The application of holistic training in risks and disasters in the educational community of the Guaranda Unit, determines that the objectives of the article are to prepare the student to discern the risk and the strategies that are applied before, during and after a disaster and to create self-protection. for life, in an increasingly complex world.
The research was carried out in the "Guaranda" Educational Unit, which was applied to student teachers and parents.
The inductive, deductive, historical methodology was used, which led to determine the knowledge of risk management with a holistic approach reflected in the criteria issued by the educational entities that identified the results (fig. 3) that teachers 30%, parents 20% and 50% students will be able to recognize the objectives and the advantages of said applied approach in risk management.
We worked on the teaching-learning process in risk management with a holistic approach in the educational institution, since this allowed us to provide comprehensive training and education for students that includes both individual and collective security, which can contribute to the student to continue learning for life.
The educational development in Risk and Disaster Management was evidenced by the organization and self-protection of the student, teacher and parents against any adverse event.
Key Word: Holistic / Risk Management / Disasters
INTRODUCTION
In order to strengthen the different aspects of risk management; the (Constitution of the Republic, 2008) establishes in article 1 and 3 numeral 1. “Ecuador is a Constitutional State of rights whose primary duty is to guarantee to all its inhabitants the enjoyment of such rights established in the Magna Carta and in the instruments international ”.
(Secretariat of Risk Management, 2013) institutes "Ecuador is a territory with a high level of exposure and vulnerability to various natural disasters, due to geological threats such as earthquakes and volcanic eruptions, and hydrometeorological such as: floods, droughts, landslides and others; against natural, socio-natural and anthropic disasters that arose in past times, which compromise the exercise of rights and the preservation of the conditions of good living, for which reason the Constitution and the current legal framework establish actions aimed at protecting and guarantee the rights of the population through adequate risk management ”.
In reference to the above, the Constitution establishes: in literal a) risk management as an essential component of the Good Living Regime, b) risk management as a responsibility of the State to protect people, communities and the nature of the negative effects of disasters, c) the creation of the decentralized national risk management system, d) the creation of the governing body for risk management.
From the Magna Carta, a new regulatory and planning framework is issued for the inclusion and application of risks as State policy; Part of this framework are: the Public and State Security Law and its Regulations, the Organic Code of Territorial Organization, Autonomy and Decentralization (COOTAD), the Organic Code of Planning and Public Finance (COPLAFIP).
The instrument through which the State plans the development of the country (National Plan for Good
Living, 2013-2017), which establishes in its Objective 3: "Improve the quality of life of the population". The Risk Management Secretariat has direct responsibility for this objective through the policies: 3.8 "Promote adequate conditions for access to a safe and inclusive habitat" and 3.11 "Guarantee the preservation and comprehensive protection of the cultural and natural heritage and citizens in the face of threats and risks of natural or anthropogenic origin ”.
It is important to mention that the present document tries to constitute is the integral formation of the human being, a formation in risk and disaster management, which goes beyond the paradigm; every time, the contributions of the new natural and social sciences, applied as a basis, in the complex network of relationships between the different parts of a global whole. It is significant to ensure that education contributes to facilitating the achievement of a culture of prevention, and that the educational population prepares to face disasters, through holistic training that proposes strategies in resilience, which can be defined as the ability to: recover, overcome and adapt successfully in the face of adversity, and, develop social, academic and vocational skills,despite being exposed to severe stress or simply to the stresses inherent in today's world. ” Being an institution of a humanistic and technological nature, the following models are applied: The Pedagogical Model with which the institution is identified in the teaching-learning process, according to participatory strategies, the Constructivist-Social Model that seeks to help students to. internalize, rearrange, or transform new information. This transformation occurs through the creation of new learning and this results from the emergence of new cognitive structures (Grennon & Brooks, 1999), allowing us to face the same or similar situations in reality, since this model leads us to more active learning, dynamic, meaningful and participatory,allowing the student to build their own knowledge based on previous experiences and thus solve their problems with sufficient capacity and skill, becoming the main actor in their own learning. The Pedagogical Model with which the technical area is identified is the Curriculum Model based on Labor Competencies, whose essence is the application of functional analysis in Teachers and students.
II METHODOLOGY
The study was carried out in the Educational Unit "Guaranda", located in the Marcopamba citadel of the city of Guaranda, based on a terrain formed by slopes of poorly consolidated natural materials and by not properly compacted fillings and especially with poor drainage superficial inducing high filtration gradients in the underground flow, (ESCUELA POLITÉCNICA Y UNIVERSIDAD ESTATAL DE BOLIVAR, 2000), unfortunately presents the most favorable conditions for generating instability phenomena, both in the urban area and in the projection areas, which determines a high index of historical seismicity, as well as periods of relative drought, followed by heavy rainfall; therefore, the Historical method was used.- In the determination of the historical trends of the object in the field of research, as well as allowing the transit of information throughout the research process. Empirical techniques were applied: Observation.- for the determination of the scientific problem of this investigation, the current characterization of the investigated field and also for the corroboration of the main investigative results obtained. The survey.- It was applied to the students and teachers of the Research Institution, structured in 10 items, with different response alternatives that led to the rescue of information that leads to establishing clear criteria. About: Holistic training in Risk and Disaster Management.
III RESULTS AND DISCUSSION
The Educational Unit is located in the Marcopamba Citadel, in the southern part of the City of Guaranda, between the levels 2595 masl, at the height of Elisa C. Marino de Carvajal Avenue, and 2555 masl, at the level of the river Guaranda. The land of the institution has an area of approximately half a hectare and was formerly made up of land adjacent to the mouth of the El Mullo stream (currently John F. Kennedy Avenue). This ravine is channeled and filled from its upper course to the mouth of the Guaranda river.
However, at the height of Elisa Marino de Carvajal Avenue and Kennedy Avenue, there is a well collapsed by the city's sewerage system, which allows the discharge of rainwater and sewage to the facilities of the Educational Unit Guaranda.
Analysis functions for threat levels Ecuador
Through the analyzes, it was appreciated that the river's rise affects the institution in its mixed construction (fig 1-2-3), the sewer system being the main factor, thus causing blockages and consequently the increase in surface runoff towards the land..
Analysis of vulnerability factors
As a consequence of the factors, numerous sinkings, slope failures, erosion processes, and impoundments have been evidenced to date, which do nothing other than determine generalized instability of a great magnitude from the cracking of the avenue and infrastructure; it has been noted in the terrain, showing symptoms of settlements, thus causing the slope to slide (fig. 4), compromising part of the fields and the northwest building. The probable causes of this phenomenon would be given by the fact of foundation by an old landfill, which at present has been subject to harmful infiltrations creating imbalance in the soil and the existing buildings in the educational unit.
Descriptors of physical risk, social fragility and lack of resilience
Therefore, Risk Management (GR) as a social demand, has been holistically integrated into the training processes in basic and middle education in the Educational Unit "Guaranda" through the recognition of disasters as social problems contextualized in our models of developing. Within this framework, education and pedagogical processes, specifically, take on the challenge of overcoming the emphasis on preparing to act in times of emergency and putting into practice prevention, mitigation, reconstruction and rehabilitation actions. Thus, in recent years, significant progress has been made in terms of regulations, policies, strategies and programs in risk management; promoting the incorporation of GR in education, when applying the results were identified (fig. 3) that teachers 30%,Parents 20% and students 50% will be able to recognize the objectives and advantages of this approach.
Educational community analysis
Holistic education has been linked to Risk and Disaster Management in the natural sciences, social sciences, applied sciences and personal behavior guidelines. It is precisely these behaviors that characterize the results of the holistic approach, which reflect various abilities, skills and competences in the students that they put into practice as holistic education in GR emerges. The behaviors and attributes linked to holistic education allowed to obtain a constructivist profile before the educational community, which starts from the individual perception, the social representations and the interaction between different social actors; generally adopting a point of view that some of them consider “realistic” or “objective”,based on the hypothesis that risk can be objectively quantified or evaluated.
Profile Features
| Social entities demonstrate flexibility and creativity in solving cases in an adverse event | He is able to apply creative and lateral thinking consistently, drawing on approaches from various disciplines and experiences. Feel confident and capable of finding solutions in an emergency |
They develop leadership and empathy acts with consideration, compassion and empathy in their interaction with people of different by their skills origins. Learn from your sharing with others. Listen actively and have an interpersonal. open-minded in directing others to safety during a disaster; he is prepared to consider and accept opinions and opinions that question his own ideas.
| Demonstrates a reflective approach and an attitude of continuous improvement. | Review and analyze your work objectively and reflect on ways giving importance to the completion of the task. |
Substantially contribute to the Sustaining self-protection plans and activities necessary to carry out any decision-making task . community contribution in prevention. Continually, look for ways to exceed levels and expectations to learn from your actions for the future.
| Able to appreciate the interconnections of knowledge
human |
Evaluates and debates the problems and the impact of human activity on the environment, through the understanding of disciplinary areas, their interdependencies and interrelationships during resilience due to natural disasters. |
It appropriates effectively the It uses the methods of data and information management effectively, including the sources of information that you are sure that it spreads knowledge, vulnerabilities, risks, in a natural event or has. anthropic, effectively assessing the validity and content of the data collected itself that can be used correctly.
According to the results obtained, it is evident that holistic education departs from the concept of education as a transmission of knowledge that was applied in the past. Holistic education prepares the student to discern the risk and the strategies applied before, during and after a disaster and to create self-protection for life, in an increasingly complex world. Commitment to subject knowledge is maintained, but complemented by skills to learn to learn, critically assess the knowledge gained, and use that knowledge in a wide range of contexts; All this will shape the concept of holistic education in the future.
Therefore, a broad educational approach is emphasized that addresses the intellectual, personal and interpersonal development of educational entities and establishes many of the values, attitudes and skills that will be useful to them throughout their lives. Knowledge-based education systems, which have been prevalent for so many years, cannot deliver such comprehensive development. With this new approach, it is desired to achieve "learning to be" and "learning to live together", as identified by the Delors report (UNESCO, 1996).
Holistic education requires that the student take ownership of his own development, an attitude that will take different forms depending on the different ages and levels of maturity during an adverse event. However, it represents a key element of holistic education.
In holistic education, the support of parents and social entities is also essential. The behaviors that appear in the student's profile will be manifested inside and outside the institution in the case of natural events and parents must recognize, encourage and praise changes in their children's behavior.
Holistic education is a radical task. The educational journey begins the process of fulfillment and personal awareness through interpersonal relationships, and the interconnection with scenarios produced in risk management that is part of it.
Emphasizing holistic training in the aforementioned educational unit and according to the results of our research, it is considered that 70% of teachers promote the general development of the student and focus on their intellectual, emotional, social, and physical potential. creative or intuitive, and aesthetic, and 30% educate from the perspective of natural disasters, taking into account that risk has tried to measure, for management purposes, the possible personal, economic, social and environmental consequences that may occur in the institution in a certain time. However, risk has not been conceptualized in an integral way but rather in a fragmented way, according to the focus of each discipline involved in its assessment. Since it is necessary to take into account, from a multidisciplinary point of view,not only the expected physical damage, the victims or equivalent economic losses, but also factors: social, organizational and institutional, related to the development of the community. For this reason, evacuation drills have been determined in the event of earthquakes, which have been worked according to a risk plan created by the Risk Management Committee of the Educational Unit "Guaranda", which define the controls and security measures that must govern In its facilities, within its annual work plan for both the teacher and the student, it is carried out, periodically and systematically, of evacuation exercises in drills and simulations of various types of emergency conditions, as established by the Ministry of Education.but also factors: social, organizational and institutional, related to community development. For this reason, evacuation drills have been determined in the event of earthquakes, which have been worked according to a risk plan created by the Risk Management Committee of the Educational Unit "Guaranda", which define the controls and security measures that must govern In its facilities, within its annual work plan for both the teacher and the student, it is carried out, periodically and systematically, of evacuation exercises in drills and simulations of various types of emergency conditions, as established by the Ministry of Education.but also factors: social, organizational and institutional, related to community development. For this reason, evacuation drills have been determined in the event of earthquakes, which have been worked according to a risk plan created by the Risk Management Committee of the Educational Unit "Guaranda", which define the controls and security measures that must govern In its facilities, within its annual work plan for both the teacher and the student, it is carried out, periodically and systematically, of evacuation exercises in drills and simulations of various types of emergency conditions, as established by the Ministry of Education.For this reason, evacuation drills have been determined in the event of earthquakes, which have been worked according to a risk plan created by the Risk Management Committee of the Educational Unit "Guaranda", which define the controls and security measures that must govern In its facilities, within its annual work plan for both the teacher and the student, it is carried out, periodically and systematically, of evacuation exercises in drills and simulations of various types of emergency conditions, as established by the Ministry of Education.For this reason, evacuation drills have been determined in the event of earthquakes, which have been worked according to a risk plan created by the Risk Management Committee of the Educational Unit "Guaranda", which define the controls and security measures that must govern In its facilities, within its annual work plan for both the teacher and the student, it is carried out, periodically and systematically, of evacuation exercises in drills and simulations of various types of emergency conditions, as established by the Ministry of Education.that define the controls and security measures that must be applied in their facilities within their annual work plan for both teachers and students, which are carried out periodically and systematically, evacuation exercises in drills and simulations of conditions emergency of a different type, as established by the Ministry of Education.that define the controls and security measures that must be applied in their facilities within their annual work plan for both teachers and students, which are carried out periodically and systematically, evacuation exercises in drills and simulations of conditions emergency of a different type, as established by the Ministry of Education.
The table of research evidence determines the results of the Ex ante and Ex post, according to this experience, it is necessary to apply holistic education, which will contribute to improving the effectiveness of management, identifying and prioritizing feasible and efficient measures for risk reduction by the authorities of the educational community; fundamental actors to achieve a preventive attitude towards dangerous phenomena.
TABLE OF INVESTIGATIVE EVIDENCE
RESULTS STRATEGIES FOR CHANGE RESULTS IMPACT
EX - ANTE EX - POST
Management
| Lack of knowledge that the highest percentage of students and teachers have in precautionary measures in an emergency. | Develop the series of conferences with the theme: participation in Risk Management in the educational community. | Educational community motivated by risk management education. | Students and teachers trained to act in natural disasters in the educational institution and in their family environment. |
Risks
| In the educational unit, the majority of students and teachers do not know how to act in an emergency that causes victims and sometimes irreparable losses. | Develop the cycle of conferences based on holistic training focused on risk management in disaster prevention, mitigation and care measures to preserve the safety and sustainability of the community. | Teachers and students participating in the monitoring of risk management activities. | Students and teachers spread prevention measures in the family cycle and society. | ||
| The educational authorities are concerned about the lack of knowledge of self-protection in a possible emergency produced by the natural sciences. | Observation and recognition of the physical part of the institution, evacuation routes and self-protection regulations. | Students identify in the physical part of the unit the risks and vulnerability of their environment and how to protect themselves in the event of the activation of a natural disaster. | Social entities are prepared to prevent and control risks to people and property, to give adequate responses to possible emergency situations and to guarantee the integration of these actions with the public system.
(Response institutions). |
||
There is no updated material in the elaboration of didactic material Application of Internalization in teachers and Training risk management contents, in updated and socialization of the holistic approach in students the Holistic contents of the institutions in charge. contents in prevention during student brigades prevention during a Students a natural emergency. accompanied by their natural emergencies and their teachers in the applications in the different areas of risk management.
| Lack of innovation in the training of students in the teaching-learning process in risk management. | Preparation of a risk management plan with a holistic approach for its application during the school year in the educational unit. | Teachers apply the Risk Management Plan with a holistic approach in the
different assignments of the brigades in risk management. |
Knowledge and application of the risk management and empowerment plan in the different brigades. | ||
| There is no interrelation of work between the social entities of the community. | Develop events such as drills, mingas, educational activities where there is the participation of teachers and students in the tasks of prevention against a threat. | Participation of brigades led by teachers in the application of drills in the different scenarios of our town. | Self-protection and activities necessary to carry out any task of community contribution in prevention against the different natural disasters produced in the town. | ||
IV. CONCLUSIONS
From the evaluation made to the application of holistic training in risk and disaster management in the community of the Guaranda Educational Unit, it was determined that (1) Students and teachers are prepared to work with historical information of the place, analyze and act on natural disasters in the educational institution as in the family group, (2) Students and teachers disseminate prevention measures, (3) Students motivated to help their natural environment. (4) Students identify the risks and vulnerability of their environment and how to act in a natural disaster. (5) Application of the holistic method in student brigades in the different areas of risk management. (6) Participation of brigades led by teachers in the application of drills in the different scenarios of our town;It allowed to provide a holistic approach for students that includes safety, both individual and collective self-protection. With the continuation of the educational development in Risk and Disaster Management, the organization of its capacity to respond to any adverse event will be improved.
We worked on the teaching-learning process in risk management with a holistic approach in the educational institution, since this will allow providing comprehensive training and education for students that includes both individual and collective security, which can contribute to the student to continue learning for life.
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