Bruno Greimel

Children represent the most vulnerable demographic group in disasters – across the globe it is estimated that 30-50% of fatalities are children - while they are also most vulnerable to psychosocial impacts. Early research indicates that children are a resource for reducing current disaster risks and can also mitigate future risks.

The role of children’s disaster education in managing risk has been recognised as a major priority in the federal government’s National Strategy for Disaster Resilience. Yet, despite a recent surge in child-centred disaster research, the social, psychological, economic and political mechanisms that enable children to both understand and take action to reduce disaster risk remain largely unexplored and the evidence-base for best-practice remains limited.

This project is conducting a nationwide evaluation of programs and strategies based on a child-centred disaster risk reduction framework. It will develop cost-effective programs that reduce the risk and increase resilience for children, schools, households and communities.

Over six years, the project used cutting-edge technology to produce near-real-time spatial information on fuel condition, fire hazard and impact to support a wide range of fire risk management and response activities such as hazard reduction burning and pre-positioning firefighting resources and, in the longer term, the new Australian Fire Danger Rating System. Based on the research findings, the researchers have produced the Australian Flammability Monitoring System, an interactive map of immediate fire danger associated with landscape dryness, which uses satellites to collect information about moisture content in trees, shrubs and grass, and assists with prescribed burning efforts and assessment of firefighting resources.

Over the duration of this project, several desktop reviews were undertaken to examine the existing bushfire and natural hazard training in remote northern Australia offerings, as well as the opportunities that existed at the time for Indigenous community members to obtain leadership training. The reviews found that where training existed it largely omitted Indigenous perspectives, particularly in terms of strategic overviews and planning. In response to the views of project participants and the reviews, the project developed a set of training units that, taken together, drew together the essential elements of Indigenous and non-Indigenous bushfire and natural hazard training in a Vocational Education and Training style program. Nine formal ‘engagements’ were held over the life of the project, including workshops and three training pilots. In each pilot, different components of the ten training units were presented and refined. A detailed and culturally appropriate evaluation was undertaken of each pilot and the feedback was incorporated into the next ‘round’ of pilot training.