Risk prevention training at school level should comply with specific characteristics of each country. The principle objectives of training in risk prevention at school level are:

• Operative (short term) – to train children to protect themselves, to escape consequences, to be ready to administer first aid, etc.
• Cultural and educational (long term) – the assessment and classification of values

Based on existing experience, recent and future training should be practiced independently or combining some of the following forms and methods:

• Including such training in other specialized school subjects (geography, biology, physics, chemistry)
• Teaching it independently or as a part of other specialized subjects
• Attaching it to all school subjects
• Teaching it as an extra curricular subject
• By Internet, distance education, etc.
• By publishing activity
• Using the media
• All of the above combined

The main aim of the training for risk prevention is to widen the range of knowledge among the students, acquainting them with the main dangers, their prevention and creating the necessary defence. Consequently, the general aspects of risk prevention training are often divided into the following six groups:

• Actions in emergencies (or crises) of natural or man-made origin
• Safety on the road
• Fire-protection safety
• Ecological problems
• Administering first aid
• Professional risks

The number of these general aspects, of course, could be larger in accordance with the specific threats characteristic to the region.

Some ways for fulfilling these objectives are presented in the following:

• Forming a system of knowledge about natural disasters, accidents, incidents, fires, environmental pollution, road safety etc
• Acquiring practical skills and forming the necessary behaviour and psychology for defence and self – defence and for administering help in extreme situations, as well as gaining a certain amount of knowledge for elementary management functions – different for each type of disaster
• Acquiring practical skills for work with different tools and equipment used in crisis situations and for first aid

At high school level, the labour market is a decisive factor. At the school level however, the main requirement is the moral and humanitarian aims which drive risk prevention training. These aims can be summarized in the requirement of every one to possess skills for self-protection and assistance if needed. Labour market requirements are secondary since they exert an indirect influence. They should not be neglected as the employer prefers trained workers who can defend themselves during a crisis and so that he must invest less money in their safety training.

One of the main aims of this training is to overcome the feelings of fatalism. This can be achieved by cultural and social sciences and better training of instructors. The final results of training for protection in crisis situations are not only due to separate or special subjects. They are the result of an educational system as a whole, they are an element of the Civil education.

The practice of such training in various countries shows that, if property done, the results are also transmitted to students´ families. And it is the family, which increase the training efficiency and widens its range.

The moral obligation for practicing such training for protection in crisis situations stems from the International Charter of Human Rights.

The real assessment of training for risk prevention is the real life. The analyses following crisis situations indicate that when the training is property done, the losses are neglectable, compared to situations where such training was lacking.

A guarantee for a successful training is developing, choosing and using the proper forms and methods. The assistance of experts and experienced teachers to work with students is an additional advantage and guarantee. When preparing the forms and methods of training and training aids it is useful to invite and rely on writers, painters, composers, play-wrights, who should only work together with experienced teachers.

Good coordination between different institutions guarantees success in every country when organizing training in risk prevention. Co-ordinating training with plans for action in crisis situations and in close cooperation with relevant organizations is also important.

Basic principles and requirements:

• Special attention be paid to 6-7 year-olds. This is a sensitive group and is interested in the risk prevention culture.
• The range of problems for which, students are trained should not be too broad. Contemporary educational systems tend to diminish the responsibility of the students. It is thus more important to think about the strategy of the approach in accordance with the peculiarities of the educational system of each country.
• Practice shows that the best approach is to combine everything connected with the problems of risk prevention.
• Training should be efficient, organized and based on principles of prevention.
• Training reduces the vulnerability of the trained population.

Common principles defining the basis for adopting risk prevention training at school level are:

• Obligatory character and continuity
• Developing a culture of prevention
• Building up a well thought out system for training on risk prevention in crisis situations, based on the national culture, traditions and the up-to-date experience in the field
• Developing forms and methods for carrying out training according to different ages of the students; combining methods and stressing practical application
• Elaborating a teaching method for problem solving and training the instructors as a main prerequisite for the success of the training
• Ensuring proper understanding and common efforts in fulfilling this kind of training on behalf of the Ministry of Education and the respective institutions in charge of risk prevention;

• For teenagers the general principle is less theory and more practice

The difficulty in training on risk prevention in crisis situations is the integration of training in the educational system as a whole. For both the school and society should participate jointly in the process. For society to respond to this training it is necessary to have the cooperation of each family, the local counselors, the various associations etc.

The forms and methods of training on risk prevention are of great importance. The general approach is:

• For kindergartens and primary schools: games and practical implementation
• For older students: less theory (presented as attractively as possible) and a lot of practice

These forms and methods should all be combined to attract and hold the attention of students of different age groups. All the energy in training should be directed at acquiring practical skills.

Besides the training received through the education system, the media play a significant role in training in risk prevention, also. They are one of the major factors for its realization, and therefore should contribute to its continuing performance and modernization.

The training of instructors is essential for the successful organization and implementation of training in risk prevention at school level.

For training of instructors different possibilities are available:

• Pre-school and the primary school children: the teachers who are in direct and every day contact with their pupils could perform the training. These teachers should be trained in specialized courses
• Secondary school students: training can be performed by teachers on different subjects, by specialized teachers and/or invited professionals such as doctors, firemen, policemen, rescuers

Requirements of specialized teachers in risk prevention are:
• Good relations with the children, an awareness of specific problems
• Good preparation on every aspect of risk prevention
• Be in touch with the operative workers and officers of Civil Protection
• Be acquainted with the plans, the schemes and the specific dangers in the particular region
• Be good organizers
• Training will be effective if experienced teachers do it; otherwise it is useless
• To provide practical knowledge and create skills for practical application of knowledge on risk prevention – training by practical courses in simulated situations, is the main method for training in risk prevention