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Displaying 10 of about 18 resultsTemperatures in less than one in six English classrooms were considered adequate throughout the year, according to the first Building Schools for the Future programme report. Overheating is of particular concern as it can not only reduce educational performance but also undermine the health and well‐being of occupants.
AECOM with Rex Proctor and Edward…
This essay illuminates four reoccurring obstructions to transitioning the Hyogo Framework for Action (HFA) into grassroots praxis and offers empirical case studies to highlight these: community ownership of risk, youth involvement, bipartisan support for implementation, and holistic development funding.
The author proposes the following to overcome the…
This paper includes analysis, synthesis and propositions for the improvement of the current situation related to natural disaster issues in the education process in Serbia. The authors focus on curricula in geography as well as policy documents such as laws and regulations referring to education and disasters. The paper also presents the only formal tra…
The purpose of this paper is to share the implemented strategy, activities and the process of cooperation between the educational community in the municipality of Amadora (Portugal), the Civil Protection Local Authority and the local campaign “Resilient Amadora" on raising awareness about disaster reduction in Portuguese schools.
The authors recommend…
This paper reviews progress in the integration of disaster risk reduction (DRR) into Australian school curricula programs and support materials since 2005. Researchers such as Ronan and Johnston (2005) stress the importance of school disaster education and the youth-school-family network in building community resilience to disasters.
The findings of th…
This paper presents the education kit entitled “Riskland: the fun way to learn how to prevent disasters” which was created in 2002 by the Latin American and the Caribbean Offices of the United Nations Office for Disaster Risk Reduction (UNISDR), and the United Nations Children´s Fund (UNICEF). It was designed for children between 8 and 12 years of age.…
In December 2015, a resolution jointly proposed by 142 countries including Japan on the creation of a World Tsunami Awareness Day, was adopted by consensus at the 70th Session of the United Nations General Assembly. The objectives of the World Tsunami Awareness Day are to raise public awareness of the risk caused by tsunamis and to enhance tsunami prepa…
This document is the eleventh in a series of special topics for consideration, as part of the Words into Action Guidelines on National Disaster Risk Assessment published by UNISDR. This section provides a general introduction to inclusive risk assessment, which pays special consideration for marginalized and vulnerable populations such as women (and gen…
Effective social protection is critical to reduce vulnerability and support timely recovery. However, to date, national systems have been too underdeveloped or not flexible enough to allow them to expand before or during emergencies. Despite these shortcomings, many countries in Asia-Pacific are relying on social protection mechanisms to respond to and…
The COVID-19 pandemic has brought new challenges to disaster preparedness and response. In planning safe evacuation from disaster events, physical distancing and hygiene practices need to be observed. As a result, disaster and tsunami preparedness plans need to be reviewed and updated to address the challenges brought about by the current pandemic. In v…