Disaster-induced damage to primary schools and subsequent knowledge gain: Case study of the Cyclone Aila-Affected community in Bangladesh
Disaster-induced damage to primary schools and subsequent knowledge gain: Case study of the Cyclone Aila-Affected community in Bangladesh
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灾害对小学造成的损害和随后的知识获取：孟加拉国受飓风“艾拉”影响的社区的案例研究
DOI：
10.1016/j.ijdrr.2022.102838
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发表时间：
2022
影响因子：
5
通讯作者：
Ahsan Reazul
中科院分区：
文献类型：
--
作者：
Parvin Gulsan Ara;Takashino Nina;Islam Md Shahidul;Rahman Md Habibur;Abedin Md Anwarul;Ahsan Reazul
尽管关于飓风艾拉在孟加拉国造成的损失和破坏进行了不同的研究，但很少涉及小学教育部门。此外，在政府和非政府组织发起不同的教育和提高认识方案后，没有研究考察小学生和教师在灾难知识和理解方面的改善程度。因此，这项研究考察了结构(建筑、材料和家具)和非结构(学校停课、辍学)对小学的破坏程度，以及飓风艾拉前后学生和教师对灾害知识和理解的变化。通过对萨特希拉区Shyamnagar Upazila(分区)30所小学的实证研究，这项研究表明，90%的学校因飓风艾拉而严重受损。与此同时，灾害知识、培训、参与和分享都有了显著提高(p<；和0.01)。无论是学生还是教师都是如此。然而，大约一半的学生还没有对灾难有所了解。学生的家庭收入、年龄、非政府组织的支持和师生比例被确定为学生灾难知识和理解的重要决定因素，政策制定者必须考虑这些决定因素。此外，由于学校在建立对灾害的理解方面发挥着主导作用，学校受损的情况应该立即得到修复，所有学校都应该以这样的方式重建，以便这些学校能够承受未来的灾难。
Despite the different studies related to Cyclone Aila-induced loss and damage in Bangladesh, few have addressed the primary education sector. Furthermore, no study has examined the extent of the improvement in the disaster knowledge and understanding of primary school students and teachers after government and non-government organisations have initiated different education and awareness programmes. Therefore, this study examines the extent of structural (building, materials, and furniture) and non-structural (school closures, dropouts) damage to primary schools as well as the changes in the disaster knowledge and understanding of students and teachers before and after Cyclone Aila. Through its empirical study of 30 primary schools in Shyamnagar Upazila (sub-district), Satkhira District, this study reveals that 90% of the schools were severely damaged due to Cyclone Aila. Meanwhile, disaster knowledge, training, participation, and sharing have significantly improved (p < 0.01). both in case of students and teachers. However, about half of the students have not yet gained an understanding about disasters. Students' family income, age, NGO support, and the student–teacher ratio are identified as important determinants of students’ disaster knowledge and understanding, and these determinants must be considered by policy makers. Furthermore, as schools play a dominating role in building disaster understanding, school damage should be repaired immediately, and all schools should be reconstructed in such a way so that those can withstand in future disasters.
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DOI：
10.1108/s2040-7262(2011)0000007009
发表时间：
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期刊：
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影响因子：
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DOI：
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发表时间：
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期刊：
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影响因子：
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