USAGE OF GEO-DATA FOR EDUCATIONAL PURPOSES TO … · interactive computer graphics and computer...

USAGE OF GEO-DATA FOR EDUCATIONAL PURPOSES TO IMPROVE DISASTER PREPAREDNESS

Lyubka Pashova, Temenoujka Bandrova, Mihaela Kouteva-Guentcheva

Affiliations: Assoc. Prof. Dr. Eng. Lyubka Pashova Department Geodesy; National Institute of Geophysics, Geodesy and Geography Bulgarian Academy of Sciences Acad. G. Bonchev Str., Bl. 3 1113 Sofia, BULGARIA Tel. +359 2 979 3349 Email: [email protected], [email protected] Prof. Dr. Eng. Temenoujka Bandrova University of Architecture, Civil Engineering and Geodesy / Bulgarian Cartographic Association 1, Chr. Smirnenski Blvd. 1046 Sofia, BULGARIA Tel. +359 887 832702 Email: [email protected] Assoc. Prof. Dr. Eng. Mihaela Kouteva-Guentcheva Department of Computer Aided Engineering, Faculty of Structural Engineering University of Architecture, Civil Engineering and Geodesy 1, Chr. Smirnenski Blvd. 1046 Sofia, BULGARIA Tel. +359 889 327327 Email: [email protected]; [email protected]

Abstract This paper discusses available geo-data sets and their use for disaster preparedness education in Bulgaria, which should be adapted to school and university education using advanced mapping and visualization methods. The younger generation of different ages can be included in process of data collection before, during and after disasters, as well in design and elaboration of cartographic products. Based on previous experience and achievements in preparation of educational materials for different children groups, geo-data characteristics and their expedient usage for disaster preparedness are outlined. Getting children involved in making 2D and 3D maps contributes to acquire the knowledge and skills how to use different maps for particular purposes. These syllabus development aims to support the open-ended model for educational and training centre "Save the Children’s Life". The main purpose of such type of centre is to build a disaster prevention culture of the younger generation. An opportunity to involve the young people in carrying out a scientific and experimental researches, which provoking their interest to access to real geo-data and modern mapping methods related to DRR, as well some changes of the school curriculum in this direction, is also discussed..

Keywords: Geo-data, disaster preparedness, educational curriculum, cartographic products, educational centre

INTRODUCTION

In 2015, UNICEF approved the new Sendai Framework for Disaster Risk Reduction (DRR) 2015 – 2030 adopted at the third UN International Conference. Based on the lessons learned, gaps identified and future challenges, among the actions to be undertaken, a special attention is paid to the children and youth in their role as agents of change, to whom should be given the space and modalities to contribute to the disaster risk reduction, in accordance with legislation, national practice and educational curricula - Priority 34 of the Senday Framework (UNISDR, 2015). The preparation of the population and the children in particular, on topics related to disaster preparedness, is a key tool for building a

Proceedings, 7th International Conference on Cartography and GIS, 18-23 June 2018, Sozopol, Bulgaria ISSN: 1314-0604, Eds: Bandrova T., Konečný M.

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culture of prevention and safety, based on sustainable theoretical and practical knowledge. The Sendai framework recognizes the need to involve the younger generation in various risk mitigation measures, strengthening community sustainability and even in shaping the legislation to better protect against disasters and related emergency situations. Children, as one of the most vulnerable social groups, need special care, and appropriate measures and reasonable action must be taken to protect them in all phases of DRR management (Kousky, 2016). Special efforts are required to prepare children of different ages for a proper crisis situations response. First steps towards these preparedness is to provide proper information and education. One of the most appropriate and intuitive information delivery tools and decision-making capability is working with different maps - preparation, reading, comparing – e.g. landscape maps, disaster hazard and risk maps, city maps, road maps, evacuation plans, etc. The success of this challenging task lies upon the availability and the accessibility of relevant geo-data.

Another challenge is to engage the public community and the young generation in the process of preparing for and coping with natural disasters. Adequate government policy in this direction is a key to DR prevention and saving lives. The benefits of implementing training on the nature disasters protection in educational programs can be summarized as: a) creating a sustainable safety culture in future generations; b) creating sustainable behavior of children and young people during the disasters backed by the right actions and decisions during the emergency in order to reduce the consequences; c) dissemination of core practices and protection actions to the family and community level through children; d) building a new generation aware of the existing natural threats of the planet and setting the foundations for looking for better and advanced practices for dealing with them in the future (Lopez et al., 2012; Savova-Georgieva, 2018).

This paper discusses the availability and suitability of different geo-data for disaster preparedness education in Bulgaria, given that specialized disaster information needs to be adapted to different age groups of the younger generation and appropriately presented through effective contemporary interactive visualization methods. Data and geoinformation from different sources can be collect before, during and after disasters, in which the activities the younger generation can take part as well as in the development of cartographic products. Getting children involved in the development of 2D and 3D maps and innovative methods of collecting, storing and processing data contributes to the acquiring of knowledge and skills to use different cartographic products for specific purposes.

Developing an appropriate curriculum and the creating an educational and training center for the younger generation is a feasible undertaking to increase knowledge and culture for disaster risk prevention. Some syllabus development aiming to support the open-ended model for educational and training centre "Save the Children’s Life" in Bulgaria is suggested by Bandrova et al. (2015) and Marinova and Kehayova (2016). The contribution to building a disaster prevention culture and the training of younger generation has an undeniably explicit social and economic impact. Starting to work in this direction in the secondary school, and even earlier, these pupils will be educated students who are already prepared to improve their knowledge and skills to deal with natural disasters, to contribute to the development of relevant readiness policies disasters and for their effective implementation. Next step of the education is the University level. The effective work towards sustainable development of resilient society requires sound education, oriented to the disaster mitigation phase, which is strongly related to the multi- and inter-disciplinary university education (Kouteva and Boshnakov, 2018). During this education undergraduates and graduated students are involved in work with professional geo-data and databases.

This paper aims to provide brief review that touches different use of geo-data, including their usage as opportunity to involve the young people in carrying out a scientific and experimental researches provoking their interest to access to real data and the application of mapping methods within the process of disaster risk management.

GEO-DATA AND GEOINFORMATION TOOLS FOR EDUCATIONAL AND TRAINING PURPOSES

Geographic location, geodynamical setting, hydro-meteorological and climatic conditions are strongly associated with emerging natural disasters in a particular region on the Earth surface. Geo-spatial information covers a wide range of data sets and formats and its diversity makes it suitable for solution of various tasks related to the full cycle of DR management. In the last two decades, considerable research effort has been directed towards the establishment of databases on historic natural disasters on the Bulgarian territory (e.g., Pashova et al., 2010; Slavova, 2018). Undisputed role is played the remote sensing and GIS, whose inclusion in activities before, during and after the disaster significantly improve the quality response and recovery. As a result, many disaster databases and information systems on national and local level have been built (e.g., National Geofund, Meteorological Database and Information Service at NIMH-BAS, seismic data base at NIGGG-BAS, National Automated System for Environmental Monitoring, etc.). Several platform as geoportals provide information about different geohazard at local, regional or national level (see e.g. GIS portal of MRDPW at web address: http://gis.mrrb.government.bg/).


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The specialized data sets and information is used mainly from researchers, experts, and decision-makers of managing bodies and agencies at different levels. It is a challenging task to interpret useful content of all information releted to DRR from different sourses on the understandable language for children, and they to be able to react properly in emergency situation. Short overview of good practices (Bandrova et al., 2015; Marinova and Kehayova, 2016; Savova-Georgieva, 2018) shows that the children and young people can be attract to learn of the natural phenomena by the interactive computer graphics and computer games, short informative broshures, puzzles and colour hazard-related pictures, multimedia products (music, audio playbacks, short educational movies, etc.) and to contribute for improved their DR preparedness. Education by multimedia educational tools – with new hardware and software tools the multimedia can be used for better communication and educational purposes at schools. It comprises a harmonious and simultaneous existence of five arts – text, graphics, design, video, animation, and sound. Interactivity, www internet, virtual and augmented reality (Savova, 2016), 3D mapping, and invovative technological devolopments substantialy change the educational and training possibilities, delivering direct messages during the learning process. The new technological achievement provide direct transfer of text, video and sounds messages by emmediate fransfer-receiving informationa and simultaneous communication dialogues. By WWW-internet showing and sharing the information by various ways via Web sites, Web blogs, Social Media, on-line cources and interactive tutorials using also communication channels boast the communication exchange. Long-distance learning methods offer new possibilities of reaching and spreading out useful DRR information and knowledge, to test the shoolars and students with on-line test quizzes. The educational courses include text, video, audio tutorials, 3D animation presentation, e-books, tests, and many other interactive applications. By multimedia tools the complicated processes such as earthquake, landslide or meteo-storm can be demonstared attractively and children and students can understand the complex interrelationships through controling the learning process. Multimedia e-games and virtual reality can be easily understand by childrens, following strong rules of level of difficulties and sophistications, complexity of problems and test with questions by the adventure games for problem-solving approach. One good example of the platform for e-learning is Multimedia Educational Resource for Learning and Online Teaching (https://www.merlot.org/). MERLOT is a program of the California State University, which gathers free and open online resources. The aim is to share high quality learning materials and pedagogy. The content is assembled from various sources worldwide. Students can find submitted materials, authored materials, commented, learning exercises or provided personal collections, including for DRR educational and training purposes.

One of the latest innovations is the inclusion of sharing by Social media as a powerful tool for real-time data collection, including in case of emergency situations (Alexander, 2014; Dillon, 2016). This is done by tracking messages from profiles that mention the particular disaster. End products are continuously updated interactive maps via Internet available for online use. While the efficiency of social networks and platforms for volunteer sharing of geospatial information on the Internet is indisputable in dealing with disasters, discussions are still ongoing on its credibility. Experts are looking for solutions to improve security and the application of criteria for the selection and verification of user data.

On the base of the research with children and students on the topic of EW&CM, suitable layers of topographic maps could be included as a base to make a map for children useful in situations of disasters. Some of these layers include hydrology network, relief (not represented by contour lines), administrative boundaries, roads, railways, specific objects of infrastructures represented by symbols. The geo-data can be choosen according to specific response of the questions: “Who will read the map?”, “Why the map is made?”, “What is a map device?, etc. General responses of these questions could be seen in (Hřebíček and Konečný, 2006). Another very important question, particularly for the MSc and PhD students is “How the map is made?” that is connected with the necessary geo-data, relevant methods for data processing and appropriate visualization.

GEO-DATA AVAILABILITY, ACCESSIBILITY, QUALITY AND SUITABLITY TOWARDS EDUCATION FOR DISASTER PREPARADNESS

Spatial data and associated technologies have been important for effective collaborative decision-making in DR management (Mansourian et al., 2005). Diversity of data sets and multi-source information require appropriate organisation into unified data base, systematization and interoperability. The process of DRR is inter- and multidisciplinary, for which timely and effective provision of geo-data and other information have an essential contribution. Remote-sensing techniques, GIS and GNSS tools are frequently used for management in pre-, during and post-disaster activities. Data storage, organization and integral management into GIS-environment greatly increase the utility of geospatial information. Still challenging task remains the spatial data-sharing in disaster management activities. To overcome some of this challenges the use of a Spatial Data Infrastructure (SDI) and geospatial technologies is recommended by several studies and initiatives (INSPIRE, 2007; Miyazaki et al., 2015; Sterlacchini et al., 2018). The use of SDI in DR management supports the creation of technology for web-based access to spatial information and includes the responsible disaster management bodies as key stakeholders for producing, updating and maintaining the necessary spatial data sets for disaster response.


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The Committee on Earth Observation Satellites (CEOS) developed a reference model for using satellites, sensors, models, and associated data products to support DRM within the Global Earth Observation System of Systems (GEOSS) (Evans & Moe, 2013). The CEOS concluded with perspectives for the engineering and technology viewpoints and highlighted the considerations of catalog service, data access, and interoperability among services and platforms. The developed reference model could serve as a guideline for delivering Earth Observation data in emergencies and is applicable to geospatial data products. The sharing of remote-sensing, GNSS, GIS and volunteer data, technologies and procedures during the natural disaster management should be encouraged in order to support communication and to avoid damage due to disasters as well as to elaborate emergency plans. The exchange of information will aid in the development of intelligent DRR systems, enable the communication of the precise location and magnitude of damage and the determination of escape routes, and facilitate the development of mitigation and aid procedures after disasters.

Geospatial data are necessary to be with specific accuracy and detail to satisfy the needs for DR management. Traditionally, these requirements are disclosed in the form of technical rules, regulations, instructions and guidelines for creation, maintenance and update. Most of the public authorities (research institutions) and governmental bodies/agencies in Bulgaria provide data sets and information following the national legislation and adopted internal regulations. On European level, restrictions on the provision of geospatial data is defined even for the open data of the European Union. Article 13 of the INSPIRE Directive of 14 March 2007, 2007/2/EC establishing an infrastructure for spatial information in the EU regulates the possibility of limiting public access to the national spatial data and geoservices (INSPIRE, 2007).

With regard to the geospatial information management in Bulgaria two main directions can be distinguished: (i) collection and updating geospatial data performed by national agencies worked with geospatial information; (ii) use of geospatial data by public and private sectors of the economy, mainly through market mechanisms. Effective solution of specific tasks related to the DR management should be provided with the ability to integrate a large amount of geospatial data generated by various organizations and agencies by establishing National SDI. The delay of this process on governmental level (Pashova and Bandrova, 2017), makes difficult the effective use of available resources for the purposes of DRR activities. Responding to this challenge requires coordination between governmental institutions, academia, local governments and communities, NGOs and other interested parties.

Geospatil data are playing increasingly important role in disaster risk preparadness. Integrating information on risk assessment on easily accessible, publically available datasets is a clear request addressed by Hyogo or Sendai Frameworks for the disaster risk management. Successful DRR results from the combination of top-down strategies with bottom-up methodological approaches, which can be bridged the gap between practice and policy using SDI based on risk mapping (Antofie et al., 2018). The Disaster Risk Web-platforms (DRWP) across Europe is developed and maintained by the Joint Research Centre of the European Commission. DRWP have acquired an important role in DRM through sharing of geospatial data, tools and methodologies with great importance for DR management. DRMKC RiskData Hub will host various geospatial data, technologies and methodologies coming from different sources (projects, organisations and scientists). In order to share all these resources, the platform will promote data sharing on the concept of open data and open technologies. Bulgaria has not yet developed a disaster web platform that have provided links between hazard modelling, societal, and environmental impacts. There is some geoprtals providing some information about the inventory hazardous events or impacts, representation of hazards and risk maps (see, e.g. http://gis.mrrb.government.bg/; http://bsdi.asde-bg.org/risk_en.php).

INTERNATIONAL EFFORTS FOR DRR EDUCATION AND TRAINING

The theme of “Disaster Reduction, Education and Youth” was introduced during the UN World Disaster Reduction Campaign in 2000 (UN, 2000). This priority has become integral to the 2005-2015 Hyogo Framework for Action as part of Priority 3, focusing on the “use of knowledge, innovation and education to build a culture of safety and resilience at all levels” (UNISDR, 2005). The International Decade of Education for Sustainable Development (2005-2014) led by UNESCO provides a long-term focus for taking this agenda forward. It is becoming increasingly clear that young people should not be perceived as mere victims but as effective and full participants in the whole process of disaster risk reduction taking into account their levels of physical, social and emotional development, and assessing their capacities and opinions. Young people are able to convey messages with a meaning shared by their families and peers; they are more willing to learn/change and develop a culture of adaptation and mitigation, offer immense creativity and the will to reduce risks, and are able to participate beyond a disaster preparedness role (Seballos et al., 2011; Lopes et al., 2012).

Disaster risk reduction is a proactive approach, which starts with disaster risks identified, assess and address as part of long-term development. According to UNICEF (https://www.unicef.org/eca/), a few countries worldwide have comprehensive and child-sensitive DRR plans in place and relevant training for their execution when a natural hazard strikes. Very often, most of victimims and injuries are due to lack of preliminary information and training on the existing very good DRR plans. Children form one of the most vulnerable to disaster social groups; therefore they need


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to be educated continuously in the field of DRR. Important challenge of the advanced researchers and experts is to ensure that knowledge and skills, gained by the children in the DRR training centres during primary and secondary school will be useful throughout their lives. Major milestone in improving the children's knowledge is developing their cognition competencies and skills to deal with geospatial data and information. It is expected that the child have a "basic" understanding of the terms Geography and Information from the primary and secondary school. Collaboration between schools and universities, involving undergraduate and postgraduate students in DRR education at schools, coupled with contemporary tools and technologies providing geospatial information is an effective approach for increasing resilience of youth generation against disasters and accidents (Lopes et al., 2012).

International DRR strategies and initiatives (UNISDR, 2018) include headline targets for adequate crisis management tied to population education. Recently, a special attention is paid on the inclusion and popularization of the education and training related to natural disasters at school (Seballos et al., 2011). DRR education should be based on: (i) selected pedagogical approaches, (ii) positive impact on pupils and (iii) experimental training to include them in actual disaster preparation and real-life lessons to respond to the real human experience. The acquired experience in the field of Early Warning & Crisis Management (EW&CM) has shown that the non-specialists, students and children have to be educated in disaster preparedness and relevant special topics, including how geoinformation from a wide range of available paper and multimedia materials can be quickly and easily extracted and visualize. It is very important to use the proper tools to develop and improve the spatial thinking skills of the young people (e.g. Bandrova et al., 2015; ISDR, 2018).

The International Cartographic Association (ICA) is active in the process of teaching people how to make and use maps created for early warning, nature risks and disasters, for emergency needs. ICA follows resolutions and agreements from World Summit on Sustainable Development and mainly United Nation Hyogo Framework. The results are coming in the form of organization of various meetings and seminars as well as propagation of the cartography and geographic information understanding in the risk processes and crises management (Konecny, 2008). One of the main role of the ICA commition on EW&CM is to search and find the right way for preparing better educational materials to support teachers in their role as educators. Education specialists and children can perform simulation exercise to demonstrate how young children can apply their skills in responding to emergency situations, while educators were able to interact with the children using child-centred and inclusive methodologies. With cross-sectoral commitment and consistent work developing education curriculum and training materials for DRR, there is reassure that all children, including children with disabilities, will enjoy safer lives and more resilient schools. We could show here many examples in this direction such as: (1) Simulation game of natural disaster in Indonesia: educational simulation game that dealls with disaster understanding and prevention; conveys messages written in the answering cards that help students to understand what natural disaster is and how some actions can reduce the impact of disasters; (2) Algeria provides to students posters, booklets, brochures, books, emergency “Go” Bags, site-based exibit; (3) Iran proposes earthquake preparedness planning in school, supplying with textbooks, educational materials and tools; (4) In Turkey there are several national projects in which educational materials are elaborate; distance learning programmes, awareness and measures for disaster risk mitigation and climate change adaptation; (5) India proposes educational materials, models of flood, cyclones, different games; (6) USA and Australia provide web-based activities, school kits and classroom activities, audio visual resources for education and training.

BRIEF OVERVIEW OF BULGARIAN EDUCATIONAL INITITIVES RELATED TO DISASTER PREPARADNESS

Bulgaria is prone to natural disasters, such as floods, heavy snowfalls isolating mountainous populations, and seismic activity (BG, 2017; NSI, 2018; EM-DAT, 2018). The potential impact on children and families ranges from damage to households and assets to human casualties. The Government has capacity to respond as well as access to significant financial support from the European Union in the event of an emergency, but there is a need to introduce a child- and gender-sensitive approach in the DR preparedness and response.

Bulgarian educational system provides limited knowledge and does not sufficiently develop the skills of children and students of different age to deal with situations or events that are extraordinary, such as natural disasters. To answer these needs, a conceptual framework for Educational Disaster Centre “Save the children life” establishment at UACEG, Bulgaria, is stated, considering that the children are very capable to adopt innovations quickly, to develop their own innovative solutions to real challenges, and take advantage of complex concepts to reduce risk in disaster situations (Bandrova et al., 2015). The education in the EDC aims to contribute to developing child' skills to act appropriately for their own safety in case of emergencies. Such educational initiatives at national or international level are also supported by the UN Office for DRR (www.preventionweb.net) and UNICEF (UNICEF, 2018). Spatial thinking should be taught at all levels in the education system. With advances in the tools and technologies of computation, developing spatial thinking is more readily possible today, but concomitantly, improved cognitive abilities are necessary, to take advantage


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of rapidly changing support systems. Spatially literate students should be lifelong learners using advantages of the modern tools and technologies.

Following the trends traced by the Committee on Support for Thinking Spatially (CSTS, 2015), this educational challenge, in general, is threefold: (1) to provide pupils, children, and youths with experience using low-tech tools (paper, pencils, protractors, compasses, etc.); (2) to provide students with opportunities to learn several general-purpose, high-tech applications that support spatial thinking (e.g., Excel, PowerPoint); and (3) to develop the skills that will allow them to learn new low- but especially new high-tech applications (e.g., Bandrova et al., 2015; Savova, 2016). The disaster preparedness as well as rapid and adequate disaster response includes knowledge on proper use of thematic maps, other graphic materials and multimedia products, reading special symbols in these materials. This knowledge couples the ability to read and to construct such symbols.

Educational programs for students' disaster response in Bulgaria as a general concept is suggested by Marinova and Kehayova (2016). Taking into account the specificities of Bulgarian educational system and already achieved results until 2016, a critical overview of available educational materials, books, posters, etc. elaborated within the framework of EU or nationally funded projects, is carried out. The main shortages discovered in this analysis are the lack of educational and training materilas of all major natural hazards concerning Bulgarian territory; the content, design and useful information, are not sufficiently well adapted for the children at different ages; regularly provided National reports for DRR do not include information about the development and implementation of educational materials for children in the Bulgarian school curriculum. The concept of disaster response education programs comprises three different levels of education, consisting of lectures and training in four main modules: "Types of disasters", "Disaster Assessment and Preparedness", "Disaster Protection and Response", and "First Aid". The proposed educational programs aim to teach students what to do and how to react before, during and after a disaster, providing them knowledge and building up skills to cope with unexpected situations.

The best way to teach children is to play games with them. By game the children will be not only teached but also will understand their opinion about different details in the process of EW&CM, to encourage them to use maps (see Figure 1) and to take better decisions for their safety behaviour (Bandrova and Milanova, 2011). The main task is to study children’s understanding of maps for EW&CM and to perform similar researches at national and international level, for example in Austria, Bulgaria, Czech Republic and Slovakia (Bandrova at al., 2010). Another reason to do such researches is to increase the number of children participated in educational and training activities. This will provide an opportunity to make conclusions on the basis of statistical analysis.

Figure 1. Preparation of children to use maps

A suitable flood-proofing tool is a sandbox with an augmented reality or AR Sandbox (see Figure 2). This is a system that can be used for real-time natural disaster simulations in laboratory conditions. It is created by Oliver Craigos and his team at the University of California, UC Davis (Kreylos, 2015) AR Sandbox aims to combine a real sand container with virtual topography. This is done by means of closed sensor chamber, digital projector with 3D camera, and computer with powerful simulation and visualization software. The system enables users to create topographic models by sand modeling, real-time, hypometric coloring, and isophytes. Its main advantage is that topographic patterns are scanned in real time - that is, with changing the facing forms in the sandbox container to a convex surface on them, they also change (Savova, 2016).


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Fig. 2 Architecture and realization of AR Sandbox (Savova, 2016)

Specialized education in DRR at university level in Bulgaria is provided, so far, at military academies, high schools related to the Ministry of Interior and civil universities. The education at the military sector is predominantly oriented towards operational actions during the response phase of the disaster management cycle. Regarding the civilians’ high education, structural engineers have been always educated to use and apply the newest code and standards for design and construction. Recently new efforts have been performed introducing elective courses on disaster risk management for structural engineers at the University of Architecture, Civil Engineering and Geodesy, Sofia. New MSc program, titled Engineering Provision against Disaster and Accidents at the Faculty of Structural Engineering (https://www.uacg.bg) has been set together with the NATO CMDR COE (https://www.cmdrcoe.org/) and the Academy of Ministry of Interior (https://www.mvr.bg/academy). The process of this program preparation itself has proved to the program development team and the authors the need to expand the narrow boundaries of the construction specialists’ education to accommodate the interdisciplinary knowledge required for effective participation in accidents and disaster prevention.

CONCLUSIVE REMARKS

Geoinformation from different sources can be used to collect data before, during and after disasters, and in this process the younger generation may be included as well as in developing the educational and training cartographic products. It is still difficult to find appropriate and provide geo-data and spatial information on the Bulgarian territory with the necessary qualities that could be useful for the purposes of the full DRR cycle. Responsible institutions which have to carry out disaster risk management, in some cases, do not use freely or at a certain level the accessible information, and do not taking into account the interdependence and impact of individual risk events on the human environment. This can be confirmed by several examples over the past few years, such as floods in Varna and Dobrich in June 2014 and flood in Burgas in October 2017.

Using geo-data and innovative methods for their collection, storing and processing is the natural way of rapid upgrading and development with participation of the children at different ages is an approach that can successfully enhance their culture of DR prevention. Open-ended model for educational and training centre aims to building a disaster prevention culture and the training of younger generation from earliest childhood. Starting to work in this direction at primary and secondary school and even earlier, these pupils will be educated students, already prepared to upgrade their knowledge and skills to deal with natural disasters, to contribute to the development of relevant disaster preparedness policies and for their effective implementation. proper measures need to be taken to change of the school national curricula and to include the education and training topics related to acquaintance with main types of disasters, disaster assessment, DR preparedness, protection and response, and first aid. Forming educational networks, working with parents, partners and governmental institutions at international, national or local level to bring about structural change, for example in education policy, can be activities supporting DR preparadness. Other can include working to improve education, legislation and increase the resilience by proper tools for developing prevention capacity at the individual and institutional level. Schools and training centres like "Save the Children’s Life" can recognised as focal points in DRR and involved in community education and advocacy programmes.

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BIOGRAPHY

Lyubka Pashova is an Associate Professor of Geodesy at the National Institute of Geophysics, Geodesy and Geography, Bulgarian Academy of Sciences (NIGGG-BAS). Her research interests and activities include topics like geodetic reference systems, processing and analysis of geospatial information, natural disaster risk analysis and others. She leads and participates in several national and international projects in the field of geodesy and geodynamics and publishes over 100 scientific papers, reports and articles. She is a member of the Bulgarian Cartographic Association and of the Association for Geospatial Information in South-East Europe; of Editor’s group of the Micro, Macro & Mezzo Geo Information Journal. Since October 2014 she is GEO Principal Alternate of Bulgaria in the Group on Earth Observations.

Prof. Dr. Temenoujka Bandrova is President of Bulgarian Cartographic Association and head of Laboratory on Cartography, University of Architecture, Civil Engineering and Geodesy, Sofia. Co-chair of the ICA Commission of Cartography and Children (2007-2011), а member of the Council board and chair of Young Scientific Commission of International Society of Digital Earth, a member of Commissions on Map Projections, on Cartography in Early Warning and Crises Management – International Cartographic Association (ICA); of Editor’s group of the International Journal of Digital Earth, and Cartographia and Geoinformatika Journal, Croatia. She is Project manager in DataMap Ltd where her school atlases and maps are published. She is an author of 30 school atlases and more than 90 wall maps in geography and history, approved by Ministry of Education for Bulgarian schools. She published more than 100 articles, reports, papers, book chapters and edited books published in Springer and ESRI Press. She is the organizer of series 6 International Conferences on Cartography and GIS.

Mihaela Kouteva-Guentcheva is Associate Professor at the Department of Computer Aided Engineering at the University of Architecture, Civil Engineering and Geodesy, Sofia. She has more than 20 years research experience in earthquake hazard and risk mitigation at the Bulgarian Academy of Sciences (BAS). She published more than 90 articles, reports, papers, book chapters in national and international editions. Co-editor of several international volumes on seismic hazard and risk estimation (Pageoph topical volumes, 2010; Springer Nonlinear Mathematical Physics and natural Hazards, 2013) and Crisis Management and Disaster Response (NATO CMDR COE Proceedings 2015, 2016, 2017). Co-ordinator of the UACEG MSc program “Engineering Provision against Disasters and Accidents”.


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