Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

40101 - Agriculture

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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.

Název periodika

International Journal of Disaster Risk Reduction

ISSN

2212-4209

e-ISSN

2212-4209

Svazek periodika

114

Číslo periodika v rámci svazku

NOV 2024

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

21

Strana od-do

—

Kód UT WoS článku

001359898600001

EID výsledku v databázi Scopus

2-s2.0-85208915260