Disaster Risk Reduction Education Research Articles

Education for Disaster Risk Reduction in Hyogo to Be Handed Down Through Generations

Twenty-five years have passed since the Hanshin-Awaji earthquake. While Hyogo Prefecture and the city of Kobe have made a strong recovery, they also have a social responsibility to pass on lessons learned from the past to future generations. To retell the past, disasters are also well known for their war stories and peace education programs. Various peace education initiatives have been implemented around the world. While many people can talk about the Hanshin-Awaji Earthquake based on their experiences, an increasing number of people have not experienced the disaster. In addition, the number of schoolteachers who cannot describe the disaster to children are increasing because they were born after the disaster. This paper introduces the Promotion Program of Education for disaster risk reduction implemented by the Kobe City Board of Education and investigates how education for disaster risk reduction has developed in schools. The authors involved and surveyed two elementary schools, one junior high school, and one high school. This survey points out the importance of continuous education for disaster risk reduction, and highlights the importance of dialogue and interaction with people who have not experienced the disaster, so that the story of the disaster can be narrated in their own words.

Reflection of Challenges and Opportunities within the COVID-19 Pandemic to Include Biological Hazards into DRR Planning.

COVID-19 has reinforced the need to revisit the integration of health within disaster risk reduction (DRR) strategies for biological hazards in a system-wide approach. In November 2020, DRR experts attended the Asia-Pacific Partnership for Disaster Risk Reduction (APP-DRR) Forum to share progress and learnings in the areas of health system resilience, data management, residual risk management, risk communication, digital literacy, and knowledge product marketing. Advancements for health in DRR included the importance of multi-sectoral, multi-hazard action plans; adaptation to technological advancements in data collection, dissemination and protection; promoting the health and wellbeing of essential and nonprofessional workers; and improving inclusivity in digital literacy. COVID-19 has affected progress towards the Sustainable Development Goals (SDG) and created a unique opportunity within DRR to re-evaluate the adequacy of response mechanisms against concurrent, cascading or interacting risks of future biological hazards. Health emergency disaster risk management (Health-EDRM) is a new World Health Organization paradigm that includes DRR at intra-, inter- and multidisciplinary levels. Scientific advancement under Health-EDRM is necessary for health and non-health actors in DRR education and research. Continuous education on the multifaceted risk governance is a key to building awareness, capacity and accelerating towards achieving the international DRR and the SDG targets.

Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities

ABSTRACT The aim of the present paper is to describe a collaborative action research network, which aimed to enhance the access and participation of children who are deaf or hard of hearing (DHH) and children with visual impairments (VI) in disaster risk reduction (DRR) education. In total, eight teachers, four researchers and 63 students with and without sensory disabilities, aged 6–14 years old, participated in 71 learning workshops that took place at general and special education settings. A synthesis of theoretical principles in relation to accessibility, learning and DRR was applied in the design and implementation of participatory learning workshops. Our study underlines the important role of interdisciplinary working teams and collaborative practices among schools, non-formal learning centres and other organisations in the development of accessible and inclusive learning programmes in DRR for children with VI and children who are DHH.

Visualization of Simulation Results Using VR/AR and Learning through Its Experience： Application to Disaster Risk Reduction Education

VR（Virtual Reality：人工現実感）やAR（Augmented Reality：拡張現実）の進歩は近年目覚ましく，高性能かつ廉価なデバイスが日々登場している．VR/ARによる没入体験により，シミュレーション結果を可視化から体験化することが可能になる．体験を繰り返すことにより経験に昇華することもできる．VR/ARによる災害疑似体験は被災状況を未災地の人も「わがこと」として認識し，具体的な対策を始めるきっかけとなることが示された．

Development of a multilingual educational platform for cross-nation real-time distant interaction in youth disaster preparedness between Indonesia and Japan

The increasing prevalence and cross-national nature of disasters means countries have much to learn from each other in terms of Disaster Risk Reduction (DRR). However, cross-nation mutual learning are often hindered by distance and language barriers. Japan and Indonesia, as countries with significant similarities and differences in terms of disaster profile, socioeconomic and cultural conditions, embody both the potentials and barriers for mutual learning. To help surmount these barriers, this paper describes the project plan to develop a multilingual educational platform for cross-nation, real-time distant interaction in youth disaster preparedness between Indonesia and Japan. The platform is designed for both mobile and web-based applications, with interfaces in Indonesian, English and Japanese to facilitate language barriers. The design consists of three main elements. First, an interactive assessment module is used to measure knowledge and preparedness. Second, a series of multimedia eLearning modules allow participants to increase their knowledge and capacity in DRR. Finally, a set of gamified educational materials is developed to allow an immersive and collaborative learning experience. To facilitate mutual learning across countries, this module includes an online multiplayer serious game where participants from different countries work together in various disaster simulation scenarios, utilizing skills they learnt from the eLearning modules. The use and implementation of this platform is hoped to increase local DRR capacities and awareness, grow networks of mutual learning among youth in Indonesia and Japan, and add to creative methods for DRR education. Evaluation will also increase knowledge regarding similarities, differences, and potential synergies in DRR across local and cross national levels in Indonesia and Japan.

校内放送を活用した持続的な防災教育プロジェクトの影響評価 ― 小学生児童の6 年間の防災意識の変化に着目して ―

校内放送を活用した持続的な防災教育プロジェクトの影響評価 ― 小学生児童の6 年間の防災意識の変化に着目して ―

Quantifying the impact of educational methods for disaster risk reduction: A longitudinal study assessing the impact of teaching methods on student hazard perceptions

Disaster Risk Reduction (DRR) education programmes are essential for raising awareness of the factors driving the risk of disaster. Criticism of past DRR education studies emphasises two key issues; short-termism and an inability to assess impact of outcomes. We use the Pictorial Representation of Individual Self Measure (PRISM) survey method to quantify changing student perception of multi-disaster risk in response to different educational methods. From two secondary schools in Roseau, Dominica, we have carried out a longitudinal study, comparing the perceptions of the same student cohort during a 3-year period. Results show a relatively constant perception of disaster risk over time, influenced by experience of low frequency, high impact events, causing either intensification or decay of disaster risk perception. Understanding links between disaster risks is poorly understood. Participatory field-based decision-making exercises had the greatest impact on student awareness of disaster risk, particularly toward low-frequency geophysical risks. Context-relevant practical exercises, bespoke-designed for local use, are necessary for high-impact CCDRR educational approaches.

Earthquake and its Impacts on Education: Aftermath Nepal Quake 2015

Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.

Long-term evaluation of proactive attitudes toward disaster education in Nepal

This study proposes a change in the approach to evaluating disaster risk reduction (DRR) education from short-term knowledge transfer to a long-term action-oriented approach. Furthermore, the study recommends introducing a chronological and progressive evaluation method that follows learners in DRR education from the beginning, rather than evaluating retrospectively. Thus, the study discusses the strong tendency in the literature toward the short-term knowledge-transfer evaluation paradigm and its problems from two viewpoints: inconsistency between what is evaluated and what needs to be achieved, and dissociation of knowledge from action. Three studies on long-term evaluation have solved these problems; however, they did not evaluate how the proactive attitude grows and is evoked. Thus, this study describes the chronological development of a DRR education exchange program between Nepalese and Japanese students and the progressive change in attitude of Nepalese students from 2001 to 2015. It was revealed that the education contributed to fostering the learners' proactive attitude, which they maintained even after graduation. The learners promoted the construction of earthquake-resistant houses in their village and contributed to decreasing structural damage sustained from the 2015 earthquake. More importantly, the study clarified that the learners’ attitudes evolved to become proactive, and that this proactive attitude was maintained for more than 10 years throughout three phases: educational, participation, and independent action. The study recommends that researchers change their approach to evaluating DRR education to a long-term action-oriented approach. Accumulation of data for long-term action-oriented evaluation leads to the ability to explore an effective education methodology that fosters a proactive attitude in learners.

SEJARAH LINGKUNGAN SEBAGAI PENDIDIKAN PENGURANGAN RESIKO BENCANA DI KABUPATEN KETAPANG KALIMANTAN BARAT

ABSTRACTThe learning of environmental history developed in Ketapang District can be utilizedas an education for natural disaster risk reduction. This study aims to determine andexplore the history of the environment and the potential contained in oral history to bemade as a disaster risk reduction education in Ketapang Regency, West Kalimantan.This study uses qualitative research methods with a form of embedded case studystrategies. Data sources used are informants, places and events, and documents. Datacollection techniques using direct observation techniques, in-depth interviews, anddocument studies. The sampling technique used is purposive sampling. Data validityuses triangulation and data analysis techniques use interactive analysis techniques. ThePotential of Environmental History as Disaster Risk Reduction Education (PPRB) inKetapang Regency, West Kalimantan is very large. Utilization of history known to thecommunity from its environment will form its own memory. Disaster Risk ReductionEducation (PPRB) is oriented to the development of a community and is active, creative,innovative, effective. Through learning the history of the environment will form thecharacter of people who have environmental concerns so that the risk of naturaldisasters due to environmental damage can be overcome and minimized.Keywords: Environmental history, Disaster Risk Reduction

Adaptive capacity as an educational goal to advance policy for integrating DRR into quality education for sustainable development

This paper explores how the linkages between quality education, education for sustainable development (ESD), and disaster risk reduction (DRR) education may be strengthened and functionalised through the application of “adaptive capacity” as a common learning objective. Adaptive capacity is recognised as an important element in building social resilience and thus supporting disaster risk reduction. Five pedagogical aspects of learning for adaptive capacity are introduced as a means to strengthen pedagogical design and enhance a “phronetic approach” to sustainability learning. These pedagogical aspects are then examined from a practical standpoint through the review of four secondary DRR education cases. Learning for adaptive capacity supports pedagogical design, strengthens learning processes for competency development, and may be aligned with the main goals for achieving quality education for sustainable development – applying a well-developed curriculum, improving the quality of teaching methods, establishing a safe and effective learning environment, and inspiring cooperative and transformative learning.

Citizen Disaster Science Education for effective disaster risk reduction in developing countries

This paper briefly discusses on the recent scenario in sustainable development goals and disaster risk reduction initiatives. Recent reports state that achievement of the target of SDG on 2030 is questionable however several strategies are placed internationally and locally. It raises the issue on paradigm shift in public awareness through citizen disaster science education, which will provide basic science behind any disaster of their locality that help in taking decisions in reducing exposure, improving preparedness and reaction, response and recovery to any disaster.

Understanding Disaster Risk Reduction Strategies in Schools of Developing Urban Settlement: Study on Dhaka City, Bangladesh

The study investigates the existing scenario of disaster risk reduction (DRR) principles and practices in the schools of developing urban settlement. Bangladesh, being vulnerable due to disaster, has severe condition in some coastal areas due to climate change. People migrate to the capital city, Dhaka for better opportunity. In the last few years, DRR agenda is included in education programs to decrease the number of casualties and distressed people and reduce disaster losses. Increasing susceptibility begets higher risk; hence the study has been conducted focusing on urban disasters, especially Earthquake and Fire hazard. This study follows comprehensive global school safety framework (GADRRRES, 2017) to find out the school safety plan of schools in Dhaka city. It apprehended the viewpoints of children, teachers and local people about the situation of DRR education, plan and practices in schools by conducting FGD, Questionnaire survey. It has been observed although all respondents understand the importance of DRR, they lack interest of implementing it. Some schools run by the Government are following Drill, their condition are better than private schools considering DRR practices. Several strategic recommendations have been made at the end of the study to improve DRR preparedness in schools of Dhaka.

Building volcanic disaster resilience community through school and education

School has a significant role in building community resilience since school has the responsibility to deliver knowledge and science in a one hand, and has the capacity to implement disaster risk reduction education in the other hand. Having more than eighty schools located in volcanic disaster prone areas, Merapi volcano is one of the most densely populated volcanoes in the world. Therefore, it is important to understand the role of schools in implementing disaster risk reduction education through a program entitled Sister School and to 1nalyse teachers’ and pupils’ knowledge and experience on volcanic disaster and risk reduction awareness program. In addition, this research tries to 1nalyse their acceptance towards this disaster resilience program. This research was conducted in two schools located in a volcanic prone area, one as affected school and one as supporting school. The results showed that schools located in the highest volcanic prone area participate in the Sister School program. Most of teachers and pupils of the affected school and supporting school have good knowledge on volcanic disaster since most of them experienced the 2010 Merapi volcanic eruption and participated different volcanic risk reduction awareness programs. Teachers and pupils have positive acceptance towards sister school program.

Implementation of Disaster Risk Reduction Education in the Philippines

Implementation of Disaster Risk Reduction Education in the Philippines

Seminar / Forum on Environmental Education for Disaster Risk Reduction

Seminar / Forum on Environmental Education for Disaster Risk Reduction

Blending the Principles of Participatory Action Research Approach and Elements of Grounded Theory in a Disaster Risk Reduction Education Case Study

This paper presents an exemplar of blending the principles of participatory action research and elements of grounded theory in a disaster risk reduction education case study. It illustrates and describes a modified methodological approach that was used during the needs’ assessment and analysis phase of a multiphase study on teaching of disaster risk reduction in science among public schools in Biliran Province, the Philippines. The approach was conceived upon considering the overarching aim of the study which is the effective, efficient, inclusive, and proactive teaching of disaster risk reduction in science, the complex nature of the disaster risk reduction education, and the multiple stakeholders involved in disaster risk reduction among public schools. Results revealed that the modified methodological approach provided a co-learning environment for both participants and researchers, created an opportunity to maximize participation toward generating knowledge, prioritizing problems, and conceptualizing solutions, strengthened the data collection and analysis process, hence ensuring quality in the entire research process, and addressed the participation issues pointed out in grounded theory studies. The modified methodological approach may be relevant and applicable to similar studies that are complex and emerging like the teaching of disaster risk reduction in science.

Theoretical Consideration on Disaster Risk Reduction Education

Theoretical Consideration on Disaster Risk Reduction Education

Disaster Risk Reduction Education by Utilizing Tsunami Records at a Tsunami Affected School

Disaster Risk Reduction Education by Utilizing Tsunami Records at a Tsunami Affected School

“ ３６０度の学び合い” を重視した持続的防災学習の検討 ―和歌山県広川町・こども梧陵ガイドプロジェクト―

“ ３６０度の学び合い” を重視した持続的防災学習の検討 ―和歌山県広川町・こども梧陵ガイドプロジェクト―