Disaster Resilience Education Research Articles

Components and factors affecting adolescent resilience promotion education in disasters: a systematic review

Purpose Community-based disaster management and access to social resilience during disasters are fundamentally based on the concept of participation of all social groups. Up to now, no comprehensive study has been done regarding adolescents’ roles and experiences in all stages of disaster management, and discussions existing in the domain of adolescents’ engagement in disaster risk management are usually restricted to children’s participation. Thus, this study aims to extract the effective components and factors in disaster education to improve adolescents’ resilience to disasters. Design/methodology/approach This systematic review was done through English databases and three Persian databases between August 18, 2001, and August 31, 2021. The articles were searched based on the PRISMA checklist using four key dimensions of “resilience,” “disasters,” “adolescents” and “education.” Finally, the effective components and factors in disaster education for improving adolescents’ resilience during disasters were extracted. Findings Totally, 29,856 articles were extracted through the systematic review. After studying the titles, abstracts and contents of the extracted articles, 17 were selected for the final analysis. Among these articles, 3, 12 and 2 had qualitative, quantitative and mixed research designs, respectively. The extracted components were categorized into five major categories including education, community, adolescents, resilience and governing policies and approaches. Research limitations/implications Unfortunately, due to sanctions, Shiraz University of Medical Sciences did not have access to the Embase database, and consequently, this database could not be used. Originality/value The results of this systematic review presented an overall view of the effective components of adolescents’ disaster resilience education. The formation of thoughts developed feelings, and social knowledge in this age group provides a wide range of opportunities for social empowerment and intergenerational knowledge transfer.

Child participation in disaster resilience education: potential impact on child mental well-being

PurposeChildren can play an active and valuable role to minimise disaster risks and vulnerabilities. Yet, peer-reviewed literature on child participation in Disaster Resilience Education (DRE) is lacking. This knowledge gap is larger in low- and middle-income countries, especially related to vulnerable communities. The current study explores how child participation in developing and delivering a DRE intervention is associated with their mental well-being and resilience.Design/methodology/approachThis qualitative study is part of a larger project where a DRE intervention was co-developed and delivered by children in the informal settlements in Chennai, India, using a participatory approach. This project used qualitative methods including interviews and focus group discussions with children who co-developed the intervention, their parents and staff members of the collaborating Non-Government Organisation (NGO) to understand their experiences and inform its processes.FindingsThe children involved in the development and delivery of the intervention reported that not only did they learn the skills necessary to prepare for hazards in the future, it also increased their confidence, self-worth and self-efficacy. This was also observed by parents and staff members of the collaborating NGO. They expressed pride towards the children and applauded their ability to communicate key Disaster Risk Reduction (DRR) messages with assertiveness.Research limitations/implicationsThere is a dearth of empirical papers on child participation in DRR activities, and this study fills some of that gap by reporting the perceived impact of children's participation on their mental well-being and resilience. Furthermore, this study can act as a roadmap for researchers aiming to do action research with children.Practical implicationsDRR is more effective when all stakeholders, especially the affected and at-risk children, and communities are closely involved in structuring, planning, developing and delivering key disaster preparedness messages. This study serves to show that children's participation in DRR activities not only impacts their preparedness but that it helps children in disaster recovery as well, in addition to building their resilience and overall improvement in their mental well-being.Social implicationsGiven the participatory nature of this study, it involves children closely in the development and delivery of DRE intervention. The communities involved in this study had complex vulnerabilities including poverty, marginalisation and based in a low-and-middle income country, India. Oftentimes, these communities are not represented in scientific literature, and this study attempts to bridge that gap.Originality/valueThis study presents a multi-stakeholder perspective on child participation in its potential impact on children's mental well-being and resilience. The DRE intervention was co-developed and delivered by children in the community making it unique in its development process as well as the context it was developed in – informal settlements in Chennai, India.

The Japanese Educational System as an International Model for Urban Resilience.

Global cities in the context of accelerated urbanization have to deal with more diverse risk factors than ever before, which highlights the need for a faster and more creative response capacity. Although it is necessary to strengthen technical systems, since they are surrounded by human systems, individual resilience will help to strengthen the community. The educational system is key to developing the human factor in a world where various systems in global cities are increasingly interconnected, which in turn increases risks. Japan is fostering a culture of disaster risk reduction in both the formal, non-formal, and informal education sectors, in which creativity and autonomy are key competencies. Tokyo is the highest populated metropolitan area globally, and its educational system is the international model for education in disaster risk reduction. Urban areas around the world face similar challenges and experience similar needs. This article addresses the challenges that the human factor faces in large cities and the possibilities of increasing resilience in both individuals and communities through Disaster Resilience Education (DRE), taking the Japanese educational system as a model.

Disaster Resilience Education (DRE) Programmes in Schools: A Case Study in Kelantan, Malaysia

Flooding is not an uncommon phenomenon that occurs yearly in Malaysia. In fact, in the last few decades, the event of floods in Malaysia has become a disaster and has negatively impacted human wellbeing. Disaster Resilience Education (DRE) is one of the initiatives to prepare the community towards the unpredictable event of a disaster, including the flood. Therefore, this study will explore the Disaster Resilience Education (DRE) programmes that have been conducted in a secondary school at Tanah Merah, Kelantan. A questionnaire was adopted as the research instrument to collect data from respondents. A total of 200 respondents which consisted of students, teachers, and administrative staffs, had participated in this study. The stratified sampling approach was applied in this study to select the respondents. Descriptive and inferential analysis were executed to explore the DRE programmes that had been conducted, in order to identify the school’s community awareness on DRE and the factors that influence the school’s community awareness. This study has revealed that there is a minimal number of DRE programmes that have been conducted by the school. However, the awareness level of the school community on DRE is good. This study has found that different socio-demographic factors have a significant influence on the school’s community awareness on DRE. Therefore, the finding from this study is crucial for the local authority and government, to enhance the resilience programme in school.

Editorial

Editorial

Mapping built environment professionals’ educational needs to international policy frameworks for disaster risk reduction – community stakeholder perspective

PurposeDisaster risk reduction is prominent in the international policy agenda, and the year 2015 brought together three international policy frameworks that contribute to disaster risk reduction (i.e. the Sendai framework for disaster risk reduction, the Sustainable Development Goals and Paris Climate Change Agreement – COP21). However, there is a dearth of effort at identifying and aligning the specific educational needs of built environment professionals with the three policy frameworks. This is needed to facilitate the incorporation of the contents of the policy frameworks into built environment professionals’ training. Therefore, this study aims to map the educational needs of built environment professionals with the core areas of the three international policy frameworks.Design/methodology/approachThis study utilized CADRE (Collaborative Action towards Disaster Resilience Education) research project outcomes alongside the earlier mentioned three international policy frameworks. A comprehensive desk review was done to map the educational needs identified in the CADRE project with the core priority areas of the three policy frameworks.FindingsThe study revealed the educational needs that are significant towards an effective implementation of the core priority areas of the three international policy frameworks.Practical implicationsThis study would be beneficial to the built environment professionals involved in disaster risk reduction. They will be aware of the specific knowledge areas that would aid the successful implementation of the aforementioned three international policy frameworks.Originality/valueThe outcomes of the study would be beneficial to higher education providers in disaster risk reduction and sustainable development. It has identified the knowledge and competency gaps needed to be bridged in the curricula to meet the demands created by the international policy frameworks.

A framework for disaster resilience education with homeless communities

PurposeThe purpose of this paper is to propose a practice framework for disaster resilience education (DRE) with homeless communities.Design/methodology/approachA survey with 163 homeless service providers together with 45 interviews with people with a lived experience of homelessness, homeless service providers and emergency services.FindingsKey principles for DRE with the homeless community were: safe relationships, collaboration, strengths-based, empowerment, providing essential resources, and inclusivity. Recommendations for the design of DRE foregrounded partnerships and knowledge sharing between the homeless community and emergency services. Locally relevant risk information and material supports, together with sharing stories and eliciting values were important considerations for developing DRE content. Preferred delivery methods were outreach to build on trusted relationships and existing services, together with written material in large font emphasising images for distribution through drop in centres, food vans and new tenancy packages.Practical implicationsThe key principles, together with the detailed suggestions outlining ways to translate the principles into actions, can be used by emergency and homeless services to develop effective DRE materials and programmes.Social implicationsThe proposed DRE framework aims to not only enhance disaster risk knowledge, but also address the exclusion, isolation and disempowerment experienced by people who are homeless. By building on an effective intervention models within homeless services (Trauma-Informed Care) DRE can enhance the social connection, self-confidence and well-being goals of homeless services and clients.Originality/valueThe DRE framework is based on the first comprehensive Australian research with homeless services, clients and emergency managers on best practice for improving extreme weather preparedness in the homeless community.

Extent of disaster courses delivery for the risk reduction in Rwanda

This study assessed the extent to which disaster related courses are integrated into formal education to enhance community's awareness and resilience to disasters in Kigali City, Rwanda. A face-to-face interview was conducted across 56 respondents purposively sampled from the Primary and Secondary schools, Universities, Ministry of Disaster Management and Refugees and Rwanda Education Board in 2016. The results revealed a good level of disaster risk reduction awareness among respondents, while the related courses delivery rate is low. This indicates that the information is not well spread, and may affect future generations, due to lack of related skills and knowledge. In addition, disaster courses are largely taught in secondary schools than primary schools, and generally theoretical in mixture with other courses. If started from primary schools, where the number of students is higher than those in secondary schools, the skills and knowledge could reach a large number of people. Therefore, this expresses little value attributed to offering such courses and the role of disaster resilience education in reducing the community's vulnerability to disasters is not yet realized. Moreover, as much value is not given to offering these courses, hindrances such as lack of appropriate and technical teaching staff with appropriate materials are experienced. The analysis suggested to (1)introduce disaster courses from primary to graduate schools as separate courses with appropriate materials, (2) provide technical trained staff to disseminate practical disaster risk reduction assistance and (3) incorporate disaster risk reduction into decision making processes and ensure collaboration among all concerned stakeholders.

学校教員との共同研究による防災教育の教材開発

学校教員との共同研究による防災教育の教材開発

The Implication of Hyogo Framework for Action for Disaster Resilience Education

The Hyogo Framework for Action (HFA) is the first global strategy to provide a detailed work plan for different sectors and actors to work on disaster risk reduction. The Priority Action 3 of the HFA demand for a global call to governments and others to use knowledge, innovation and education to build a culture of safety and resilience at all levels. Evidence suggests that there are only very few effective initiatives that have been implemented by stakeholders and especially in the higher education sector where the future policy makers and practitioners are educated and trained. This creates a significant challenge as the ten year plan of the HFA is coming to an end in 2015. This paper attempts to view the world in post-HFA and propose a framework on mapping and integrating disaster risk reduction into formal, informal and non-formal education at policy, practice and community levels. A case study approach was used to examine how the HFA has been embraced into a disaster resilience related higher education programme. The study argues that integrating disaster resilience into education is a key factor for reducing the adverse impact of future disasters. The suggested framework provides an insight into current gaps in knowledge, innovation and education and proposes solutions for effective integration of disaster resilience education at all levels.

Interdisciplinary Approach to Disaster Resilience Education and Research

This paper is based on the results of a survey on “Interdisciplinary working in disaster resilience” conducted by the WP4 work group of the ANDROID Network. The survey had the aim of gathering information on the state of art and practice in the field of disaster resilience and promoting co-operation and interdisciplinary methodologies in research and education. The survey has been carried out by means of a questionnaire focusing on disaster-resilience projects and on the main challenges faced in interdisciplinary working. The results of the questionnaire, which collected 57 answers from more than 20 European countries and few extra European countries as well, allow for three main considerations: i) projects involved 5 different disciplines as average and geography and sociology were present in the majority of the projects; ii) the level of interconnection between disciplines seems intermediate, meaning that information and methods are exchanged, but a full integration of methods and concepts into a common shared language and system of axioms is missing; iii) the lack of a common framework and common terminology represents a major barrier to good interdisciplinary work. The results highlight the role played in disaster-resilience design by social and cultural aspects, which are instead not often adequately considered in the practice. The establishment of an education on resilient design of urban system, which includes both social and technological aspects, emerges as a possible solution to overcome barriers to interdisciplinary work and improve the efficacy and quality of resilience design.

The Current Landscape of Disaster Resilience Education in Europe

Natural disaster events are continuously increasing in number and severity in recent years. In 2010, 263 million people were affected by disasters – 110 million more than in 2004, the year of the Asian tsunami. There is a need for citizens as well as public administrators to be educated in disaster resilience issues for better prevention, mitigation, preparedness and recovery from such events. Education in disaster resilience is of great importance for administrators forming policies and planning disaster response, managing post disaster actions and performing risk and vulnerability assessments. This paper presents the results from a study aimed to explore, analyse, compare and describe disaster resilience related higher education programmes in Europe in order to establish the existing capacity among European Higher Educational Institutions (HEIs) to address the threats posed by hazards of natural and human origin. Results showed that there has been growth in disaster resilience higher education programmes in recent years, particularly at masters level, but there remains great potential for many more.