Disaster Risk Reduction Education Theory To Practice
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| Author | : Yagya Raj Pant |
| Publisher | : |
| Total Pages | : 305 |
| Release | : 2019 |
| Genre | : Education and state |
| ISBN | : |
The frequency of disasters in the world has been increasing every year. Disasters are the result of natural hazards that have social repercussions and impacts, especially on people living with poverty and marginalisation. Nepal is a socially diversified, multi-disaster-prone country, therefore the value and importance of disaster risk reduction (DRR) education is pivotal in reducing disaster vulnerability and losses. In the case of Nepal, the consequences of the 2015 earthquake and other recurrent small-scale disasters on the education system and communities suggest that attempts to support DRR education were largely insufficient, and unsuccessful in reducing social vulnerability and disaster risks. Using a sociological disciplinary framework, this thesis aims to understand DRR education provision and practices in school curricula in addressing the common disasters and the recovery as perceived and experienced by relevant stakeholders. This thesis presents the argument that education governance plays a crucial role in developing and implementing DRR education interventions while addressing social vulnerability and disaster risks. It focuses on how well the existing provisions and practices of DRR are supportive in raising individual and community resilience to natural disasters. This study is based on a case study approach, utilizing semi-structured interviews, focus groups and document analysis as methods of investigation and data collection. Three public schools from the Bhaktapur district were selected for the study. A thematic analysis method was used to analyse the data. Building on previous studies, a new approach to DRR education was developed which suggests that governance, participation, relevant and organised content, and effective delivery are the major components of planning and implementing effective DRR education provisions in addressing social vulnerability and disaster risks. This study explores the crucial role that accessibility and availability of relevant, contextualised DRR education play in addressing local disaster issues in a sustainable manner. This study also identifies the pluri-scalar nature of governance in education and other systems, and the need for collaborative actions between various actors for effective DRR interventions to address the social issues of disasters in the country. It also explores the need for proactive roles of schools and communities in implementing DRR policies and procedures and for capacity development interventions to sustain DRR education. These key findings and recommendations may well be applicable beyond Nepal, and may resonate with other developing and developed countries.
| Author | : Rajib Shaw |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 179 |
| Release | : 2011-07-01 |
| Genre | : Nature |
| ISBN | : 0857247387 |
Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.
| Author | : Atta-Ur- Rahman |
| Publisher | : Springer |
| Total Pages | : 391 |
| Release | : 2015-01-20 |
| Genre | : Nature |
| ISBN | : 443155369X |
This book is a pioneering regional work and provides a balanced approach of theory and practice in disaster risk reduction (DRR) in Pakistan. The book analytically discusses the status of DRR and draws examples and lessons from national and community-level programs and projects and events in the country. The book covers different types of disasters facing Pakistan, including geo-physical and hydro-meteorological hazards. This work incorporates and draws some of the key lessons learned from the pre-disaster and disaster phases to the post-disaster phase, providing an effective framework in the form of those lessons. The rich content is based on a selection of available documents, a consultative workshop with academicians from different universities undertaking DRR higher education programs, and the editors’ own knowledge and experience in the field. Special emphasis is given to analyzing field experiences from academic perspectives, and pinpointing key issues and the policy relevance of DRR. Disaster Risk Reduction Approaches in Pakistan is organized into three sections with a total of 20 chapters. Section one provides the outline and basics of DRR strategies applied at the national level with supporting examples from a global review. Section two specifically highlights the wide ranges of hazards experienced in Pakistan and presents examples, policy options, institutional set-ups, risk reduction strategies, and key lessons learned. The third section of the book is given to approaches and issues of DRR practices with examples of disaster responses.
| Author | : Albert Vasquez |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
In 2002, The White House issued the National Strategy for Homeland Security. Since then, the federal government has authored several documents from the Department of Homeland Security and The White House relating to a growing recognition of developing a resilient United States. The documents identify regions, states, local agencies, communities, and individuals in order to develop a resilient America. The development of resiliency discussed in the documents needs to be addressed through a comprehensive program that includes an educational component that begins with a K-12 curriculum experience. Unfortunately, education is absent from any discussion on developing resiliency. In order for resiliency to be realized, children must be exposed to education that promotes resiliency and learn it in addition to the traditional three R's--reading, (w)riting, and (a)rithmetic. This thesis reviews the strategic documents issued by The White House and Homeland Security; reviews the world campaign on disaster risk reduction. This thesis then looks at teaching and learning strategies, a case study, selected educational theories, and the link between the educational theories and resiliency. The use of K-12 curricula seems the most plausible source of obtaining the goal of a resilient U.S.
| Author | : Alejandro Lopez-Carresi |
| Publisher | : Routledge |
| Total Pages | : 338 |
| Release | : 2013-11-12 |
| Genre | : Social Science |
| ISBN | : 1136179763 |
There is a perennial gap between theory and practice, between academia and active professionals in the field of disaster management. This gap means that valuable lessons are not learned and people die or suffer as a result. This book opens a dialogue between theory and practice. It offers vital lessons to practitioners from scholarship on natural hazards, disaster risk management and reduction and developments studies, opening up new insights in accessible language with practical applications. It also offers to academics the insights of the enormous experience practitioners have accumulated, highlighting gaps in research and challenging assumptions and theories against the reality of experience. Disaster Management covers issues in all phases of the disaster cycle: preparedness, prevention, response and recovery. It also addresses cross-cutting issues including political, economic and social factors that influence differential vulnerability, and key areas of practice such as vulnerability mapping, early warning, infrastructure protection, emergency management, reconstruction, health care and education, and gender issues. The team of international authors combine their years of experience in research and the field to offer vital lessons for practitioners, academics and students alike.
| Author | : |
| Publisher | : UNESCO |
| Total Pages | : 209 |
| Release | : 2012 |
| Genre | : |
| ISBN | : 9230010871 |
| Author | : UNESCO |
| Publisher | : UNESCO |
| Total Pages | : 228 |
| Release | : 2014-11-10 |
| Genre | : |
| ISBN | : 9231000497 |
| Author | : Alvin S. Loremia |
| Publisher | : GRIN Verlag |
| Total Pages | : 92 |
| Release | : 2020-05-19 |
| Genre | : Education |
| ISBN | : 3346169375 |
Scientific Study from the year 2020 in the subject Pedagogy - School Pedagogics, , language: English, abstract: This action research aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners at Buaya Elementary School, Buaya, Lapu-Lapu City during the School Year 2019-2020 as basis for an action plan. This utilized the descriptive survey method in which a self-made survey questionnaire was used as the primary source in gathering the data. The respondents of this study were the 50 learners of the said school. The different statistical tools used were percentage, weighted mean and T-test. The findings revealed that the respondent’s awareness and knowledge of the practices on what to do before-during-after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. There was no significant mean difference between the perception of the respondent’s groups on the activities that enhanced the DRR. It was concluded that through DRR Education, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Based on the findings and conclusion, it is highly recommended that the action plan be adopted.
| Author | : Rajib Shaw |
| Publisher | : Springer |
| Total Pages | : 194 |
| Release | : 2014-08-06 |
| Genre | : Nature |
| ISBN | : 4431550909 |
Education for Sustainable Development (ESD) and Disaster Risk Reduction Education (DRRE) have overlapping areas of concern focusing on strengthening the link to local communities. In reality, there is significant synergy in ESD and disaster risk reduction (DRR). Both concepts urge looking at the communities, both focus on behavior changes and both call for linking knowledge to action. The Decade of Education for Sustainable Development (DESD) ends in 2014 and the Hyogo Framework for Action (HFA) ends in 2015. Therefore, at this junction, it is important to review the progress made over the past 10 years and to suggest future synergy options. This book is the first attempt to review these two emerging fields and to provide input to the future direction of education. The book has 11 chapters, drawing lessons mainly from Japan and discussing their implications for the world. The first four chapters provide an overview of the ESD–DRR linkage, ESD and its evolution, DRRE and Climate Change Education. These are followed by case studies from ESD practices in Japan, in schools, universities and communities. The primary target groups for this book are students and researchers in the fields of environment, disaster risk reduction and climate change studies. The book provides them with a good idea of the current research trends in the field and furnishes basic knowledge about these vital topics. Another target group comprises practitioners and policy makers, who will be able to apply the knowledge collected here to establishing policy and making decisions.
| Author | : Heike Egner |
| Publisher | : Routledge |
| Total Pages | : 334 |
| Release | : 2014-08-13 |
| Genre | : Social Science |
| ISBN | : 1134475810 |
It is widely assumed that humanity should be able to learn from calamities (e.g., emergencies, disasters, catastrophes) and that the affected individuals, groups, and enterprises, as well as the concerned (disaster-) management organizations and institutions for prevention and mitigation, will be able to be better prepared or more efficient next time. Furthermore, it is often assumed that the results of these learning processes are preserved as "knowledge" in the collective memory of a society, and that patterns of practices were adopted on this base. Within history, there is more evidence for the opposite: Analyzing past calamities reveals that there is hardly any learning and, if so, that it rarely lasts more than one or two generations. This book explores whether learning in the context of calamities happens at all, and if learning takes place, under which conditions it can be achieved and what would be required to ensure that learned cognitive and practical knowledge will endure on a societal level. The contributions of this book include various fields of scientific research: history, sociology, geography, psychoanalysis, psychiatry, development studies and political studies, as well as disaster research and disaster risk reduction research.
