This article investigates the implementation of disaster risk reduction education for children in Indonesia. In the last decade, education programmes related to this subject have been promoted as ...capable of reducing disaster losses and increasing resilience, based on several studies that have identified positive outcomes. Therefore, it is critical to evaluate and address any potential challenges that might impede their success. The article uses a case study in Jakarta, a rapidly growing megacity that is highly prone to disasters and natural hazards, especially floods and fires, to explore the scaling up and sustainability of disaster risk reduction in Indonesian schools. Based on previous studies, a new approach was developed for evaluating the implementation of education programmes related to these subjects. This study captured the perspectives of children, school personnel, and non-governmental organisations on the challenges of scaling up the implementation of disaster risk reduction education in schools. The study revealed seven key issues and suggests several policy recommendations to move forward. These key issues may also be apparent in many other developing and developed countries, and the suggested recommendations may well be applicable beyond Indonesia.
Preparedness for disasters is universally low; children and families are particularly vulnerable groups. Against this backdrop, research on disaster preparedness for children and families is ...reviewed, with a focus on disaster preparedness and prevention education programs. Following definitions and theory/rationale, research is critically analyzed. While findings indicate a large growth in research in the past 15 years and largely positive findings, significant challenges remain. These challenges include issues related to methodological rigor, long-term effectiveness, and implementation. Recent research reflecting these important challenges is reviewed. At the same time, other recent research documents real potential for these programs, including findings which suggest that increased attention to incorporating theory- and evidence-supported components can enhance outcomes. Thus, despite some important limitations and challenges, research done to date signals promise for these programs in reducing risk and increasing resilience to disasters for children, families, and the households and communities in which they live.
The Triple Zero Kids Challenge is an online, interactive safety game and a mobile application. It provides young children in Australia with essential information on how to identify and report ...legitimate emergencies by calling Triple Zero (000). As a companion resource, the Triple Kids' Challenge Teacher's Guide provides educators of lower-primary school students with a series of structured learning activities to consolidate and extend the key messages of the online game. To ensure that the learning activities in the guide are both feasible and appropriate for the target age group, a formative evaluation was conducted with lower-primary students and their teachers. This paper reports on the results of the evaluation and highlights the importance of formative evaluation to the development of safety education programs for children. While the evaluation indicated that the learning activities were feasible and appropriate for lower-primary school students, it also identified the need for numerous modifications and improvements that have been incorporated into a revised 2017 version of the guide.
Child-centred disaster risk reduction and climate change adaptation have gained traction through projects and programs implemented by various actors worldwide. However, there remains a lack of ...understanding of their longer-term impact and influence on policy and practice at different levels of governance. This longitudinal research examines the processes of mainstreaming child-centred disaster risk reduction (DRR) and school safety programs at various levels. The data collection methods included participatory workshops, focus group discussions, and participant observations collected in 2008 and 2019. The findings suggest that the existence of local disaster regulation and mainstream institutions does not serve as a legitimate predictor for how likely governments adopt child-centred DRR and sustain school safety policy implementation. By adopting hybrid and combining approaches to DRR institutionalisation, NGOs and governments have collaboratively combined various strategies, including local regulatory change, incentives, nudging, and coercive and discursive approaches.
•A long-term observation of child-centred risk reduction from 2008 to 2019 in Indonesia shows incremental progress.•School safety programs' sustainability and scaling up depend on government commitments and NGOs' nudging strategy.•Institutionalising school-level adoption requires local champions from the school to district levels.•Program sustainability is achieved through more complex routes, including various programs and a hybrid policy mix.•The hybrid approach to mainstreaming adaptation and risk reduction includes a policy mixture of incentives, champions, nudging, coercive approaches.
There has been an increasing research and policy focus internationally on the role of child-centred disaster risk reduction and resilience (CC-DRR), including disaster risk reduction and resilience ...education programs for children and youth. This paper summarises developments and emphasises current progress and challenges. While research has increased in the past 15 years, there are significant research gaps, including those regarding the effectiveness of programs and their relatively patchy implementation. How to solve these problems has been the focus of a world-first national program of research funded by the Bushfire and Natural Hazards CRC. Building on international and national research to date, this paper focuses on the question of ‘how can we create, evaluate, implement and scale up CC-DRR programs that work over time, including during disasters and into adulthood, to reduce risk and increase resilience for children, youth, schools, households and communities?’ This includes a guiding model for research and use, and a set of research-informed tools either developed or being developed to facilitate further progress., There has been an increasing research and policy focus internationally on the role of child-centred disaster risk reduction and resilience (CC-DRR), including disaster risk reduction and resilience education programs for children and youth. This paper summarises developments and emphasises current progress and challenges. While research has increased in the past 15 years, there are significant research gaps, including those regarding the effectiveness of programs and their relatively patchy implementation. How to solve these problems has been the focus of a world-first national program of research funded by the Bushfire and Natural Hazards CRC. Building on international and national research to date, this paper focuses on the question of 'how can we create, evaluate, implement and scale up CC-DRR programs that work over time, including during disasters and into adulthood, to reduce risk and increase resilience for children, youth, schools, households and communities?' This includes a guiding model for research and use, and a set of research-informed tools either developed or being developed to facilitate further progress.
Informing the public about disaster risk - Hyogo Framework for Action (HFA) - raising 'consciousness' - worldwide growth in disaster risk reduction related awareness and knowledge - difficulties in ...measuring success of programs - challenges to meeting the aims of HFA.
Review of initiatives in disaster risk reduction practices - disaster resilience education - community-based programming for youth - bridging a service gap - school emergency management - child ...participation in policy development and decision-making - children as risk communicators - peer-reviewed.
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