Pathways to Disaster Risk Reduction Education integration in schools: Insights from SPAB evaluation in Indonesia
Pathways to Disaster Risk Reduction Education integration in schools: Insights from SPAB evaluation in Indonesia
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DOI：
10.1016/j.ijdrr.2022.102860
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发表时间：
2022-03-18
影响因子：
5
通讯作者：
Sagala, Saut
中科院分区：
文献类型：
--
作者：
Amri, Avianto;Lassa, Jonatan A.;Sagala, Saut
2005年世界减灾会议核可了第一个重要的全球性促进将减少灾害风险纳入学校的活动。在15年的全球和国家的DRR教育运动在印度尼西亚的进展，本研究提出了三个关键的研究问题：第一，学校如何采用和维持DRR教育？第二，地方和国家行为者如何在学校推广减灾教育的一体化？第三，印尼减灾教育面临的挑战和机遇是什么？使用探索性和定性的方法，本研究评价结合了原始和二手数据。在2020年6月至8月期间，在四个省份举办了10个跨学科研讨会，共有211名参与者，包括国家和地方层面的教育工作者、政策制定者、政府和非政府组织工作人员等主要利益相关者。本文提供了新的见解，确定新的途径DRR整合在学校，以学校为基础的DRR可以密不可分的联系到以家庭为基础的DRR和社区为基础的DRR规划。然而，在学校中纳入减少灾害风险和学校采用减少灾害风险教育仍然是家长式的，学校在很大程度上依赖于地方政府的举措。相比之下，地方政府对投资减灾教育犹豫不决。本文得出的结论是，这种制度差距延迟高档DRR教育和DRR在学校的整合。这项研究意义重大，因为它可以为其他易受灾害和中低收入国家实现仙台框架目标的潜在失败提供预警。
The World Conference on Disaster Reduction 2005 endorsed the first and significant global promotion for Disaster Risk Reduction (DRR) integration in schools. Within 15 years of progress of the global and national movements for DRR education in Indonesia, this research asks three key research questions: First, how do schools adopt and sustain DRR education? Second, how do local and national actors upscale the integration of DRR education in schools? Third, what are the challenges and opportunities of DRR education in Indonesia? Using an explorative and qualitative approach, this research evaluation combined primary and secondary data. Ten transdisciplinary workshops were carried out involving 211 participants in four provinces involving key stakeholders such as educators, policy-makers, government and NGO workers at both national and local levels during June-August 2020. This paper offers new insights by identifying new pathways of DRR integration in schools where school-based DRR can be inextricably linked to family-based DRR and community-based DRR programming. However, DRR integration in schools and schools' adoption of DRR education remains paternalistic in which schools are heavily dependent on the local government initiatives. In contrast, local governments are hesitant to invest in DRR education. The paper concludes that such institutional gaps delay upscale DRR education and DRR integration in schools. This research is significant because it serves as an early warning of the potential failures to meet the targets of the Sendai Framework for the rest of disaster-prone and low-to-middle-income countries.