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1 – 10 of over 12000Jerry Chati Tasantab, Thayaparan Gajendran, Toinpre Owi and Emmanuel Raju
Conventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice and its real-life dynamics. One…
Abstract
Purpose
Conventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice and its real-life dynamics. One work-integrated learning practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion. This paper aims to present outcomes of simulation-based learning sessions the authors designed and delivered in a disaster risk management course.
Design/methodology/approach
The authors developed a framework to illustrate simulation-based learning in a disaster risk management programme. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate the experiences and feelings during the design and execution of the simulations.
Findings
The evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. The conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practical experience, deliberate ethical tensions and practical dilemmas and develop the ability to work with multiple perspectives.
Originality/value
The simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.
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Keywords
Charlotte Kendra Gotangco, Jean Meir Jardeleza, Crisanto Lopez, Elirozz Carlie Labaria, Julia Wickert and Fathmath Shadiya
Educational initiatives can provide the crucial foundation for capacity-building of stakeholders in the field of disaster risk management and disaster resilience. The purpose of…
Abstract
Purpose
Educational initiatives can provide the crucial foundation for capacity-building of stakeholders in the field of disaster risk management and disaster resilience. The purpose of this paper is to scope current initiatives to deliver disaster risk and resilience education (DRRE) in higher education institutions (HEIs) in Asia and explore factors that serve as barriers or as opportunities for promoting DRRE.
Design/methodology/approach
This study implemented mixed methods – scoping of existing programs of Asian universities, an online survey and a small-group workshop of Asian HEI representatives – and explored both the development and implementation phases of degree programs and coursework and other educational initiatives. Primarily involved were country partners of the Erasmus + CABARET network (CApacity-Building in Asia for Resilience EducaTion).
Findings
Results reflect that most of the existing formal degree programs are at the graduate level though a wide range of courses and research opportunities exist for both the undergraduate and graduate levels. Findings underscore the importance of institutional support from university leaders as a key factor for overcoming barriers, given the resources and logistics needed by DRRE as an interdisciplinary and multi-sectoral endeavor. Universities who participated in the small-group workshop gave mixed feedback on the level of adequacy of the potential drivers for DRRE, which indicates the need to level off capacities and expertise in the region.
Originality/value
This study provides a baseline assessment of DRRE currently lacking for the region, with recommendations for how to further build capacities of Asian HEIs.
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Yuki Matsuoka, Anshu Sharma and Rajib Shaw
The pace of urbanization in the developing world is led by Asia. Over the next 25 years, Asia's urban population will grow by around 70% to more than 2.6 billion people. An…
Abstract
The pace of urbanization in the developing world is led by Asia. Over the next 25 years, Asia's urban population will grow by around 70% to more than 2.6 billion people. An additional billion people will have urban habitats (ADB, 2006).
The “Hyogo Framework for Action 2005–2015: Building the Resilience of Nations and communities to disasters” (HFA) was adopted at the UN World Conference on Disaster Reduction (January 2005, Kobe, Japan). The HFA specifies that disaster risk is compounded by increasing vulnerabilities related to various elements including unplanned urbanization. Across the HFA, important elements on urban risk reduction are mentioned as one of crucial areas of work to implement the HFA. In particular incorporating disaster risk reduction into urban planning is specified to reduce the underlying risk factors (Priority 4).
Koichi Shiwaku, Rajib Shaw, Ram Chandra Kandel, Surya Narayan Shrestha and Amod Mani Dixit
One of the most significant concerns of disaster management is that community at large is reluctant to initiate pre‐disaster measures at the individual level. Disaster education…
Abstract
Purpose
One of the most significant concerns of disaster management is that community at large is reluctant to initiate pre‐disaster measures at the individual level. Disaster education to schoolchildren offers the most vital answer to this grave concern. The objective of this study is to identify the factors which enhance students' awareness and promote the actual action for disaster reduction.
Design/methodology/approach
This study is based on a questionnaire survey in six selected schools of Kathmandu, Nepal. Different awareness levels have been established to identify effective educational factors at each level. The analysis showed the way to implement the education program.
Findings
Results showed that current school disaster education – which is based on lectures – can raise risk perception, but it cannot enable students to know the importance of pre‐disaster measures and to take actual action for disaster reduction. Self‐education is effective for realizing the importance of implementing measures. Community plays the essential role for promoting students' actual actions for disaster reduction. Future disaster education in school should be active learning for students. Continuous community involvement is the most important factor for school disaster education.
Research limitations/implications
This study focuses on the direction of disaster education for schoolchildren. Specific cases of the education should be customized, based on the results of this study.
Practical implications
The study findings are of significant importance for school teachers or education department while designing the curriculum for disaster education.
Originality/value
The findings and recommendations are field‐tested in Nepal and hence offer higher possibilities of adaptation, particularly in developing countries.
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In the current study, the researchers tracked the steps that were taken (in the past 20 years after the occurrence of the 921 earthquake) to enhance the safety of students and…
Abstract
Purpose
In the current study, the researchers tracked the steps that were taken (in the past 20 years after the occurrence of the 921 earthquake) to enhance the safety of students and teachers on campus by rebuilding the schools according to higher standards. Additionally, the researchers analyzed the process of school reconstruction in Taiwan after the Chi-Chi earthquake, as well as the resilience of the rebuilt schools.
Design/methodology/approach
This paper collected extensive relevant literature to serve as a basis for data analysis. Subsequently, they examined the conditions of selected schools before and after they were affected by the earthquake, as well as the reconstruction process of these schools. The purposive sampling method was also adopted to assemble a unique and representative sample.
Findings
This study concluded a new disaster risk reduction education system in Taiwan, from safe learning facilities, school disaster management and risk reduction and resilience education perspectives. It encouraged school and community collaboration regarding establishing a comprehensive disaster management framework.
Originality/value
The paper kept tracks of how schools recovered and restored after the 921 earthquake based on global disaster management trends and local disaster risk reduction education. It also highlighted the major changes within the school resilience system and the importance of disaster risk reduction education in Taiwan.
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Glenn Fernandez, Noralene Uy and Rajib Shaw
Community-based disaster risk management (CBDRM) initiatives have strong roots in Philippine society not only because of the country's contributory vulnerability to disasters but…
Abstract
Community-based disaster risk management (CBDRM) initiatives have strong roots in Philippine society not only because of the country's contributory vulnerability to disasters but also because of a culture of community cooperation known as bayanihan and a history of social movement driven by the citizens’ discontent with bad governance leading to social injustice and environmental degradation (Heijmans, 2009). CBDRM in the Philippines has been a mechanism for change within civil society (Allen, 2006; Heijmans, 2009). In this way, community-based approaches are a fundamental form of empowerment of participants and a compelling strategy for enforcing the transmission of ideas and claims from the bottom up (Allen, 2006).
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.