on mental health. Assessment and identification of individuals, groups andcommunities for psychosocial intervention. Theoretical perspectives on psychosocial

Sl. No. Concentration Courses


recovery. Principles, basic techniques, skills and tools of working with individuals, groupsand communities. (psychosocial care). Developing and implementing a comprehensiveprogramme for disaster mental health. Culture specific consequences and indigenousinterventions. Challenges in mental health service delivery.

MDM 21: Psychosocial Interventions with Special Groups During Disasters

Concepts and perspectives on vulnerability, vulnerable groups in disasters and mental healthvulnerability. Differential impact on mental health with varying nature and interface ofdisasters. Different vulnerable groups in disaster, their needs, coping patterns, factorscontributing to resilience, special issues, therapeutic approaches and interventions.

MDM 22: Staffing, Standards, Ethics and Policies for Psychosocial Care

Multidimensional nature of disaster work. Need for team work, networking andcollaboration. Nature of disaster work and its implications on personnel. Recruitment,training and provision of mental health services to disaster workers. Basic minimumstandards and ethics in psychosocial care across groups. Research in psychosocial care –current trends and gaps.. National policies on mental health with reference to disasters.

Concentration III: Governance in Disaster Management

MDM 23: Governance and Disasters

Understanding governance: Looking at vulnerability and disasters from a governanceperspective; Actors in governance: The State, NGOs, CBOs, Civil Society; The nature androle of State in development and disasters; The Police and law enforcement in crisis situations;The significance of public sphere and the civil society in disaster management - Disasterrisk mitigation as a collective approach; Social Planning; Global governance: Formationand evolution of international institutions in disaster management; Economic liberalisationand Local governance - Decentralisation and economic reforms; Redefining the role of theState, implications, Public-private partnerships in disaster management.

MDM 24: Governance and Disaster Management

Governance for disaster management - A conceptual framework; Mainstreaming riskreduction as a component of governance; Governance redefined in the context of risk;

Strategies in risk management - Policies, Acts and Schemes to address risk; Local governanceand risk management - Case studies on urban and rural contexts; Transparency andaccountability issues in disaster management - Strategies for enhancing participation ingovernance and improving accountability of the processes involved in all the phases ofdisasters; Social capital, institutional pluralism and governance in disaster management.

MDM 25: Empowerment, People-Centred Governance and Disaster Management

Social and political movements in the context of disasters; Understanding Empowerment -Case studies analysing people-centred governance and risk mitigation; Community-basedand participatory approaches in disaster management; Participation of vulnerable groupsin accountability and decision making process; Strengthening local governance - Strategiesand Approaches; Local level emergency preparedness planning; Freedom of and Access toinformation on policies, rights, and decisions; The importance of local knowledge systemsin disaster risk mitigation; Legal Aid and Access to Justice - Providing legal aid advocacyfor the vulnerable; Public Interest Litigation as a strategy; Social exclusion and the protectionand promotion of human rights

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Concentration IV: Conflicts, Peace and Development

MDM 26: Conflicts and Conflict Analysis

Understanding Conflicts: Theories of Conflicts and Institutionalisation of Conflicts; Socialstratification and inequalities - Caste, Culture, Ethnicity and Religion as sources of conflicts; TheNation State and Ethnic Nationalism; Communalism, Fundamentalism and Fascism -Understanding religion, religiosity and differences; Understanding Terrorism - Agents and rootcauses of terrorism, The political economy of war and terrorism, Genocide, Globalization andTerrorism; Conflicts and Violence - Process of Conflicts and Conflict Helix, War and situation ofrefugees and other internally displaced. Relevant Case studies; Conflicts and Underdevelopment- Politics of deprivation, Power, Domination and asymmetries leading to conflicts.

MDM 27: Conflicts and Humanitarian Crises

Conflicts in the context of Humanitarian Crises - Refugees and internally displaced peoplein need of aid; Vulnerability and Conflicts - The vicious cycle of vulnerability during conflictsituations; The political economy of civil wars and other conflicts; International sanctionsand human crises; Victims of Conflicts; Conflicts, governance and social development -Causes of ethno-national conflict; Challenges for people-centred development and rightsbased intervention in the context of conflicts; Armed forces intervention - Ethics, Challengesand concerns; Conflict analysis; Conditions and consequences of humanitarian action inconflict situations.

MDM 28: Conflict Transformation, Peace and Just Development

Functions of Conflict: Constructive and destructive functions, dialectic nature of conflicts;Conflict Transformation, Peace and Justice; Human Security, right to peace and development;Processes and Approaches for conflict transformation - Community Approaches in conflicttransformation, working on communal and caste conflicts, Institutional Mechanisms indealing with Communalism, CBOs and their initiatives; Critical Analysis of Laws forContaining Conflicts; Relevance and challenges related to role of UN and other Internationalorganisations in Peacemaking and Humanitarian intervention.

Concentration V: Logistics Management and Service Delivery Systems

MDM 29: Dimensions of Disaster Relief Logistics and Supply Chain Management

Planning for Uncertainty and Forecasting logistics needs in disaster situations; Relief supplyand demand management in disaster affected communities and sites - Network Modelingand Strategic Lead Time Management; Disasters, logistics and provision of Services;Approaches in analysing logistic systems in effective relief and recovery; Case study analysisof logistic functions in different disaster scenarios; Factors affecting the cost and effectivenessof disaster relief logistics.

MDM 30: Logistics and Supply Chain Management Processes

Procurement and Inventory Management in disaster situations - Strategies for procurement,Fundamental approaches to inventory decision making and management, Inventorymanagement at multiple disaster sites and occasions; Stores management - Design and layout;Material handling and classification; Transport systems and their management - Classificationof carriers, Case analysis transport management in different disaster situations, Strategiesfor effective transport management; Distribution and relief supply - Time and costconsiderations in relief distribution; Need analysis and effective distribution of supplies todisaster affected groups, People-centred relief distribution networks.


MDM 31: Strategic Planning in Disaster Logistics and Supply Chain Management

Social structure and relief supply - Major actors in disaster relief; Social dynamics, interactionsand effectiveness of disaster relief logistics; Supply chain performance measurement - metricsutilisation, performance categories, supply chain metrics and the SCOR model; Networkdesign and facility location; Supply Chain Finance - Financial Statements; Financial impactof supply chain decisions; Components of Strategic planning of logistics and supply chainmanagement; Logistics and information management - Applications of GIS and IT in logisticsmanagement.

Concentration VI: Geographical Information Systems in Disaster Management

MDM 32: Data, Maps and Automation

Spatial Analysis - Spatial elements, spatial measurement levels, spatial location and reference,spatial patterns; Geographic data collection - Population and sampling schemes, makinginferences; Cartography and GIS; : Abstracting reality using maps, scales and projection,grid systems, cartographic database, problems related to thematic maps; Data structure;GIS data models - Raster model and Vector model, Hybrid and integrated structures.

MDM 33: Data Management and Analysis

Basic principles of data management; Data Acquisition - Data collection and Inputs; DataStorage - Vector data storage, Attribute data storage, Object oriented data structures, Rasterdata storage; Data Manipulation; Spatial operations, Measurements, Statistical analysis andmodeling; Data Output and Display - Types of output, Hardware components, Data displayand data transfer.

MDM 34: GIS Design and Application in Disaster Management

GIS applications in planning and assessing vulnerability - Natural Environment, BuiltEnvironment and Socio-economic applications; Case Studies and onsite experiences ondifferent disasters; GIS application in response, relief and rehabilitation - Case studies;Participatory GIS: Strategies and techniques for people-centred GIS; Use of GIS in buildingcapacity and resilience of vulnerable communities - Relevant Case Studies and model display.

MDM 35: Writing Effectively – Audience specific communication for disaster professionals

This course will primarily be offered in a workshop mode. It will deal with writing in varietyof formats. The focus of the course will be understanding the key principles in writing suchas determining the purpose of the written communication, analysing the audience, organisingthe message, structuring words and sentences, avoiding clichés, using short sentences andparagraphs, proof reading etc. Apart from providing the fundamentals, this course willlook at applications with respect to specific situations such as writing letters or articles,producing pamphlets, case studies and research reports, and also in drafting different kindsof memorandum.

MDM 36: Photography and Videography – Using the Camera effectively for Reporting and Advocacy

This course will primarily be workshop based. It will enable handling the still and videocameras so as to document realities of the outside world. The workshop will also includebasic techniques of editing software and those of producing advocacy films.

MDM 37: Media Training for Disaster Managers

This course will primarily be a workshop based course. The workshop would providespecialised training for disaster management professionals preparing to meet the media.

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Training will be highly customized and will include message preparation, training in plannedand unplanned media encounters, crisis communications, project launches and evaluations,print and broadcast media and live and taped interviews and appearances. The workshopwill also strive towards making the students become aware of their work environment – towork under pressure and how that pressure can affect speech and thought, as well as theimpression the speaker projects to the media and/or the audience. All simulations will bevideotaped and reviewed during the day. The workshop will be carried out by senior trainers,national reporters with additional expertise in crisis communications at senior levels.

MDM 38-40: Fieldwork – Internships

The internships and fieldwork consist of supervised placements of students in live disastersites or with affected communities or with organisations that are involved in disastermanagement. Field work would generally consist of three components:

MDM 38: Study visit: In the first semester, students would go on a study visit and workon written and analytical submissions based on the visit. This carries 2 credits.

MDM 39: Internship 1: At the beginning of Semester II, students spend a period of fourweeks with a pre-selected organisation. Specific field activities are carved out and studentsmaintain periodic reports. They also make a final submission which is evaluated. Thiscarries 6 credits.

MDM40: Internship 2: The fourth semester internship of six weeks duration is to focus onspecialized areas and will be in accordance to the concentrations selected in the thirdsemester. This carries 8 credits.

Student internship entails continuous performance assessment. It includes reports from thefield contact or supervisors. At the end of each field placement, there is an overall performanceassessment based on the report of the supervisor in the placement agency, the student’sprescribed field report, and the JTCDM’s faculty supervisor’s assessment. The exercise isguided by standard assessment forms. These contain guidelines for the field agencysupervisor, for the student, and for the Centre’s faculty supervisor.

MDM 41: Research Dissertation

The dissertation is a compulsory component for awarding the Masters in DisasterManagement degree, carrying a weightage of 6 credit hours. It is largely a self directed,supervised research project in the student’s own area of interest. The dissertation willfamiliarize the student with problem identification, formulation of relevant theoreticalperspectives, selection of a suitable research design, collection of data from the field, andprocessing and interpreting it meaningfully. During second semester, the student is expectedto choose a suitable topic for his/her Dissertation in consultation with the proposed Guide,review the literature, choose a suitable design and present the dissertation proposal in aclass-seminar. Data collection will be completed by the third semester before commencementof course work. During the fourth semester the student is expected to complete data analysisand focus primarily on writing and finalization of the Dissertation.

The evaluation of the Dissertation will be in two parts, as follows:

(i) Process evaluation – 30% (not re-evaluable)(ii) Dissertation evaluation – 70% (re-evaluable)


JTCDM Working Papers (WP) Series 2007-08:

WP 1, May 2007 : The Nicobar Islands: A Long Way to Go, Prof. Janki Andharia,Ms. Bidisha Fouzdar and Mr. Mohan Rao.

WP 2, August 2007 : Curriculum Building in Disaster Management – A ProcessDocument of Master’s Programme at TISS, Prof. Janki Andhariaand Dr. Sunil D.S.

WP 3, November 2007 : Post-Disaster Reconstruction and the Window of Opportunity –A Review of Select concepts, Models and Research Studies,Mr. V. Thiruppugazh

WP 4, February 2007 : Public Policy and Provisioning towards Natural Disasters in India:Some Issues and Concerns with Specific Focus on the CalamityRelief Fund, Centre for Budget and Governance Accountability(CBGA), Delhi

WP 5, May 2008 : Disaster Studies and Development: A Critical Review of India’sDisaster Management Framework, Mr. Pravin Kushwaha

Contact us :

Jamsetji Tata Centrefor Disaster ManagementTata Institute of Social SciencesMalati and Jal A.D. Naoroji (New) CampusSion-Trombay Road,P.O. Box 8313, Deonar, Mumbai - 400 088, India.Tel: +91-22-2556 3290-96 Ext: 883Fax: +91-22-2548 2048Email : [email protected]

INSTITUTE DEEMED TO BE A UNIVERSITY

No. F. 11-22/62-U2,Government of India,Ministry of Education,

New Delhi, the 29th April, 1964

N O T I F I C A T I O N

In exercise of the powers conferred by Section 3 of the UniversityGrants Commission Act, 1956 (3 of 1956), the Central Government, onthe advice of the Commission, hereby declares that the Tata Institute ofSocial Sciences, Bombay, which is an institution for higher education,shall be deemed to be a University for the purpose of the said Act.

Sd/-(PREM KIRPAL)

Secretary

Tata Institute of Social Sciences

JTCDM Working Paper 2

Documents

Transcript of JTCDM Working Paper 2