Returning to normal? 'Building back better' in the Dominican education system after Tropical Storm Erika and Hurricane Maria.
Returning to normal? 'Building back better' in the Dominican education system after Tropical Storm Erika and Hurricane Maria.
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回归正常？在热带风暴埃里卡和飓风玛丽亚过后，多米尼加教育系统重建得更好。
DOI：
10.1111/disa.12536
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发表时间：
2022-07
期刊：
影响因子：
3.2
通讯作者：
Parham, Martin
中科院分区：
文献类型：
--
作者：
Parham, Martin
关键词：
以儿童为中心的减少灾害风险旨在减少儿童的脆弱性，提高对灾害的抵御能力。2015年《综合学校安全框架》（CSSF）旨在减少危害教育的风险。2015年至2017年，多米尼加遭受了热带风暴埃里卡和飓风玛丽亚的袭击，严重影响了地方和国家的教育系统。自玛丽亚以来，已经引入了几个国家倡议（更安全的学校和智能学校），以增强复原力并实现CSSF的目标。本文通过对29名学校领导、政府官员和减灾利益相关者的访谈进行定性分析，评估了所取得的进展。2018年实施的气候适应能力方案在全国范围内开展了教师培训，并制定了学校灾害计划。有限的成功提高了社会复原力，但由于COVID - 19的短期实施和教师知识库的缺乏，对该计划的长期可持续性和CSSF目标的实施提出了挑战。
Child‐centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. Limited successes have improved social resilience, but short‐term implementation due to COVID‐19 and a lack of a teacher knowledge base have presented challenges to the scheme's long‐term sustainability and the implementation of the CSSF's goals.
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