Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41340%2F24%3A103731" target="_blank" >RIV/60460709:41340/24:103731 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.1016/j.ijdrr.2024.104962" target="_blank" >https://doi.org/10.1016/j.ijdrr.2024.104962</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.ijdrr.2024.104962" target="_blank" >10.1016/j.ijdrr.2024.104962</a>
Alternative languages
Result language
angličtina
Original language name
Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours
Original language description
Disaster Risk Reduction Education (DRRE) plays a crucial role in building community resilience by equipping children with the knowledge and skills needed to respond to disasters and reduce vulnerabilities. School children are not only among the most vulnerable to disaster impacts but also serve as important agents of change by sharing DRR knowledge with their families and communities. Over the past decade, educational initiatives in Pakistan have gained momentum to mitigate disaster-related damages and foster resilience. This approach has been supported by numerous studies highlighting its effectiveness in achieving positive results. This study examines the factors that can either aid or impede the expansion of disaster risk reduction education for primary school students in four districts of the Khyber Pakhtunkhwa Province. The study employed a multi-informant mixed-method approach that gathered data from multiple sources, including elementary school children, school personnel, and child-centered disaster risk reduction non-governmental organizations members. Many teachers in the study believed they could involve children in disaster preparedness and thought disaster risk reduction education should be taught in schools. The study identified six significant challenges (policy blueprint for DRR education, cognizance and availability of DRR educational materials, teacher's competence to improve learning outcomes, strengthening school partnerships, allocating resources for optimal results, and giving children a voice) and proposed several policies recommendations for making progress. Although these issues may be prevalent in developing and developed nations, the suggested strategies may have applicability beyond the geographic confines of Khyber Pakhtunkhwa, Pakistan.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
40101 - Agriculture
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
C - Předmět řešení projektu podléhá obchodnímu tajemství (§ 504 Občanského zákoníku), ale název projektu, cíle projektu a u ukončeného nebo zastaveného projektu zhodnocení výsledku řešení projektu (údaje P03, P04, P15, P19, P29, PN8) dodané do CEP, jsou upraveny tak, aby byly zveřejnitelné.
Data specific for result type
Name of the periodical
International Journal of Disaster Risk Reduction
ISSN
2212-4209
e-ISSN
2212-4209
Volume of the periodical
114
Issue of the periodical within the volume
NOV 2024
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
21
Pages from-to
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UT code for WoS article
001359898600001
EID of the result in the Scopus database
2-s2.0-85208915260