Fieldwork and Research Impact on Learning of Disaster Risk Reduction

Dewi, Ratih Puspita

doi:10.13189/ujer.2020.080852

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…It is evidenced by a national framework for disaster risk management developed in 2007 to direct the entire system to build capacity, policy, and planning in each field, including in educational institutions [25], [26]. In more detail, the policies of each country in implementing environmental education through the content of specially taught materials [5], [27], [28], in the integration of other subjects [15], [29]- [31] and even employing environmental conservation policies located in disaster-prone areas [15], [32], [33].…”

Section: Disaster Education Policy In Disaster-prone Schoolsmentioning

confidence: 99%

Disaster education in disaster-prone schools: a systematic review

Yusuf

Razali

Sanusi

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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This paper aims to analyze disaster education in schools in disaster-prone areas, focusing on the resulting policies, supporting programs, and challenges in implementing disaster education in schools. The literature review in this paper is carried out systematically and analyzes the content as a methodology in investigating policies, programs, and challenges in implementing disaster education in disaster-prone schools in the Scopus database. The results of the analysis of the literature review highlight several important points related to disaster education in disaster-prone schools, namely (1) In supporting increased understanding of environmental management and resilience in dealing with disasters in disaster-prone areas, governments in various countries make policies by including environmental content in school materials and policies for environmental conservation. (2) School cooperation with the community and government institutions related to the environment becomes a program in increasing understanding of environmental management and disaster resilience. (3) The literature review also reveals that the material’s content, the approach/learning model used, and the teacher’s ability to understand the environment are challenges for implementing disaster education in disaster-prone schools. The problems in the discussion of this literature review are usable as implications for further research considerations. The findings show that disaster education in disaster-prone schools can effectively increase environmental understanding and resilience if existing policies, programs, and challenges are implemented optimally.

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Section: Disaster Education Policy In Disaster-prone Schoolsmentioning

confidence: 99%

Disaster education in disaster-prone schools: a systematic review

Yusuf

Razali

Sanusi

et al. 2022

IOP Conf. Ser.: Earth Environ. Sci.

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“…If there is, the scope and use of large is still not widely perceived. Then, the integration of disaster education is found in certain subjects such as Science and Geography (Sampurno, Sari, and Wijaya 2015) (Dewi 2020) Therefore, the author investigated the learning materials in the English language subjects used by the teacher in online learning during a pandemic in vocational high schools in East Lampung. Furthermore, the current study will find and discuss also the online platforms which are utilized.…”

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confidence: 99%

English Teaching Materials During Global Pandemic: A Survey on Online Learning at Vocational Schools in Lampung

Algiovan

Roza²

2020

geej

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Coronavirus spread around the world affects many things. Education is one of many affected sectors. Indonesia is a country which mostly effected by Coronavirus. Thousand students throughout the nations left the schools and start adapting a distance learning. It forces all teachers and students to learn and adapt to online learning. English teaching materials play a role in providing students with contextual knowledge. By far, English learning materials have only been inserted about moral values and other values. Though, English teaching materials are considered possible to be a means of learning students on issues related to disaster education. This research investigates the media platforms and materials used by English teachers during the pandemic in vocational high schools in East Lampung. The study used Cross-sectional Designs Survey with questionnaires as data collection techniques. Participants of 27 vocational schools of English teachers. The survey was done in the beginning of first semester. The aims are to know the materials and platforms which are used also to see the teachers’ understanding regarding the disaster education during a global pandemic. The findings gained are (1) Most teachers use WhatsApp in providing teaching materials. (2) The majority of respondents were aware of disaster education but only limited to COVID issues. (3) English teachers have not understood the overall disaster education. There are three main suggestions of this current work : Incorporating of teaching materials integrated with disaster education, environmental, and natural issues. Maximizing the fore on the application of online learning. Enhancing of disaster education at all levels of education.

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Landslides in Higher Education Curricula and Beyond

Mikoš

2023

Progress in Landslide Research and Technology

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Education is a human right and plays a decisive role in capacity building from the pre-school level to professional, under-, and postgraduate university study programmes in higher education institutions and beyond, such as summer schools or as a part of lifelong education for a general audience. It gives us a profession or helps the general population and diverse stakeholders (e.g., policy and decision makers) increase society’s resilience against natural hazards, such as landslides. Thus, education finds a principal place also in numerous international documents accepted by the UN organizations.The article looks at education as a topic of international strategic documents on disaster risk reduction. It uses diverse web tools and databases to assess worldwide efforts in teaching/education on landslides and their disaster risk reduction at higher education levels and beyond. The focus is on the higher education study programmes offering courses on slope stability and landslide mitigation. This topic is widely covered by study programmes in the field of disaster risk management and classical study programmes in civil, geological, geotechnical engineering, as well as in geology and geography. The second cycle covers the landslide topic, i. e. master study programmes and university programmes are prevailing. There is an apparent lack of academic programmes offered as blended programmes or distance learning programmes in disaster risk reduction, including landslide risk. Certificates and diploma levels prevail among academic programmes offered as online courses or continuing education.The web search found a few (summer) schools dedicated to landslide topics and a variety of other open-access material that can be used for education and capacity building, such as blogs, databases, teaching tools, presentations, or video lectures.The International Consortium on Landslides might offer collected information in this article on its web pages under the topic “Educational tools” and then open it up to their members and landslide community to contribute to the content by sending links to elsewhere freely available educational material in landslide disaster risk reduction.

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Fieldwork and Research Impact on Learning of Disaster Risk Reduction

Cited by 3 publications

References 26 publications

Disaster education in disaster-prone schools: a systematic review

Disaster education in disaster-prone schools: a systematic review

English Teaching Materials During Global Pandemic: A Survey on Online Learning at Vocational Schools in Lampung

Landslides in Higher Education Curricula and Beyond

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