First of all, it is increasingly evident that capacity development and human empowerment are the basis for resilient societies against disasters and sustainable development. The world economic development indicates clearly showed that without educated and skilled man power, it is impossible to bring sustainable economic development and social change. Human resource capacity building is a key issue for the intended economic growth and poverty eradication from any nation. The basic difference among nations in their development status arises from the ability of science and technology adaptation and innovation which demarcates developed and under developed.

The broad aim of the program is to nurture professionals who can train researchers and take leadership in planning and implementation of national and international strategies and policies in the field of disaster risk management and sustainable development. This program is developed in response to the ongoing need to building disaster resilient communities through strengthening capacity to prevent, mitigate prepare for and respond to disasters within the sustainable development framework. The program is designed to fill a widely sought after but sparsely provided focus at undergraduate level. Using multi-disciplinary approach, the program seeks to produce competent professionals who are equipped with both academic and practical knowledge and skills in managing all the phases of the disaster cycle. Whilst the program deals with topics at a local level, topics of international relevance are also covered to ensure graduates are able to fit at both local and international levels.

Program Objectives
The overall goal of this training program is to assist the poverty reduction efforts of the country through training man power that can link relief to development in the field of disaster risk management and sustainable development. The program also investigates the role of the governmental agencies, international agencies and non-government organizations in disaster management. The phases within the disaster risk management cycle are studied along with crosscutting issues, which include participation, gender, rights, sustainable livelihoods and vulnerability. The themes also include project management, the use of information technology including the use of geographic information systems (GIS).

Specifically, the program seeks to:


  •  Equip graduates with the knowledge and the skills needed to practice both nationally and internationally to manage and promote disaster risk reduction as a sustainable development strategy.
  • Develop the problem solving, management and communication skills needed to work on long-term disaster risk and development projects where a multidisciplinary understanding is essential for success.
  •  Develop an understanding and appreciation of disaster risk management as a strategy for sustainable development including the relationship of the two concepts.
  • Foster an informed and critical attitude in both theoretical and applied aspects of disaster risk management and sustainable development including the development of knowledge and skills needed for training facilitation and disaster research.
  • Develop knowledge and skills in improving food and sustainable livelihood security of the country considering the nature and context of environmental hazards such as drought, pest infestation and epidemics.
  • Enable students engage themselves in all aspects of the disaster cycle risk management including the ability to coordinate and mainstream relevant cross cutting issues such as gender, disability, poverty, HIV/AIDS and environmental activities in the disaster risk reduction efforts.
  • Develop an awareness and understanding of issues involved in working as disaster professional in multidisciplinary team.
  • Inform students of the wider issues in the world of disaster and to explore the relevance of disaster reduction efforts in the current physical, social, political and
  • Disaster Risk Management & Sustainable Development, Ambo University, 2017 Page 6
  • environmental contexts.

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