Innovative Practices for the Promotion of Local/Indigenous Knowledge for Disaster Risk Reduction Management in Sudur Paschim Province, Nepal

Kabi Prasad Pokhrel (Central Department of Geography Education, Tribhuvan University, Kathmandu, Nepal)
Shambhu Prasad Khatiwada (Central Department of Geography Education, Tribhuvan University, Kathmandu, Nepal)
Narayan Prasad Paudyal (Central Department of Geography Education, Tribhuvan University, Kathmandu, Nepal)
Keshav Raj Dhakal (Central Department of Geography Education, Tribhuvan University, Kathmandu, Nepal)
Chhabi Lal Chidi (Central Department of Geography, Tribhuvan University, Kathmandu, Nepal)
Narayan Prasad Timilsena (Central Department of Science Education, Tribhuvan University, Kathmandu, Nepal)
Dhana Krishna Mahat (PhD Research Scholar of Geography Education, Tribhuvan University, Kathmandu, Nepal)


This study is an attempt to point out the different types of natural hazards in Sudur Paschim province of Nepal where environmental degradation processes such as deforestation, desertification, biodiversity loss, soil crisp and watershed degradation are rising trends. Using participatory method multi hazard prone areas were identified with type and intensity. Multi criteria evaluation method was applied to prioritize replicable actions with location -specific innovative practices and their legitimization for integrating local and indigenous knowledge into mainstream education,science and policy with a view to incorporate local and indigenous knowledge as live science in disaster and climate change education.Findings of the study reveal that varieties of natural hazards in combination with social factors such as poverty, conflict and inequality have resulted frequent disasters and social vulnerabilities in many parts of the province.Traditionally, indigenous and local people have responded threats of multi hazards by using their traditional knowledge and skills which has evolved over generations, and continue to adapt to future changes. These traditional,often faith-based, beliefs and practices were found to use as the key to their resilience in the face of natural hazards. However, many communities have been lost their knowledge as the elderly die without transferring it to younger members. Behind this proper educational policy and strategic development plans have not been implemented to cope local/indigenous knowledge into practices. Findings of the study indicate that indigenous and local knowledge is a precious province resource that can support the process of disaster prevention, preparedness and response in cost-effective disaster risk reduction. Therefore, policy framework has to prime focus to integrate indigenous and local knowledge, wisdom and skills into mainstream educational programs in order to transfer science into policy and education (words) into practice. 


Multihazard;Indigenous knowledge;Location-specific;Innovative practice;Indigenous communities;Science to policy

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