Engaging national policy makers in ecosystem based disaster risk reduction through social learning: Lessons from workshops in Africa, oceania, Latin America and the Caribbean

Murti, Radhika; Mathez-Stiefel, Sarah-Lan; Garcia, Veronica Ruiz; Rist, Stephan

doi:10.1016/j.ijdrr.2019.101463

Cited by 11 publications

(5 citation statements)

References 19 publications

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“…For example, researchers have analyzed the link between whole-of-government approaches and policy capacity in Australian health policy (Hughes et al, 2015). At the same time, scholars have applied the term policy mainstreaming to analyze social learning processes for disaster reduction in ecosystems (Murti et al, 2020).…”

Section: Concepts Related To Policy Integrationmentioning

confidence: 99%

Empirical research on policy integration: a review and new directions

et al. 2023

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Research on policy integration has become an important part of public policy scholarship by analyzing how policymakers create linkages between policy subsystems to deal with complex policy problems. To develop this research program further, it is crucial to know how policy integration relates to broader theoretical and methodological developments in the field of public policy studies. This article reviews the empirical literature on policy integration in the last 10 years focusing on concepts, theories, research design, and methods, drawing upon a sample of 413 articles. Results show no systematic patterns in how these four dimensions combine in policy integration research. Above all, stages and theories of the policy process appear to be incorporated in policy integration studies only to a very limited extent. These findings point to four new directions for policy integration research: (1) Striking a balance between conceptual richness and consolidation regarding “policy integration”; (2) An increased focus on the evaluation of integrated policies; (3) More attention to actor-oriented and explanatory theories; (4) The potential for combining qualitative and quantitative methods of data analysis.

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Section: Concepts Related To Policy Integrationmentioning

confidence: 99%

Empirical research on policy integration: a review and new directions

et al. 2023

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“…This can lead to convergence of actors' perspectives on the problem addressed and improve positive relationships. In collaborative networks, social learning helps in combining knowledge from various experiences, defining problems, and jointly looking for solutions (Murti et al, 2020). Hence, this can result in the change of perception and attitudes among diverse stakeholders to solve common problems (Rist et al, 2006).…”

Section: Network Of Preferred Tiesmentioning

confidence: 99%

A social network analysis of mangrove management stakeholders in Sri Lanka's Northern Province

Nijamdeen

Hugé²,

Ratsimbazafy³

et al. 2022

Ocean & Coastal Management

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“…Based on the results of the study, it is known that 28% of respondents do not agree that disaster learning has not been able to minimize the occurrence of disaster risks. Research (Ruizgarcia, 2019;Ramadhani, 2020) shows that there is a relationship between the intensity level of implementing disaster learning in schools with increased mitigation, adaptation and responsibility for natural disasters. The study estimates that elementary school teachers' high knowledge of disaster can be conveyed and well received by elementary school students so that it can increase disaster resilience in communities in areas prone to volcanic disasters.…”

Section: Schools Namementioning

confidence: 99%

Natural Disaster Mitigation on Elementary School Teachers: Knowledge, Attitude, and Practices

Atmojo¹

2021

j. pendidik. indonesia.

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This study aims to analyze the level of knowledge, attitudes, and practice of teachers in disaster education in elementary schools. This study uses questionnaires distributed to teachers in disaster-prone schools. The data taken are age, gender, subjects taught, recent education, experience in disaster education training, knowledge level, attitude, and practice of disaster education. Respondents who have a good knowledge level are 51.5%, enough knowledge level is 39.4%, and less knowledge level is 9.1%. As many as 98.9% of respondents have a positive attitude and 1.1% have a negative attitude. There are 90.9% of respondents have ever taught and 9.1% have never taught disaster education. This study concludes that teachers of Elementary in disaster-prone schools generally have good knowledge of disaster education, agree that disaster education becomes part of the curriculum, and have taught disaster education to students.

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Engaging national policy makers in ecosystem based disaster risk reduction through social learning: Lessons from workshops in Africa, oceania, Latin America and the Caribbean

Cited by 11 publications

References 19 publications

Empirical research on policy integration: a review and new directions

Empirical research on policy integration: a review and new directions

A social network analysis of mangrove management stakeholders in Sri Lanka's Northern Province

Natural Disaster Mitigation on Elementary School Teachers: Knowledge, Attitude, and Practices

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