New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan
New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan
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DOI：
10.1007/s13753-021-00337-7
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发表时间：
2021-03-25
影响因子：
4
通讯作者：
Oikawa Y
中科院分区：
文献类型：
--
作者：
Shaw R;Sakurai A;Oikawa Y
全球COVID-19疫情对包括教育在内的不同发展领域构成挑战。本文提供了两个主要分析：一个是在《2015 - 2030年仙台减少灾害风险框架》的背景下，对大流行的生物危害进行分析，分析了对教育部门的总体影响。然后，我们讨论了对教育部门的总体影响，特别关注减少灾害风险（DRR）教育和可持续发展教育（ESD）。从学校-社区-家庭联系的角度分析了减少灾害风险教育和可持续发展教育。教育部门应对COVID-19的具体案例分析来自日本大牟田市，该城市被视为可持续发展教育的冠军城市。大牟田市的四个应对阶段有三个具体重点：（1）减轻新冠病毒对教育计划和参与者的影响;（2）防止学校内外新冠病毒传播的加剧;（3）尽管有新冠病毒，但仍保持教育计划的完整性。结论部分总结了主要经验教训，探讨了以下方面的重要性：（1）在大流行期间以及在存在连锁风险的情况下，教育管理（关于关键决策）;（2）加强学校-社区-家庭的联系，作为可持续发展教育和减灾教育之间应对大流行的共同点;（3）风险沟通和公民行为;（4）利用技术。我们认为，健康和DRR教育的整合是重要的，韧性需要重新定义的可持续发展目标（SDG），教育在实现这些目标中发挥着至关重要的作用。
The global COVID-19 pandemic has challenged different development sectors, including education. In this article, two main analyses are provided: one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030, which analyzes the overall impacts on the education sector. Then we discuss the overall impact on education sectors, with specific focus on disaster risk reduction (DRR) education and education for sustainable development (ESD). Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages. Specific case analysis of COVID-19 response in the education sector is presented from Omuta City, Japan, which is considered as a champion city for ESD. Four phases of response in Omuta City are characterized with three specific foci: (1) mitigating covid impacts on educational program and participants; (2) preventing exacerbation of covid transmission within and outside schools; and (3) maintaining educational program integrity despite covid. Key lessons are summarized in the concluding section, which explore the importance of (1) educational governance (on critical decision making) during the pandemic as well as with cascading risks; (2) enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education; (3) risk communication and citizen behavior; and (4) use of technology. We argue that integration of health and DRR education is important, that resilience needs to be redefined in terms of sustainable development goals (SDGs), and that education plays a vital role in achieving these ends.
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影响因子：
6.3
作者：
Djalante, Riyanti;Shaw, Rajib;DeWit, Andrew
通讯作者：
DeWit, Andrew
DOI：
10.1007/978-4-431-55982-5_10
发表时间：
2016-01-01
期刊：
DISASTER RESILIENCE OF EDUCATION SYSTEMS: EXPERIENCES FROM JAPAN
影响因子：
--
作者：
Oikawa, Yukihiko
通讯作者：
Oikawa, Yukihiko
DOI：
10.1007/978-4-431-55982-5_4
发表时间：
2016-01-01
期刊：
DISASTER RESILIENCE OF EDUCATION SYSTEMS: EXPERIENCES FROM JAPAN
影响因子：
--
作者：
Fujioka, Tatsuya
通讯作者：
Fujioka, Tatsuya
DOI：
10.1108/ijdrbe-06-2020-0054
发表时间：
2020-07-16
影响因子：
1.6
作者：
Izumi, Takako;Sukhwani, Vibhas;Shaw, Rajib
通讯作者：
Shaw, Rajib