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An International Agenda for Education and Training in Meteorology and Hydrology
This publication summarizes the main conclusions and recommendations from SYMET-13 and includes the Statement agreed by the participants on the final day of the Symposium.
Lesson and Group Exercise on Cloud Formation
Badan Meteorologi, Klimatologi, dan Geofisika (BMKG) ; World Meteorological Organization (WMO) - WMO, 2018
General Summary on Climate Field Schools
Badan Meteorologi, Klimatologi, dan Geofisika (BMKG) ; World Meteorological Organization (WMO) ; Sekolah Lapang Iklim - WMO, 2018The Climate Field School, CFS, is a program that has a goal to increase farmer's knowledge's and understandings on climate information's with a concept of learning by doing and learning by experiencing to reach a success in farming activity to support the increase in yields of agricultural sectors.TsunamiReady: Guidelines for Mitigation, Preparedness, and Response
The TsunamiReady® program began in 2001 to promote tsunami hazard preparedness and improve public safety before, during, and after tsunami emergencies. In 2015, the National Weather Service updated the TsunamiReady Guidelines based directly on emergency management principles and with input from the social sciences. This training provides an overview of the 2015 guidelines, which are focused on mitigation, preparedness, and response. The training will equip community officials and others interested in becoming TsunamiReady with strategies for streamlining their implementation of the guidelines. ...Islands of the future: building resilience in a changing world
UNESCO, 2014This booklet outlines UNESCO's activities in small island developing States (SIDS), covering the period from 2006-2013. It features chapters on: (i) promoting quality education in islands; (ii) building island resilience; (iii) valuing and sharing island heritage and identities; (iv) building knowledge societies in islands; (v) enabling island cohesion and social well-being; (vi) managing natural resources for a sustainable future; and (vii) the UNESCO participation programme in SIDS.
On resilience, the booklet underlines the particular vulnerability of SIDS to disasters, which ...Report on school based awareness and simulation exercise in Dhaka and other locations
Ibne Habib; Khan Md.Muzahid; Catholic Organization for Relief and Development Aid (CORDAID) ; et al. - CMDRR Forum, 2013This document reports on four school based simulation programmes aimed at raising public awareness and developing capacity on disaster risk reduction (DRR) that were organized in Babugonj, Chittagong, Kurigram and Mirpur, Dhaka, Bangladesh between February and April 2013. It concludes that simulation programmes create a good positive learning for the community in the management of pre, during and post disaster situation. It provides lessons learned and recommendations intended to help the agencies working with disaster risk reduction and these types of campaigning programmes.
Guidelines for Applying for a WMO Fellowship
This guide is intended to help Permanent Representatives of WMO (hereafter referred to as PRs) and potential candidates understand the purpose and benefits of the WMO Fellowship Programme. It will familiarize them with the application procedure, requirements, entitlements and available fellowship opportunities. It builds upon the Manual on Policies and Procedures for WMO Fellowships (WMO/TD-No. 1356, ETR-18) but takes into account the funding situation for the current financial period, identifying which elements of support can be offered within the available funding.
Руководящие принципы для подачи заявки на получение стипендии ВМО
Настоящее руководство предназначено для того, чтобы помочь постоянным представителям при ВМО (далее именуемым «ПП») и потенциальным кандидатам понять цель и преимущества программы стипендий ВМО. Оно позволит им ознакомиться с процедурой подачи заявок, требованиями, правами и имеющимися возможностями в области получения стипендий. Оно опирается на Наставление по правилам и процедурам, касающимся стипендий ВМО (ВМО/ТД-№ 1356, ETR-18), но учитывает ситуацию с финансированием на текущий финансовый период, определяя, какие элементы поддержки могут быть предложены в рамках имеющегося финансирования. ...
Directrices para solicitar una beca de la OMM
El objetivo de la presente guía es facilitar a los Representantes Permanentes de la Organización Meteorológica Mundial (OMM) y a candidatos potenciales una comprensión más cabal de la finalidad y las ventajas del Programa de becas de la OMM, con objeto de que se familiaricen con el procedimiento de solicitud, los requisitos, las prestaciones y las ofertas en materia de becas. Si bien se basa en el Manual de políticas y procedimientos para la concesión de becas de la OMM (OMM DT-Nº 1356, ETR-18), en ella se tiene en cuenta la situación del actual período financiero, y se establecen los elemento ...
Directives concernant les demandes de bourses d’études de l’OMM
Le présent guide est destiné à aider les représentants permanents auprès de l’Organisation météorologique mondiale (OMM) et les candidats potentiels à comprendre les objectifs et avantages du Programme de bourses d’études de l’OMM. Il leur permettra de se familiariser avec les modalités d’inscription, les conditions à remplir, les prestations et les offres de bourses d’études. Il se fonde sur le Manuel des principes et procédures applicables aux bourses d’études de l’OMM (OMM/DT-N° 1356, ETR-N° 18), tout en prenant en compte la situation financière pour la période financière en cours, et préci ...Disaster risk reduction in school curricula: case studies from thirty countries
Selby David; Kagawa Fumiyo; United Nations Educational, Scientific and Cultural Organization (UNESCO); et al. - UNESCO, 2012This publication captures key national experiences in the integration of disaster risk reduction (DRR) in the curriculum, identifying good practice, noting issues addressed or still lacking, and reviewing learning outcomes. The study researched DRR related curriculum development and integration, pedagogy, student assessment, teacher professional development and guidance, learning outcomes and policy development, planning and implementation aspects covering thirty countries.
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