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Thesis

French

ID: <

10670/1.kfztvp

>

Where these data come from
Natural Hazards Education at Primary School

Abstract

Today, the world’s population continues to grow, with the number of births still exceeding the number of deaths, and there are around 83 million more inhabitants per year. The world’s population in 2017 was 7 billion 460 million and could reach 8 billion in 2025. As a result of the increase in the world 's population, the Earth is heavily anthropised, humans are present everywhere on the Earth, and there are only very few territories unknown to humans (very few primary forests). The increase in natural hazards can have major consequences in the face of such an increase. The opposite is also justified, there is a system between increasing the population and increasing risks. Humans are therefore vulnerable to natural hazards and are the ‘target’ of the hazards present on Earth. Nowadays, the number of natural disasters in the world is increasing, this aspect overlaps with and is one of the main reasons for the growing population. The hazards, without human challenges, would have no major impact (except in relation to biodiversity’s wealth: emergence of emerging ecosystems). It can therefore be said that the growing world population leads people to take greater account of the problem of natural hazards. The problems of inequality around the world are reflected in the issue of natural hazards, and differences in management between developed and developing countries are significant. A country’s level of development has an influence on its risk management and response capacities. Risk management between these countries is an indicator of social inequalities. The large mega-poles of countries on the coastlines are the most vulnerable to risks. All countries in the world are equal in principle to problems and should be able to limit disasters. To this end, the introduction of education on natural hazards is the most appropriate way to respond to effective and rational management. As with many ‘education in’, the proper conduct of natural hazard education remains a question at the heart of scientific and political debates. The example of Japan reflects this education issue, where Japan has always been able to obtain effective seismic risk education even though it was not prepared for the tsunami of 11 March 2011 causing almost 20 000 deaths (and other industrial risk: Fukushima). Education about natural hazards is therefore still a major issue for all countries in the world to reflect and renew on a regular basis. On that basis, the question of the place of school in this education arises, is it possible to teach from an early age? Is it in place?

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