Disaster education in the UK

The seminar series brought together emergency management specialists and educationalists to explore how disaster management knowledge, innovation and education can contribute to building a culture of safety and resilience in the UK. The series was primarily focussed on ways of understanding UK disaster reduction contexts, though informed by contributions from other parts of the world. The strengthening of debate on practical and policy developments for disaster education helped exchange experiences and ideas about dealing with changing hazards and vulnerabilities. This contributed to wider and strengthened interest in disaster risk reduction engagement through associated educational needs. The series analysed conceptual, practical and policy issues surrounding UK disaster education. Institutional partners were The universities of Northumbria (lead), Glamorgan, UCL and Kyoto served as partners with significant inputs from practice institutions, including in hosting of seminars. This facilitated a rich mix of learning cultures from within and without the academy for open debate and awareness building regards learning and education in disaster reduction. There are consequent developments for further activities beyond the life of this grant, such as ongoing additional conference sessions on disaster education, an EU project, and a DFID funded disaster education and community resilience programme in Zimbabwe and Bangladesh. These also feed back into the UK context. The series exposed a deeply held interest in disaster education from within the UK emergency management sector. Key conclusions were the need to develop in depth grounded learning processes, integrated institutional development and mixed qualitative and quantitative tools for the job

Conceptualising ‘disaster education’

‘Disaster education’ has been studied in various disciplines such as disaster risk management and environmental studies. However, disaster education is a relatively ‘new enquiry’ in the field of education. Particularly, the literature that conceptualises ‘disaster education’ in education is minimal. This paper aims to fill this gap by synthesising existing disaster education literature linking them with educational concepts. The paper suggests three possible conceptualisations for disaster education. The first is based on a temporal distinction between education undertaken in usual times or unusual times. The second conceptualisation applies modes of learning and teaching: formal, non-formal and informal. Thirdly, establishing disaster education as a sub-discipline in the field of education is proposed: one sub-discipline is lifelong learning and the other is public pedagogy. Critiquing each method of conceptualisation, the paper argues for the suitability and usefulness of locating ‘disaster education’ within public pedagogy

Disaster Education Model for Pre-School Age Children

Disasters are classified into 3 (three) namely natural disasters, non-natural disasters and social disasters. To reduce disaster risk, it is necessary to prioritize a disaster-care attitude with disaster education from an early age in accordance with the habits of a society. This study aims to reveal and analyze the disaster education model in early childhood and at the same time to determine the effectiveness of the learning process. This research is a research library to examine the literature related to research problems by selecting, reading, studying, and reviewing relevant research. Data collection was carried out through literature surveys related to disaster education and studies related to early childhood. Data analysis was performed by editing, classification, and interpretation. Early childhood is a group that is vulnerable to disasters. It is imperative that early childhood get attention to get disaster education as early as possible. Disaster education is very important to be implemented from early age groups to adulthood. BPBD Klaten Regency through Taman Eling, Waspada, and Siaga as a model of disaster education provides disaster learning starting from early childhood Keywords:  Early Childhood, Disaster Mitigation, Disaster Education Mode

Sosialisasi Pendidikan Kebencanaan Pada Peserta Didik Santri Dayah Tahfidz Annisa Kabupaten Aceh Barat

Socializing disaster education in schools is crucial to prevent and reducing disaster risk. Not only need to be delivered to formal education and non-formal educational institutions. This is in line with the Regulation of the Head of the National Disaster Management Agency No. 4 of 2012 concerning the Implementation of Disaster Safe Schools/Madrasahs. One of them is education in Dayah Tahfiz Annisa. In Dayah Tahfidz, Annisa consists of students for elementary to high school children. The students in Dayah still do not understand the science of disaster education. The methods used in disaster education learning are ICT, Example Non Example, and Question & Answer. The result is that the students have increased knowledge of disaster response, awareness, and resilience. Socialization about disaster education that is adapted to the content of boarding schools. So far, the students in Dayah still do not understand the science of disaster education. The methods used in disaster education learning are ICT, Example Non-Example, and Q&A. the result is that the students have increased knowledge of disaster response, disaster awareness, and disaster resilience

Continuity and change in disaster education in Japan

This article aims to describe post-war continuity and change in disaster education in Japan. Preparedness for natural disasters has been a continuous agenda in Japan for geographical and meteorological reasons, and disaster education has been practised in both formal and informal settings. Post-war disaster management and education have taken a follow-up approach, which means that clusters of measures have been developed after critical national-scale disasters have occurred. Following this clustering, with a minor amendment, the article discusses continuity and change in disaster education, looking at the different versions of the national curriculum (the Course of Study) at the compulsory school level. It is argued that disaster education has always been delivered at school in post-war Japan – this is the continuity – however, its treatment in the curriculum has changed over the years, from the scientific knowledge model, to the civic participation model, to the multi-hazard model, to the everyday life model within broader economic, political and social contexts – this is the change. Through this historical description, the article sheds light on the complexity of the field ‘disaster education’, particularly its two-dimensional aspect, namely, ‘the science of disasters’ on the one hand, and ‘life skills for disasters’ on the other. Currently, these two dimensions are addressed within the policy framework of School Safety. It is argued, however, that this complexity has been a challenge in the positioning of disaster education in the Japanese system. The article concludes by exploring the direction that disaster education has been taking since the Tohoku earthquake and tsunami of 2011

Disaster education in primary school: a qualitative research based on teachers’ opinions

This study aims to reveal the opinions of classroom teachers on disaster education in primary school. The study was conducted within the scope of phenomenology, one of the qualitative research methods, with 22 classroom teachers working in different regions of Turkey in 2020-2021 academic year. The study data was collected with the semi-structured interview method, and the collected data was analysed through content analysis. As a result of the study, it was determined that classroom teachers have knowledge and awareness about the concept of disaster, that disaster education is an urgent necessity for Turkey, and that disaster education is indispensable for preparing for disasters. In addition, it was stated that disaster education should be given through doing-living experiences and that these should be applied and made permanent. It has been determined that technology-supported disaster education provided using different teaching methods-techniques should not be limited to classrooms and be benefited from other environments. As a result, it was demonstrated that it is necessary to benefit from the power of education on the way to "Turkey Ready for Disasters" and "Education Year for Disasters" and that disaster education in primary school should be operative, permanent, concrete, doing-living, outdoor and technology supported

The objectives of disaster education from teachers’ perspectives

This study aims to examine teachers’ judgments on the objectives of disaster education regarding basic three aspects; clarity, measurability and attainability. A 3-point Likert-type scale was developed, and completed by 142 teachers who participated in several in-service trainings about disaster education. Descriptive statistics were carried out to analyze the data. Results of this study revealed that there was no single objective that teachers perceived as clear, measurable and attainable at one hundred percent. So, there is an urgent need to do a comprehensive list of learning objectives in a way that they are perceived clearer, more measureable and attainable for the purpose of achieving a well-qualified disaster education including all domains of disaster education, namely cognitive, affective and psychomotor

VALIDITY OF DISASTER E-BOOK TO IMPROVE DISASTER LITERACY SKILLS AT JUNIOR HIGH SCHOOL

Natural disasters in Indonesia constantly occur every single year and have adverse effects. In order to minimize those negative effects, it is crucially needed to increase disaster literacy in the society, which starts from the students. To improve disaster literacy, students must be assisted with teaching materials that focus on disaster material, such as disaster education e-books. Disaster education e-books are teaching materials that contain the vibration, waves, and disaster materials combined with a webbed integration model. This research aimed to measure the validity level of the developed disaster education e-book. The research method applied was research and development with the 4D development model proposed by Thiagarajan et al. (1974). However, this research did not reach the disseminating stage, so the development model used became a 3D model consisting of defining, designing, and developing stages.  Validation questionnaires were used to measure product validity, and these questionnaires were assessed by two expert lecturers and three science teachers. The development of teaching materials in the disaster education e-books form scored 81%, and it was categorized in the valid category. As a result, the disaster education e-book developed was valid for use at the junior high school level

Radiation fact sheet

Curt Emanuel, Extension Educator, Purdue University Cooperative Extension Service and Extension Disaster Education Network Radiological Education Team MemberEMERGENCY MANAGEMENTThanks to the U.S. Nuclear Regulatory Agency; Federal Emergency Management Agency; U.S. Environmental Protection Agency; and Ray Burde, associate director, Center for Agriculture and Food Security and Preparedness, University of Tennessee, for much of the information included here.University of Missouri Extension is a partner in the Extension Disaster Education Network.University of Missouri ExtensionReviewed September 2018 -- websit